scholarly journals PENGUATAN LITERASI BARU PADA GURU MADRASAH IBTIDAIYAH DALAM MENJAWAB TANTANGAN ERA REVOLUSI INDUSTRI 4.0

2018 ◽  
Vol 1 (1) ◽  
pp. 1-21 ◽  
Author(s):  
Hamidulloh Ibda
Keyword(s):  
Elementary Education ◽  
Industrial Revolution ◽  
Thinking Skills ◽  
Literacy Skills ◽  
Islamic Education ◽  
Technology Literacy ◽  
New Literacy ◽  
Fourth Industrial Revolution ◽  
Challenges And Opportunities ◽  
High Level

Abstract: In answering the fourth industrial revolution era, basic Islamic education institutions did not adequately apply old literacy (reading, writing, arithmetic), but had to apply new literacy (data literacy, technology literacy and human resource literacy or humanism). This article discusses the challenges and opportunities of basic Islamic education in the era of the fourth industrial revolution. Strengthening new literacy in Islamic elementary education teachers as a key to change, revitalizing literacy-based curriculum and strengthening the role of teachers who have digital competencies. The teacher plays a role in building competency generation, character, having new literacy skills, and high-level thinking skills. Islamic elementary education as a basis for determining intellectual, spiritual, and emotional intelligence in children must strengthen 21st century literacy skills. Start creative aspects, critical thinking, communicative, and collaborative. Islamic elementary education is urgently needed to strengthen new literacy and revitalize digital-based curriculum. Curriculum revitalization refers to five basic values of good students, namely resilience, adaptability, integrity, competence, and continuous improvement. Islamic elementary education educators must be digital teachers, understand computers, and be free from academic illness. The goal is to realize high competency generation, character and literacy to answer the challenges of the fourth industrial revolution era. Abstrak: Dalam menjawab era Revolusi Industri 4.0, lembaga pendidikan dasar Islam tidak cukup menerapkan literasi lama (membaca, menulis, berhitung), tetapi harus menerapkan literasi baru (literasi data, literasi teknologi dan literasi sumber daya manusia atau humanisme). Artikel ini membahas tantangan dan peluang pendidikan dasar Islam di era Revolusi Industri 4.0. Penguatan literasi baru pada guru pendidikan dasar Islam sebagai kunci perubahan, revitalisasi kurikulum berbasis literasi dan penguatan peran guru yang memiliki kompetensi digital. Guru berperan membangun generasi berkompetensi, berkarakter, memiliki kemampuan literasi baru, dan keterampilan berpikir tingkat tinggi. Pendidikan dasar Islam sebagai dasar penentu kecerdasan intelektual, spiritual, dan emosional pada anak, harus memperkuat keterampilan literasi abad 21. Mulai aspek kreatif, pemikiran kritis, komunikatif, dan kolaboratif. Pendidikan dasar Islam urgen memperkuat literasi baru dan revitalisasi kurikulum berbasis digital. Revitalisasi kurikulum mengacu pada lima nilai dasar dari peserta didik yang baik, yaitu ketahanan, kemampuan beradaptasi, integritas, kompetensi, dan peningkatan berkelanjutan. Pendidik pendidikan dasar Islam harus menjadi guru digital, paham komputer, dan bebas dari penyakit akademis. Tujuannya mewujudkan generasi berkompetensi tingkat tinggi, karakter dan literasi untuk menjawab tantangan era Revolusi Industri 4.0.

scholarly journals Pembelajaran Bahasa Indonesia Berwawasan Literasi Baru di Perguruan Tinggi dalam Menjawab Tantangan Era Revolusi Industri 4.0

JALABAHASA ◽  
2019 ◽  
Vol 15 (1) ◽  
pp. 48
Author(s):  
Hamidulloh Ibda
Keyword(s):  
Language Learning ◽  
Industrial Revolution ◽  
Technology Literacy ◽  
Literature Study ◽  
Digital Competence ◽  
New Literacy ◽  
Data Literacy ◽  
Fourth Industrial Revolution ◽  
Literacy Implementation ◽  
Bahasa Indonesia

ABSTRAK Artikel ini membahas pembelajaran Bahasa Indonesia berwawasan literasi baru di perguruan tinggi dalam menjawab tantangan era Revolusi Industri 4.0. Tantangan era ini sangat kompleks yang mengharuskan perguruan tinggi mengimplementasikan literasi baru (literasi data, literasi teknologi, literasi manusia) yang menjadi pelengkap literasi lama (membaca, menulis, berhitung). Artikel menggunakan pendekatan kualitatif deskriptif dengan metode studi pustaka ini bertujuan mendeskripsikan pembelajaran Bahasa Indonesia berwawasan literasi baru. Hasil penelitian menunjukkan pembelajaran Bahasa Indonesia di perguruan tinggi berwawasan literasi baru sangat strategis menjawab tantangan Revolusi Industri 4.0. Implementasi literasi bisa dilakukan dengan penguatan literasi data, literasi teknologi, dan literasi manusia. Selain meningkatkan pemahaman mahasiswa pada materi kebahasaan, literasi baru meningkatkan keterampilan menulis dan berbicara berbasis data dan teknologi. Literasi baru menjadi ruh mahasiswa dalam menulis karya jurnalistik, karya ilmiah, dan karya sastra. Implementasi literasi baru sangat ditentukan dosen Bahasa Indonesia yang harus memiliki kompetensi digital, menciptakan pembelajaran kreatif dan berpikir kritis, serta berbasis online.Kata Kunci: Bahasa Indonesia, Literasi Baru, Perguruan Tinggi, Revolusi Industri 4.0 ABSTRACTThis article discusses the learning of new literacy-oriented Indonesian Language in universities in answering the challenges of the fourth industrial revolution era. The challenge of this era is very complex which requires universities to implement new literacy (data literacy, technology literacy, human literacy) which complement old literacy (reading, writing, counting). The article uses a descriptive qualitative approach with this literature study method aimed at describing new literacy-oriented Indonesian language learning. The results of the study show that Indonesian language learning in new literacy-oriented universities is very strategic in responding to the challenges of the fourth industrial revolution. Literacy implementation can be done by strengthening data literacy, technology literacy, and human literacy. In addition to improving students’ understanding of linguistic material, new literacy improves data and technology-based writing and speaking skills. Literacy has only become the spirit of students in writing journalistic works, scientific works, and literary works. The implementation of new literacy is very much determined by Indonesian language lecturers who must have digital competence, create creative learning and critical thinking, and online-based.Keyword: Indonesian Language, New Literacy, University, Fourth Industrial Revolution.

scholarly journals Melatih Keterampilan Berpikir Kreatif melalui Pembelajaran Berbasis Proyek dalam Mempersiapkan Tenaga Kerja untuk Menghadapi Kompetisi Global

2019 ◽  
Vol 3 (2) ◽  
pp. 39-44
Author(s):  
Muhammad Munib
Keyword(s):  
Education System ◽  
Creative Thinking ◽  
Soft Skills ◽  
Thinking Skills ◽  
Project Based Learning ◽  
Technology Literacy ◽  
Educational Institutions ◽  
Skilled Workers ◽  
The Future ◽  
High Level

Often we find the fact that skills gaps begin with the basic idea that many jobs exist, but skilled workers do not. The relationship exists between labor readiness, business and industrial development, and educational institutions have been around for a long time. However, this relationship cannot refute the fact that prospective employees are not ready to enter the workplace in the future. The Law of the Republic of Indonesia concerning the national education system addresses the importance of training in creative thinking skills by stating that the education system must develop the potential of students to be religious, respectful, well-educated, and competent in thinking creatively, independently, democratically, and responsibly. While empirical studies show that Indonesian students have unsatisfactory creative thinking skills. This study aims to describe how to train Creative Thinking Skills through project-based learning in preparing the Workforce to face global competition. From the results of the discussion it was concluded: 1) The government needs to be more serious in entering tertiary education and setting targets for maximum workforce readiness. 2) Educational institutions in their learning activities need to improve their mastery of high-level thinking skills in determining their educational success by improving high-level cognitive functions (metacognition, metamemory and metacomprehension, or assessing the truth of one's own memories; solving problems, or taking appropriate steps when dealing with unknown things, and think critically, or evaluate the quality of ideas). 3) For most educators today who are well connected and driven by technology, the mastery of technology literacy in education is still lacking, therefore mastery of technology literacy needs to be improved at the level of the teachers in this country. 4) Potential to integrate Project Based Learning (PBL) in the classroom to improve students' soft skills which in turn will ensure greater results for them in the future. To achieve that, their soft skills need to be improved by using the PBL approach. This approach is relevant to the concept of 21st century learning, especially in education.

On the Principles of Imagination and Creativity

2019 ◽  
pp. 1-62
Author(s):  
Rajashree Chaurasia
Keyword(s):  
Cognitive Functions ◽  
Industrial Revolution ◽  
Brain Regions ◽  
The Other ◽  
Evolutionary Perspective ◽  
Human Beings ◽  
Historical Perspectives ◽  
Fourth Industrial Revolution ◽  
High Level ◽  
Creativity And Innovation

Human beings are the only mammals to be able to utilize high-level cognitive functions to build knowledge, innovate, and communicate their complex ideas. Imagination, creativity, and innovation are interlinked in the sense that one leads to the other. This chapter details the concepts of imagery, imagination, and creativity and their inter-relationships in the first section. Next, the author discusses the historical perspectives of imagination pertaining to the accounts of famous philosophers and psychologists like Aristotle, Kant, Hume, Descartes, Sartre, Husserl, and Wittgenstein. Section 3 and 4 present the neuro-biological correlates of imagination and creativity, respectively. Brain regions, neuronal circuits, genetic basis, as well as the evolutionary perspective of imagination and creativity are elicited in these sections. Finally, creativity and innovation are explored as to how they will contribute to knowledge build-up and advances in science, engineering, and business in the fourth industrial revolution and the imagination age.

Challenges and Opportunities for Shared Economies

2018 ◽  
pp. 1-11
Author(s):  
Chitrakalpa Sen ◽  
Surya Teja Adury
Keyword(s):  
Market Structure ◽  
Industrial Revolution ◽  
Sharing Economy ◽  
Emerging Nations ◽  
Fourth Industrial Revolution ◽  
Challenges And Opportunities ◽  
Unique Nature ◽  
Factors Of Production ◽  
Information Barrier ◽  
Regulatory Challenges

Shared economy or access economy has ushered in a new revolution. It is often mentioned that the fourth industrial revolution will be propagated by sharing economies. This study reviews the nature of shared economy and its impacts. It focuses on the challenges posed by access economy, especially in context of emerging nations. It discusses the unique nature of trust as a construct, the potential of sharing economy platforms to reduce the information barrier, the changing nature of relationship with the factors of production and most importantly, the regulatory challenges in this particular market structure.

Is Malaysia Ready for the Fourth Industrial Revolution?

2018 ◽  
pp. 41-64 ◽  
Author(s):  
Mathew Maavak ◽  
Aini Suzana Ariffin
Keyword(s):  
Automotive Industry ◽  
Industrial Revolution ◽  
Automotive Sector ◽  
Traditional Role ◽  
Fourth Industrial Revolution ◽  
Global Innovation ◽  
The World ◽  
Challenges And Opportunities

Malaysia intends to ride on the crest of the coming i.4.0 wave. According to the 2016 GE Global Innovation Barometer study, a significant number of Malaysian executives felt positive about embracing i4.0 vis-a-vis their global peers. On the surface, Malaysia appears ready for its own i4.0 revolution. According to the WEF's Networked Readiness Index on digital readiness, Malaysia was ranked 6th in terms of having the most tech-savvy government in the world. The automotive sector is ideally suited to kickstart the i4.0 revolution as it was traditionally regarded as the “industry of industries” – particularly due to its traditional role in spearheading wider, cross-sectoral industrialisation. However, Malaysia is not yet ready to embrace the 4th Industrial Revolution. This chapter discusses the obstacles, challenges, and opportunities facing i4.0 uptake in the Malaysian automotive industry. It ends by recommending a unique pathway for i4.0 adoption in the sector.

Pedagogical Orientation in the Fourth Industrial Revolution

2021 ◽  
pp. 1044-1063
Author(s):  
Byabazaire Yusuf ◽  
Abdul Hamid Busthami Nur
Keyword(s):  
Problem Solving ◽  
Flipped Classroom ◽  
Industrial Revolution ◽  
Thinking Skills ◽  
Problem Solving Skills ◽  
Fourth Industrial Revolution ◽  
Collaborative Environment ◽  
Community Stakeholders ◽  
Part Time ◽  
Time Basis

Redesigning higher education is one of the most widely discussed topics among educators, parents, and other community stakeholders. This is due to the current developments in digital technologies and onset of the fourth industrial revolution which is set to alter the way people live and work. This chapter suggests the implementation of the flipped classroom model as an appropriate approach for equipping students with creative abilities, problem solving skills, thinking skills, and lifelong learning skills. Eight in-service teachers pursuing a postgraduate course on a part-time basis participated in a qualitative study. The study was conducted using asynchronous virtual focus group dialogue sessions. The study addressed three main questions: 1) why they adopted a flipped classroom model, 2) how they implemented it, and 3) what fourth industrial revolution skills were developed using this model. On the whole, this approach created an active and collaborative environment which enabled students to demonstrate their creativity and problem solving skills needed for future careers.

Accessible@tourism 4.0

2021 ◽  
pp. 1444-1463
Author(s):  
Pedro Teixeira ◽  
Leonor Teixeira ◽  
Celeste Eusébio
Keyword(s):  
Industry 4.0 ◽  
Essential Role ◽  
Industrial Revolution ◽  
Tourism Industry ◽  
Fourth Industrial Revolution ◽  
Tourism Sector ◽  
Challenges And Opportunities ◽  
The Government ◽  
Set Up

This chapter describes how Tourism 4.0 is a concept that combines tourism and the fourth industrial revolution, and although the literature in this field is very scarce, this concept has been explored in some research projects, such as the government-sponsored research project in Slovenian tourism. People with various kinds of access requirements represent a combination of challenges and opportunities for the tourism industry. Tourism 4.0 set up the main goals of making tourism accessible to everyone at any time. Therefore, this new phenomenon may have an essential role in the development of accessible tourism. The adoption of technological components in accessible tourism enables the development of a new technological solution that can facilitate access to tourism products for disabled people, contributing to the development of accessible tourism. The new term Accessible@Tourism 4.0 is the answer to the role of the fourth industrial revolution in accessible tourism, emphasizing the effect of Industry 4.0 components in the tourism sector.

scholarly journals The Direction of Industry: A Literature Review on Industry 4.0

2019 ◽  
Vol 1 (1) ◽  
pp. 2129-2138 ◽  
Author(s):  
Robert Lawrence Wichmann ◽  
Boris Eisenbart ◽  
Kilian Gericke
Keyword(s):  
Literature Review ◽  
Paradigm Shift ◽  
Industry 4.0 ◽  
Industrial Revolution ◽  
Cyber Physical System ◽  
Digital Factory ◽  
Expected Effect ◽  
Industrial Manufacturing ◽  
Fourth Industrial Revolution ◽  
Challenges And Opportunities

AbstractWith the rapid success of the digital enterprises in the 21st Century, industrial manufacturing is expected to be approaching the fourth industrial revolution, coined Industry 4.0 (I4.0). The instrumental technology that will drive this evolution is the integration of the physical and digital factory into one cyber physical system. There is consensus among academics and industry alike that there will be an integral paradigm shift in how offerings will be developed and manufactured. While there is much confidence that the future factory will have unprecedented capabilities to satisfy complex customer demands, there is little agreement on how individual organisations can utilise these trends. This paper presents a literature review identifying reoccurring themes and trends of I4.0 and their expected effect on future manufacturing. Central characteristics, challenges and opportunities are identified and discussed. The findings can provide support in developing actionable strategies for industry to direct I4.0 endeavours.

Fourth Industrial Revolution; Would Pakistan be a Potential Winner or Loser?

2018 ◽  
Author(s):  
Ghulam Rasool Madni
Keyword(s):  
World Economy ◽  
Industrial Revolution ◽  
First Century ◽  
Existing Problems ◽  
Fourth Industrial Revolution ◽  
Large Numbers ◽  
Challenges And Opportunities ◽  
Growth Prospects ◽  
Opening Up ◽  
Mass Level

Around the middle of the twenty first century, world will be facing the fourth industrial revolution that will change the ways we work, live and relate to one another, be the result of advancements in artificial intelligence (AI), genetics, robotics, nanotechnology, biotechnology, computers, algorithms and 3D printing. The Fourth Industrial Revolution is opening up huge growth prospects for the world economy, while at the same time appearing new or worsening existing problems, one of which is unemployment. Automation and digitalization may result a jobless future and this debate is on theoretical as well as on empirical fronts since last decade. This paper is an attempt to explore fundamental transformation of employment patterns as a result of fourth industrial revolution with special reference to Pakistan. The main conclusion of the study reveals that large numbers of jobs are likely to be destroyed in future with advent of computerization at mass level. After brief analysis, this study provides some insights to be considered to combat the challenges and opportunities of fourth industrial revolution for the country.

scholarly journals THE CHALLENGES AND OPPORTUNITIES OF INDUSTRY 4.0-A REVIEW

2019 ◽  
Vol 5 (2) ◽  
pp. 173-178
Author(s):  
Sreenivasan Jayashree ◽  
C. A. Malarvizhi ◽  
Mohammad Nurul Hassan Reza
Keyword(s):  
Industry 4.0 ◽  
Industrial Revolution ◽  
Fourth Industrial Revolution ◽  
Challenges And Opportunities

The Fourth Industrial Revolution, most encouraging industrial wave puts remarkable challenges and opportunities for organizations from the industrial, managerial and operational viewpoint. The achievement of the most recent innovations of Industry 4.0 and the change of creation methodology includes surprising challenges and opportunities in the ground of work and future manufacturing procedures require novel capabilities (Horváth, and Szabó, 2019). Sometimes the organizations face tremendous difficulties to identify the challenges as well as the opportunities of Industry 4.0. Hence, the challenges and opportunities of Industry 4.0 should be recognized appropriately, assessed precisely and afterward should be executed consequently. With the expectation of understanding the aspects of challenges and opportunities of Industry 4.0 as a disruptive industrial issue and to contribute the existing literature an arranged review strategy was executed to assemble the literature.

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