Perspectives of Teachers on Digital Literacy Implementation Curriculum in Elementary Schools

Rusi Rusmiati Aliyyah; Teguh Prasetyo; Widyasari Widyasari

doi:10.12688/f1000research.172273.2

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Research Article

Revised

Perspectives of Teachers on Digital Literacy Implementation Curriculum in Elementary Schools

[version 2; peer review: 2 approved, 2 approved with reservations]

Rusi Rusmiati Aliyyah ¹, Teguh Prasetyo¹, Widyasari Widyasari²

PUBLISHED 03 Jun 2026

Author details Author details

¹ Faculty of Teacher Training and Education, Universitas Djuanda, Bogor, West Java, 16720, Indonesia
² Faculty of Educational Technology, Universitas Ibn Khaldun, Bogor, West Java, Indonesia

Rusi Rusmiati Aliyyah
Roles: Conceptualization, Funding Acquisition, Methodology, Validation

Teguh Prasetyo
Roles: Data Curation

Widyasari Widyasari
Roles: Conceptualization

OPEN PEER REVIEW

REVIEWER STATUS

Abstract

The development of a digital literacy-based curriculum in elementary schools is an independent, student-centered approach to learning through the effective and efficient use of digital technology. The research aims to explore teachers’ perceptions of implementing a digital literacy-based curriculum to improve learning quality in primary schools. This research uses a quasi-qualitative approach. Data were collected through semi-structured interviews with 48 teachers from 26 primary schools in seven provinces in Indonesia, while data analysis used thematic analysis. The research results summarize the statements of elementary school teachers and reveal three main themes: the urgency, strategies, and positive and negative impacts of implementing a digital literacy-based curriculum in elementary schools. Participants stated that implementing a digital literacy-based curriculum is very important because it affects the efficiency and effectiveness of school resource use, improves school quality, and helps develop 21st-century skills. This research concludes that elementary schools need to manage and develop curricula, prepare regulations governing the use and availability of infrastructure to implement digital literacy, integrate technology into learning activities, and provide an understanding of digital ethics. This research recommends that elementary schools implement a digital literacy-based curriculum in a continuous, integrated, and contextual manner, and that they collaborate with universities for mentoring and curriculum development. Second, the Indonesian government should develop policies for implementing and developing a digital literacy-based curriculum in elementary schools, so that education units have a clear, measurable benchmark to achieve quality education.

Keywords

Curriculum Management, Digital Literacy, Elementary School, Thematic analysis, 21st century skills

Corresponding author: Rusi Rusmiati Aliyyah

Competing interests: No competing interests were disclosed.

Grant information: This research was funded by the Directorate of Research, Technology, and Community Service, the Directorate General of Higher Education, Research, and Technology, and the Ministry of Education, Culture, Research, and Technology of the Republic of Indonesia. In accordance with Master Contract Number 106/E5/PG.02.00.PL/2024 and Agreement/Contract Number: 014/SP2H/RT-MONO/LL4/2024, 801/01/K-X/VI/2024
The funders had no role in study design, data collection and analysis, decision to publish, or preparation of the manuscript.

Copyright: © 2026 Aliyyah RR et al. This is an open access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

How to cite: Aliyyah RR, Prasetyo T and Widyasari W. Perspectives of Teachers on Digital Literacy Implementation Curriculum in Elementary Schools [version 2; peer review: 2 approved, 2 approved with reservations]. F1000Research 2026, 14:1299 (https://doi.org/10.12688/f1000research.172273.2) First published: 24 Nov 2025, 14:1299 (https://doi.org/10.12688/f1000research.172273.1) Latest published: 03 Jun 2026, 14:1299 (https://doi.org/10.12688/f1000research.172273.2)

Revised Amendments from Version 1

The uploaded article is a revised, higher-quality version based on F1000Research reviewer feedback. Key changes include a revised abstract clarifying the research's purpose and conclusions; an introduction detailing the theme, urgency, and novelty; a methodology section with expanded data collection explanations and respondent selection rationale; a discussion enhancing findings and research limitations; and a conclusion providing detailed results, suggestions, implications, and recommendations.

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Introduction

Digital literacy is the knowledge and skills of consumers in utilizing digital media (Lazonder et al., 2020) to develop curriculum and upskill in the school environment to support students’ cognitive, social, and emotional abilities (Churchill, 2020; Jang et al., 2021; UNESCO Institute for Statistics, 2018; Van Laar et al., 2017). Information and Communication Technology (ICT)is an example of digital-based childhood socialization that can expand communication, interpersonal relationships, and students’ thinking skills (Van Laar et al., 2017). Nevertheless, digital literacy includes not only technical skills in using digital devices and applications, but also a deep understanding of ethics, security, and positive engagement in the online world (Jang et al., 2021). The development of a digital literacy-based curriculum in elementary schools plays an important role in building the foundation of digital literacy for children (Purnama et al., 2021). Developing a digital literacy-based curriculum is essential to enhance 21st century learning (Churchill, 2020). Research states that digital literacy learning has an impact on 21st-century skills development (Churchill, 2020; Kim et al., 2014; List, 2019; Purnama et al., 2021; Siddiq et al., 2017) that focuses on competencies so that students have critical thinking skills and good metacognition (Siddiq et al., 2017).

Various countries have implemented digital literacy learning, which is packaged in the development of a curriculum in accordance with the potential of schools to improve the quality of education in their countries. Selected European countries (Slovakia, Czechia, Poland, the United Kingdom, and Ireland), as well as the United States and Sweden, include digital literacy in primary school students’ learning to improve students’ numeracy literacy skills (Javorský & Horváth, 2014; UNESCO Institute for Statistics, 2018). The results of the study stated that European countries use six national educational technology standards in basic education, namely creativity and innovation, communication and collaboration, research and information fluency, critical thinking, problem solving, decision making, technology operations and concepts (Javorský & Horváth, 2014). China has developed a digital learning curriculum to improve the literacy skills of grade 4 elementary school students (Harvey & Brooks, 2022). Hungary develops a curriculum to improve information literacy skills and competencies (Varga & Egervári, 2014). Canada designs classroom-based cybersecurity, privacy, and digital literacy games for elementary school students (Maqsood & Chiasson, 2021). The United States is developing a digital model to make it easier for elementary school teachers to implement technology-based curriculum (Obel-Omia, 2016). Taiwan develops inquiry and six-frame learning to integrate information literacy into the primary school curriculum (Chen, 2018). Meanwhile, Korea developed a national curriculum that teaches software learning in the private activities of 5-year-olds (Lee et al., 2018).

Meanwhile, to improve the quality of elementary schools, especially in developing a digital literacy based curriculum, Indonesia has formed the school literacy movement as a comprehensive effort that involves school residents (teachers, students, and parents of students) and the community to participate in the education ecosystem. Meanwhile, to answer the demands of technology-based 21st century learning, in 2021, the Ministry of Education, Culture, Research, and Technology of the Republic of Indonesia launched a digital literacy module in elementary schools that contains strategies for implementing digital literacy carried out inside and outside the classroom in the form of extracurricular activities with a learning focus on time management, cyberbullying, cybersecurity management, Privacy Management, Critical Thinking, and Digital Empathy (Rahmah, 2015). Indonesia has also developed a digital corner for technology-based learning activities in all educational units, including elementary schools, it has also developed computational thinking in the curriculum of local school content (Aliyyah et al., 2024). All of these digital literacy-based learning activities are contained in the curriculum developed by the Indonesian government under the name of the merdeka curriculum. Merdeka curriculum is a curriculum with diverse intracurricular learning with more optimal content so that students have enough time to explore concepts and strengthen competencies. Merdeka curriculum encourages the mastery of digital skills, where students learn to use technology wisely, safely, and critically with the information they encounter (Emawati et al., 2024).

However, elementary schools in Indonesia have difficulty implementing government programs due to various challenges. Among them are the limited software owned by the school, the low awareness of users in utilizing the facilities owned by them (Ministry of Education, Culture, 2021), low public awareness and knowledge about Information and Communication Technologies (ICT) (Rasmitadila et al., 2020), there are no special assistance for teachers and students after the elimination of special subjects on ICT in the elementary school curriculum so that teachers and students are not given knowledge and understanding about the ethics of using ICT (Aliyyah et al., 2023). In addition, the lack of adequate technological facilities and infrastructure in schools affects the limited ability of teachers and students to use technology (Rahmah, 2015).

Given these problems, this research is important for addressing and providing alternative solutions to issues in Indonesia. This research produces novelty, namely a model of teacher perception about the implementation of a digital literacy-based curriculum through the theme of urgency, strategies, and positive and negative impacts on learning, so that it can be a reference for elementary schools and the government in implementing and developing the curriculum to improve the quality of education in Indonesia.

The state-of-the-art in this study was conducted using the VOSviewer system, with data sourced from the Scopus database. The researcher included 13 keywords: digital literacy, technology, information, school, research, student, education, elementary school, child, study, teacher, curriculum, literacy, and child, covering the last 10 years (2014-2024). There are 50 articles related to keywords, and research on the implementation of a digital literacy-based curriculum in elementary schools has only been carried out since 2020, and has not been widely done in the world, nor has it ever been conducted on the theme of teacher perception models about the implementation of a digital literacy-based curriculum in elementary schools.

This research aims to explore teachers’ opinions regarding the implementation of digital literacy-based curriculum in elementary schools in Indonesia. Three main questions are the theme of this study. The three questions are:

1. The urgency of implementing a digital literacy-based curriculum in elementary schools?
2. What is the teacher’s strategy in implementing a digital literacy-based curriculum in elementary schools?
3. What are the positive and negative impacts of the implementation of a digital literacy-based curriculum in elementary schools?
The urgency of conducting this research can provide an overview of the development of a digital literacy-based curriculum in elementary schools. Meanwhile, the strategy can provide direction and focus for implementing a digital literacy-based curriculum in elementary schools. Positive impacts can result from implementing a digital literacy-based curriculum in elementary schools. Meanwhile, negative impacts can explain anticipation and efforts to prevent the risk of errors in the implementation and development of digital literacy-based curriculum in elementary schools.

Merdeka curriculum in Indonesia

Merdeka curriculum is a curriculum that has been implemented in Indonesia since February 2022 with a diverse and optimal intracurricular learning design so that students have enough time to explore concepts and strengthen competencies (Ministry of Education and Culture of the Republic of Indonesia, 2022). Merdeka curriculum provides flexibility for educational units and teachers in designing learning that is in accordance with the learning context and needs and student-centered (Aliyyah et al., 2023). In addition, merdeka curriculum emphasizes the importance of utilizing various sources of knowledge, not only textbooks but also information obtained through digital platforms and other related references (Emawati et al., 2024).

Methodology

Research design

The approach used in this research was quasi-qualitative with a simple research design. Quasi-qualitative research is a study with the primary objective of objectively describing a situation according to the problem (Cropley, 2019). Meanwhile, according to Bungin (2020), quasi-qualitative is a part of research influenced by positivism, which is used in the presentation of theory, a kind of deductive approach, so this research cannot be entirely qualitative. This can be seen during data analysis. Quasi-qualitative research is suitable for describing the lives of information sources. One type of quasi-qualitative research is a simple research design (SRD). SRD is a research design used by a researcher to reflect on findings in the field by using theory to solve the problems encountered (Bungin, 2020). The research procedure of SRD was carried out with five main steps, namely (1) Selecting the social context and determining the research question (Social context and research question); (2) Conducting a literature review (Literature Review); (3) Conducting research methods and collecting data (Research methods and data collection); (4) Analyzing data (Data Analysis); (5) Reporting research results (Reporting) (Bungin, 2020).

Participants

The participants in this study were 48 teachers spread across 26 elementary schools in seven provinces in Indonesia, covering the regions of West Java, Jakarta, Central Java, Yogyakarta, East Java, North Sumatra, and South Kalimantan. This is in accordance with Creswell’s opinion about the concept of qualitative research (Creswell, J. W., & Poth, 2018). The criteria for selecting elementary school teachers are based on experience implementing digital literacy in elementary schools for at least 3 years. Teacher data were taken from seven provinces, based on data from the Ministry of Education and Culture of the Republic of Indonesia, which states that these seven regions have the highest levels of digital literacy in Indonesia in 2022 and 2023. The sampling technique aims to be used by conducting direct interviews with teachers who have used digital-based learning media in the Form of the internet, PowerPoint, YouTube, e-books, learning videos, learning applications, learning games, Google Classroom, Moodle, online learning multimedia, and others that support digital-based learning both inside and outside the classroom at least four times a week. Descriptive data on demographic characteristics, including gender, age, length of teaching, and level of education, are presented in Table 1.

Table 1. Participant’s profiles.

Respondent profile	Frequency	Served (%)
Gender
Woman	32	67%
Man	16	33%
Age
20-29	9	19%
30-39	20	42%
40-49	9	19%
50-59	10	20%
Education level
Bachelor	43	90%
Magister	5	10%
Doctor	0	0%
Long teaching time
1-5 years	13	27%
6-10 years	3	6%
11-15 years	8	17%
16-20 years	10	21%
21-25 years	8	17%
Over 25 years old	6	12%

Data collection

Data were collected through in-depth interviews with 48 teachers across 26 elementary schools in seven provinces in Indonesia, according to the set criteria. The interview guide is based on the concepts of exploration and meaning-making regarding the implementation of a digital literacy-based curriculum in elementary schools. The three aspects asked about in the interview were: urgency, strategies, and the positive and negative impacts of implementing a digital literacy-based curriculum.

The semi-structured interview was conducted over 3 months, from August to October 2024, for 1–2 hours with 48 respondents via Zoom. The researcher conducted daily interviews with 1 respondent on the effective (work) day of school on Monday-Thursday. Before the interview began, the researcher conveyed to the respondents that their answers would be kept confidential. Furthermore, the interview results were written, and transcripts were prepared for each respondent to create an initial code based on the themes’ similarities using NVivo 12.

In the first stage, the researcher involved principals in elementary schools who implemented digital literacy in 7 pre-selected provinces. The principal provides a Google Form link containing questions to the teacher as the respondent, along with the criteria for completing the Form. After the data were entered and the initial coding was completed, the researchers selected five respondents from the 48 respondents for in-depth interviews to clarify and confirm answers not found in Google Forms. The selection of the five respondents was based on the results of examining the respondents’ answers in Google Forms, using the most detailed answer criteria for the questions and research objectives.

Instruments

The instrument used in this study is in the form of open-ended questions which are then made in the form of transcripts containing teachers’ ideas or opinions about the application of digital literacy in the curriculum in elementary schools based on their experience so far. The following are the questions given to teachers:

1. Explain the urgency of implementing a digital literacy-based curriculum in elementary schools!
2. Explain teachers’ strategies in the implementation of a digital literacy-based curriculum in elementary schools!
3. Explain the positive and negative impacts of the implementation of a digital literacy-based curriculum in elementary schools!

Data analysis

The data analysis used was a thematic analysis technique to identify, evaluate, and create the main themes revealed by the researcher (Braun & Clarke, 2019; Galloway & Jenkins, 2005). The researcher used the NVivo 12 program to facilitate coding and categorization. It further analyzes all the codes and categories that allow the merging and even separation of codes into simpler code and can answer research questions in the main theme.

After the data is collected, then the members are checked (Lincoln, Y.S., and Guba, 1985), which is used to check the credibility of participants. They were asked to clarify that their contributions were accurately reflected in the data. Meanwhile, the researcher also triangulated to reduce bias by cross-checking participants’ answers (Anney, 2014). Thus, the involvement of all researchers in examining the data will support the integrity of the findings.

Ethical considerations

The Institute for Research and Community Service at Djuanda University, West Java, Indonesia, has approved this research. The researcher also provided approval letters to all respondents. Written consent to participate from the respondent was obtained in accordance with contract document number 363.1/LPPM/K-X/X/2024. The respondent gave his consent without coercion from anyone. Furthermore, all data obtained will remain confidential to protect respondents’ rights and privacy.

Results and Discussion

Result

The thematic analysis revealed three main themes, namely (1) the urgency of implementing a digital literacy-based curriculum in elementary schools, (2) teachers’ strategies in implementing a digital literacy-based curriculum in elementary schools, and (3) the positive and negative impacts of implementing a digital literacy-based curriculum in elementary schools. All themes are summarized in Figure 1.

Figure 1. The main themes of thematic analysis (use Nvivo 12).

The urgency of implementing a digital literacy-based curriculum in elementary schools

The three subthemes regarding the urgency of implementing a digital literacy based curriculum in elementary schools are to realize lifelong learning, improve the quality of schools, and develop 21st-century skills.

The application of digital literacy can produce curriculum innovation as a demand in learning activities in the era of society 5.0. In addition, the application of digital literacy can also strengthen children’s and teachers’ understanding of the nation’s culture, which is currently declining in quality. Teacher 02 states that:

Technological developments make it easier for everyone to communicate and interact with various countries; therefore, it is necessary to strengthen the understanding of the nation’s culture, one of which is through the application of the Pancasila student profile as a characteristic of Indonesian culture. (Teacher 02)

Digital literacy is also necessary to improve the quality of education in elementary schools. It makes it easier for teachers to achieve the learning goals written in the learning plan to produce meaningful learning. In addition, digital literacy can also demand an increase in teachers’ competence. Teachers always conduct training to improve competence to help develop students’ talents and interests.

Applying digital literacy in elementary schools requires teachers to develop competencies to be more professional. (Teacher 21)

Furthermore, the application of digital literacy in elementary schools can also improve 21st-century skills, where teachers and students must explore how to think critically and creatively, solve problems, make good decisions, and be responsible. Thus, the holistic potential of students, ranging from intellectual, emotional, physical, social, aesthetic, and spiritual, is easy to achieve. Teacher 31 states that:

One of the independent learning strategies is to facilitate students with technology-based teaching resources and learning media so that students can quickly think critically and creatively when solving problems. (Teacher 31)

Teachers’ strategies in the implementation of digital literacy-based curriculum in elementary schools

There are four strategic subthemes in the implementation of a digital literacy-based curriculum. The first is the regulation from the principal about the rules for implementing digital literacy, facilitating infrastructure, integrating technology in learning activities, and providing an understanding of digital literacy ethics from an early age.

School principals must make regulations on the rules for implementing digital literacy so that it runs well according to the curriculum developed. These rules start from learning procedures, finances, and infrastructure facilities in the school work program. Schools also need to integrate technology into learning activities, and teachers must always use Google for Education when carrying out learning activities. When implementing digital literacy, schools also need to facilitate infrastructure ranging from the internet, laptops, networks, projectors, and infrastructure to support the implementation of digital literacy in elementary schools, smart TVs, computer laboratories, and digital libraries as learning sources and tools. Closed-circuit Television (CCTV) monitors classroom learning so teachers and principals can supervise learning activities daily. Some teachers stated:

Students can study comfortably in the computer labs provided, and teachers can monitor their learning activities directly or through the school’s Closed-Circuit Television (CCTV) recordings. Technology has made it easier for teachers to conduct learning and assessment activities. (Teacher 35)

Each school can have different policies regarding digital literacy. Some schools implement project-based learning, such as creating books or poems, and conduct contextual-based learning. Several other schools apply digital literacy to the extracurricular, intracurricular, and co-curricular activities of the school.

Digital literacy is carried out through extracurricular activities at school so that students can explore various activities to develop their talents and interests in technology skills. (Teacher 03)

To avoid misuse of technology, schools make rules that require all school residents to be able to understand digital literacy ethics, which provide information on how to behave, good manners in communicating, and respecting each other when communicating online (such as avoiding communicating with rude, insulting, and hate speech messages). In addition, the school also provides an understanding of the importance of personal account security when using mobile phones and social media. Meanwhile, teachers and parents are required to accompany students when using the internet. The teacher stated:

Schools, in collaboration with the Ministry of Communication and Information of the Republic of Indonesia, always socialize on how to use them and the positive and negative impacts of implementing digital literacy. (Teacher 23)

The positive and negative impacts of the implementation of a digital literacy-based curriculum in elementary schools

Positive impact

There are four subthemes of positive impact from the implementation of a digital literacy-based curriculum: first, the effectiveness and efficiency of educational resources; second, making it easier for teachers to innovate digital-based learning; third, making it easier for students to understand learning; and fourth, it can create fun learning.

Implementing digital literacy provides wider access to information and educational resources, helping teachers create conducive classrooms and making it easier for students to understand the subject. Students are accustomed to using technology in every learning so that it impacts increasing students’ critical skills, creativity, and collaboration. In addition, teachers can easily direct students to collaborate as a team in completing assignments. Students become more focused and critical because they can access much information through digital media.

Digital literacy also helps make it easier for teachers to innovate learning because access to information is wide open. Teachers can easily find credible references and learning resources, easily create interesting learning media and evaluation tools, so that it impacts the ease of students to improve their thinking, verbal, collaboration, and reading skills. The Master states that:

Schools that have implemented digital literacy learning have an impact on the workforce efficiency that teachers and students must expend. The presence of technology can have an impact on teachers, saving energy and time at the same time. (Teacher 11)

Applying digital literacy can also help schools save time and educational funds. Activities that usually require a lot of paper when conducting exams can now be completed online. Schools no longer spend money on paper, ballpoint pens, and other office stationery, so learning activities run more effectively and efficiently.

Negative impact

The four subthemes of the negative impact of the implementation of a digital literacy-based curriculum on students and schools are: first, too often using technology media can damage physical health; second, it affects children’s emotional stability; third, the misuse of information and technology media occurs; and fourth, significant costs are needed for the procurement and maintenance of infrastructure facilities.

The use of digital devices for an extended period of time can cause physical damage, ranging from visual impairments, nerve disorders, brain disorders, sleep disorders, poor posture, and problems with the back and neck. Excessive interaction with social media and online content can also increase stress and anxiety levels in students and teachers. The Master states that:

Some students have red eyes because they use gadgets too often. (Teacher 20)

Teachers sometimes have trouble sleeping because they use digital devices too often at school and home to complete assignments. (Teacher 44)

Not only that, but using digital devices can also affect emotional stability. Students and teachers who have too much workload to complete using laptops and mobile phones have the potential to develop mental disorders such as depression, anxiety, and dependence.

My fellow teachers, if they have a lot of assignments and deadlines, sometimes they become emotionally unstable, some get angry, some always feel excessively anxious, and some like to cry alone in class. (Teacher 41)

In addition, it is difficult for teachers and parents to provide assistance and briefings on the dangers of excessive use of technological devices, which has an impact on many elementary school students who are addicted to gadgets and access harmful content (pornographic videos) freely through mobile phones and laptops outside of school hours. In fact, many elementary school students are victims of cyberbullying because of the actions of close friends in their class. Not only that, the lack of supervision from schools and parents also impacts the number of students who spread fake news (hoaxes) through social media.

There have been students who are addicted to gadgets because they often play games at home, and there are even students who watch pornographic videos through mobile phones. (Teacher 36)

The application of digital literacy in elementary schools also impacts the significant school budget expenditure. Purchasing laptops, infocusts, smart TVs, and other digital facilities requires high costs. Not only that, but schools also have to pay for electricity, Wi-Fi, and maintenance throughout the year. Therefore, not all schools have complete digital learning facilities. Most elementary schools in remote villages in Indonesia do not have proper digital learning tools. Teacher 35 affirms:

Schools must budget the cost of laptops, infocusts, and smart TVs in their school budget and learning plans. (Teacher 35)

Discussion

In this study, the researchers conducted an online survey and interviewed teachers who have implemented digital literacy for at least 3 years. The researcher asked questions about the strategy, urgency, and positive and negative impacts of applying digital literacy in the independent curriculum in elementary schools. Teachers’ statements were analyzed based on theoretical background and research findings related to the application of digital literacy in elementary schools. Using thematic analysis provides an overview for researchers to investigate further strategies and the positive and negative impacts of digital literacy on the independent curriculum in elementary schools.

The researcher identified several themes and subthemes that reflected teachers’ opinions on applying digital literacy. Although the Indonesian government has made policies to implement digital literacy, the limited software owned by schools (Rahmah, 2015) has an impact on the difficulty of implementing digital literacy in elementary schools.

Therefore, first, a strategy is needed to implement a digital literacy-based curriculum in elementary schools. This can be done through: 1) Making rules and regulations for digital literacy use that align with the independent curriculum (McGeehan & Norris, 2020). These should integrate digital learning across various activities and foster understanding of digital ethics (Falloon, 2020; Rahmah, 2015). 2) Teachers should use innovative and contextual digital learning media (Davis et al., 2021; Lazonder et al., 2020) and also provide digital-based learning assessments (Falloon, 2020; Jin et al., 2020; Wilkes et al., 2020). 3) Teachers need ongoing competency training (List et al., 2020), Training helps them educate and guide students using technology (Falloon, 2020) and develop digital-based learning plans (Rasmitadila et al., 2020).

Implementing a digital literacy-based curriculum requires teachers to be proficient in using technology. This helps build character, acquire new knowledge, and avoid misinformation (Rahmah, 2015; Tavares et al., 2023).

Second, implementing a digital literacy-based curriculum is urgent. It can develop critical thinking (Davis et al., 2021), creativity (Tavares et al., 2023; Van Laar et al., 2017), innovation (Falloon, 2020), problem-solving skills (Van Laar et al., 2017) and team collaboration skills (Bett, 2016; Smeaton & Callan, 2005). These skills make it easier for teachers to develop 21st-century competencies (Güneş & Bahçivan, 2018; Van Laar et al., 2017). Teachers can tailor instruction to students’ learning styles, resulting in high-quality graduates.

Third, the implementation of a digital literacy-based curriculum has a positive impact on making it easier for teachers to find learning resources (Falloon, 2020) and teaching materials (Aliyyah et al., 2024). This leads to meaningful and enjoyable learning, as students can more easily understand the material (Condie & Pomerantz, 2020). Teachers who innovate with digital media, methods, and learning models help students develop competencies aligned with their talents and interests (Csernoch & Biró, 2015; Lee et al., 2018; Park et al., 2021). Better teacher competence (Falloon, 2020; Shafie et al., 2019) improves education quality and optimizes educational resources (Hvidston et al., 2019; Kesici & Ceylan, 2020).

However, because implementing a digital literacy-based curriculum can have negative impacts, schools must act carefully. They need to provide digital literacy learning that includes moral values. This prevents the abuse of information and technology (Lynch et al., 2017), Schools should educate students about online communication ethics (Fourie, 2017) and help students keep accounts private to avoid online fraud and crime (Pyrooz et al., 2015; Stalans & Finn, 2016).

Schools must provide instruction on the use of technological devices (Larsson, Ranada, & Lidström, 2019). They should also advise on using features like night mode or blue light filters (Luqman et al., 2021). Regular breaks and guidance on device use help protect physical and mental health (Stratigea et al., 2015).

Schools should also address the emotional and psychological impact of digital use on students during learning (Saputra & Al Siddiq, 2020). To do this, they need to provide regular support for parents and teachers with scheduled parenting activities (Smith, 2010; Vincent, 2017). Good cooperation between schools and parents makes achieving learning goals and implementing the curriculum easier.

It is very important to implement a digital literacy-based curriculum in elementary schools. Support from all education stakeholders is needed, including principals, teachers, parents, the government, and universities. University involvement can help provide curriculum assistance, resulting in more competitive teachers (Aliyyah et al., 2023; Rasmitadila et al., 2020). An innovative curriculum can help the Indonesian government improve education quality, especially in elementary schools.

Limitation

The limitation of this study lies in the selection of participants, who must be elementary school teachers who have conducted digital literacy learning activities for at least 3 years. Meanwhile, not all elementary school teachers can use digital literacy-based learning, so the number of participants is still limited. This research was also conducted only in elementary school units, not in junior high or high schools. Further research is expected to yield results and information on the long-term impact of implementing a digital literacy-based curriculum on student learning outcomes.

Conclusion

The implementation of a digital literacy-based curriculum is very urgent because it impacts the quality of learning, the efficiency and effectiveness of school resource use, the development of teacher competencies through digital platforms, the creation of fun learning, and the development of 21st-century competencies in students. However, the implementation of digital literacy also increases the budget schools must prepare, as well as the potential for misuse of technological media, which can result in psychological disturbances in student learning.

Therefore, education units need the right strategy to implement a digital literacy-based curriculum in elementary schools. This can be done by creating regulations governing the use and availability of adequate digital facilities and infrastructure, integrating technology into learning activities, and socializing and emphasizing the importance of digital ethics to all stakeholders so they can understand the negative impact of implementing digital literacy in elementary schools.

Implementing a digital literacy-based curriculum is essential because it is a demand that elementary schools must meet to remain competitive in the era of globalization. Through digital literacy-based learning, teachers can develop learning styles tailored to students’ competencies, enabling the easy optimization of 21st-century skills and ensuring learning is contextual and aligned with students’ real lives.

Based on the results of the study, the implication of this research is to provide suggestions to elementary schools to be able to implement and develop a digital literacy-based curriculum in a continuous, contextual, and integrated manner in all subjects in order to produce the quality of graduates who have character, digital ethics, and 21st-century abilities. Schools can collaborate with universities to provide assistance and develop a digital literacy-based curriculum. The researcher also recommends that the Indonesian government develop a policy on implementing a digital literacy-based curriculum in elementary schools, integrating it into all learning and providing continuous teacher training to ensure quality education, especially in the development of the curriculum.

Data availability

Figshare: ‘Perspectives of Teachers on Digital Literacy Implementation Curriculum in Elementary Schools’ Doi: 10.6084/m9.figshare.30393514 (Aliyyah et al., 2025).

This project contains the following underlying data:

• Data sheet and Figure 1. The main themes of thematic analysis (use Nvivo 12)

Data are available under the terms of the Creative Commons Attribution 4.0 International license (CC-BY 4.0).

Acknowledgment

The author sincerely to thank the respondents who have helped with the research.

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Version 2

VERSION 2 PUBLISHED 24 Nov 2025

Author details Author details

¹ Faculty of Teacher Training and Education, Universitas Djuanda, Bogor, West Java, 16720, Indonesia
² Faculty of Educational Technology, Universitas Ibn Khaldun, Bogor, West Java, Indonesia

Rusi Rusmiati Aliyyah
Roles: Conceptualization, Funding Acquisition, Methodology, Validation

Teguh Prasetyo
Roles: Data Curation

Widyasari Widyasari
Roles: Conceptualization

Competing interests

No competing interests were disclosed.

Grant information

This research was funded by the Directorate of Research, Technology, and Community Service, the Directorate General of Higher Education, Research, and Technology, and the Ministry of Education, Culture, Research, and Technology of the Republic of Indonesia. In accordance with Master Contract Number 106/E5/PG.02.00.PL/2024 and Agreement/Contract Number: 014/SP2H/RT-MONO/LL4/2024, 801/01/K-X/VI/2024
The funders had no role in study design, data collection and analysis, decision to publish, or preparation of the manuscript.

Article Versions (2)

version 2

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Published: 03 Jun 2026, 14:1299

https://doi.org/10.12688/f1000research.172273.2

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https://doi.org/10.12688/f1000research.172273.1

© 2026 Aliyyah RR et al. This is an open access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

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Aliyyah RR, Prasetyo T and Widyasari W. Perspectives of Teachers on Digital Literacy Implementation Curriculum in Elementary Schools [version 2; peer review: 2 approved, 2 approved with reservations]. F1000Research 2026, 14:1299 (https://doi.org/10.12688/f1000research.172273.2)

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ApprovedThe paper is scientifically sound in its current form and only minor, if any, improvements are suggested

Approved with reservations A number of small changes, sometimes more significant revisions are required to address specific details and improve the papers academic merit.

Not approvedFundamental flaws in the paper seriously undermine the findings and conclusions

Version 1

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Reviewer Report 21 Jan 2026

Siti Nabilah, Universitas Nahdlatul Ulama Indonesia, Jakarta, Indonesia

Approved

https://doi.org/10.5256/f1000research.189989.r438325

This study aims to examine elementary school teachers’ perspectives on the integration of digital literacy into the curriculum as a means of improving school quality.

A quasi-qualitative approach was employed, utilizing structured interviews with 48 teachers from 26 elementary schools. The analysis identified three key themes: the level of urgency, implementation strategies, and the positive and negative impacts of digital literacy adoption. The findings indicate that digital literacy plays a crucial role in enhancing the efficient use of resources, improving educational quality, and fostering 21st-century skills.

Therefore, the study highlights the importance of the involvement of school principals and government authorities in curriculum management, infrastructure provision, and the development of supportive policies to ensure that digital literacy implementation is sustainable and aligned with the specific characteristics of each school.

Is the work clearly and accurately presented and does it cite the current literature?

Yes
Is the study design appropriate and is the work technically sound?

Yes
Are sufficient details of methods and analysis provided to allow replication by others?

Yes
If applicable, is the statistical analysis and its interpretation appropriate?

Yes
Are all the source data underlying the results available to ensure full reproducibility?

Yes
Are the conclusions drawn adequately supported by the results?

Yes

Competing Interests: No competing interests were disclosed.

Reviewer Expertise: education

I confirm that I have read this submission and believe that I have an appropriate level of expertise to confirm that it is of an acceptable scientific standard.

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Author Response 06 Feb 2026

Rusi Rusmiati Aliyyah, Faculty of Teacher Training and Education, Universitas Djuanda, Bogor, 16720, Indonesia

06 Feb 2026

Author Response

Dear:
Siti Nabilah
F1000 Research Reviwer

Thank you for the review and input provided, hopefully it will be an improvement for the development of my competencies.
Competing Interests: Dear: Siti Nabilah F1000 Research Reviwer Thank you for the review and input provided, hopefully it will be an improvement for the development of my competencies.
Dear:
Siti Nabilah
F1000 Research Reviwer

Thank you for the review and input provided, hopefully it will be an improvement for the development of my competencies.
Dear:
Siti Nabilah
F1000 Research Reviwer

Thank you for the review and input provided, hopefully it will be an improvement for the development of my competencies.
Competing Interests: Dear: Siti Nabilah F1000 Research Reviwer Thank you for the review and input provided, hopefully it will be an improvement for the development of my competencies. Close
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Author Response 06 Feb 2026

Rusi Rusmiati Aliyyah, Faculty of Teacher Training and Education, Universitas Djuanda, Bogor, 16720, Indonesia

06 Feb 2026

Author Response

Dear:
Siti Nabilah
F1000 Research Reviwer

Thank you for the review and input provided, hopefully it will be an improvement for the development of my competencies.
Competing Interests: Dear: Siti Nabilah F1000 Research Reviwer Thank you for the review and input provided, hopefully it will be an improvement for the development of my competencies.
Dear:
Siti Nabilah
F1000 Research Reviwer

Thank you for the review and input provided, hopefully it will be an improvement for the development of my competencies.
Dear:
Siti Nabilah
F1000 Research Reviwer

Thank you for the review and input provided, hopefully it will be an improvement for the development of my competencies.
Competing Interests: Dear: Siti Nabilah F1000 Research Reviwer Thank you for the review and input provided, hopefully it will be an improvement for the development of my competencies. Close
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Reviewer Report 09 Jan 2026

Sri Marmoah, Universitas Sebelas Maret, Surakarta, Central Java, Indonesia

Approved with Reservations

https://doi.org/10.5256/f1000research.189989.r438326

In the abstract, it is important to clarify the purpose of the study. In addition, the results presented are still too basic and have not yet been able to summarize the overall findings discussed in the paper.
In the introduction, it would be better to provide a positive statement related to the topic being investigated, followed by the research gap or the main issues that create the need for further study. This section should also be supported by a clear explanation of the urgency of the research. Since many similar studies have been conducted, it is necessary to explain the novelty of this study and provide relevant literature reviews.
Furthermore, I do not clearly understand whether the discussion of the Merdeka Curriculum is intended as part of the literature review or as the closing section of the introduction. If it is considered part of the literature review, then the absence of a discussion on digital literacy—which is the main focus of the study—needs to be addressed.
In the methodology section, the participants’ demographic details need to be explained more thoroughly, including how the 48 teachers were selected from 26 schools. The authors also need to provide justification for how the interview questions were formulated. A detailed explanation of how the in-depth interviews were conducted should be included, such as the duration of the interviews and the medium used. In addition, clarification is needed as to why only five teachers were selected, even though participants came from seven provinces in Indonesia.
In the results section, the concrete manifestations of digital literacy in elementary schools are not yet clearly visible.
In the discussion section, the results need to be analyzed and compared with findings from previous studies to determine whether they support or contradict earlier research.
In the conclusion, the section does not yet cover all of the findings discussed. It should be able to answer the research questions or objectives and clearly state the implications of the research that has been conducted.

Is the work clearly and accurately presented and does it cite the current literature?

Yes
Is the study design appropriate and is the work technically sound?

Partly
Are sufficient details of methods and analysis provided to allow replication by others?

No
If applicable, is the statistical analysis and its interpretation appropriate?

Not applicable
Are all the source data underlying the results available to ensure full reproducibility?

Partly
Are the conclusions drawn adequately supported by the results?

Partly

Competing Interests: No competing interests were disclosed.

Reviewer Expertise: Educational management, elementary school

I confirm that I have read this submission and believe that I have an appropriate level of expertise to confirm that it is of an acceptable scientific standard, however I have significant reservations, as outlined above.

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Author Response 03 Jun 2026

Rusi Rusmiati Aliyyah, Faculty of Teacher Training and Education, Universitas Djuanda, Bogor, 16720, Indonesia

03 Jun 2026

Author Response
Dear:
Sri Marmoah
Reviewer F1000Research

Thank you for the suggestions and inputs that have been given.

Attached are revisions of articles that have been adjusted based on ... Continue reading
Dear:
Sri Marmoah
Reviewer F1000Research

Thank you for the suggestions and inputs that have been given.

Attached are revisions of articles that have been adjusted based on the suggestions given:

Abstracts have been added to the research objectives and explanations of the results of the research results and recommendations

An introduction has been given a conceptual explanation, then the problems and gaps that occur are explained, so it is important to conduct research. In this section, the urgency and novelty of research have also been given

In the methodology section, the reasons for determining 48 respondents from 26 schools and the selection of provinces as the place of research have been added. In this section, an explanation has also been given of how the interview was conducted in detail and an explanation of taking 5 sample teachers (respondents) for in-depth interviews.

The discussion of the study has been refined by providing a more in-depth explanation of the analysis of the findings

The conclusion has been given an in-depth explanation of the findings according to the research objectives and provides implications, suggestions and recommendations at the end
Dear:
Sri Marmoah
Reviewer F1000Research

Thank you for the suggestions and inputs that have been given.

Attached are revisions of articles that have been adjusted based on the suggestions given:

Abstracts have been added to the research objectives and explanations of the results of the research results and recommendations

An introduction has been given a conceptual explanation, then the problems and gaps that occur are explained, so it is important to conduct research. In this section, the urgency and novelty of research have also been given

In the methodology section, the reasons for determining 48 respondents from 26 schools and the selection of provinces as the place of research have been added. In this section, an explanation has also been given of how the interview was conducted in detail and an explanation of taking 5 sample teachers (respondents) for in-depth interviews.

The discussion of the study has been refined by providing a more in-depth explanation of the analysis of the findings

The conclusion has been given an in-depth explanation of the findings according to the research objectives and provides implications, suggestions and recommendations at the end
Competing Interests: No conflict of interest Close
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COMMENTS ON THIS REPORT

Author Response 03 Jun 2026

Rusi Rusmiati Aliyyah, Faculty of Teacher Training and Education, Universitas Djuanda, Bogor, 16720, Indonesia

03 Jun 2026

Author Response
Dear:
Sri Marmoah
Reviewer F1000Research

Thank you for the suggestions and inputs that have been given.

Attached are revisions of articles that have been adjusted based on ... Continue reading
Dear:
Sri Marmoah
Reviewer F1000Research

Thank you for the suggestions and inputs that have been given.

Attached are revisions of articles that have been adjusted based on the suggestions given:

Abstracts have been added to the research objectives and explanations of the results of the research results and recommendations

An introduction has been given a conceptual explanation, then the problems and gaps that occur are explained, so it is important to conduct research. In this section, the urgency and novelty of research have also been given

In the methodology section, the reasons for determining 48 respondents from 26 schools and the selection of provinces as the place of research have been added. In this section, an explanation has also been given of how the interview was conducted in detail and an explanation of taking 5 sample teachers (respondents) for in-depth interviews.

The discussion of the study has been refined by providing a more in-depth explanation of the analysis of the findings

The conclusion has been given an in-depth explanation of the findings according to the research objectives and provides implications, suggestions and recommendations at the end
Dear:
Sri Marmoah
Reviewer F1000Research

Thank you for the suggestions and inputs that have been given.

Attached are revisions of articles that have been adjusted based on the suggestions given:

Abstracts have been added to the research objectives and explanations of the results of the research results and recommendations

An introduction has been given a conceptual explanation, then the problems and gaps that occur are explained, so it is important to conduct research. In this section, the urgency and novelty of research have also been given

In the methodology section, the reasons for determining 48 respondents from 26 schools and the selection of provinces as the place of research have been added. In this section, an explanation has also been given of how the interview was conducted in detail and an explanation of taking 5 sample teachers (respondents) for in-depth interviews.

The discussion of the study has been refined by providing a more in-depth explanation of the analysis of the findings

The conclusion has been given an in-depth explanation of the findings according to the research objectives and provides implications, suggestions and recommendations at the end
Competing Interests: No conflict of interest Close
Report a concern

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Reviewer Report 02 Jan 2026

Burmansah Burmansah, STIAB Jinarakkhita Lampung, Lampung, Indonesia

Approved with Reservations

https://doi.org/10.5256/f1000research.189989.r438333

The article provides valuable insights into teachers' perspectives on implementing digital literacy in Indonesian elementary schools. Its strengths include the relevance of the topic, thematic depth, and qualitative richness through direct quotes. However, it could benefit from clearer definitions and context regarding digital literacy. The discussion needs stronger integration of existing literature and a more transparent acknowledgment of the study's limitations. Additionally, the conclusion should offer specific, actionable recommendations for schools and policymakers, as well as suggestions for future research. Addressing these areas would enhance the article's rigor and contribution to the field of education significantly.

Introduction Section:
1. To enhance the thematic depth and overall quality of the article, the authors should clarify the objectives of each theme in the introduction, articulating their significance in improving digital literacy in education. Expanding the thematic analysis with comprehensive insights and direct quotes from participants will create richer narratives. Incorporating relevant literature that contextualizes each theme can strengthen the argument and connect the study to existing research. Highlighting interconnections between themes can provide a nuanced understanding, while acknowledging counterarguments will present a balanced view. Practical recommendations for schools and policymakers based on findings will enhance applicability, and concluding with the implications of these themes will reinforce the study's relevance.
2. Enhance the introduction with clearer definitions and context about digital literacy. The introduction lacks a comprehensive definition of digital literacy. Authors should provide a clearer explanation of its key components and significance within the educational context. This enhancement will ensure readers understand its relevance to both teachers and students.
3. The study highlights the pressing need for digital literacy in education to prepare students for the demands of the 21st century. It emphasizes that enhancing digital skills is essential for improving the overall quality of education. Discuss its key components and relevance in education. Use clear, accessible language that establishes why digital literacy is crucial for elementary education.

Methodology Section:
1. The quasi-qualitative design seems appropriate for understanding teachers' perceptions. However, there could be more rigor in how participants were selected. Expand the rationale for the purposive sampling method and discuss its limitations alongside its advantages. Consider specifying why these provinces were chosen.
2. The methodology section gives a good overview, but the specifics of thematic analysis need more elaboration. Include detailed steps of how thematic analysis was conducted, such as coding procedures and how themes were derived. An example of codes and themes would enhance clarity and allow replication.

Results Section:
1. Look for areas summarizing the three main themes without sufficient clarity or detail. Revise to clearly label and define each theme and subtheme. Provide concise descriptions and direct quotes from participants that illustrate these themes effectively.
2. Ensure that tables and figures, such as "Figure 1," are referenced appropriately and clearly explained. Revise to include a brief description of what the figure shows and how it relates to the themes discussed. Ensure all visual data is easily interpretable.
3. Look for sections that present demographic data (e.g., Table 1) but lack explanation of its relevance. Include a discussion on how the demographic characteristics of participants may influence their perspectives on digital literacy, enhancing the context of the findings.

Discussion Section:
1. Instances where findings are presented without sufficient connection to existing literature. Revise by explicitly referencing previous studies that support or contrast with the findings. This will contextualize the results within the broader educational landscape.
2. Look for sections discussing themes in isolation without exploring their interrelatedness. Revise to discuss how the urgency, strategies, and impacts of digital literacy are interconnected. Use transitions between themes to illustrate their relationships effectively.
3. Discussions that do not adequately address the limitations of the study. Include a dedicated subsection that acknowledges the limitations (such as sample size or geographic focus). Acknowledging these will enhance credibility and provide transparency.
4. The discussion may lack a section on implications for future research. Conclude the discussion with specific suggestions for future studies, such as exploring digital literacy implementation in junior high schools or assessing long-term impacts on student outcomes.

Conclusion Section:
The conclusion effectively summarizes the importance of digital literacy for enhancing education quality and fostering 21st-century skills. However, it could strengthen its impact by explicitly connecting the main themes: urgency, strategies, and impacts to the findings. Offering specific recommendations for schools and policymakers would enhance applicability. Additionally, acknowledging limitations discussed earlier would improve transparency and understanding of the research context. Including suggestions for future research avenues, such as examining long-term impacts on student outcomes, would provide further depth. An impactful closing statement emphasizing the transformative potential of digital literacy in education could leave a lasting impression on readers.

Is the work clearly and accurately presented and does it cite the current literature?

Partly
Is the study design appropriate and is the work technically sound?

Partly
Are sufficient details of methods and analysis provided to allow replication by others?

Partly
If applicable, is the statistical analysis and its interpretation appropriate?

Partly
Are all the source data underlying the results available to ensure full reproducibility?

Partly
Are the conclusions drawn adequately supported by the results?

Partly

Competing Interests: No competing interests were disclosed.

Reviewer Expertise: I am a researcher and lecturer specializing in educational sciences, learning, and teaching, particularly in the fields of educational management and leadership. My work focuses on advancing effective learning and teaching practices within educational institutions. In addition, I am a practitioner of mindfulness in education, with research interests in mindful leadership, and educational management in Buddhist institutions.

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Author Response 03 Jun 2026

Rusi Rusmiati Aliyyah, Faculty of Teacher Training and Education, Universitas Djuanda, Bogor, 16720, Indonesia

03 Jun 2026

Author Response
Dear:
Burmansah Burmansah
Reviewer F1000Research

Thank you for the suggestions and inputs that have been given.

Attached are revisions of articles that have been adjusted based on ... Continue reading
Dear:
Burmansah Burmansah
Reviewer F1000Research

Thank you for the suggestions and inputs that have been given.

Attached are revisions of articles that have been adjusted based on the suggestions given:

The introduction has been enhanced by adding definitions and context about digital literacy. In this section, an explanation of the urgency and novelty of the research has also been given

In the methodology section, an explanation has been given about the selection of respondents and the province that is used as the location of the research

In the discussion section, a more in-depth explanation has been given about the analysis of research findings

The researcher has refined the explanation in the section of the limitations of the research

The conclusion has been given a more detailed explanation of the results of the research findings and given implications, suggestions and recommendations at the end of the section
Dear:
Burmansah Burmansah
Reviewer F1000Research

Thank you for the suggestions and inputs that have been given.

Attached are revisions of articles that have been adjusted based on the suggestions given:

The introduction has been enhanced by adding definitions and context about digital literacy. In this section, an explanation of the urgency and novelty of the research has also been given

In the methodology section, an explanation has been given about the selection of respondents and the province that is used as the location of the research

In the discussion section, a more in-depth explanation has been given about the analysis of research findings

The researcher has refined the explanation in the section of the limitations of the research

The conclusion has been given a more detailed explanation of the results of the research findings and given implications, suggestions and recommendations at the end of the section
Competing Interests: Tidak ada konflik kepentingan. Close
Report a concern
Respond or Comment

COMMENTS ON THIS REPORT

Author Response 03 Jun 2026

Rusi Rusmiati Aliyyah, Faculty of Teacher Training and Education, Universitas Djuanda, Bogor, 16720, Indonesia

03 Jun 2026

Author Response
Dear:
Burmansah Burmansah
Reviewer F1000Research

Thank you for the suggestions and inputs that have been given.

Attached are revisions of articles that have been adjusted based on ... Continue reading
Dear:
Burmansah Burmansah
Reviewer F1000Research

Thank you for the suggestions and inputs that have been given.

Attached are revisions of articles that have been adjusted based on the suggestions given:

The introduction has been enhanced by adding definitions and context about digital literacy. In this section, an explanation of the urgency and novelty of the research has also been given

In the methodology section, an explanation has been given about the selection of respondents and the province that is used as the location of the research

In the discussion section, a more in-depth explanation has been given about the analysis of research findings

The researcher has refined the explanation in the section of the limitations of the research

The conclusion has been given a more detailed explanation of the results of the research findings and given implications, suggestions and recommendations at the end of the section
Dear:
Burmansah Burmansah
Reviewer F1000Research

Thank you for the suggestions and inputs that have been given.

Attached are revisions of articles that have been adjusted based on the suggestions given:

The introduction has been enhanced by adding definitions and context about digital literacy. In this section, an explanation of the urgency and novelty of the research has also been given

In the methodology section, an explanation has been given about the selection of respondents and the province that is used as the location of the research

In the discussion section, a more in-depth explanation has been given about the analysis of research findings

The researcher has refined the explanation in the section of the limitations of the research

The conclusion has been given a more detailed explanation of the results of the research findings and given implications, suggestions and recommendations at the end of the section
Competing Interests: Tidak ada konflik kepentingan. Close
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Reviewer Report 31 Dec 2025

Esmi Tsalsa Sofiawati, STKIP Bina Mutiara Sukabumi, Sukabum, Indonesia

Approved

https://doi.org/10.5256/f1000research.189989.r438334

The article is clearly written and well structured. The study design, methodology, and analysis are appropriate and sufficiently detailed to ensure replicability. Statistical analysis is correctly applied and interpreted. The conclusions are well supported by the results, and the study ... Continue reading

Is the work clearly and accurately presented and does it cite the current literature?

Yes
Is the study design appropriate and is the work technically sound?

Yes
Are sufficient details of methods and analysis provided to allow replication by others?

Yes
If applicable, is the statistical analysis and its interpretation appropriate?

Yes
Are all the source data underlying the results available to ensure full reproducibility?

Yes
Are the conclusions drawn adequately supported by the results?

Yes

Competing Interests: No competing interests were disclosed.

Reviewer Expertise: Education, elementary education, digital literacy

I confirm that I have read this submission and believe that I have an appropriate level of expertise to confirm that it is of an acceptable scientific standard.

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Author Response 06 Feb 2026

Rusi Rusmiati Aliyyah, Faculty of Teacher Training and Education, Universitas Djuanda, Bogor, 16720, Indonesia

06 Feb 2026

Author Response

Dear:
Esmi Tsalsa Sofiawati
F1000 Research Reviwer

Thank you for the review and input provided, hopefully it will be an improvement for the development of my competencies.
Competing Interests: Dear: Esmi Tsalsa Sofiawati F1000 Research Reviwer Thank you for the review and input provided, hopefully it will be an improvement for the development of my competencies.
Dear:
Esmi Tsalsa Sofiawati
F1000 Research Reviwer

Thank you for the review and input provided, hopefully it will be an improvement for the development of my competencies.
Dear:
Esmi Tsalsa Sofiawati
F1000 Research Reviwer

Thank you for the review and input provided, hopefully it will be an improvement for the development of my competencies.
Competing Interests: Dear: Esmi Tsalsa Sofiawati F1000 Research Reviwer Thank you for the review and input provided, hopefully it will be an improvement for the development of my competencies. Close
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Author Response 06 Feb 2026

Rusi Rusmiati Aliyyah, Faculty of Teacher Training and Education, Universitas Djuanda, Bogor, 16720, Indonesia

06 Feb 2026

Author Response

Dear:
Esmi Tsalsa Sofiawati
F1000 Research Reviwer

Thank you for the review and input provided, hopefully it will be an improvement for the development of my competencies.
Competing Interests: Dear: Esmi Tsalsa Sofiawati F1000 Research Reviwer Thank you for the review and input provided, hopefully it will be an improvement for the development of my competencies.
Dear:
Esmi Tsalsa Sofiawati
F1000 Research Reviwer

Thank you for the review and input provided, hopefully it will be an improvement for the development of my competencies.
Dear:
Esmi Tsalsa Sofiawati
F1000 Research Reviwer

Thank you for the review and input provided, hopefully it will be an improvement for the development of my competencies.
Competing Interests: Dear: Esmi Tsalsa Sofiawati F1000 Research Reviwer Thank you for the review and input provided, hopefully it will be an improvement for the development of my competencies. Close
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Version 2

VERSION 2 PUBLISHED 24 Nov 2025

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Version 1 24 Nov 25	read	read	read	read

Esmi Tsalsa Sofiawati, STKIP Bina Mutiara Sukabumi, Sukabum, Indonesia
Burmansah Burmansah, STIAB Jinarakkhita Lampung, Lampung, Indonesia
Sri Marmoah, Universitas Sebelas Maret, Surakarta, Indonesia
Siti Nabilah, Universitas Nahdlatul Ulama Indonesia, Jakarta, Indonesia

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Reviewer Report

13 Views

21 Jan 2026 | for Version 1

Siti Nabilah, Universitas Nahdlatul Ulama Indonesia, Jakarta, Indonesia

13 Views Cite this report Responses(1)

Approved

Is the work clearly and accurately presented and does it cite the current literature?

Yes
Is the study design appropriate and is the work technically sound?

Yes
Are sufficient details of methods and analysis provided to allow replication by others?

Yes
If applicable, is the statistical analysis and its interpretation appropriate?

Yes
Are all the source data underlying the results available to ensure full reproducibility?

Yes
Are the conclusions drawn adequately supported by the results?

Yes

Competing Interests

No competing interests were disclosed.

Reviewer Expertise

education

I confirm that I have read this submission and believe that I have an appropriate level of expertise to confirm that it is of an acceptable scientific standard.

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18 Views

09 Jan 2026 | for Version 1

Sri Marmoah, Universitas Sebelas Maret, Surakarta, Central Java, Indonesia

18 Views Cite this report Responses(1)

Approved With Reservations

Is the work clearly and accurately presented and does it cite the current literature?

Yes
Is the study design appropriate and is the work technically sound?

Partly
Are sufficient details of methods and analysis provided to allow replication by others?

No
If applicable, is the statistical analysis and its interpretation appropriate?

Not applicable
Are all the source data underlying the results available to ensure full reproducibility?

Partly
Are the conclusions drawn adequately supported by the results?

Partly

Competing Interests

No competing interests were disclosed.

Reviewer Expertise

Educational management, elementary school

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Author Response

03 Jun 2026

Rusi Rusmiati Aliyyah, Faculty of Teacher Training and Education, Universitas Djuanda, Bogor, 16720, Indonesia

Dear:
Sri Marmoah
Reviewer F1000Research

Thank you for the suggestions and inputs that have been given.

Attached are revisions of articles that have been adjusted based on the suggestions given:

Abstracts have been added to the research objectives and explanations of the results of the research results and recommendations
An introduction has been given a conceptual explanation, then the problems and gaps that occur are explained, so it is important to conduct research. In this section, the urgency and novelty of research have also been given
In the methodology section, the reasons for determining 48 respondents from 26 schools and the selection of provinces as the place of research have been added. In this section, an explanation has also been given of how the interview was conducted in detail and an explanation of taking 5 sample teachers (respondents) for in-depth interviews.
The discussion of the study has been refined by providing a more in-depth explanation of the analysis of the findings
The conclusion has been given an in-depth explanation of the findings according to the research objectives and provides implications, suggestions and recommendations at the end

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Competing Interests

No conflict of interest

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Reviewer Report

45 Views

02 Jan 2026 | for Version 1

Burmansah Burmansah, STIAB Jinarakkhita Lampung, Lampung, Indonesia

45 Views Cite this report Responses(1)

Approved With Reservations

Is the work clearly and accurately presented and does it cite the current literature?

Partly
Is the study design appropriate and is the work technically sound?

Partly
Are sufficient details of methods and analysis provided to allow replication by others?

Partly
If applicable, is the statistical analysis and its interpretation appropriate?

Partly
Are all the source data underlying the results available to ensure full reproducibility?

Partly
Are the conclusions drawn adequately supported by the results?

Partly

Competing Interests

No competing interests were disclosed.

Reviewer Expertise

I am a researcher and lecturer specializing in educational sciences, learning, and teaching, particularly in the fields of educational management and leadership. My work focuses on advancing effective learning and teaching practices within educational institutions. In addition, I am a practitioner of mindfulness in education, with research interests in mindful leadership, and educational management in Buddhist institutions.

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Responses (1)

Author Response

03 Jun 2026

Rusi Rusmiati Aliyyah, Faculty of Teacher Training and Education, Universitas Djuanda, Bogor, 16720, Indonesia

Dear:
Burmansah Burmansah
Reviewer F1000Research

Thank you for the suggestions and inputs that have been given.

Attached are revisions of articles that have been adjusted based on the suggestions given:

The introduction has been enhanced by adding definitions and context about digital literacy. In this section, an explanation of the urgency and novelty of the research has also been given
In the methodology section, an explanation has been given about the selection of respondents and the province that is used as the location of the research
In the discussion section, a more in-depth explanation has been given about the analysis of research findings
The researcher has refined the explanation in the section of the limitations of the research
The conclusion has been given a more detailed explanation of the results of the research findings and given implications, suggestions and recommendations at the end of the section

View more View less

Competing Interests

Tidak ada konflik kepentingan.

Back to all reports

Reviewer Report

22 Views

31 Dec 2025 | for Version 1

Esmi Tsalsa Sofiawati, STKIP Bina Mutiara Sukabumi, Sukabum, Indonesia

22 Views Cite this report Responses(1)

Approved

Is the work clearly and accurately presented and does it cite the current literature?

Yes
Is the study design appropriate and is the work technically sound?

Yes
Are sufficient details of methods and analysis provided to allow replication by others?

Yes
If applicable, is the statistical analysis and its interpretation appropriate?

Yes
Are all the source data underlying the results available to ensure full reproducibility?

Yes
Are the conclusions drawn adequately supported by the results?

Yes

Competing Interests

No competing interests were disclosed.

Reviewer Expertise

Education, elementary education, digital literacy

I confirm that I have read this submission and believe that I have an appropriate level of expertise to confirm that it is of an acceptable scientific standard.

Respond to this report

Responses (1)

Alongside their report, reviewers assign a status to the article:

Approved - the paper is scientifically sound in its current form and only minor, if any, improvements are suggested

Approved with reservations - A number of small changes, sometimes more significant revisions are required to address specific details and improve the papers academic merit.

Not approved - fundamental flaws in the paper seriously undermine the findings and conclusions

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Perspectives of Teachers on Digital Literacy Implementation Curriculum in Elementary Schools

Abstract

Keywords

Revised Amendments from Version 1

Introduction

Merdeka curriculum in Indonesia

Methodology

Research design

Participants

Table 1. Participant’s profiles.

Data collection

Instruments

Data analysis

Ethical considerations

Results and Discussion

Result

Figure 1. The main themes of thematic analysis (use Nvivo 12).

The urgency of implementing a digital literacy-based curriculum in elementary schools

Teachers’ strategies in the implementation of digital literacy-based curriculum in elementary schools

The positive and negative impacts of the implementation of a digital literacy-based curriculum in elementary schools

Positive impact

Negative impact

Discussion

Limitation

Conclusion

Data availability

Acknowledgment

References

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