Integration of AI and Coding in Indonesia’s New Curriculum: A Literature Review

• Adelia Dwi Syahputri

  Indonesia University of Education

  Author

• Ahmad Fajar Fadhillah

  Indonesia University of Education

  Author

The integration of Artificial Intelligence (AI) and programming (coding) into Indonesia’s new curriculum reflects the nation’s effort to prepare students for the realities of the 21st century, including digital literacy, computational thinking, and problem-solving skills. Although the policy direction signals meaningful progress, its implementation in schools is still uncertain, especially regarding teacher readiness and the availability of supporting resources.This study explores how AI, Computational Thinking (CT), and coding are positioned within Indonesia’s curriculum policy and examines the extent to which these competencies can be translated into real classroom practice.Using a narrative literature review, this study analyzes journal articles, policy reports, and key curriculum documents to map both policy intentions and on-the-ground challenges.The review shows that CT has begun to appear in schools through simple activities, including unplugged methods and educational games. In contrast, coding is still introduced only at a basic level, and AI has not yet emerged as a structured component of classroom instruction. Persistent challenges include limited technological infrastructure, varied levels of teacher competence, and the absence of clear operational guidelines. These findings suggest that, while the integration of AI and coding aligns with future skill demands, implementation must be gradual and realistic. CT offers the most feasible starting point before schools progress toward more advanced AI and coding learning. Strengthened teacher training, more equitable access to digital resources, and the development of step-by-step instructional guidelines are essential to support the effective integration of digital competencies in schools.

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