LITERASI BACA-TULIS PERMULAAN PADA ERA KURIKULUM MERDEKA DAN TRANSFORMASI DIGITAL DI SEKOLAH DASAR

SEBUAH SYSTEMATIC LITERATURE REVIEW

Abstract

This study investigates the development of early reading and writing literacy in Indonesian primary schools during the implementation of the Merdeka Curriculum and the ongoing digital transformation using a Systematic Literature Review (SLR). Literature was searched through the Publish or Perish application using Google Scholar as the primary database, producing 133 documents. After removing duplicates, screening titles and abstracts, and assessing full-text eligibility based on predetermined inclusion criteria, 10 articles were finally analyzed. The synthesis reveals three major findings. First, early literacy instruction has strengthened through the use of digital media, instructional videos, reading applications, phonics-based approaches, and story-based literacy activities. The flexibility of the Merdeka Curriculum enables teachers to implement differentiated instruction that aligns with students’ varying literacy needs. Second, learning loss emerged during the pandemic, particularly in phonics, reading fluency, and phonological awareness, yet gradual recovery has occurred as face-to-face learning resumed and formative assessments were reinforced. Third, early literacy development is shaped by family involvement, teachers’ readiness to use technology, and the availability of digital infrastructure. Challenges persist, including limited devices, unequal internet access, and literacy programs that remain unstructured. Overall, the review highlights the necessity of sustained collaboration among schools, families, and policymakers. Integrating the Merdeka Curriculum with digital tools holds strong potential for improving early literacy outcomes when supported by teacher competence and equitable learning resources