Indonesian Language Learning Strategies In The Digital Era: Implications For The Preparation Of Adaptive Pedagogy-Based Semester Learning Plans

Abstract

Digital transformation has changed the practice of Indonesian language learning with the presence of various technologies, such as Learning Management Systems (LMS), digital media, collaborative platforms, and Artificial Intelligence (AI). These conditions require learning strategies that not only utilize technology as a medium but are also able to adjust learning to the needs, characteristics, and abilities of students. This study aims to analyze and synthesize digital technology-based Indonesian language learning strategies as a foundation for preparing adaptive pedagogy-based Semester Learning Plans (RPS). The research uses a qualitative descriptive approach with a literature review method of 18 research articles published between 2020–2026. Data were analyzed through stages of reduction, grouping, comparison, interpretation, and synthesis based on learning strategies, technologies used, competencies developed, learning activities, assessments, and the application of adaptive pedagogical principles. The results show five main patterns of learning strategies: digital literacy integration, digital media-based multimodal learning, digital collaborative learning, project-based learning and digital content production, and the utilization of adaptive technology and AI. Digital technology no longer simply functions as a medium for delivering material, but has become part of a pedagogical strategy that supports the development of language competence, digital literacy, creativity, communication, collaboration, critical thinking, and independent learning. The synthesis results also indicate that adaptive pedagogy is realized through differentiated learning, the use of multimodal media, digital feedback, technology-based personalization, and authentic assessments based on digital products and portfolios. These findings provide implications for the development of adaptive, multimodal, student-centered, and responsive RPS to digital transformation by considering educator readiness, student digital competence, infrastructure, and technology integration with learning objectives.