The Suitability of the Curriculum with Student Learning Problems at Madrasah Ibtidaiyah: Systematic Literature Review Aspect Research Findings

Abstract

Curriculum changes require madrasah ibtidaiyah (MI) to ensure that the curriculum design addresses the learning needs and problems of students, but the synthesis of evidence regarding this alignment is still limited. This research aims to map the learning problems of MI students, assess the curriculum's alignment with these problems, and identify supporting factors, hindering factors, and reinforcement strategies. This systematic literature review follows the PRISMA 2020 guidelines with inclusion criteria for empirical studies in MI, published from 2021 to 2026. Nine studies were analyzed thematically. The results show that learning problems are concentrated on basic literacy (beginning reading and Arabic reading and writing), numeracy (story problems and data processing), as well as motivation and environmental factors. The curriculum alignment is partial: principles of flexibility and differentiation. The Merdeka Curriculum is relevant, but its implementation is hindered by the readiness of teachers, the preparation of teaching materials, diagnostic assessments, and facilities. Supervisory support, digital platforms, and family support are contributing factors. The conclusions are still limited due to the small number of studies, descriptive design, and the absence of studies directly examining the relationship between the curriculum and learning outcomes.