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 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 Social Expectations and Market Changes in the Context of Developing the Industry 4.0 Concept

2020 ◽  
Vol 12 (4) ◽  
pp. 1362 ◽  
Author(s):  
Sebastian Saniuk ◽  
Sandra Grabowska ◽  
Bożena Gajdzik
Keyword(s):  
Industry 4.0 ◽  
Industrial Revolution ◽  
Research Area ◽  
Point Of View ◽  
Social Expectations ◽  
Literature Study ◽  
Fourth Industrial Revolution ◽  
Consumer Segment ◽  
Simple Change ◽  
Business Practitioners

There are more and more talks in the community of scientists and business practitioners about new challenges for industry in connection with the fourth industrial revolution. Industry 4.0 is the result of the development of cyber-physical generation systems as part of the fourth industrial revolution. Industry 4.0 sets new areas of change in the sphere of production and management but also exerts an impact on various aspects of society’s life. It is a transformational challenge for enterprises of the present age. Industry 4.0 is present in economic studies at the macroeconomic level and business at the microeconomic level. Scientists discuss the essence of change, and specialized research centers and consulting companies carry out research on various aspects of this industrial revolution. The article presents the range of expectations and changes in society towards the development of the concept of Industry 4.0. The work was based on a literature study and direct research in the field of social change in the Industry 4.0 era. The aim of the article is to identify social expectations of development changes related to the implementation of the Industry 4.0 concept. The article devotes a lot of attention to customization because it is one of the keys of Industry 4.0, leading to a change of the paradigm from mass production to personalized production. This simple change will affect customers, producers, and employees. Based on the synthesis of literature and secondary research, authors identify opportunities and threats to the broadly understood society functioning in the Industry 4.0 environment. Social conditions were analyzed from the point of view of the consumer, producer, and employee. In the cited direct studies, the basic area of analysis was product personalization and pre-recognition of the opinions of potential consumers about customization in Industry 4.0. The limitation of the research area to the consumer segment resulted from the importance of product personalization in Industry 4.0 and its impact on producer behavior and effects for employees.

scholarly journals Melatih Kepercayaan Diri Siswa dalam Menyatakan Tanggapan dan Saran Sederhana melalui Penguatan Pujian pada Pembelajaran Bahasa Indonesia

2018 ◽  
Vol 1 (2) ◽  
pp. 237-245
Author(s):  
Mariam Magdalena
Keyword(s):  
Language Learning ◽  
Learning Outcomes ◽  
Primary Schools ◽  
Research Method ◽  
Teaching Experience ◽  
Literature Study ◽  
School Class ◽  
Internal And External Factors ◽  
Bahasa Indonesia ◽  
Class Iv

The purpose of this paper describes the activities and models of Indonesian language learning in SD Negeri 133 Seluma on the material provide simple responses and suggestions. The research method is literature study by using knowledge and teaching experience in class IV SD Negeri 133 Seluma. Where this research illustrates from the observations that exist in the Seluma state primary schools. The results show that gift giving and praise are rewards or rewards for good behavior by children. In the poses of learning in schools many factors that affect the process and learning outcomes are internal and external factors. In the learning of Indonesian in elementary school class IV there is the material meyampaikan opinion rebuttal or suggestion. From the observation of the researcher shows that students are often shy (not confident) in expressing opinions or rebuttal. By providing reinforcement in the form of rewards through the form of praise will train the child to active learning and students are able to express opinions or arguments with an effective language. Based on the experience of the authors in providing learning in class IV, students are very excited if the learning is packed with as attractive as possible. Researchers packed fun learning by awarding rewards through direct speech or verbal or non verbal reinforcement in fourth grade SD Negeri 133 Seluma. Keywords: Response, Reinforcement, Praise, Learning.

scholarly journals Literasi Baru Sebagai Bentuk Penanaman Nilai-Nilai Karakter dalam Pembelajaran Bahasa Indonesia MI di Era Disrupsi

2020 ◽  
Vol 2 (1) ◽  
pp. 54-68
Author(s):  
Siti Mutmainah
Keyword(s):  
Digital Technology ◽  
Industrial Revolution ◽  
Negative Impact ◽  
Modern Technology ◽  
Technology Support ◽  
New Literacy ◽  
Wide Range ◽  
The Government ◽  
Bahasa Indonesia

Disruption is an era of massive changes in all areas of life as a result of a modern technology. The existence of digital technology support has provided many facilities and innovations obtained for education, services have become faster and more efficient and a wide range of connections. The negative impact also arises from the digitalization of the program, for example the role of humans has been largely taken over by robots or automotive machinery which causes more unemployment. This reality is a big problem, therefore the government needs to answer the challenges of the industrial revolution 4.0, one of which is by providing new literacy reinforcement in the world of education. New literacy is a data on human resources technology or humanism which is a complement to the old literacy, which is read-write-archive.

scholarly journals BEING AN ENGLISHTEACHER IN INDUSTRIAL REVOLUTION 4.0: AN OVERVIEW ABOUT ROLES, CHALLENGES, AND IMPLICATIONS

2019 ◽  
Vol 11 (3) ◽  
pp. 307 ◽  
Author(s):  
L Angelianawati
Keyword(s):  
Language Learning ◽  
Industrial Revolution ◽  
English Education ◽  
Human Life ◽  
Rapid Development ◽  
Language Education ◽  
English Teachers ◽  
Literacy Skills ◽  
Technology Literacy ◽  
Human Beings

ABSTRAK Perkembangan ilmu pengetahuan dan teknologi yang sangat pesat di era revolusi industri 4.0, berdampak luar biasa terhadap kehidupan manusia, salah satunya pada bidang Pendidikan. Teknologi digital berimbas pada system pendidikan di Indonesia, khususnya Bahasa Inggris, mengingatkemampuan berkomunikasi bahasa asing menjadi bagian tak terpisahkan dari pemanfaatan teknologi. Dalam hal ini, guru Bahasa Inggris memiliki peran yang dapat menentukan keberhasilan pendidikan bahasa. Peran-peran tersebut dapat memperlengkapi siswa-siswi dengan literasi baru meliputi literasi data, teknologi, dan sumber daya manusia, keterampilan, dan karakter bangsa sehingga mereka bias menjadi agen perubahan yang bijaksana dalam menyikapi dan menggunakan kecanggihan teknologi, dengan tetap memperhatikan nilai kemanusian. Meskipun memberikan banyak manfaat bagi kehidupan dan menyediakan kemudahan bagi manusia, revolusi industry ini memberikan tantangan yang cukup kompleks pada para praktisi pendidikan, khususnya para guru Bahasa Inggris. Selainitu, revolusi ini juga membawa implikasi pada dunia pendidikan, terutamanya pada pembelajaran Bahasa. Kata kunci: guru Bahasa Inggris, RevolusiIndustri 4.0, peran ABSTRACT The rapid development of science and technology in the era of industrial revolution 4.0, has tremendous impacts on human life, one of them in the field of Education. Digital technology causes a shift on the education system in Indonesia, especially English education, since the ability to communicate in foreign languages is an integral part of the technology utilization. In this case, English teachers have particular roleswhich can determine the success of the language education. These roles can equip students with new literacies including data literacy, technology literacy, and human literacy, skills, and national characters,which make them become wise agents of change in addressing and using technological sophistication, without neglecting human values. Although, it provides many benefits and conveniencesfor human beings, this industrial revolution provides quite complex challenges for education practitioners, especially English teachers. In addition, this revolution also bears implications toward the world of education, especially in language learning. Key words: English teacher, Industrial Revolution 4.0, roles

scholarly journals ADAPTASI PEMBELAJARAN BAHASA INDONESIA PADA MASA PANDEMI DI SEKOLAH INKLUSI

INKLUSI ◽  
2021 ◽  
Vol 8 (1) ◽  
pp. 29
Author(s):  
Muhaimi Mughni Prayogo ◽  
Nur Indah Sholikhati
Keyword(s):  
Qualitative Research ◽  
Special Education ◽  
Language Learning ◽  
Students With Disabilities ◽  
Learning Strategies ◽  
Classroom Teachers ◽  
Literature Study ◽  
Students With Special Needs ◽  
Inclusive Schools ◽  
Bahasa Indonesia

Mastering Indonesian language for all students is important despite the Covid-19 pandemic. Based on students' conditions and government provisions related to the pandemic, the teachers need a form of adaptation in the Indonesian language learning for students with disabilities in inclusive schools. This qualitative research finds adaptations of Indonesian language learning for students with special needs in twelve inclusive schools in five Yogyakarta's districts during the Covid-19 pandemic. Using a purposive sampling, 15 classroom teachers and special education staff were selected as key informants. Data was collected by interview, documentation, and literature study. Learning adaptation based on the conditions of the students' abilities emphasizes the modification and accommodation of learning strategies that include material, methods, media, and evaluation.[Pandemi Covid-19 tidak mengubah pentingnya kompetensi Bahasa Indonesia sebagai kemampuan akademik dasar bagi semua siswa. Berdasarkan keragaman kondisi siswa difabel dan ketentuan pemerintah terkait pandemi, guru perlu melakukan adaptasi pembelajaran Bahasa Indonesia di sekolah inklusif. Penelitian kualitatif ini menemukan berbagai bentuk adaptasi pembelajaran Bahasa Indonesia bagi siswa difabel khusus di sekolah inklusif di Daerah Istimewa Yogyakarta (DIY) pada masa pandemi Covid-19. Penelitian menunjukkan bahwa adaptasi pembelajaran mencakup materi, metode, media, dan evaluasi. Adaptasi pembelajaran dalam situasi pandemi Covid-19 ialah pelaksanaan pembelajaran dari rumah dengan penerapan strategi pembelajaran kontekstual yang menggunakan teknologi sebagai media interaksi dan konten materi.]

New Literacy Implementation

2018 ◽  
pp. 526-546
Author(s):  
Hui-Yin Hsu ◽  
Shaing-Kwei Wang ◽  
Daniel Coster
Keyword(s):  
Learning Outcomes ◽  
Science Teachers ◽  
Science Learning ◽  
Literacy Practices ◽  
Positive Impact ◽  
Literacy Skills ◽  
Technology Literacy ◽  
Literacy Practice ◽  
New Literacy ◽  
Literacy Implementation

With advancing technology, “literacy” evolves to include new forms of literacy made possible by digital technologies. “New literacy” refers to using technology to research, locate, evaluate, synthesize and communication information. The purpose of the study is to develop a framework to guide science teachers' new literacy practices, and examine the impact of new literacy approach on students' science learning and new literacy skills. The authors worked with 25 middle school science teachers through a two-year professional development (PD), and followed their implementation to investigate the PD impact on their classroom practices and students' learning outcomes. The authors adopted mixed-methods to examine change in teachers' new literacy practices, students' science learning outcomes, and students' confidence in new literacy skills. The study results showed increases in teachers' frequency and types of new literacy practices, positive impact on students' science learning and confidence in new literacy skills. Factors affecting teachers' new literacy practice are also reported.

Critical Success Factors in the Transition Processes to Industry 4.0 Projects

2019 ◽  
pp. 267-278
Author(s):  
Gulin Idil S. Bolatan ◽  
Sıtkı Gözlü
Keyword(s):  
Industry 4.0 ◽  
Critical Success Factors ◽  
Success Factors ◽  
Industrial Revolution ◽  
New Technologies ◽  
Success Factor ◽  
Literature Study ◽  
Transition Processes ◽  
Fourth Industrial Revolution ◽  
Critical Success

In today's competitive industrial world, sustainability and competitive advantage of companies depend mostly on their capability of adaptation to changing business requirements. The Fourth Industrial Revolution, driving from the progress in new technologies has been profoundly changing the dynamics of most industries. Hence, companies are getting prepared to move from the Third Industrial Revolution to the Fourth Industrial Revolution. The purpose of this research is to define critical success factors in the transition processes to Industry 4.0 projects. It is important for the effectiveness of the transition process to Industry 4.0. In this study, a literature study was conducted to identify the critical success factors in the transition processes of Industry 4.0. and, the survey instrument, a questionnaire form, was designed. The results of this research show that big data management is the most important success factor of Industry 4.0.

scholarly journals Penguatan Karakter Toleran dalam Pembelajaran Bahasa Indonesia Berbasis Whole Language di Madrasah Ibtidaiyah

2019 ◽  
Vol 5 (2) ◽  
pp. 17
Author(s):  
Hamidulloh Ibda
Keyword(s):  
Elementary Education ◽  
Language Learning ◽  
Character Education ◽  
Whole Language ◽  
Industrial Revolution ◽  
Social Care ◽  
Hate Speech ◽  
Religious Tolerance ◽  
Language Understanding ◽  
Bahasa Indonesia

<p>This article discusses the dynamics of intolerance from aspects of mind, language, action and solution through strengthening the education of tolerant character in learning Indonesian. Intolerance in practice can be harsh words, hate speech, harassment, until the action of radicalism. Strengthening character education is a mandate that must be implemented in Islamic elementary education. There are seventeen required  implemented characters. Start religious character, honest, tolerant, disciplined, hard working, creative independent, democratic, curiosity, spirit of nationality, love of the homeland, appreciate achievement, communicative, love peace, love reading, caring environment, social care, and responsible. Tolerance became one of the urgent characters strengthened in this era of the fourth industrial revolution. The language of the children represents its character. The more polite, refined, and tolerant of their language, the stronger the character is polite, refined, and tolerant to them, and vice versa. Indonesian language learning with whole language approach can strengthen the tolerant character because it is done intact, integral, not partial from aspects of listening, reading, writing and speaking. The language understanding in this approach is not just textual, but contextual and even intertextual. Indonesian language learning through whole language approach aims to strengthen the character of tolerant, polite, social care and boils down to the attitude of religious tolerance. There are two indicators of religious tolerance, to people of fellow religion, and tolerance to people of different religions.</p>

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