scholarly journals Integrating Information Technology and Stem Learning Models in Industrial 4.0 Revolution

2020 ◽  
Author(s):  
Sri Handayani ◽  
Sri Umi Mintarti W ◽  
Rizza Megasari ◽  
Januar Kustiandi
Keyword(s):  
Information Technology ◽  
Industrial Revolution ◽  
Human Life ◽  
Stem Learning ◽  
Learning Models ◽  
Science Technology ◽  
The World ◽  
The Face ◽  
Innovative Learning ◽  
And Mathematics

At present the world is entering the era of industrial revolution 4.0 which is closely related to information technology on the basis of human life (Kemenristekdikti, 2018a). With these changes, of course the world of education must also immediately respond to these changes. The steps that can be taken is by integrating information technology with innovative learning models. As a teacher in the Indonesian era 4.0 gave birth to a term known as Teacher 4.0 Challenges & Requirements. To become a 4.0 teacher must have 3 components, namely: 1) Human - Based & Didactical Challengee; 2) Organizational Challengee and 3) Technological Challengee. (Abdelrazeq, 2016). To support these competencies, one of the learning models that can be used is the STEM-based learning model. STEM Education is a combination of areas of Science, Technology, Engineering, and Mathematics (STEM) (Duran, et al., 2016). This paper aims to: 1) explain the perception of information technology and STEM learning for prospective economic teachers. 2) describes the efforts to integrate Information Technology and STEM-based Learning Models in the face of the Age of Industrial Revolution 4.0. Keywords: Industrial Revolution Era 4.0, Information Technology, and Innovative Learning Models, STEM, Teacher Competencies 4.0.

scholarly journals Developing of STEM-based learning models for economic education student for facing Industry revolution 4.0 in East Java

2020 ◽  
Vol 153 ◽  
pp. 03003
Author(s):  
Sri Handayani ◽  
Sri Umi Mintarti ◽  
Rizza Megasari ◽  
Noritah Omar
Keyword(s):  
Economic Education ◽  
Quality Education ◽  
Education Quality ◽  
Education Student ◽  
Learning Models ◽  
Science Technology ◽  
Teacher Skills ◽  
The Face ◽  
The Government ◽  
And Mathematics

The Government of Indonesia has established Making Indonesia 4.0 to deal with R.I 4.0. To realize this, education should also develop strategies for achieving quality education. Quality education can be realized by increasing the skills possessed by a teacher. In this case, economic education includes students who will become teachers. To become a professional teacher requires special skills in RI 4.0 era. STEM is an acronym for science, technology, engineering, and mathematics. The purpose of this study is: 1) develop STEM-based learning models for students of economic education in East Java in the face of the R.I Era. 4.0; 2) decide the effectiveness of the implementation of STEM-based learning models for students of economic education in measuring teacher skills in the R.I era 4.0. The method consists of 1) Potential and Problems; 2) Gathering information; 3) Product design; 4) Design validation; 5) Design improvements; 6) Product trials; 7) Product revision; 8) Trial usage; and 9) Product revisions. The results of this study are: 1) STEM-based learning models can be implemented and in accordance with the characteristics of R.I 4.0 and 2) This model is effective in increasing the skills of students of economic education in the R.I 4.0 era.

MANAGING INFORMATION TECHNOLOGY APPLICATION IN TEACHING AT HIGH SCHOOLS IN VINH YEN CITY, VINH PHUC PROVINCE MEETS INDUSTRIAL REVOLUTION 4.0

2018 ◽  
Author(s):  
Vu Kha Thap
Keyword(s):  
Information Technology ◽  
Social Life ◽  
Industrial Revolution ◽  
Strong Impact ◽  
Surface Strength ◽  
Technology Application ◽  
Management Measures ◽  
The World ◽  
The Status ◽  
Information Technology Application

Entering the XXI century and especially in the period of the industrial revolution has entered the era of IT with the knowledge economy in the trend of globalization. The 4.0 mankind development of ICT, especially the Internet has had a strong impact and make changes to all activities profound social life of every country in the world. Through surveys in six high School, interviewed 85 managers and teachers on the status of the management of information technology application in teaching, author of the article used the SWOT method to distribute surface strength, weaknesses, opportunities and challenges from which to export 7 management measures consistent with reality. 7 measures have been conducting trials and the results showed that 07 measures of necessary and feasible.

4IR and Right to Education in Nigeria: Synergybetween Legal Instruments and Stem Education

2021 ◽  
Vol 12 (3) ◽  
pp. 2286-2295
Author(s):  
Mariam Adepeju Abdulraheem-Mustapha
Keyword(s):  
Stem Education ◽  
Industrial Revolution ◽  
Research Collaboration ◽  
Legal Protection ◽  
Right To Education ◽  
Fourth Industrial Revolution ◽  
Science Technology ◽  
And Mathematics ◽  
Laws And Policies ◽  
The Relationship

Laws and policies have important roles to play in advancing the Fourth Industrial Revolution (4IR) through Science, Technology, Engineering and Mathematics (STEM) research in Nigeria. STEM education and knowledge brings about development by converging scholars across the world with recent research discoveries. In order for Nigeria to reap the maximum benefits from the 4IR, its legal system must come in line with the principles advanced by the 4IR. It is important to state that the laws which have been enacted before the contemporary era are inadequate and obsolete. Education (STEM education inclusive) which will benefit the most from thenewrevolution would demand new legal instrumentsthat are adequate and effective to cater for the legal and policy demands of the 4IR by bringing forth a more current and inclusive legal protection for all the relevant beneficiaries. Using doctrinal methodology, thispaperexamines4IR and right to education in Nigeria with a view to establishing the relationship between the legal instruments and STEM education with the objective of advancing the agenda of the relevance of all fields of education for the next generation.The paper is divided into six sections and the findings show that, education (STEM education inclusive) is bedeviled with many challenges andthe extant laws are inadequate to solve them.Thus, making the goal of 4IR unachievable in Nigeria. To reach the greatest dexterities in all works of life, the paper concludes by bringing the significance of laws and policies that wouldaccommodate free STEM education in secondary and tertiary school levels in order to answer the call for 4IR. It recommends research collaboration across STEM fields for integrated curriculum and an amendment of the Constitution. It also advocates for gender equality and investing more in STEM education for having a transformative shift in Nigeria for the purpose of achieving 4IR.

scholarly journals Metaphysics and the Existential Problematic of Human Finitude

Lumen et Vita ◽  
2017 ◽  
Vol 7 (2) ◽  
Author(s):  
Taylor Nutter
Keyword(s):  
Human Life ◽  
Practical Importance ◽  
Human Person ◽  
Finite Horizon ◽  
The World ◽  
The Face ◽  
The Subject ◽  
Intentional Structure ◽  
Working Out ◽  
Human Finitude

Rather than being of little practical importance, the metaphysical underpinnings of a given horizon determine the character of its existential problematic. With the breakdown of classical metaphysics concomitant with the modern turn to the subjective, the existential problematic of finitude as ultimate horizon arose. According to this subjective turn, the human person can no longer engage the world as though it were in itself constituted by transcendently grounded meaning and value. Standing within this genealogical lineage, Martin Heidegger undertook a phenomenological investigation into the existential constitution of the human person which defines authenticity in terms of finitude. For the early Heidegger, human life is essentially ‘guilty’. This guilt, however, is not the traditional cognizance of one’s sinfulness, but the foundational Nichtigkeit (‘nullity’) of life and its attendant possibilities in the light of the ultimate finality of death. Authenticity, then, consists of a resolute working out of one’s life in the face of such inevitable finality. For the later Heidegger, the finite horizon of a particular epochal disclosure gifts Being to thought and determines it thereby. Authenticity in this case consists of giving oneself over to be appropriated by an event of Being. In contrast, Lonergan understands authenticity as being true to that primordial love which beckons us to intellectual probity and responsibility in working out life’s possibilities. This essay will illustrate how Lonergan’s analysis of the intentional structure of human conscious operations stands as a corrective to Heidegger’s early existential analysis of human being-in-the-world and later thought about Being. While Lonergan defines authenticity as loving openness to transcendent Being, Heidegger, because of his forgetfulness of the subject in her conscious operations, does not allow for a transcendence which stands beyond any finite horizon. 

scholarly journals THE INFLUENCE OF INSTRUCTORS COMPETENCY AND FACILITIES ON THE QUALITY OF EDUCATION AND TRAINING CENTER (ETC) GRADUATES IN FACING THE INDUSTRIAL REVOLUTION 4.0

2020 ◽  
Vol 9 (2) ◽  
pp. 13-25
Author(s):  
Roky Apriansyah ◽  
Ziko Fransinatra ◽  
Deci Ririen
Keyword(s):  
Human Resources ◽  
Industrial Revolution ◽  
Education And Training ◽  
Quality Of Education ◽  
Quality Level ◽  
Training Center ◽  
The World ◽  
The Face ◽  
And Training

The industrial revolution 4.0 is a digital-based era that demands the quality of human resources (HR) who have high skills. The Education and Training Center (ETC) is one of the institutions that plays role in increasing the quality level of human resources. This study aims to see the effect simultaneously and partially between the competence of instructors and infrastructure on the quality of ETC graduates in the face of the era of the industrial revolution 4.0. in Indragiri Hulu Regency. The population in this study consists of all ETCs in Indragiri Hulu, there are 15 ETCs and all ETCs were sampled. Multiple regression and correlation analysis using SPSS 22.0 was used to determine whether or not there is an influence and relationship between variables. The results of the study concluded (1) the competence of instructors and infrastructure simultaneously had a significant effect on the quality of graduates. (2) Instructor competence partially has a significant effect on the quality of graduates. (3) Facilities partially has a significant effect on the quality of graduates. The variable that has the greatest contribution to the quality of ETC graduates in Indragiri Hulu Regency is the competence of the instructor followed by infrastructure. In this case, of education it will be very difficult for ETC graduates to compete in the world of work. Because this is a factor caused from within the ETC itself.

IMPLEMENTING STEM APPROACH IN KINDERGARDEN

2021 ◽  
Vol 12 (1) ◽  
pp. 236-243
Author(s):  
Ivelina Velcheva ◽  
◽  
Kosta Garov ◽  
Keyword(s):  
Learning Process ◽  
Real Life ◽  
Learning By Doing ◽  
Digital Tools ◽  
Research Approach ◽  
Stem Learning ◽  
Knowledge And Skills ◽  
Science Technology ◽  
And Mathematics ◽  
Kindergarten Curriculum

The following work is devoted to the description of an innovative approach to kindergarten learning through the application of the methods of science, technology, engineering and mathematics, better known as STEM learning. The aim of the work is to increase popularity of the approach and stimulate teachers to implement it more often in the learning process. STEM increases children’s knowledge and skills, thanks to the interdisciplinarity, research approach, learning by playing, learning by doing, project-based and problem-based learning and the opportunity for touching to real-life situations. This paper addresses the main principles of STEM and the possibilities for realization different STEM situations, based on the kindergarten curriculum. Different digital tools are described, like programmable toys and devices and LEGO constructors. Various ideas for conducting experiments are presented, too. They are useful for increasing children’s motivation and interest in the approach. An example version of a plan for work on a STEM project is proposed, which includes the steps for its implementation and which is adapted to the expected learning results in the kindergarten.

The Death of God

2011 ◽  
Author(s):  
Krzysztof Michalski
Keyword(s):  
Human Nature ◽  
Gospel Of Matthew ◽  
Human Life ◽  
Death Of God ◽  
New Beginning ◽  
The World ◽  
The Face ◽  
The Cross

This chapter turns to Plato's Phaedo as well as the Gospel of Matthew: two narratives about death, and two visions of human nature. Christ's cry on the cross, as told by Matthew, gives voice to an understanding of human life that is radically different from that of Socrates. For Phaedo's Socrates, the truly important things in life are ideas: the eternal order of the world, the understanding of which leads to unperturbed peace and serenity in the face of death. The Gospel is the complete opposite: it testifies to the incurable presence of the Unknown in every moment of life, a presence that rips apart every human certainty built on what is known, that disturbs all peace, all serenity—that severs the continuity of time, opening every moment of our lives to nothingness, thereby inscribing within them the possibility of an abrupt end and the chance at a new beginning.

The Societal Impact of World Wide Web - Key Challenges for the 21st Century

2011 ◽  
pp. 88-106
Author(s):  
Janice M. Burn ◽  
Karen D. Loch
Keyword(s):  
Industrial Revolution ◽  
New Technologies ◽  
Human Life ◽  
Economic Implications ◽  
Or Groups ◽  
Definite Effect ◽  
The Social ◽  
The World ◽  
And Shifts ◽  
The Way

Many lessons from history offer strong evidence that technology can have a definite effect on the social and political aspects of human life. At times it is difficult to grasp how supposedly neutral technology might lead to social upheavals, mass migrations of people, and shifts in wealth and power. Yet a quick retrospective look at the last few centuries finds that various technologies have done just that, challenging the notion of the neutrality of technology. Some examples include the printing press, railways, and the telephone. The effects of these technologies usually begin in our minds by changing the way we view time and space. Railways made the world seem smaller by enabling us to send goods, people, and information to many parts of the world in a fraction of the time it took before. Telephones changed the way we think about both time and distance, enabling us to stay connected without needing to be physically displaced. While new technologies create new opportunities for certain individuals or groups to gain wealth, there are other economic implications with a wider ranging impact, political and social. Eventually, as the technology matures, social upheavals, mass migrations and shifts in economic and political power can be observed. We find concrete examples of this dynamic phenomenon during the Reformation, the industrial revolution, and more recently, as we witness the ongoing information technology revolution.

scholarly journals Editorial Board Thoughts: Arts into Science, Technology, Engineering, and Mathematics – STEAM, Creative Abrasion, and the Opportunity in Libraries Today

2017 ◽  
Vol 36 (1) ◽  
pp. 4
Author(s):  
Patrick Tod Colegrove
Keyword(s):  
Science Technology ◽  
The World ◽  
Jigsaw Puzzles ◽  
And Mathematics ◽  
The Way

By actively seeking out opportunities to bring art into traditionally STEM-focused activity, and vice-versa, we are deliberately increasing the diversity of the environment. Makerspace services and activities, to the extent they are open and visibly accessible to all, are a natural for the spontaneous development of trans-disciplinary collaboration. Within the spaces of the library, opportunities to connect individuals around shared avocational interest might range from music and spontaneous performance areas to spaces salted with LEGO bricks and jigsaw puzzles; the potential connections between our resources and the members of our communities are as diverse as their interests. Indeed, when a practitioner from one discipline can interact and engage with others from across the STEAM spectrum, the world becomes a richer place – and maybe, just maybe, we can fan the flames of curiosity along the way.

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