Integration of the Cambridge International Examinations (CIE) Curriculum with the National Curriculum in Primary Schools
DOI:
https://doi.org/10.59211/mjpjetl.v4i1.328Keywords:
Curriculum Integration; Cambridge International Examinations Curriculum; National Curriculum; Elementary School.Abstract
The development of 21st-century education demands the integration of national education standards with global competencies. Although the integration of the Cambridge International Examinations (CIE) Curriculum with the National Curriculum has been implemented in several elementary schools in Indonesia, existing research is still partial and has not presented a comprehensive synthesis of the form of integration, advantages, disadvantages, and recommendations for its implementation. This study aims to describe the form of integration of the Cambridge International Examinations (CIE) Curriculum with the National Curriculum in elementary schools and analyze the advantages and disadvantages of its implementation based on the results of previous research. The study used the Systematic Literature Review method with reference to the PRISMA guidelines. Data sources came from scientific articles obtained through the Scopus and Semantic Scholar databases with a publication range of 2022-2026. Of the 602 identified, 7 articles met the inclusion criteria for analysis. Data analysis was conducted descriptively-thematically and supported by bibliometric analysis using VOSviewer software. The results showed that curriculum integration was carried out through curriculum mapping, alignment of learning outcomes, material integration, bilingual learning, and adjustments to the assessment system. The implementation of this integration contributes to improving students' critical thinking skills, literacy, numeracy, English language proficiency, and global competency without neglecting national values. However, its implementation still faces challenges in the form of limited teacher competency, learning suggestions, dual curriculum management, and learning time allocation. This study contributes in the form of a comprehensive synthesis of the forms, benefits, challenges, and recommendations for implementing the Cambridge International Examinations (CIE) Curriculum Integration with the National Curriculum as a reference for schools, educators, researchers, and policymakers in developing curriculum in elementary school.
Downloads
References
1. Anwar Hidayat1, Agus Pahrudin, S. R. (2025). Struktur Dan Prosedur Pengorganisasian Kurikulum Untuk Pembelajaran Berkualitas. Jurnal Ilmiah Pendidikan Dasar, 10(2).
2. Arinda Firdianti, Shoby Any Cahya, & Ruly Nadian Sari. (2025). Sinergi Kurikulum Cambridge dan Pendidikan Islam dalam Pengembangan Karakter. Jurnal Budi Pekerti Agama Islam, 3(5), 92–108. https://doi.org/10.61132/jbpai.v3i5.1492
3. Azza, H. A., & Riski, D. D. (2026). Integrasi kurikulum Nasional dan Cambridge Primary di SD laboratorium UM : Analisis dokumen kurikulum dan implementasinya. 4, 67–72, https://doi.org/10.36989/didaktik.v11i04.9442
4. Bustanul Arifin, & Abdul Mu’id. (2024). Pengembangan Kurikulum Berbasis Keterampilan Dalam Menghadapi Tuntutan Kompetensi Abad 21. DAARUS TSAQOFAH Jurnal Pendidikan Pascasarjana Universitas Qomaruddin, 1(2), 118–128. https://doi.org/10.62740/jppuqg.v1i2.23
5. Dessy Az-Zahra Putri Riyanti, A. S. (2025). Kemampuan Pemecahan Masalah Matematis Siswa Sekolah Dasar: Systematic Literature Review (SLR). 8(3), https://doi.org/10.20961/shes.v8i3.107252
6. Indrawati, W. (2024). Implementasi Integrasi Kurikulum Cambridge dan Kurikulum Nasional di Sekolah Menengah Pertama. Proceeding International Conference on Lesson Study, 1(1), 620–627.
7. Jaharah, N., Gunawan, I., Yanti, Y., & Maharani, A. (2025). Systematic Literature Review: Efektivitas Model Flipped Classroom Dalam Pembelajaran Sekolah Dasar. SENTRI: Jurnal Riset Ilmiah, 4(11), 3201–3217. https://doi.org/10.55681/sentri.v4i11.4866
8. Nata, D. P., Budiyono, B., Wirdiarti, N., & Yuwono, A. (2025). Systematic Literature Review (SLR): Analisis Strategi Pembelajaran Untuk Meningkatkan Kemampuan Membaca Permulaan. Al-Madrasah Jurnal Pendidikan Madrasah Ibtidaiyah, 9(3), 1224. https://doi.org/10.35931/am.v9i3.5063
9. Ningrum, I. A. K. (2025). Analisis Implementasi Kurikulum Cambridge Di Indonesia: Tantangan Dan Peluang Dalam Konteks Pendidikan Nasional. Pedagogy: Jurnal Ilmiah Ilmu Pendidikan, 12(1), 64–71.
10. Norlita, D., Wanda Nageta, P., Ayu Faradhila, S., Putri Aryanti, M., Fakhriyah, F., & Aditia Ismayam, E. A. (2023). Systematic Literature Review (SLR): Pendidikan Karakter di Sekolah Dasar. Jurnal Ilmu Sosial, Pendidikan Dan Humaniora, 2(1).
11. Page, M. J., McKenzie, J. E., Bossuyt, P. M., Boutron, I., Hoffmann, T. C., Mulrow, C. D., Shamseer, L., Tetzlaff, J. M., Akl, E. A., Brennan, S. E., Chou, R., Glanville, J., Grimshaw, J. M., Hróbjartsson, A., Lalu, M. M., Li, T., Loder, E. W., Mayo-Wilson, E., McDonald, S., … Moher, D. (2021). The PRISMA 2020 statement: An updated guideline for reporting systematic reviews. PLoS Medicine, 18(3), 1–15. https://doi.org/10.1371/JOURNAL.PMED.1003583
12. Rahmawati, P. M., Rosidah, N. N. I. K., Mubarok, M. Y., Hadi, S., & Zahroh, U. (2025). Systematic Literature Review (Slr): Studi Komparasi Landasan Filosofis Kurikulum Matematika Di Indonesia Dan Singapura. Pedagogy: Jurnal Pendidikan Matematika, 10(4), 2608–2624. https://doi.org/10.30605/pedagogy.v10i4.7711
13. Sidabutar, D., Ningrum, S. S., & Nuryadin, A. (2023). Analisis Bibliometrik Media Pembelajaran di Sekolah Dasar Menggunakan VOSViewer. Educatio, 17(2), 165–177. https://doi.org/10.29408/edc.v17i2.9435
14. Sukarni, S., Bahrani, B., Fatimah, S., & Kamaruddin, K. (2025). Analisis Implementasi Kurikulum Merdeka Dalam Meningkatkan Kompetensi Literasi dan Numerasi Peserta Didik. Journal of Instructional and Development Researches, 5(6), 704–712. https://doi.org/10.53621/jider.v5i6.685
15. Sukmadiningsih, R., & Herdi. (2025). Analisis Kebutuhan Siswa untuk Pengembangan Program BK di SMA: Pendekatan Systematic Literature Review (SLR). G-Couns: Jurnal Bimbingan Dan Konseling, 9(2), 1372–1383. https://doi.org/10.31316/g-couns.v9i2.7228
16. Suri, S., Sholeh, M., & Roesminingsih, E. (2024). Evaluasi Implementasi Kurikulum Cambridge dengan Model CIPP. Cetta: Jurnal Ilmu Pendidikan, 7(1), 55–68. https://doi.org/10.37329/cetta.v7i1.3040
17. Syafrizal Fuady, & Rakan M Abiyan Rizaldi. (2024). Relevansi Teori Belajar Dalam Penyusunan Kurikulum Nasional: Sebuah Kajian Literatur. Tarbiyatul Misbah (Jurnal Kajian Ilmu Pendidikan), 17(02), 168–176. https://doi.org/10.70688/tarbiyatulmisbah.v17i02.458
18. Tungtawee, C., & Chano, J. (2023). Bibliometric Analysis using VOSviewer with Publish or Perish of Curriculum Evaluation using the CIPP Model. Indonesian Journal of Multidiciplinary Research, 4(1), 163–170. https://doi.org/10.17509/ijomr.v4i1.69011
19. Winarno, W. W., Purwanti, A., Kristiana, D. R., & Wahyuni, E. S. (2023). Penelitian Kualitatif menggunakan Systematic Literature Review. UPP STIM YK PN.
Downloads
Published
Issue
Section
URN
License
Copyright (c) 2026 Muhammad Naufal Zaki Zaki, Nirva Diana, Muhammad Muchsin Afriyadi
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
Authors grant the journal the right of first publication. which permits unrestricted use, distribution, and reproduction in any medium, provided that the original work is properly cited. Authors are responsible for ensuring that any third-party materials included in their work have proper permissions.
