IMPLEMENTATION OF CODING LEARNING SINCE GRADE V OF ELEMENTARY SCHOOL IN THE INDEPENDENT CURRICULUM TO IMPROVE DIGITAL SECURITY LITERACY

Abstract

Early age coding instruction has the potential to strengthen pupils’ digital literacy particularly their understanding of digital safety yet the literature on how this is implemented in Indonesian primary schools under the Kurikulum Merdeka remains sparse. This literature‑based study seeks to synthesize existing research on coding programmes for Grade 5 pupils that align with Kurikulum Merdeka principles and to identify their impact on students’ digital‑security literacy. A systematic search was carried out in academic databases (e.g., Google Scholar and education journals) using the core keywords “coding elementary school,” “digital‑security literacy,” and “Kurikulum Merdeka.” Articles were selected on the basis of topic relevance, educational level, and explicit integration of security concepts within coding modules. Thematic analysis grouped the findings by instructional model, digital‑security literacy indicators, measurement instruments, reported outcomes, and implementation enablers and barriers. The synthesis reveals that most primary school coding studies centre on computational thinking or general digital literacy; only a few describe explicit, measurable integration of digital security literacy. Teacher readiness, infrastructure, and adaptation of materials to Kurikulum Merdeka principles contextual learning and authentic assessment emerged as key themes. The review underscores the need to develop coding modules with clearly defined, assessable digital‑security components and calls for further empirical research to evaluate their impact in classrooms. Recommended actions include formulating specific indicators, providing teacher training, and designing project based activities that embed digital security awareness in line with Kurikulum Merdeka characteristics.