Kinerja Guru dan Dosen dalam Mengoptimalkan Kecerdasan Buatan pada Implementasi Kurikulum Merdeka: Systematic Literature Review
DOI:
https://doi.org/10.37481/jmeb.v6i2.2446Keywords:
Artificial Intelligence, Educator Performance, Independent CurriculumAbstract
The implementation of the Independent Curriculum (Kurikulum Merdeka) demands educators to facilitate personalized learning, which consequently increases their administrative workload. Artificial Intelligence (AI) emerges as a strategic solution, yet its integration is often hindered by technical and ethical barriers. This study aims to systematically review the literature concerning the optimization of AI by teachers and lecturers to enhance their professional performance within the Independent Curriculum framework. Employing the PRISMA 2020 guidelines, a Systematic Literature Review (SLR) was conducted on 47 peer-reviewed articles published between 2019 and 2025, sourced from Scopus, Web of Science, SINTA, and Google Scholar. The data were evaluated using the Mixed Methods Appraisal Tool (MMAT) and analyzed via thematic synthesis. The findings reveal a significant paradigm shift from the use of AI as basic administrative aids to advanced generative tools for designing differentiated learning modules and managing student data. Digital literacy, self-efficacy, and visionary AI leadership are identified as the primary determinants of successful AI integration. Best practices highlight the effective use of AI in streamlining assessments and mentoring tasks. However, infrastructure disparities, technology anxiety, and academic integrity threats remain critical challenges. The study concludes that AI significantly elevates educator performance when coupled with robust digital competence and institutional policy support. Future research is recommended to focus on the longitudinal impact of AI on educators' mental well-being.
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