The challenges of algorithm literacy and innovation diffusion in AI era
DOI:
https://doi.org/10.64014/jik.v23i3.329Keywords:
AI era, algorithmic literacy, diffusion of innovations, digital citizenship, social studies educationAbstract
The rapid growth of AI-driven social media platforms has significantly heightened the urgency of algorithmic literacy in K–12 education, yet this competence remains largely absent from Indonesian Social Studies Education. This study examines barriers to the diffusion of algorithmic literacy as an educational innovation within Social Studies Education using Everett Rogers’ Diffusion of Innovations theory as the analytical framework. A PRISMA-based systematic literature review analyzed 42 articles from Scopus, ERIC, Google Scholar, and Dimensions published between 2015 and 2025. Drawing on Rogers’ five innovation attributes, findings reveal that high conceptual complexity, low compatibility with the Merdeka Curriculum Learning Outcomes, minimal trialability due to the absence of ready-to-use instructional modules, and low observability of benefits constitute the primary diffusion barriers. Most Social Studies teachers remain in the late majority or laggard adopter categories due to limited digital competence and institutional inertia. The study concludes that Social Studies Education is the most strategic subject for integrating algorithmic literacy in Indonesian K–12 education given its mandate to develop civic reasoning, democratic values, and critical social thinking. Recommendations include explicit integration of algorithmic literacy competencies in the IPS Learning Outcomes and development of context-based instructional modules.
Abstrak
Pesatnya pertumbuhan platform media sosial berbasis kecerdasan buatan (Artificial Intelligence/AI) semakin meningkatkan urgensi literasi algoritmik dalam pendidikan K-12. Namun, kompetensi ini masih sangat terbatas dalam pembelajaran IPS Indonesia. Studi ini mengkaji hambatan difusi literasi algoritmik sebagai inovasi pendidikan dalam pembelajaran IPS menggunakan teori Difusi Inovasi Everett Rogers sebagai kerangka analitis. Tinjauan pustaka sistematis berbasis PRISMA menganalisis 42 artikel dari Scopus, ERIC, Google Scholar, dan Dimensions (2015-2025). Berdasarkan lima atribut inovasi Rogers, temuan menunjukkan bahwa tingginya kompleksitas konseptual, rendahnya kompatibilitas dengan Capaian Pembelajaran Kurikulum Merdeka, minimnya trialability, dan rendahnya observabilitas manfaat merupakan hambatan difusi utama. Sebagian besar guru IPS berada pada kategori mayoritas akhir atau tertinggal akibat keterbatasan kompetensi digital dan inersia institusional. Studi ini menyimpulkan bahwa pembelajaran IPS merupakan lokus paling strategis untuk mengintegrasikan literasi algoritmik dalam pendidikan K-12 di Indonesia, mengingat mandatnya untuk mengembangkan penalaran kewargaan, nilai-nilai demokratis, dan berpikir kritis sosial. Rekomendasi mencakup integrasi kompetensi literasi algoritmik secara eksplisit dalam Capaian Pembelajaran IPS serta pengembangan modul ajar berbasis konteks.
Kata Kunci: difusi inovasi; era AI; kewarganegaraan digital; literasi algoritma; pembelajaran IPS
References
Aisyah, S., Sholeh, M., Lestari, I. B., Yanti, L. D., Nuraini, N., Mayangsari, P., & Mukti, R. A. (2024). Peran penggunaan teknologi dalam pembelajaran IPS di era digital. Jurnal Inovasi, Evaluasi dan Pengembangan Pembelajaran (JIEPP), 4(1), 44-52.
Anwar, A. (2022). Media sosial sebagai inovasi pada model PjBL dalam implementasi Kurikulum Merdeka. Inovasi Kurikulum, 19(2), 239-250.
Brignardello-Petersen, R., Santesso, N., & Guyatt, G. H. (2025). Systematic reviews of the literature: An introduction to current methods. American Journal of Epidemiology, 194(2), 536-542.
Burrell, J., & Fourcade, M. (2021). The society of algorithms. Annual Review of Sociology, 47(1), 213-237.
Cinelli, M., De Francisci Morales, G., Galeazzi, A., Quattrociocchi, W., & Starnini, M. (2021). The echo chamber effect on social media. Proceedings of The National Academy of Sciences, 118(9), 1-8.
Cotter, K., & Reisdorf, B. C. (2020). Algorithmic knowledge gaps: A new horizon of (digital) inequality. International Journal of Communication, 14(1), 21-21.
Crompton, H., & Burke, D. (2022). Artificial intelligence in K-12 education. SN Social Sciences, 2(7), 1-13.
Díaz, B., & Nussbaum, M. (2024). Artificial intelligence for teaching and learning in schools: The need for pedagogical intelligence. Computers and Education, 217(1), 1-16.
Dogruel, L., Facciorusso, D., & Stark, B. (2022). ‘I’m still the master of the machine.’Internet users’ awareness of algorithmic decision-making and their perception of its effect on their autonomy. Information, Communication and Society, 25(9), 1311-1332.
Falloon, G. (2020). From digital literacy to digital competence: the Teacher Digital Competency (TDC) framework. Educational Technology Research and Development, 68(5), 2449-2472.
Farinacci, E., Manzoli, G., Buckingham, D. (2021). Media education in the digital age: an Interview with David Buckingham. Sociologia Della Comunicazione, 62(1), 17-32.
Gao, S., Liu, H., & Yuan, J. (2026). Intelligent assessment and improvement system for teachers’ AI literacy in higher vocational education: architecture, algorithms and applications. 2026 5th International Conference on Educational Innovation and Multimedia Technology (EIMT 2026), 1(1), 574-584.
Gran, A. B., Booth, P., & Bucher, T. (2021). To be or not to be algorithm aware: A question of a new digital divide?. Information, Communication and Society, 24(12), 1779-1796.
Huszár, F., Ktena, S. I., O’Brien, C., Belli, L., Schlaikjer, A., & Hardt, M. (2022). Algorithmic amplification of politics on Twitter. Proceedings of The National Academy of Sciences, 119(1), 1-6.
Ikanubun, L. E., & Pau, A. M. (2025). Project-based learning in Indonesian language: Systematic literature review. Inovasi Kurikulum, 22(2), 749-766.
Khusni, M. H., & Susanti, W. I. (2024). Difusi dan inovasi dalam pembelajaran pada sekolah menengah. Edu Research, 5(1), 10-22.
Krutka, D. G., Metzger, S. A., & Seitz, R. Z. (2022). “Technology inevitably involves trade-offs”: the framing of technology in social studies standards. Theory and Research in Social Education, 50(2), 226-254.
Kusumanegara, I., Putra, G., Fitriyah, N., & Muldi, A. (2022). Transforming social change through diffusion of innovation digital society in the era of technology 4.0. World Journal of Advanced Research and Reviews, 16(3), 396-403.
Ng, D. T. K., Leung, J. K. L., Chu, S. K. W., & Qiao, M. S. (2021). Conceptualizing AI literacy: an exploratory review. Computers and Education: Artificial Intelligence, 2(1), 1-11.
Nugraha, T. S. (2022). Kurikulum merdeka untuk pemulihan krisis pembelajaran. Inovasi Kurikulum, 19(2), 251-262.
Oeldorf-Hirsch, A., & Neubaum, G. (2025). What do we know about algorithmic literacy? The status quo and a research agenda for a growing field. New Media & Society, 27(2), 681-701.
Page, M. J., McKenzie, J. E., Bossuyt, P. M., Boutron, I., Hoffmann, T. C., Mulrow, C. D., ... & Moher, D. (2021). The PRISMA 2020 statement: an updated guideline for reporting systematic reviews. BMJ, 1(1), 1-9.
Pangrazio, L., & Selwyn, N. (2021). Towards a school-based ‘critical data education’. Pedagogy, Culture & Society, 29(3), 431-448.
Puspitasari, E. (2025). SDGs-based adaptive curriculum model to improve education quality in the digital age. Inovasi Kurikulum, 22(1), 1-12.
Safitri, S., Putri Kasandra, D., Inayah, M., & Farhurrahman, O. (2024). Tantangan dan peluang dalam pembelajaran IPS di era digital. Aktivisme: Jurnal Ilmu Pendidikan, Politik dan Sosial Indonesia, 2(1), 88-99.
Semma, A. B., Ali, M., & Helmy, M. I. (2024). Multi-dimensional challenges in the Indonesian social science information technology-based learning: A systematic literature review. Heliyon, 10(7). 1-11.
Setiawan, D., Supriatna, N., & Maryani, E. (2023). Menumbuhkan kecerdasan ekologis dengan konten YouTube berbasis kearifan lokal dalam pembelajaran IPS. Journal of Education Research, 4(3), 1381-1390.
Swart, J. (2021). Experiencing algorithms: How young people understand, feel about, and engage with algorithmic news selection on social media. Social Media+ Society, 7(2), 1-11.
Valtonen, T., Leppänen, U., Hyypiä, M., Sointu, E., Smits, A., & Tondeur, J. (2020). Fresh perspectives on TPACK: pre-service teachers’ own appraisal of their challenging and confident TPACK areas. Education and Information Technologies, 25(4), 2823-2842.
Wahyudin, W., Lisdiana, K., Solehuddin, A. A., & Fatmawati, E. (2024). Kurikulum Merdeka: solution or causation of students’ lack of soft skills. Inovasi Kurikulum, 21(4), 1825-1846.
Zarouali, B., Helberger, N., & De Vreese, C. H. (2021). Investigating algorithmic misconceptions in a media context: Source of a new digital divide?. Media and Communication, 9(4), 134-144.
Downloads
Published
Issue
Section
License
Copyright (c) 2026 Siti Sarah, Ade Budhi Salira, Dina Siti Logayah
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
