scholarly journals PERAN BAHASA ARAB DALAM PENDIDIKAN ISLAM SEBAGAI URGENSITAS MENGAHADAPI REVOLUSI INDUSTRI 4.0

2020 ◽  
Vol 1 (1) ◽  
pp. 11-19
Author(s):  
Cahya Edi Setyawan ◽  
Khairul Anwar
Keyword(s):  
Industrial Revolution ◽  
Soft Skills ◽  
Islamic Education ◽  
Scientific Development ◽  
Teaching Methodology ◽  
Hard Skills ◽  
The Moment

With the presence of the Industrial Revolution 4.0, it automatically influenced the process of scientific development in Islamic education and Arabic. the development is felt in the aspects of its objectives, teaching methodology, and learning media, and competency standards of graduates who have soft skills and hard skills. Arabic, which has always been considered less important for some learners, has become an "Urgent" thing at the moment, namely as a door to enter the Islamic education space. The following will be explained about the influence of industrial revolution 4.0 in Islamic education and the aspects that become Urgency in Arabic as the entrance to the entry of Islamic education.

scholarly journals URGENSI BAHASA ARAB DALAM PENDIDIKAN ISLAM DI ERA REVOLUSI INDUSTRI 4.0

2019 ◽  
Vol 12 (2) ◽  
Author(s):  
Cahya Edi Setyawan
Keyword(s):  
Industry 4.0 ◽  
Industrial Revolution ◽  
Soft Skills ◽  
Islamic Education ◽  
Scientific Development ◽  
Teaching Methodology ◽  
Hard Skills ◽  
The Moment

<p>With the presence of the Industrial Revolution 4.0, it automatically influenced the process of scientific development in Islamic education and Arabic. the development is felt in the aspects of its objectives, teaching methodology, and learning media, and competency standards of graduates who have soft skills and hard skills. Arabic, which has always been considered less important for some learners, has become an <em>"Urgent"</em> thing at the moment, namely as a door to enter of Islamic education.the Islamic education space. The following will be explained about the influence of industrial revolution 4.0 in Islamic education and the aspects that become Urgency in Arabic as the entrance to the entry</p><p><strong>Abstrak</strong></p><p>Dengan hadirnya Revolusi Industri 4.0, secara otomatis mempengaruhi proses perkembangan keilmuan dalam pendidikan Islam dan bahasa Arab. perkembangan itu dirasakan pada aspek tujuannya, metodologi pengajarannya, dan media pembelajarannya, dan standar kompetensi lulusan yang memiliki softskill dan hard skill. Bahasa Arab yang sejak dulu masih dianggap kurang penting bagi sebagian pembelajar menjadi hal yang “Urgen” saat ini yaitu sebagai pintu untuk masuk dalam ruang pendidikan Islam. Berikut akan dipaparkan tentang pengaruh revolusi industry 4.0 dalam pendidikan Islam dan Aspek-aspek yang menjadi Urgensi dalam bahasa Arab sebagai pintu masuknya pendidikan Islam.</p><p><strong><br /></strong></p>

scholarly journals COMPETENCIES OF FUTURE VOCATIONAL TEACHERS: PERSPECTIVE OF IN-SERVICE TEACHERS AND EDUCATIONAL EXPERTS

2019 ◽  
Vol 38 (2) ◽  
pp. 387-397 ◽  
Author(s):  
Wagiran Wagiran ◽  
Pardjono Pardjono ◽  
Wardan Suyanto ◽  
Herminarto Sofyan ◽  
Sunaryo Soenarto ◽  
...  
Keyword(s):  
Vocational Education ◽  
Industrial Revolution ◽  
Soft Skills ◽  
Core Competencies ◽  
Vocational Teachers ◽  
Teacher Competencies ◽  
The Core ◽  
Hard Skills ◽  
The Future ◽  
Key Competencies

Workforce in the 21st century has been marked by the acceleration of disruptive moves as the Industrial Revolution 4.0 and Society 5.0. This era requires human resources with new competencies that may be far different from current competencies. To present vocational education that is able to facilitate future human resource to learn compentencies that meet the need of future changes, vocational teachers should master new competencies comprehensively. This study aims to formulate the core vocational teacher competencies, hard skills and soft skills, which are in line with the various demands of the future. This qualitative research involved active vocational teachers and vocational education experts in several Focus Group Discussions and questionnaire completion. Research questions are focused on reflection of current teacher competencies and perceptions of teacher competencies in the future. The results lead to a conclusion that for future teachers, the core competencies are the pedagogic, content, and ICT competencies. These competences are relevant to hard skills aspects categorised as curriculum and content. In the aspect of soft skills, category living in the world is dominant. The three aspects considered very important for future vocational teachers are able to be exemplary, honest, and discipline. As a consequence, this research suggests to teacher educational institutes that produce vocational teachers to develop the teacher education curricula that integrates these key competencies in their vocational education teacher standards.

scholarly journals Development of Human Resources in the Digital Environment: Strategic Perspective

2020 ◽  
pp. 152-161
Author(s):  
Anastasia Nikitaeva ◽  
Daria Mikhalkina
Keyword(s):  
Human Resources ◽  
Education System ◽  
Industrial Revolution ◽  
Soft Skills ◽  
Digital Economy ◽  
Educational Process ◽  
Public Authorities ◽  
Hard Skills ◽  
Strategic Perspective ◽  
The Impact

The purpose of this article is to study possible directions and ways of developing human resources for the transition to digital economy using the potential of new technological solutions. The paper demonstrates the relationship of the Fourth industrial revolution and changes in the development of human resources, identifies key areas of the impact of digitalization processes on human resources, including the transformation of the structure of demand in the labor market changing the format of employment of workers and the emergence of new models of work changing the content of work, as well as changing the ratio of the importance of hard skills and soft skills. With this in mind, the important components of developing human resources in digital economy are identified, the emphasis is placed on the role of the education system in this process, covering the following aspects: creating a system of new professions, competencies and standards in correspondence with appropriate educational programs; incorporating innovative educational technologies into the educational process in order to develop a set of soft skills; creating a “smart” education system using intelligent ICT solutions affecting the content and process components of learning as key components of developing human resources. The paper determines the feasibility of implementing the proposed solutions on the basis of the partnership between educational institutions, public authorities and business.

Low-Carbon Economy: An Essential Path for China to Address Climate Change

2012 ◽  
Vol 524-527 ◽  
pp. 3637-3642
Author(s):  
Ling Yu Yan
Keyword(s):  
Economic Development ◽  
Industrial Revolution ◽  
Global Climate ◽  
External Pressure ◽  
Scientific Development ◽  
Low Carbon ◽  
Low Carbon Economy ◽  
The Moment ◽  
Global Population ◽  
Carbon Economy

Since the industrial revolution, with the expansion of the global population and the rapid economic development, global climate warming and a series of environmental problems, which caused by the overuse of fossil energy, have become a hot topic all over the world. This paper systematically reviewed the development of low-carbon economy at home and abroad, in-depth analyzed the internal and external pressure, which the development of low-carbon economy in china must face at the moment. Based on this, with the scientific development as a guide, the paper puts corresponding strategies and suggestions, which should be taken to develop low-carbon economy in our country without affecting the socio-economic development.

Skills, competencies and literacies attributed to 4IR/Industry 4.0: Scoping review

IFLA Journal ◽  
2020 ◽  
Vol 46 (4) ◽  
pp. 369-399
Author(s):  
Chaka Chaka
Keyword(s):  
Information Literacy ◽  
Scoping Review ◽  
Industry 4.0 ◽  
Industrial Revolution ◽  
Soft Skills ◽  
Journal Articles ◽  
Fourth Industrial Revolution ◽  
Hard Skills ◽  
Review Study ◽  
Programming Skills

Much has been said about the fourth industrial revolution (4IR) or Industry 4.0 since its launch in 2011. In addition, certain skills have been touted as specifically 4IR or Industry 4.0 skills. Amidst all this, not much work has been done that focuses on and identifies what those skills are from a cross-disciplinary perspective. The current scoping review study set out to identify skills, competencies and literacies attributed to 4IR/Industry 4.0 by 64 peer-reviewed journal articles drawn from diverse subject disciplines. Three of its findings are worth mentioning. First, skills and competencies attributed to 4IR by the reviewed journal articles are generic soft skills often dubbed the 21st-century skills such as communication, creativity and problem solving. Second, of the hard skills, programming skills feature predominantly as the 4IR skills from the reviewed articles. Thirdly, information literacy is under-represented and under-cited as a skill for 4IR in the reviewed articles.

scholarly journals Learning and Facilitation (PdPc) Islamic Education in Industrial Revolution 4.0

2019 ◽  
Vol 1 (3) ◽  
pp. 13-17
Author(s):  
Muhammad Talhah Ajmain @ Jima’ain ◽  
Aminudin Hehsan ◽  
Ahmad Marzuki Mohamad
Keyword(s):  
Critical Thinking ◽  
21St Century ◽  
Industrial Revolution ◽  
Soft Skills ◽  
Authentic Learning ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Islamic Education ◽  
Emotional Wellbeing ◽  
Learning Skills

A challenge that usually occurred in the education system nowadays is to adapt to learning and facilitating(PdPc) for facing the upcoming industrial revolution 4.0. Industrial Revolution 4.0 give big impacts to teachers to develop a group of students that have high skills, critical thinking, and emotional wellbeing. Islamic education teachers need to take action based on industrial revolution 4.0, creative and innovative using any media and sources to produce interesting (PdPc).This writing for discussing PdPc of  Islamic Education that relevant to the concept of industrial revolution 4.0 by adapting Learning Skills of 21st Century, authentic learning, soft skills, and Critical Thinking Skills(HOTS).It also discusses of challenge that teachers faced in running the Islamic Education learning towards industrial revolution 4.0.

scholarly journals INOVASI DALAM PEMBELAJARAN MATEMATIKA UNTUK MEMBEKALI MAHASISWA MENGHADAPI ERA REVOLUSI INDUSTRI 4.0

Epigram ◽  
2019 ◽  
Vol 16 (1) ◽  
Author(s):  
Isna Wardiah ◽  
Nurmahaludin Nurmahaludin
Keyword(s):  
Industrial Revolution ◽  
Soft Skills ◽  
Mathematics Learning ◽  
Soft Skill ◽  
Study Program ◽  
Hard Skills ◽  
Learning Mathematics ◽  
Independent Variable ◽  
The Mean ◽  
Student Team

AbstractIndonesia is facing an era of industri 4.0 that causes disruption in the labor market. Higher education institutions are obliged to equip students with life skills through lecturing process. It needs innovation for mathematics learning to give hard skills and soft skills for the students. Learning method that will be tested is Student team achievement division (STAD). The objective of this research is to equip students to face the era of industri 4 by improving soft skill and hard skill through STAD method. This is a classroom action research with students of IT study program of Poliban that learning mathematics II as the object. The study was conducted in two cycles. The dependent variables are Student's Soft skills (communication, discipline, teamwork, and creativity) and Students’ hard skills (test scores). The independent variable is the STAD. Soft skills data were analyzed by calculating the mean of the softskill indicator and the hardskill data by measuring the mean of the test score. In the end, STAD cooperative learning improves students' soft skills, it can be seen from the observation value of each indicator which reaches ≥ 2.4 with the criteria of "Good" results in cycle I and "Very Good" in cycle II. It also improves students’ hard skills, 63.9% student reaches >= 65 in cycle I and 87.1% in cycle II.Keywords: Industrial Revolution 4.0, Hard skills, Soft skills, Mathematics learning,, STADAbstrakIndonesia tengah menghadapi revolusi industri 4.0 yang menyebabkan disrupsi pada pasar tenaga kerja, sehingga kualitas SDM sangat penting. Perguruan tinggi sebagai pencetak tenaga kerja wajib membekali mahasiswa dengan hard skills sekaligus soft skills melalui proses perkuliahan, termasuk perkuliahan matematika. Metode pembelajaran yang diujicoba adalah Student team achievment division (STAD). Tujuan penelitian adalah membekali mahasiswa menghadapi revolusi industri 4 dengan meningkatkan kemampuan soft skills dan hard skills melalui metode STAD. Objek penelitian adalah mahasiswa Teknik Informatika Poliban semester kedua TA 2017/2018 mata kuliah matematika II. Penelitian dilakukan dalam dua siklus, dengan tahapan Perencanaan, Tindakan, Observasi dan Refleksi. Variabel terikatnya yaitu: 1) Soft skills mahasiswa (keterampilan berkomunikasi, disiplin, kemampuan bekerjasama dalam tim, serta kreativitas); 2) Hard skills mahasiswa (nilai tes). Variabel bebasnya adalah model pembelajaran STAD. Data softskill dianalisa dengan menghitung rerata skor indikator softskill dalam lembar observasi. Data hard skills dianalisa dengan mengukur rerata nilai tes.  Kesimpulan didapat bahwa STAD mampu meningkatkan soft skills mahasiswa berupa teamwork, kedisiplinan, kreatifitas, dan komunikasi, hal ini terlihat dari nilai observasi tiap indikator yang mencapai ≥ 2.4 dengan kriteria hasil “Baik” pada siklus I dan “Sangat Baik” pada siklus II. Begitu juga Hard skills mahasiswa pada mata kuliah matematika terapan Iidapat ditingkatkan, dimana 63,9% mahasiswa memperoleh nilai >= 65 pada siklus pertama menjadi 91.8 % pada siklus kedua.Kata kunci: Revolusi Industri 4.0, Hard skills, Soft skills, pembelajaran Matematika, STAD

scholarly journals Pengintegrasian Soft Skills pada Setiap Pembelajaran

Eksponen ◽  
2020 ◽  
Vol 10 (2) ◽  
pp. 42-49
Author(s):  
Darwanto D ◽  
Nova Sari
Keyword(s):  
Formal Education ◽  
Industrial Revolution ◽  
Soft Skills ◽  
Hard Skills

Face the challenges of the disruption era, efforts must be made early to planting soft skills in each student. One such effort is integrate soft skills in every learning at every level of formal education. A person’s greatest success is only influenced by 20% of hard skills and 80% of soft skills. The biggest problems in education showed that there is a soft skills crisis in students.  Learning, Industrial Revolution 4.0, Soft Skills.

scholarly journals Pengembangan Transferable Skills dalam Pembelajaran Produktif Sekolah Menengah Kejuruan di Era Industri 4.0

2019 ◽  
Vol 4 (2) ◽  
pp. 117-128
Author(s):  
Yulianto Eko Wibowo ◽  
Rodia Syamwil
Keyword(s):  
High School ◽  
Industrial Revolution ◽  
Soft Skills ◽  
Vocational High School ◽  
Soft Skill ◽  
Transferable Skills ◽  
Descriptive Research ◽  
Hard Skills ◽  
Communication Ability ◽  
Method Approach

The demand for industries in the fulfilment of labour is more complex because it must be suitable for the competencies in hard skills and soft skills. Vocational High School (SMK) becomes pivotal in fulfilling the needs of industrial labour. The transferable skills to be developed are communication, cooperation, discipline and responsibility. The purpose of this study is to analyze those transferable skills in the learning process of a productive course at vocational high school and how much have the students absorb those soft skills. This research is descriptive research using a mixed-method approach. The results show the soft skills in productive-course learning in numbers: communication ability 87.18 % (very good criteria), cooperation 86.14 % (very good criteria), discipline 89.64 % (very good criteria), and responsibility 86.78 % (very good criteria). Whereas for the absorption of the soft skills: communication 83.37 % (good criteria), cooperation 86.16 % (very good criteria), discipline 80.43 % (good criteria) and responsibility 82.07 % (good criteria). The implementation of transferable skills in productive-course learning in SMK has succeeded and is following the objectives and demands of the Industrial Revolution 4.0. This can be reinforced by accustomization of character and behaviour of the students so that they always communicate actively, be cooperative, have discipline and show responsibility in the learning process.Tuntutan industri dalam pemenuhan tenaga kerja era Industri 4.0 bernilai lebih kompleks karena harus disesuaikan dengan kompetensi hard skills maupun soft skills. SMK menjadi point penting dalam pemenuhan kebutuhan tenaga kerja industri. Transferable skills yang dikembangkan adalah komunikasi, kerjasama, dan kedisiplinan dan tanggung jawab. Tujuannya adalah untuk menganalisis pengembangan transferable skills dalam pembelajaran produktif di SMK dan keterserapan soft skills siswa SMK. Penelitian ini merupakan penelitian deskriptif pendekatan mix methods. Transferable skills dalam pembelajaran produktif SMK menghasilkan pengembangan soft skill kemampuan berkomunikasi mencapai 87.18% kriteria sangat baik, soft skill kerjasama mencapai 86.14% kriteria sangat baik, soft skill disiplin 89.64% kriteria sangat baik dan soft skill tanggung jawab 86.78% kriteria sangat baik. Keterserapan soft skill kemampuan berkomunikasi mencapai 83.37% kriteria baik, soft skill kerjasama mencapai 86.16% kriteria sangat baik, soft skill disiplin mencapai 80.43% kriteria baik, dan soft skill tanggung jawab 82.07 kriteria baik. Transferable skills dalam pembelajaran produktif SMK di Kota Semarang sudah dilaksanakan dengan baik sesuai tujuan dan tuntutan era Industri 4.0. Hal ini perlu dikuatkan dengan pembiasaan sifat dan sikap siswa untuk selalu aktif berkomunikasi, bekerjasama, disiplin dan bertanggung jawab dalam proses pembelajaran.

Implementation of Guidance nuanced Learning Model at MAN 1 Bandar Lampung

2020 ◽  
Vol 7 (1) ◽  
pp. 47-52
Author(s):  
Rifda El Fiah ◽  
Saiful Bahri
Keyword(s):  
Learning Outcomes ◽  
Learning Process ◽  
Formal Education ◽  
Rating Scale ◽  
Soft Skills ◽  
Student Learning Outcomes ◽  
Learning Model ◽  
Expert Rating ◽  
Hard Skills ◽  
Process Implementation

This research was conducted based on the problems that often arise in formal education learning. This problem has an impact on learning achievement results obtained by students. This research was conducted at MAN 1 Bandar Lampung. The purpose of this study was to determine the feasibility of the instructional model nuanced guidance data collection techniques using expert rating scale and user rating scale. The results of this study indicate that the nuanced learning model meets the achievement of student learning outcomes in MAN 1 Bandar Lampung, by developing students' knowledge and skills in the form of soft skills and hard skills. Guidance nuanced learning model design consists of learning process planning standards, learning process implementation standards, learning process outcome standards, and learning process control standards. 

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