Learning Innovations in Indonesian Early Childhood Education under the Merdeka Curriculum: A Systematic Literature Review

Abstract

Research on learning innovation in Indonesian early childhood education has grown quickly since the introduction of the Merdeka Curriculum, but existing systematic reviews examine one type of innovation at a time. This review aimed to map the learning innovations implemented in early childhood settings, the developmental outcomes reported and how they were measured, and the conditions that support or constrain implementation. The review followed the PRISMA 2020 guideline. Searches were conducted in the Crossref database and through targeted web searching for journal articles published in 2022–2026. Of 100 database records and 12 additional reports, 32 studies met the eligibility criteria and were analysed thematically. The innovations comprised project-based learning and the Pancasila Student Profile project, STEAM, loose parts and concrete media, digital and AI media, differentiated and deep learning approaches, and contextual curriculum innovations. All studies reported positive results, mainly in character, creativity, problem solving, and independence. However, 17 studies were qualitative, only six used a comparison group, and most relied on teacher-made observation sheets. The main constraints were teacher competence, limited materials and time, and difficulties in assessment. The evidence is promising but not yet strong, which calls for teacher professional learning and more rigorous research.