Analysis and Comparative of the Academic Draft on Coding and Artificial Intelligence Education in Indonesia Primary and Secondary Schools

Abstract

This study provides a comprehensive analysis and comparative evaluation of Indonesia’s 2025 Academic Draft on Coding and Artificial Intelligence (AI) Education in Primary and Secondary Schools. As digital transformation accelerates globally, nations are prioritizing AI literacy and computational thinking in school curricula. While Indonesia’s draft reflects strong alignment with national visions such as RPJPN 2025–2045 and Society 5.0, and proposes innovative curricular structures and early AI introduction, it faces major implementation challenges. Using a qualitative document-based approach, this study integrates SWOT analysis, cross-national comparison with India’s AI education initiatives, and a policy gap assessment based on global benchmarks. Key findings highlight philosophical and pedagogical strengths, particularly in curriculum modularity and ethical intent, yet reveal critical weaknesses including the absence of a detailed implementation roadmap, teacher competency frameworks, inclusive infrastructure plans, and enforceable data ethics protocols. Comparative insights from India underline the importance of centralized teacher development, digital equity strategies, and public-private partnerships for scalable success. This paper concludes that Indonesia’s policy, though visionary, requires operational refinement and systemic readiness to achieve equitable, ethical, and future-oriented AI education. Recommendations include detailed planning, inclusive infrastructure investments, competency-based teacher training, robust monitoring systems, and integration with lifelong learning pathways. The study offers actionable insights for policymakers, educators, and stakeholders working toward sustainable digital education reform in emerging contexts.