EXCELLENT ACCREDITATION HIGHER EDUCATION

HAVE REACHED THE SIZE

ENRICH THE LIFE OF A NATION???

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    Development can only be realized if the character and knowledge of the community are developed through education, so that the goals of the Indonesian state can be approached. The opening of the fourth paragraph of the 1945 Constitution affirms the goals of the Indonesian state in: “…protecting the entire Indonesian nation and the entire homeland of Indonesia, advancing public welfare, educating the nation’s life, implementing world order based on independence, eternal peace and social justice.”

The purpose of educating the nation’s life is strengthened in the article which explains that every Indonesian citizen has the right to education and the state has an obligation to fulfill the education of every citizen in order to realize the national goal, namely the intellectual life of the nation.

Fulfilling these obligations requires an education system that is comprehensive, synchronized, and regulates the education system in which the state is obliged to provide a legal system that regulates and integrates existing laws. An intellectual education system certainly includes all components of education, both the school family and the community which together develop the intelligence of students, the intelligence of the nation, and the intellectual life of the nation.

The national education system must of course be able to answer the need to improve the quality of Indonesian education which has become an urgent need. The facts on the ground today prove that the quality of education is a common problem. A number of international survey institutions still place the quality of Indonesian education at the bottom. Reports from The Learning Curve, Organization for Economic Cooperation and Development (OECD), TIMS and PIRLS, UN World Education Forum, World Literacy show that our quality is low. Likewise, the assessment by UNESCO through the Program for International Student Assessment (PISA) and UNDP through The Global Knowledge Index.

Transformation and Achievements

  In the midst of these facts the transformation continues. The Minister of Education, Culture, Research, and Technology – Nadiem Makarim has launched the Learning Campus Independent Program (MBKM) program and the 2035 Indonesian Education Roadmap. The initial test of this transformation is faced with the Covid-19 pandemic, which has now been running for 2 years. The Independent Learning Campus Independent Program (MBKM) seems to answer the thesis that we are in an era where degrees do not guarantee competence, graduates do not guarantee readiness to work and work, accreditation does not guarantee quality, and going to class does not guarantee learning. This concept certainly requires an ecosystem, atmosphere, infrastructure, as well as cultural values ​​and indicators of community success that support it.

  In the midst of these facts the transformation continues. The Minister of Education, Culture, Research, and Technology – Nadiem Makarim has launched the Merdeka Learning Campus Merdeka (MBKM) program and the 2035 Indonesian Education Roadmap. The initial test of this transformation is faced with the Covid-19 pandemic, which has now been running for 2 years. The Independent Learning Campus Independent Program (MBKM) seems to answer the thesis that we are in an era where degrees do not guarantee competence, graduates do not guarantee readiness to work and work, accreditation does not guarantee quality, and going to class does not guarantee learning. This concept certainly requires an ecosystem, atmosphere, infrastructure, as well as cultural values ​​and indicators of community success that support it.

Meanwhile, in terms of legislation, the National Education System Bill is currently being drafted which of course requires transparency in its discussion with the community. This bill is based on three urgencies: first, the mandate of the 1945 Constitution to design the implementation of a national education system. Currently, there are at least three laws governing the education system that create inconsistencies in the derived regulations. Second, the existing National Education System Law sometimes regulates specific and technical matters. The National Education System Law should regulate fundamental matters and principles, while the technical regulations are at the PP or Permen level. Third, there are many decisions of the Constitutional Court that require changing the material of the existing National Education System Law. This was stated by the Head of the Curriculum Standards and Educational Assessment Agency – Kemendikbudristek, Anindito Aditomo.

Meanwhile, the achievements of the higher education system as explained in the 2020 Higher Education Statistics Data refer to three target programs, namely: 1) increasing access, quality of learning and relevance of higher education; 2) improving the quality of lecturers and education staff; 3) the realization of quality governance of the directorate general of higher education.

The statistical data shows that universities in Indonesia are still fat, namely 4,593 universities consisting of: PTS 3,044 (66.27 %), PTA 1,240 (27 %), PTK 187 (4.07 %), and PTN 122 (2.66%). Successively the largest number of PTs in Java is 2,220 PT, Sumatra 1,695 PT, Sulawesi 509 PT, Kalimantan 278 PT, Nusa Tenggara & Bali 243 PT, Papua 115 PT, and Maluku 68 PT. Indeed, there was a decrease of 0.01% from last year due to the process of updating data and improving the quality of higher education, among others through the merger program of PT. The question is whether the distribution of the number of 4,593 PTs is balanced with a population of 270,200,000 people, and the population density is different in each province and island as described above.

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  Of these, 2,713 (59%) accredited universities were accredited, the remaining 1,880 (41%) had not yet been accredited. Of those accredited, there are accreditations: A totaling 95 PT, B totaling 809 PT, C totaling 1,291 PT; Excellent 4 PT, Very Good 50 PT, and Good 464 PT. The description describes the largest number is the lowest accreditation.

While the study programs are 29,413 study programs, consisting of the fields of science: Education 6,032 (21 %), Engineering 5,390 (18 %), Social 4,302 (15 %), Health 4,034 (14 %), Economics 3599 (12 %), Agriculture 1,988 (7 %), Religion 1,692 (6 %), Mathematics and Natural Sciences 1,219 (4 %), Humanities 731 (2 %), and Arts 426 (1 %). Of these 23,691 (81%) study programs are accredited, the remaining 5,722 (19%) have not been accredited. This means that in terms of quality through the accreditation system, both universities and study programs still need more efforts to achieve quality targets according to the accreditation standards.

In terms of students registered at PT, there are 8,483,213 people, consisting of levels: Diploma-1 totaling 2,778 (0.033 %), Diploma-2 totaling 6,934 (0.082 %), Diploma-3 totaling 668,922 (7,885 %), Diploma-4 totaling 206,685 (2,436 %), Bachelors are the largest 7,113,663 (83, 856 %), Masters are 318,789 (3,758%); Doctoral numbers are 44,099 (0.520 %), Specialists are 12,989 (0.153 %), and Professionals are 108,354 (1,277%). The highest number of undergraduate levels is even though the needs of the business world and industry are more at the vocational level. The number of students is guided by 312,890 lecturers. If you look at the rough average, the ratio of lecturers: students is 1:27. This means that the ratio of 1 lecturer is compared to 27 students.

Meanwhile, there are 1,535,074 graduates (18%) of the 8,483,213 registered students. The graduate data is relatively small compared to the number of new students who are registered as many as 2,163,681 people (26%) in terms of higher education participation or student supply. This means that the higher education participation rate related to the number of PT and the population of the population of education age is actually still possible to increase.

Meanwhile, students’ study options are still divided into conventional fields of science, namely: Education at 1,831,768 (21.59 %), Economics by 1,771,864 (20.89 %), Social by 1,648,219 (19.43 %), Engineering 1,374,528 (16.20%), Health by 658,633 (7.76 %), Agriculture by 414,890 (4.89 %), Mathematics and Natural Sciences by 274,693 (3.24 %), Religion by 256,044 (3.02 %), Humanities by 170,221 (2.01 %), and Arts by 82,373 (0.97%). New fields of science or new branches of science related to the dynamics of the development of information and communication technology or others have not been seen.

  From the description it appears that the goal of developing quality human resources, able to adapt to technological developments and ready to face challenges in the industrial world still requires more efforts. Indeed, the Ministry of Education and Culture continues to encourage these efforts by transforming higher education through the Independent Learning Campus (MBKM) policy which has 8 forms of learning activities. Policy implementation is tied to performance contracts and higher education budget distribution arrangements, which are regulated in the Decree of the Minister of Education and Culture Number 754/P/2020 concerning Higher Higher Education Main Performance Indicators (IKU PTN).

There are three main focuses of the PTN IKU including the quality of graduates, the quality of lecturers and lecturers, and the quality of the curriculum. The measurement of the three focuses is broken down into eight indicators.

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College Excellence Accreditation

  Accreditation which includes the level of accreditation (Excellent, Excellent, Good.) is a new standard in empowering the quality of the school system, including for universities. Regarding the measurement of the quality of education through accreditation, it is encouraged to provide quality substance, not formality. Let’s look at the journey of measuring the quality of higher education in higher education.

Currently, there has been a change in the accreditation assessment system from the 7 standard study program/college accreditation instrument (IAPS/IAPT) accreditation instrument, to the Study Program Accreditation Instrument (IAPS) 4.0 and the Higher Education Accreditation Instrument (IAPT) 3.0. IAPS 4.0 has been in effect since April 1, 2019 while IAPT 3.0 has been in effect since October 1, 2015.

At first glance, it seems as if the change from the old rating system to the new one only lies in the way the ranking is stated. Commonly understood as C=Good, B=Excellent, and A=Excellent. In fact, the substance of the change in the assessment system is not that simple. For PT (college) or PS (study program) that has been accredited A, you just need to change it to accredited Excellent, change B to Very Good, and C just change to Good. It’s really not, and it’s not that easy or that simple either.

  The conversion process can be carried out in only two ways. First, using the Conversion Supplement Instrument (ISK) as stated in the BAN PT Regulation Number 2/2020. This UTI was proposed by the Executive Board (DE) and determined by the Accreditation Council (MA) which was specifically used for rating conversion from the A, B, and C rating system to the Excellent, Excellent, and Good rating system. Second, apply for reaccreditation using APS 4.0 or APT 3.0.

The extension of the accreditation rating for PS or PT is only valid once, and in the next extension it will be added to the UTI, so that the accreditation rating for APS (Study Program Accreditation) or APT (University Accreditation) will use the accreditation rating of Excellent, Very Good, or Good .

This new accreditation assessment system is indeed claimed by BAN-PT to be simpler and more specific with assessment instruments that are more responsive and in accordance with the times (T. Basaruddin, 2018). However, it remains a burden for a number of universities. How come. Not necessarily those who have been accredited A can easily achieve Superior, and so on. There are additional criteria that must be met in order for a PT or PS to achieve accreditation with the latest ranking above. The Minister of Education, Culture and Research and Technology (Mendikbudristek) said that higher education accreditation set by the National Accreditation Board for Higher Education (BAN-PT) would be renewed automatically every five years.

  The different classifications of accreditation A, B, and C use 7 standard accreditation instruments. Meanwhile, for the classification of Excellent, Excellent, and Good accreditation, IAPS 4.0 and IAPT 3.0 are used. So there are at least 2 main differentiators between IAPT 7 Standard and IAPT 3.0. First, lies in the emphasis of the assessment. In IAPT 7 the standard emphasizes the input and process aspects, while in IAPT 3.0 it gives great weight to the output and outcome aspects. Second, the fulfillment and exceeding the national standards of higher education (SN-Dikti). So the most important thing in IAPT 3.0 (New) is the measurement of compliance and exceeding the SN-Dikti, and this cannot be measured with the standard IAPT 7 because the instrument was only developed in 2011. While the SN-Dikti was only established in 2014. These two differences are what causing inequality in accreditation ratings between ratings of A with Excellent, B with Very Good, and C with Good.

In simple terms, as the purpose of BAN-PT accreditation is to determine the feasibility of a PT or PS based on the SN-Dikti, the government wants universities to be able to achieve or exceed these quality standards in both academic and non-academic fields (Muhammad Yasar, 31 May 2021).

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Enrich the life of a nation

  M, Jumarin in writing in the Scientific Journal of Education, AKADEMIKA: Vol. 16, No. 1, April 2017 illustrates that the concept of intelligent, intelligent life has diverse and evolving meanings. Initially, intelligence was more defined as a cognitive ability used to explain the nature of the mind which includes a number of abilities, such as: the ability to reason, plan, solve problems, think abstractly, understand ideas, use language, and learn. This intelligence is closely related to the cognitive abilities possessed by individuals which are commonly called intelligence (IQ).

Further development, intelligence has a very broad meaning, namely the ability in various aspects of life that is not limited to mere cognitive abilities. Intelligence is a general term to describe a trait that includes a number of individual abilities in solving a problem at hand. The word smart means having the ability that can be used to solve or face real problems, so smart means creative, innovative and solutive. The intellectual life of the nation is a cultural conception, not just a biological-genetic conception. This means not only to produce an intelligent brain, but also to achieve civilized progress, self-esteem, welfare and so on.

Early psychologists better understood the concept of intelligence as a basic ability that is general (general capacity factor), then developed the concept of a group of abilities (common factor), the ability to develop special abilities (specific factor) (Sumadi, 1993). Contemporary psychologists generally have a multi-factor concept, namely humans have general abilities, group abilities and special abilities. Thus the direction and quality of intelligence of each individual will be different. There is one person who is intelligent in the aspect of language, another is smarter in the aspect of calculation (numerical), another is more prominent in spatial intelligence (spatial), and so on.

Intelligence is influenced by innate and environmental factors. Everyone has the basic potential of intelligence that is brought from birth (innate factors) or can be called talent. Potential can be developed through the provision of stimuli or stimuli from the outside, so that these innate abilities develop. The stimulation can be in the form of nutrition, physical, psychological, pedagogical treatment, social, cultural and so on. One can also optimize these basic abilities into a functional ability through various efforts, such as training, creating certain conditions and so on.

In psychology, various intelligences are known, the popular initial concept is Intelligence Quotient (IQ), then it develops with various types of intelligence. Zohar and Marshal (2000), for example, put forward the concept of spiritual intelligence (Spiritual Quotient/SQ), Goleman (1995) put forward the concept of emotional intelligence (Emotional Quotient/EQ), Ary Ginanjar (2001) put forward the concept of Emotional-Spiritual Quotient (Emotional-Spiritual Quotient). /ESQ). Covey (1990) suggests physical intelligence, intellectual intelligence, emotional intelligence, spiritual intelligence. Howard Gardner calls multiple intelligences, which initially had eight factors, then developed into 9, namely: language intelligence, visual-spatial intelligence, logical-mathematical intelligence, musical intelligence, kinesthetic intelligence, intra-personal intelligence, interpersonal intelligence, existential intelligence and naturalist intelligence. Shumanjaya (2014) suggests behavioral intelligence. Several other intelligence concepts were also put forward, such as problem-solving intelligence (advisory quotient), financial intelligence, artificial intelligence, cultural intelligence, and even intelligence in other areas will develop in the future.

It is not easy to say or judge that someone is intelligent or not, because the label of intelligence is highly dependent on culture. People in one place/culture are said to be intelligent, but are not necessarily called intelligent in other socio-cultural environments, or people who are intelligent in one aspect are not necessarily intelligent in another. A person’s level of intelligence can be known through measurement, using measuring tools that have been developed. Nowadays, various intelligence measuring tools have been developed, according to the intelligence aspect and measurement objectives. Intelligence measuring tools or intelligence tests that have been made scientifically have various limitations, including they will never be free from cultural influences (free culture test). Psychological measurements, especially intelligence, are very important for educational purposes, but must be used wisely.

Associated with an intelligent life is a life that has the ability to deal with life’s problems quickly, precisely and meaningfully. Smart life means involving all aspects of life, not only cognitive aspects, but also other aspects. Educating life is a cultural conception, not just a biological-genetic conception, meaning that it does not only produce an intelligent brain, but also to achieve civilized progress, self-esteem, welfare and so on. The life of a new nation can be said to be intelligent if each of its citizens can rise from the lowest birthplace to the highest level of achievement thanks to education. After all, a successful nation in the future is one that not only opens the door for some of the talents of some of the nation’s children, but develops all the talents of all of the nation’s children.

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Intelligent Education

Education is a conscious and planned effort to create a learning atmosphere and learning process, so that students actively develop their potential to have religious strength, identify themselves, personality, intelligence, noble character and skills needed by themselves, society, nation and state (Constitution No. 20 of 2003). Regarding the function and purpose of education (Law No. 20 of 2003, article 3) conceptually and normatively, our educational goals are ideal, and that is the figure or picture of an intelligent Indonesian man. Realizing these goals requires an education system. The government has sought an intellectual education system through various laws and regulations, but in its implementation it is felt that it is not optimal. Finally, the function of the purpose of education to educate the nation’s life has not been realized.
  It is true that the intellectual life of the nation must be done through education, because intelligence is not genetically fixed, but can and must be taught or developed. An intellectual education is not only sufficient to educate students, but also educates the entire educational ecosystem which includes parents, students, teachers, and the community (families, schools, and communities). If the three ecosystems are intelligent, then students will be smarter, or education will be able to educate. The education ecosystem is a very important part in realizing an intellectual education, because students are only about 6 or 7 hours in school, and the rest are in the family and community. The three ecosystems are interrelated, all of which make important contributions in realizing intellectual education.

The government has formulated national education standards (the latest being Government Regulation No. 57 of 2021 and its derivatives) as an effort to improve the nation’s intelligence, which consists of 8 (eight) standard components, namely: graduate competency standards, content standards, process standards, education standards , education personnel standards, facilities and infrastructure standards, management standards, and financing standards. These eight standards are indeed related to the school education ecosystem and are very important to improve the quality of intellectual education, but other ecosystems must be optimized. Therefore, it is necessary to build an education system that involves the entire educational ecosystem, namely students, family and community ecosystems.

This component is very important, where the national education system has focused on school education. The eight educational standards must be met at a minimum, but in order to realize an education that educates the practice of education, it must exceed the eight standards, including:

a. Aspects of educators: educators should have competence, both personal, social, pedagogical and professional. Also educators who are dedicated, committed, have a vision, are able to inspire and so on.

b. Aspects of content or educational material: must be adapted to the development of students and contextual to life, the material must be structured, simple, easy to understand, providing a curriculum of choice for students.

c. The process aspect: becomes very important in intellectual education, because through the process students get stimulation for the development of their intelligence. Therefore, in the educational process, a learner-centered approach is needed, students are active, fun to face challenges, far from threats. The individual approach should be emphasized.

d. Aspects of facilities and infrastructure: the environment in schools (social, natural) must be conducive to providing a sense of security, and must be adequate.

e. Management aspect: is the minimum criteria regarding the planning, implementation, and supervision of educational activities carried out by the education unit/school so that the education administration is efficient and effective.

Education has a central role in efforts to educate the nation’s life. The main function of education in Indonesia is to educate the nation’s life, which is not only educating intellectual aspects, but also educating other aspects, not only educating Indonesian people, but also educating the nation’s life. Educating education is education that is able to develop all the potential of the nation’s children for the benefit of life and life. An intelligent education system is an educational component, both family, school and community that is functional and jointly able to develop the intelligence of students, the intelligence of the nation, and the intellectual life of the nation.

(From various sources, Rewriter: lili irahali – 15 Maret 2022): Kemendikbudristek – Data Statistik Pendididkan Tinggi 2020; M. Hadi Subhan – Universitas Airlangga, Kompas March 4, 2022; M, Jumarin – Jurnal Ilmiah Kependidikan, AKADEMIKA: Vol. 16, No. 1, April 2017; Dr Muhammad Yasar STP M Sc., – Memahami Grade Akreditasi BAN PT Terbaru, 31 Mei 2021 – https://aceh.tribunnews.com.

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HIGHER EDUCATION:

EMPOWERING GEN Z IN THE MIDDLE OF DIGITAL TRANSFORMATION AND THE VUCA ERA

Strong commitment and consistency in carrying out Digital Transformation is a necessity in responding to Industry 4.0. In this regard, building strong human resources through increasing knowledge, skills and character is very important so that their competencies remain relevant and agile in facing the challenges of the VUCA era (Volatility, Uncertainty, Complexity and Ambiguity). VUCA is a picture of the current global situation, which is triggered by the rapid advances in information technology.

Higher education is one of the levels of education and learning in preparing quality and resilient human resources. Therefore, the urgency to evaluate and adapt the higher education system through the development of a curriculum that is appropriate to the world of business and industry is a demand. This condition coincides with Generation Z / Gen Z with its own character who is currently entering higher education.

In the context of education, understanding the characteristics of each generation becomes important to determine how effective educational strategies are given to students. The goal is not only academic and pedagogical achievements, but also how the educational process is able to grow the character and love of students towards learning activities, as well as develop adequate competencies. Currently, most of Gen Z is in higher education. This means, the adjustment of the learning system in higher education spaces must consider the characteristics of Gen Z to suit their needs, as well as the business and industry world without compromising their interests and habituation as a generational group.

At the same time, Indonesia is in the period of the Demographic Bonus. The 2020 census shows that the composition of the Indonesian population mostly comes from Generation Z/Gen Z (generations born between 1997 and 2012) as much as 27.94% or 74.93 million. Meanwhile, the Millennial Generation which is expected to be the motor of the movement of society is currently less, which is 25.87% or 69.38 million of the total population of Indonesia.

  This means that the existence of Gen Z plays an important role and influences the development of Indonesia today and in the future. This is certainly a challenge in the midst of uncertainty for higher education and universities which are the final terminal of education in building competitive human resources with competencies as needed. Today’s students are Gen Z with different characters from the previous generation. How universities respond to the growth and development of Gen Z and the VUCA era. Universities need to reflect on the character of Gen Z, as well as the phenomenon of shifting competence of college graduates in meeting the current and future world of work. Higher education is required to find itself, between the old paradigm and the new paradigm which is uncertain. However, it is certain that higher education requires reforms in the dimensions: pedagogy (Improved Basic Skills of Instructional Techniques and Applied Approach), curriculum, teaching, schools and learning in catalyzing a new paradigm of higher education which is required to contain research and innovation, solidarity, cooperation, character building, and entrepreneurship, so that higher education empowered to equip and strengthen the competence of graduates. So the new paradigm of higher education and teaching becomes important to be a point of attention.

We met two figures of higher education who have been struggling in the world of higher education for decades who have understood, interpreted, implemented, felt, and lived up to how to organize, manage higher education and educate generation after generation to emerge a superior and characterized generation figure. The last generation until now is Gen Z which coincides with the presence of this VUCA era.

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CHANGING HIGHER EDUCATION PARADIGM

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Prof. Dr. B. S. Kusbiantoro

Chair of the Central ABP PTSI Expert Council and Parahyangan Catholic University Foundation Management

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  Pak Kus we call is a teacher who is patient, steadfast, humble, and trustworthy, that is the first impression on him. Our introduction to Prof. B.S. Kusbiantoro, Ph. D. It has been a long time since he started to be active in the Association of Indonesian Private Higher Education Organizing Bodies. We are very interested in his thoughts as the ABP PTSI Expert Board regarding higher education and university administration. We always listen to his thoughts and understand them. The climax was at the ABP PTSI National Working Meeting in Serang on 19 – 20 November 2021, we were moved by his presentation related to Competence, Collaboration, and Higher Education Innovation.

We contacted him asking for time to talk about Generation Z and Higher Education. He is very openly and humbly willing to share his views and thoughts on the topic, even though he is still in unstable health. Thank you Prof. B.S. Kusbiantoro, Ph.D. Here’s our conversation with him.

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Komunita: What is your perspective on Industry – 4.0, as well as Generation Z who is currently pursuing higher education?

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Prof. B.S. Kusbiantoro, Ph. D.: Industry 4.0 is synonymous with “competence” (in a broad sense) which is needed by the Business World and the Industrial World (DUDI) which is increasingly diverse and increasingly dynamic, including the existence of several new “competencies” that currently do not exist. For example, in 2030, in Indonesia there will be 10 million jobs that do not currently exist (McKinsey & Co, 2019), 60% of future jobs that do not exist now, 40% of children will have to be able to work independently – self-employed (WEF Future of Jobs Report, Krisnan, 2020).

These dynamics drive DUDI. First, DUDI is increasingly inclined to immediately accept graduates who are ready to work rather than ready to train (DUDI must be fast in producing/producing, time is increasingly limited/no time to train new workers); DUDI began to tend to give more weight to competencies (ready to work) than academic degrees (ready to train). Second, DUDI must be agile – it is impossible to continuously “expand its human resources” (beside the high cost), for this DUDI outsources to meet the increasingly large and high dynamics of changing competencies required. On the other hand, with the development of digital technology, it is possible for workers to work anywhere and anytime (spatially and temporally ‘free’), workers start working as part-time workers – multi-jobs etc. These two things give rise to the “Gig Economy”, namely DUDI tends to outsource workers, and workers also tend to be part-time/freelance/multi-jobs.

With the greater and higher dynamics of the above changes, students are required to learn continuously to prepare themselves with competencies and/or degrees accompanied by the required competencies, which will enable them to be ready to work (including as freelance workers) and/or work independently.

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Komunita: What are the problems of higher education related to Industry 4.0 and Generation Z?

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Prof. B.S. Kusbiantoro, Ph. D.: The world of higher education is characterized by increasingly large and high dynamics of changes in the “demand side” and “supply side” due to the greater and high turbulence of various disruptions (industry 4.0, pandemics, etc.),

The demand side as I mentioned above. On the supply side, there is the explosive development of Massive Open Online Courses (MOOC), the emergence of certification/non-degree higher education programs from several large corporations in the world that make it possible for students to be ready to work and more affordable (financially, time, etc.). With the bigger and faster changes mentioned above, the biggest problems of Higher Education are: first, the competence of graduates is not in accordance with the competencies needed by DUDI in the future; second, the study period, fees and so on are not competitive compared to the emergence of various higher education programs in other forms (MOOC, certification, etc.). As a note: higher education is generally developed based on the Industrial revolution, (especially industry 1.0 and industry 2.0), a.l. to service factories – mass production, efficiency, product standards, certain professions/specialties, etc. In turn, the competence of graduates does not match the growing and high dynamics of the need for DUDI in the current era of disruptive turbulence.

The above problems are compounded by various other problems, including: The low quality of many universities. The increasing national economic growth in the 1980s demanded the need for higher education graduates which could not be met by Public universities. This has led to the explosive growth of private universities, without strict supervision, which eventually led to various problems with the low quality of many universities. Next, “Rank”, accreditation and the like without quality. There is a mistake in determining rankings, accreditation and the like as the main goals that are prone to “engineering” for their achievement, and at the same time vulnerable to conflict with the noble goals of higher education. Ranking and the like should be a means in order to achieve the ultimate goal of higher education (related to the vision and mission of each university). Also, “Degree” without competition. The emergence of a kind of “new feudalism”, namely the pursuit of a title rather than “competence”, even Professor as a “position” is treated as the highest title.

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Komunita: In the context of Industry – 4.0, and Generation Z, how do we interpret the 3 functions of higher education – (a. develop capabilities and shape the character and civilization of a dignified nation; b. develops innovative, responsive, creative, skilled, competitive, and academic academics. cooperative; c. develops science and technology by paying attention to and applying humanities values)?

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Prof. B.S. Kusbiantoro, Ph. D.: In the VUCA (Volatility, Uncertainty, Complexity, and Ambiguity) era, it is increasingly crucial how to prepare students to be able to face the bigger and higher dynamics of change. Namely how the teaching-learning process (learning to know, learning to do, learning to live together, learning to be) that allows students, among others: First,continuous learning – ready to adapt continuously; Second, related to learning to know & learning to do (which are vulnerable to being displaced) – learning is not only limited to its “scientific field” (T-shape learning); Third, related to learning to live together & learning to be – learning is not only limited to curricular activities, including cross-scientific fields, but also combines with co/extra-curricular activities (study at other universities, internships at DUDI, humanities – discipline aspects, ethics, morals etc. – through dance, music, sports, etc.); Fourth, learn up to level 6 Bloom’s Taxonomy (so as not to be run over by intelligent machines); Fifth, learn about the diversity of superior human resources from various universities (student exchanges, etc.) – proud – love the homeland and so on; Sixth, how to involve students in integrated tridharma activities across scientific fields – including the harmony of science – faith – morals.

Through the teaching and learning process above, it is hoped that the 3 functions of higher education above can be achieved. Preferably with a few notes. First, the teaching and learning process of higher education for each university is expected to bring out the superior colors of higher education with related regional natural resources, to enable students to “learn” about the wealth/diversity of natural resources and human resources from various regions (don’t know – so don’t care, for increase pride/love for the homeland, etc.); at the same time as a real contribution of universities that are relevant to the community based on the problems/potential of the related regional natural resources. Second, we are in the Demographic Bonus era, so that the role of universities is very crucial in how the competence of graduates is in accordance with the competencies needed by the upcoming DUDI, among others, in order to prevent the Demographic Bonus from becoming a demographic curse. Third, but the role of Universities with their tridharma is not only to produce graduates who can have an impact on DUDI, but also to the scientific community (eg undergraduates prepared for masters-doctoral degrees), and also to the general public (eg to work in social institutions, heritage, environment, etc.).

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Komunita: Does the orientation of higher education need to be changed or does it need a new vision? Where is the focus of orientation? Is it in tune with “Merdeka Learning – Independent Campus”?

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Prof. B.S. Kusbiantoro, Ph. D.: In the VUCA era – instead of being stuck chasing rankings/accreditation etc. – susceptible to change/shift etc. – should – back to basics – what is the vision – the real contribution of higher education with its tridharma (education and teaching, research and community service) for the community. Namely for; a) contemporary society (DUDI, scientific community, general public); b) future society (the natural environment which is entrusted to future generations, etc.); c) past communities (artificial environment with historical value which is the heritage of ancestors, etc.) both at local, national, global levels. While the direction/spirit of MBKM is “right” (soul with the teaching and learning process above), with notes that the implementation should not be too detailed/rigid with too many administrative burdens etc.

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Komunita: The factual and concrete efforts of Higher Education as higher education institutions, as well as lecturers as educators to realize the three functions of higher education in the midst of digital disruption, as well as equip Generation Z to meet their future?

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Prof. B.S. Kusbiantoro, Ph. D.: Duties, responsibilities, authority of the Foundation as the organizing body (together with the Higher Education as the managing body) to establish a vision – a real contribution to the community, etc. Duties, responsibilities, and authority of higher education institutions to produce the quantity and quality of students who are able to have that impact; prepare funds or carry out related teaching and learning processes (the required processes), and the Foundation (with Universities) prepares what is needed for all of them (the needed inputs). For example: a) for the teaching and learning process, lecturers with certain “competencies” are needed, how this is prepared and so on. – in related capacity building programs and their budgets and so on. b) for the teaching and learning process, what kind of supporting infrastructure is needed, and so on. c) etc. Based on the above, a Strategic Plan and so on are drawn up.

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Komunita: How is the development related to major’s/study programs, competencies, curriculum, models & learning substances and others in equipping Gen Z so that they are able to be independent or match the world of work?

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Prof. B.S. Kusbiantoro, Ph. D.: On the one hand, the study program demands the fulfillment of related scientific competencies. On the other hand, in the VUCA era, students must be equipped with various “other” competencies (T-shape learning, etc.), including co/extra-curricular activities (in order for students to be ready to anticipate the greater and higher dynamics of change, including the possibility of shifting competence of related study programs).

This is of course a homework for each university to harmonize the above. In addition, the regulatory system should also be clear enough to allow each university to make the alignment.

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Komunita: Expectations and messages to the government, leaders of PTS Private Universities, lecturers and students, as well as parents in order to provide the right learning for Gen Z?

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Prof. B.S. Kusbiantoro, Ph. D.: Indeed, we need to observe and interpret the dynamics of this change with the following points.

• Parents’ questions for students and/or questions for students themselves are: what kind of contribution do you want to contribute to society (eg, in the field of renewable energy, environmental conservation, etc.), and don’t want to be in the top 10, or want to become a “profession” certain, etc. Because rankings, professions, etc., are vulnerable to being displaced by new competencies that don’t exist yet, but will exist.

• For Foundations/Universities – what kind of contribution do you want to contribute to society (and don’t want a top 200 ranking/international accreditation etc. Ranking etc. is a means to achieve goals etc.). Furthermore, how does the Foundation/University prepare what kind of learning process and various inputs are needed; including how lecturers prepare themselves for the teaching and learning process.

• For the government, how to enable universities to “to be themselves, but better, better, and better” and so on. with the notes as described in the previous points. (lili_irahali – November 23, 2021)

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CREATE HIGHER EDUCATION EXCELLENT CHARACTER

Prof. Dr. Endang Komara, M.Si.

Chair of the LLDIKTI Region IV Professors Association

Professor of Civil Servant LLDIKTI Region IV Dpk – STKIP Pasundan, and Chair of the Senate of the University of Nurtanio Bandung.

  Prof. Endang – professor of Sociology of Education is an enlightening figure who encourages students to always achieve education as a necessity. “Life Long Education”, lifelong education, education regardless of age is what is always echoed to students and anyone else. We became acquainted with him when he was in the ABP PTSI West Java organization, as well as our teacher.

  We contacted him asking for time to talk about Generation Z and Higher Education. He was spontaneously willing to provide views and perspectives related to the topic. Here’s our talk.

Kami menghubungi beliau mohon waktu berbincang tentang Generasi Z dan Pendidikan Tinggi. Beliau dengan spontan bersedia memberikan pandangan dan perspektif terkait topik tersebut. Berikut bincang-bincang kami.

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Komunita: How is the perspective of Prof. Endang as an educator responds to Industry 4.0 related to Generation Z?

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Prof. Endang Komara: I tried to formulate two concepts to equip generation Z/Gen Z in the midst of industry 4.0. First, based on the results of the 2020 census, there are 6 (six) generations in Indonesia, namely: the veteran generation (those born in 1925-1946), then the second generation – baby boomers (born in 1946-1960 around 21.88% of Indonesia’s 272 million population). , third – generation X (born in 1960-1980 there were about 21.88%), fourth – Generation Y or millennial generation (born in 1980-1995 aged 24-39 years, around 28.87% or 69.39 million people), and fifth – Generation Z (born in 1995-2010 aged 8-23 years, there are 27.94% or 75.49 million people and is the largest generation today), and finally the sixth – Generation Alpha (born in 2010- and above). Generation Z is also known as the Net Generation or Internet Generation. They have similarities with generation Y, but they are able to apply all activities at one time such as tweeting, using a cellphone, browsing with a PC, and listening to music using a headset, whatever they do is mostly related to cyberspace since childhood, they already know advanced gadget technology. which indirectly affects the human personality.

  The characteristics of the first Generation Z are fluent in technology/kids safe/web safe or Friendly generation. They are a digital generation who are proficient and passionate about information technology and various computer applications. They can access the information they need easily and quickly, both for educational purposes and for other daily life purposes. Second, their social aspect is very intense in interacting through social media with all groups, especially peers, through various networking sites such as Facebook, Instagram, Twitter, SMS. Through this media they can express what they feel and think spontaneously. Third, Expressive, they tend to be tolerant of cultural differences and are very concerned about the environment. Fourth, multitasking, they are used to various activities (watching, reading, talking, or listening to music) at the same time. Fifth, quickly switch from one thought/work to another thought/work or fast Switcher. Sixth, happy to share.

The industrial revolution 4.0 is a phenomenon that collaborates cyber technology and robotic technology, the concept of applying technology automation without the need for human labor in the process of applying it to add value to efficiency in a work environment where time management is considered as something vital and much needed for industrial players. The industrial revolution 4.0 utilizing technology in the industrial sector is a bookkeeping and production process that can now be easily accessed by anyone and anytime.

The industrial revolution 4.0 contains nine main pillars of technology that develop an industry towards a digital-ready industry. First, the Internet of Things (IoT) which is a tool that is connected to the internet and is integrated with each other; second, Big Data, which is a term that describes a large volume of data, both structured and unstructured; third, Argumented reality, which is a technology that combines 2Dimensional or 3Dimensional virtual objects into a real 3D environment and then projects these virtual objects in real time; fourth, Cyber ​​Security, namely efforts to protect information from cyber attacks; fifth, Artificial Intelligence, namely several technological products that interact directly with humans; sixth, Addictive Manufacturing is a new breakthrough in the manufacturing industry which is often known by using 3D principles; seventh, Simulation represents its operation from time to time such as technology simulation for work optimization, techniques such as safety simulation, testing, education, training, video games; eighth, System Integration; ninth, Cloud Computing, namely cloud computing that makes the internet a center for data processing and applications.

Then the results of a survey by the Indonesian Information Service Providers Association (APJII) in 2017 showed that around 143.26 million Indonesians use the internet. Law No. 11 of 2008 concerning Information and Electronic Transactions (ITE), and Law No. 40 of 2008 concerning the elimination of racial and ethnic discrimination and actions when hate speech has resulted in social conflict. A person’s motives for causing Hoaxes can vary due to money, politics, ideology, hatred, or just for fun.

Therefore, Gen Z needs to know the ethics of using social media. First, don’t get personal. Second, avoid dirty words, coachman debate, incitement, lies, and negative opinions. Third, don’t spread pornographic content and SARA (I heard on national radio this morning, you can’t show pornographic images on Facebook or other internet platforms, you will be penalized). Fourth, sharing (before sharing it must be in accordance with the ITE Law). Fifth, do not plagiarize (Copyright Law). Sixth, Understand the comprehensive content. Seventh, Opinion with facts and data. Eighth, it is not allowed to use pseudonyms (UU KUHP Article 378).

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Komunita: The world of education is experiencing problems in dealing with Industry 4.0 and the presence of Generation Z. Where is the most crucial thing?

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Prof. Endang Komara: In my opinion, there are 3 issues with education at the Elementary, Middle, or Higher Education level, there are: 1) equity; 2) quality improvement; 3) Competitiveness. In this regard, Industry 4.0 and equipping Gen Z is how to create superior characters in higher education with six key words.

First, freedom in learning. At the Higher Education on the Merdeka Campus – Merdeka Learning which has three measures, namely: through Blended learning/hybrid learning, PJJ, and the implementation of Permendikbud No. 3 of 2020, where students are given the right to study outside their study program for 3 semesters, 1 semester in their Higher Education and 2 semesters outside their Higher Education.

Second, leadership development. Need coaching and conveying an understanding of leadership. Because Gen Z who were born from 1995 – 2010 means that they are now almost 21 years old and entering College. So leadership must be introduced to them. Especially when it comes to ideal leadership. Whoever gives a rating, Rasulullah Muhammad will definitely be given the first rank because he is Rahmatan lil alamin and has the character and character of shiddiq, tabligh, amanah, fathonah. That’s what I think was introduced to them in the hope that in the future they can become such leaders.

Third, Lecturer Assistance or Lecturer Motivator. In Indonesia, there are no less than 4,300 universities, 200 of which are state universities. It means that PTS is so big. There are even around 1,650 private universities that are indicated to be “unhealthy”. If you look at China, the number of universities is around 2,300 (half of Indonesia). In my opinion, the mentoring of lecturers is one of those efforts, so that universities, especially in West Java and Banten, can improve their quality. To date, only five institutions already have Excellent Accreditation (UNPAS, UNISBA, UNPAR, U-Tel, President University). Hopefully, Widyatama University and ITENAS will have the opportunity to get Excellent Accreditation in the future. That is related to Lecturer Assistance or Lecturer Motivator.

Fourth, General Education, where students are given national insight. It includes Pancasila, the 1945 Constitution, Bhineka Tunggal Ika, and the Unitary State of the Republic of Indonesia. And I think this General Education should be given in the first semester. When they have an introduction transition between high school and college, that’s where the event is. So state defense education, including national insight, must be delivered. With the hope that they become the younger generation who have four national paradigms.

Fifth, the government encourages an entrepreneurial mindset for higher education. So it is not wrong if in higher education every study program between 2-4 credits has an understanding of the entrepreneurial mindset, so that after graduation their life demands will not only be civil servants. The mindset of understanding entrepreneurs is built. When compared to neighboring countries, Indonesian entrepreneurs are still low at around 0.2%, compared to Malaysia, Singapore, Korea (already above 5% of the total population).

  Sixth, lifelong learning. In accordance with the demands of the hadith and philosophy of education that the search for knowledge has no age limit, as long as he can still carry out his activities, he must always improve his professionalism. There are three main keys to improving professionalism, there are: First, following further education (participating in workshops (training); second, being able to create various written works; third, there is innovative work.

In my opinion, the three things above are to be able to create superior characters. Next, character strengthening in Higher Education, Primary Education, and Secondary Education, which includes six things.

• Computing thinking, how students can think quickly. If in the taxonomy there are high order thinking skills (HOTS), there are low order thinking skills (LOTS). LOTS from knowledge, understanding, application. Meanwhile, high order thinking skills (HOTS) start from analysis, synthesis, assessment. The hope is that through computing thinking, students can think quickly and make decisions quickly.

• Creative, it is very impossible to be creative if he does not have intellectual intelligence, creativity at the same time to be able to support something new.

• Critical Thinking, must be able to think critically. If you think critically, the dimensions will certainly affect the length of school people in Indonesia (to this day, the length of schooling for Indonesians is 8 years and 3 months), junior high school has not yet been completed. West Java is still under the National.

• Collaboration, now there are no boundaries or barriers between one continent, one country. So that means you can use it to collaborate.

• Communications.

• Compassion (Character), according to Ki Hajar Dewantara the ending of Education is Character. This character always has to color the pattern of education in Indonesia, both for Elementary, Secondary and Higher Education.

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Komunita: There are around 4,300 Universities, can Private University implement them? How to deal with it?

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Prof. Endang Komara: I take the clustering or ranking of Higher Education by looking at 4 indicators. First, HR (in Higher Education the size is Head Lector, Professor, Doctor). When a university doesn’t have many head lecturers or professors, then don’t expect too much “from very good to excellent”. Likewise, with institutional accreditation. West Java Banten has 27,000 lecturers. Half of them do not have a lecturer certification, nor do they have a lecturer academic position. Even though the submission of academic positions for lecturers can now be online (Higher Education is given time from the 1st to the 15th, from the 15th onwards the LLDIKTI assessment process is usually done). This is something we should always pay attention to. Currently, the measure of the brand image is indeed the Head Lecturer and Professor.

Second, scientific publications, in 2021 Indonesia can beat Singapore and Malaysia. The ones that publish the most international journals are India, China, South Korea, Japan, Indonesia (ranked 5th, but ASEAN is ranked first). Now Indonesia’s position is in the 50,000’s, while Singapore and Malaysia’s 30,000’s). Well, in my opinion, scientific publications should always be the main reference. This means, the Chancellor, Director, or Chair, must always be able to encourage Lecturers, whether they publish SINTA accredited national journals, or reputable international journals.

Third, how much Lecturer can be utilized outside of the Tertiary Education Institution, either internally within the Ministry of Education and Technology or outside it (to be the center of assessment now). Like me, it has been almost a year with some of the Professor’s friends being the expert staff of the Deputy Governor. At least we can give various thoughts for the progress of West Java, especially in the education aspect.

Fourth, the quality of student achievement. In the past, it was possible in various aspects, now you have to report to Belmawa – DIKTI all activities must be uploaded it.

  Clustering and ranking are always the main references, so in my opinion these four things should be improved. According to Imam Ali, if today is the same as yesterday, it is a loss, the lucky person today must be better than yesterday, and the day that will come.

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Komunita: How about the orientation of the university itself in responding to the above. Is it necessary to change the new vision of Higher Education in general?

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Prof. Endang Komara:  In my opinion, there are three classifications of Universities in any part of the world: Learning University, Research University, World Class University. If I mapped the College there are 4,300 in Indonesia (in West Java there are about 387 universities) and we are still 89% at the Learning University level, meaning that we think from Tridarma higher education, the teaching aspect is more dominant.

If we at Lecturer Colleges who have passed accreditation (Serdos) there are BKD LKD, so they should not be less able to implement 12-16 credits. If the distribution of 12 credits should be 6 credits for teaching education, 3 credits for research, the rest for community service and social support. Lecturers should not think only of teaching education, but also carry out research. Currently there are at least 3 research grants: basic research, applied research, and development. If basic research is usually the output of a journal, applied research is required to produce a book, and develop intellectual property rights/patent rights. So if the Higher Education is in the position of Learning University, the lecturer should carry out the above.

How to increase ranking from Learning University to Research University? If ITB and UNPAD now have classes there, many of the lecturers are involved in research grants (both from the government and other agencies).

Then, World Class University is even more ideal. So the point of the Merdeka Campus is that when students graduate from university they will no longer stutter, either towards technology or the share of work (the world of work). They’re already transmitting. Their size is good graduates between 3 – 6 months after graduation (for S1 and D3). If for S2, the average is advanced studies, so they don’t have that size.

Utilization of independent learning for higher education national curriculum standards there are 8 standards: process standards, lecturers, infrastructure, financing, etc. That’s always something to watch out for. I am a former Chancellor in 2014-2018, so I really understand how to manage a university so that more transparency and accountability. I think that’s what our universities must always maintain.

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Komunita: More specifically, the factual efforts of Higher Education, for the three classifications of Higher Education, earlier. What should university leaders prepare?

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Prof. Endang Komara: Higher Education has a Strategic Plan, Statute, Renop, Annual Budget, always it must be a measure in the progress and assessment of the Higher Education assessment. Let’s say that when I became Chancellor I had around 200 lecturers. Almost every year, around 30-50 people send lecturers to school (whether scholarship or not). It is not easy, we open cooperation with various universities that open doctoral degrees, both state universities and private universities. If they participate in scholarships for Doctorate, usually below 40, if for Masters below 35. If they don’t get a scholarship from the government, we will help and try to the best of our ability even though it is not totally assisted, but it must be mapped.

Later in the next year or so, the orientation will have to be Doctoral, one of which mandates Teachers and Lecturers to achieve Education Strata is Law No. 14 of 2005 concerning Teachers and Lecturers. Teaching S1 must be a Master (S2), Postgraduate must be a Doctor or Professor. After 15 years, it is certain that in the future there will be more changes. I encourage Lecturers to become Doctors in the next few years.

In addition to human resources are considered, as well as publications. Because what can boost the ranking and clustering of universities is Lecturer scientific publications. I appreciate what Widyatama University is doing. Students do not have to have a thesis, a final project can also be published in a reputable journal, so that in this way it can boost the ranking and clustering of universities.

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Komunita: Industry 4.0 linkages that allow new jobs to emerge. How Universities should develop new study programs, new curriculum, and links with it. While the public’s interest in study programs has not changed, is it different from the industry that is required to adapt quickly?

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Prof. Endang Komara: I think that in this academic year the Independent Campus has been implemented, where students have the right to study for 3 semesters of lectures (Universit alone or outside the College This is an opportunity).

The analogy goes like this: so far, students are good at swimming in their own pools, when they were on campus they would have understood. But when the pass is released in the ocean/ocean, you will no longer remember how to swim in which style. This means that skills are required, so there are 8 choices at the Merdeka Campus, which must always have cooperation from both universities and industry. If cooperation has been opened, let’s say they were given theory at the beginning, then in semester 3 & 4 they must be released (there is an opportunity to be able to study outside of Higher Education) with the assumption that they will not be surprised again.

Sometimes it’s like this, if the equipment in the campus laboratory is still old school, when he enters the industry the equipment is more sophisticated/modern, so if he works there must be more training, well that’s one of the obstacles. At least if there is freedom to learn, at least you can use the concept of link and match. Do not until now there is a gap between industry and universities. That way, there will be something new.

Students may not be released, there must still be a accompanying lecturer/supervisor so that their progress can be seen. It is hoped that in the next few years our students’ skills will be able to be better competitive, including the lecturers. Incidentally, I am a Senate at Nurtanio University, we have 3-4 universities, one of which is Stikes, uniquely for example a student taking D3 or D4, say he has a problem with the SPP aspect then he stagnates, then sent to Japan in collaboration with industry in Japan and then can get wages in over 10 million for 5-6 months. But still don’t let go, there must be a supervisor for the supervisor, but not the same lecturer all the time. In this way, there is minimal input from industry to universities.

The curriculum needs a review of 2-5 years. Now in primary and secondary education, the curriculum for driving schools is known. That’s only in 2,500 schools (both teachers and principals have already conducted teacher training for movers). In the 2021/2022 school year, the driving school curriculum has been implemented, the point is that it must adapt to the world of education and industry. For universities, the name is a bit strange, it’s called a collaborative curriculum because it will have to cooperate with the industrial world. Now it is still a competency-based curriculum that has the character of KKNI.

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Komunita: From the aspect of curriculum development, we have not seen any initiatives from universities to anticipate industry 4.0. Only a few universities create new study programs oriented to meet the needs of the industrial world.

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Prof. Endang Komara: Actually, the policy of the Ministry of Education and Culture for the last 5 years that can be opened is STEM (Science, Technology, Engineering, Mathematics) outside of that it is not allowed, except to open a Faculty of Medicine in the deepest/underdeveloped areas. Apart from STEM, there is still a moratorium. Moreover, in January 2022, Kemendikbudristek will not pass a new university or new study program.

In order not to be abandoned by the community, there must be a curriculum review of at least 2 years. Because the industrial world is already ahead, the curriculum is still lagging behind, that’s why adaptation is needed. When he graduated, for example, when X entered the industry, he met Y, now that would be weird. In reviewing the curriculum there are 4 components that must be involved: stakeholders, alumni, lecturers, students (4 these components must be involved, so as not to be left behind). If left behind usually people are not interesting anymore. That’s why the existing study programs make an update, there needs to be imaging and benchmarking both regarding students, infrastructure, and lecturers. Usually people’s perceptions are stronger than other assessments/information. In my opinion, reviewing the curriculum in higher education should become a routine that is carried out so as not to be abandoned by the university user community.

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Komunita: Regarding higher education governance, there are 2 important things: governance itself and the element of leadership. One message Prof. for educational institutions, students, Organizing Body, and leadership.

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Prof. Endang Komara: That’s right, don’t auto pilot (run alone), don’t be in your comfort zone. A leader must have creativity and innovation. From very good to superior, it must be above the 8 standards, both from the managerial side, the lecturer. Especially now that the pandemic has been going on for 3 years, testing lecturers online (limited offline), virtual lectures, also virtual tutoring. It must be done because the lecturer functions as a facilitator and motivator. Never hinder our students, because I firmly believe that when students write/do assignments, they definitely need to ask questions and as a Lecturer, they really need to direct them.

  Education is not only the responsibility of the government. There is an Organizing Body, Implementing Lecturers, students. This trilogy must become a single unit so that there is cohesiveness and clustering of higher education institutions. So, first, Universities need to be strengthened both internally and externally; second, the increase in human resources cannot be delayed because it already exists in the global realm, moreover, technology is getting faster, communication is getting more global. if we do not prepare Qualified Resources we cannot play in the global realm. A person for success who relies on soft skills is only 30% (good campus interactions, good GPA, good campus achievements, campus organizational interactions), the remaining 70% is hard skills (responsibility, honesty, he increases faith in God, synergizes with the surrounding environment, cares about against others). Between soft skills and hard skills, it is unavoidable to pay attention to, they have always been an important reference in higher education. That’s why in Universities now there is such a thing as IKU, namely the Main Competency Indicators, which must always be implemented.

According to John Naisbith, globalization means “Think globally, act locally”. It means to think globally universally but must have the character of Indonesian people with eastern customs, religion, responsibility, honesty, discipline. It always has to be introduced and implemented in our Universities. This is so that they have pride in their lives, families, nations and countries. We have faced an election of 120 million consisting of generations Z and Y. They must be equipped, not transactional. Because they are future leaders. As long as honesty is put aside and prosperity is still lacking, don’t expect this nation to be better than today. Soft skills and hard skills should still be the main reference. Soft skills are academic, and hard skills (non-academic). One of the concepts of learning in 2021 is collaborative, you cannot live in a global world but live alone.

(lili_irahali – October 25, 2021)

(Rewrite & Interview: Lili Irahali – Audio to transcript: Intan Liswandini)

INDONESIA DEMOGRAPHY BONUS & UNDERSTANDING INDONESIAN “GENERATION Z”

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    The Demographic Bonus Theory is a theory that connects population dynamics with the economy. The less number of non-productive age population that must be borne by the productive age population will have an impact on better economic growth. The potential for the Demographic Bonus is reflected in the change in the Dependency Ratio (RK), which shows the number of children and the elderly (non-productive) compared to the working age (productive) population.

  Indonesia is in the Demographic Bonus period. The 2020 census shows that the composition of the Indonesian population mostly comes from Generation Z/Gen Z (generations born between 1997 and 2012) as much as 27.94% or 74.93 million. Meanwhile, the Millennial Generation, which is the motor of the movement of society, is currently less than 25.87% or 69.38 million of the total population of Indonesia.

  The existence of Gen Z plays an important role and influences the development of Indonesia today and in the future. Currently, some of them have entered the university level. This is certainly a challenge for higher education and universities which are the final terminal of education in building competitive human resources with competencies as needed. How universities understand and respond to the growth and development of Gen Z.

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Recognizing and Understanding Gen Z

  The United Nations Population Fund (UNFPA) formula states that a country can enjoy a Demographic Bonus when everyone enjoys good health, quality education, decent work, and the independence of young people (productive age) combined with good and appropriate state policies.  

  Optimization of the Demographic Bonus that will be played by Gen Z should not be underestimated. This means developing their potential from now on, through understanding Gen Z and their character, preparing an adequate education system and model, and opening up opportunities for them in the world of work and industry.

Referring to the 2020 national census Prof. Dr. Endang Komara, M. Si describes 6 (six) generations of Indonesians. First the veteran generation (born 1925-1946), then the second generation of baby boomers (born 1946-1960) around 21.88% of the 270 million Indonesian population), the third generation X (born 1960-1980) around 21.88 %, the fourth Generation Y or millennial generation (born in 1980-1995, aged 24-39 years) around 28.87% or 69.39 million people, and the fifth Generation Z (born 1995-2010, aged 8-23 years). ) there are 27.94% or 75.49 million people who are the largest generation today, and the last one is Generation Alpha (born 2010 – above). Related to this composition, in the future Gen Z will hold an important war if they are productive, capable and empowered human resources.

Gen Z is also known as the Net Generation or Internet Generation. They have similarities with Generation Y, but they are able to apply all activities at one time such as tweeting, using cellphones, browsing with PCs, and listening to music using headsets. Whatever is done mostly related to the virtual world. Since childhood, he has known advanced gadget technology which indirectly affects the human personality. Experts state that Gen Z has very different traits and characteristics from the previous generation. This generation is labeled as a boundary-less generation.

  Based on research from 2003 to 2013, Bruce Tulgan and Rainmaker Thinking, Inc. in the article “Meet Generation Z: The Second Generation within The Giant Millennial Cohort” found five main characteristics of Gen Z that set it apart from previous generations. First, social media is a picture of the future of this generation. Gen Z is a generation that has never known a world that is completely alienated from the existence of other people. Social media proves that one can talk to anyone, anywhere, anytime. Social media is a bridge over alienation, because everyone can connect, communicate, and interact. Second, that Gen Z connectedness with other people is the most important thing. Third, skills gaps are possible in this generation. Therefore, efforts to transfer skills from previous generations through interpersonal communication, work culture, technical skills and critical thinking must be intensive. Fourth, Gen Z explores and connects with many people in various places virtually through an internet connection. This causes their experience of browsing geographically, to be limited. However, their ease of connecting with many people from various parts of the world causes Gen Z to have a global mindset. Fifth, Gen Z’s openness to accept various views and mindsets, causing them to easily accept diversity and different views on a matter. However, as a result, Gen Z becomes difficult to define itself. The self-identity that is formed often changes based on various things that influence them to think and behave towards something.

  Ernest & Young’s (2015) study mentions that there are five main character differences between Gen Y and Gen Z. The study indicates that the background of the birth of Gen Z in a recession filled with turbulence, makes Gen Z grow into a generation that has self-awareness and independence. Gen Z is identified as a generation that is innovative and productive, as well as goal-oriented and has a realistic perspective. The survey also revealed the fact that 62% of Gen Z have a preference for starting their own business compared to working in an organization. This is due to Gen Z who have a high entrepreneurial spirit and tend to be ambitious, and are interested in finding solutions to the problems they face (Galih Painri, 2021).

Ryan Jenkins (2017) in an article entitled “Four Reasons Generation Z will be the Most Different Generation” states that Gen Z has different expectations, preferences, and work perspectives and is considered challenging for the organization. Gen Z characters are more diverse, global in nature, and have an influence on the culture and attitudes of most people. One thing that stands out, Gen Z is able to take advantage of technological changes in various aspects of their lives.

Meanwhile, the McKinsey (2018) study divides Gen Z behavior into four major components based on a strong foundation that Gen Z is a generation that seeks the truth. First, Gen Z as “the undefined ID”. They value the expression of each individual without giving a specific label, have a great openness to understand the uniqueness of each individual. Second, Gen Z as “the communaholic“. They are very inclusive and interested in engaging in various communities by leveraging advanced technology to expand the benefits they want to provide. Third, Gen Z as “the dialoguer”. They believe in the importance of communication in conflict resolution and change through dialogue. They are also open to the different thoughts of each individual and enjoy interacting with diverse individuals and groups. Fourth, Gen Z as “the realistic”. They tend to be more realistic and analytical in their decision-making, compared to previous generations. They are a generation that enjoys independence in the process of learning and seeking information, thus making them happy to be in control of the decisions they choose (Galih Painri, 2021).

However, Gen Z’s proximity to technology is not always an advantage. O’Connor, Becker, and Fewste (2018) research in the world of work entitled “Tolerance of Ambiguity at Work Predicts Leadership, Job Performance, and Creativity” found that younger workers show a lower capacity to deal with environmental ambiguity than older workers. The younger generation is accustomed to expressing a desire for things that are novelty, including in fields of work that are more challenging. They do not have the skills and self-confidence to manage the environmental uncertainty that often occurs so they tend to be more anxious.

Moreover, Gen Z was born and raised in overprotective upbringing in the midst of an uncertain world. Economic recession, digital transformation, invasions in several countries, natural disasters, and also disease outbreaks. This then causes in adulthood; Gen Z becomes less tolerant of environmental ambiguity because childhood is too protected. The American Psychological Association research cited by Media Literacy for Digital Natives: The Gen Z Perspective in Jakarta (2018) confirms these findings. The ability to manage stress and achieve a healthy lifestyle decreases with each generation. If this phenomenon continues, then in the future, Gen Z will be the most stressed generation in history. This condition is also related to the character of Gen Z who has no boundaries with other individuals, thus allowing them to be easily unstable when receiving exposure to information and conditions that quickly change and are completely random (Diyan Nur Rakhmah, 2021).

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Educational Transformation

  David Stillman and Jonah Stillman (2017) identify Gen Z characters in their book Gen Z at Work: How The Next Generation is Transforming the Workplace in the seven main Gen Z characters, namely: figital, fear of missing out (FOMO), hypercustomization, driven, realistic, Weconomist, and do it yourself (DIY) which of course provides input on how education needs to transform.

Figital Fictional. Generation Z exists in two worlds, namely the real and virtual worlds. Their personalities can be very different in the virtual world than in real life. In real life, you may look like a quiet child, but you can turn into a talkative child on social media.

This will be the basis for educators to determine the appropriate learning method used. Educators must also become more accustomed to using various learning facilities through digital technology, so that students can remain active and connected in learning in various learning conditions. Educators also need to be more open to the addition of new lexicon as media and learning tools. This can be in the form of visuals, videos, or even certain symbols that aim to improve the quality of communication between students and educators. Educators need to be more creative in finding and implementing figital solutions to enhance and spread a learning culture.

  FOMO (Fear of Missing Out) characters. Generation Z is very up-to-date with everything that is happening around them. They can skip eating activities or even be willing to sleep for short hours, in order to always update the news on social media so they don’t miss everything they think is important. They have a high curiosity about various things, especially new things. Students are encouraged to know various things from information sources that are scattered and easily accessible today. In this case, education needs to be an open medium and accommodate various information needed by students not only on matters related to learning, but also life skills. Education needs to be able to curate any information that is indeed useful for students, and which is not. Teacher competence becomes very important in terms of accuracy.

Hypercustomized Character. Generation Z loves to make modifications to the things they have, such as motorbikes, laptops, and even the clothes they wear. This they do to show their identity by means of free expression.

Learners become accustomed to determining what needs they need and need to get. Their activity of surfing in cyberspace, is part of the way Gen Z fulfills their needs for themselves. In the context of education, giving students the freedom to determine how to learn is a necessity. Teachers are required to be able to personalize learning methods for each student, and provide students with more opportunities to find learning resources outside of school activities. The hypercustomization character causes students to become accustomed to criticizing many things around them, including providing input on the learning media that they have been using. The convenience of learning is paramount to Gen Z.

Driven Character. 72% of Gen Z feel competitive with people who do the same job, this proves that Gen Z is very motivated to be the best. Teachers need to encourage various media that are able to accommodate the diverse potential of students, without directing efforts to compare students with one another. Learners need to be more appreciated and make this practice an inseparable part of the reflective efforts of all parties in improving the quality of learning.

  Realistic Character. Gen Z is a generation that has high aspirations, because they are aware that this is not something that cannot be done in this modern era. They can be whatever they want. But in fact, the freedom to dream that you have also still prioritizes the reality that might happen. They are also aware of their limitations, threats, and challenges in the outside world.

Weconomist character. Gen Z is familiar with the concept of ‘sharing economy’, which is a business concept that can provide access to resources owned by people or companies to be consumed or shared with users. Examples include applications such as Grab, Uber, and Gojek. Gen Z prefers group activities and is always connected to their peers. This character can be facilitated by the application of a learning approach that involves more than one student and conditions for collaborating with each other in completing the given learning tasks. Project-based learning approaches and the like will make students accustomed to working with groups and sharing information in them. Learners need to be closer to each other, to be able to learn from each other and provide input with their community (peer review), while still placing the teacher as a learning facilitator. Exploration activities of students also need to be turned on through various conversations/discussions between them.

DIY (Do It Yourself) Characters. Gen Z prefers to do things on their own. Gen Z’s typical lifestyle doesn’t need special schools to help with daily life, because they have Google and Youtube, which contain various things that can be directly imitated, such as looking for recipes to cook something, repairing electronics, even how to cut. hair they can do themselves.

Developing the characters above, teachers need to build learning with diverse approaches to encourage students’ creativity in many ways. The internet is more directed towards teachers as a source of information and inspiration to improve the life skills of students. The learning process must be independent, democratic, and open a wide area for the creation and discovery of new things in learning. Teachers need to create a learning climate that is able to build self-regulation in students. They also need to be more realistic about their life and future. Teachers also need to openly convey opportunities, challenges and obstacles that might make them need more effort to achieve their dreams. With these various efforts, education is expected to be able to provide input on rational things that Gen Z needs to do in their lives, now and in the future (Diyan Nur Rakhmah, 2021).

  A study conducted by Forbes (2018), 77% of Gen Z feel stress at work caused by their perception of a highly competitive work environment, long working hours, and tight deadlines in completing work assignments. However, Gen Z has a strong work ethic in pursuing their careers and will strive to ensure that they contribute well to the organization (Bucovetchi, et al, 2019).

Meanwhile, a survey conducted by Kronos Incorporated (2019) found that 33% of Gen Z out of 3,400 respondents spread across various countries did not only value flexibility in the workplace as an important thing, but also an essential need. Interestingly, the survey found that Gen Z was not very confident about entering the workforce and the need to work long hours was a determining factor. Not only that, Gen Z worry about their ability to succeed in the world of work. At least, there are three emotional barriers experienced by Gen Z that create distrust of themselves professionally, including anxiety (34%), lack of motivation (20%), and low self-esteem (17%).

Gen Z is known as a creative and innovative generation. A survey conducted by Harris Poll (2020), illustrates that as many as 63% of Gen Z are interested in doing various creative things every day. This creativity is also shaped by Gen Z’s activity in the community and social media. This is relevant to a number of studies which identify that Gen Z is a generation that is closely related to technology (digital native). As they were born in the era of smart phones, grew up with the sophistication of computer technology, and have an openness to internet access that is easier than the previous generation. In fact, the survey explains that Gen Z in Indonesia in particular, occupies the highest rank in cellphone use, which is 8.5 hours per day (Kim, et al, 2020). Interestingly, even though Gen Z is known as the digital generation, 44% of Gen Z prefer to work with teams and co-workers face to face.

Basically, Gen Z is a unique generation and has tremendous potential inside. In Indonesia, in particular, Gen Z was born in a period of severe economic crisis and presents its own challenges for parents to raise this post-millennial generation in difficult times. Anxiety experienced by parents, without realizing it, also influences the formation of Gen Z’s character. Growing up in a recession era, Gen Z is given more protection, so they often feel anxious when things don’t go as they want.

The rise of Gen Z will also pose new challenges for management practices in organizations, especially for human resource management practices. Now, our task is how through higher education, how can Gen Z become more empowered in carrying out work productivity in strengthening their strengths and weaknesses. So that it has an optimal impact on the Demographic Bonus. Not a Demographic Disaster!!! Hopefully.

(From various sources, Rewriter: lili irahali – November 24, 2021)

Generation Z, Education, and an Empowered Country 2045

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  The Empowered Country before Indonesia’s Independence was historically achieved by two major kingdoms in the Archipelago (Indonesia). The Sriwijaya Kingdom in 683 – 1178 AD, and the Majapahit Kingdom in 1293 – 1527 AD. Their work has gone global and is recorded in national and international history. What underlies these achievements can be assumed to be the empowerment of human resources and leadership that supports their work. But then both of them receded due to conflict and war.

  In its glory, The Sriwijaya controlled trade on the main route of the Malacca Strait. The Sriwijaya succeeded in maritime, political and economics fields. Its power includes Cambodia, Southern Thailand, the Malay Peninsula, Sumatra and parts of Java.

  While the glory of Majapahit in the economics field, Majapahit became a trading center in Southeast Asia with export commodities of pepper, salt, and cloth. Supported by a formidable navy and military strength and strategy. Majapahit was able to create stability in its territory. His range of power includes: Sumatra, the Malay Peninsula, Kalimantan, Sulawesi, the Nusa Tenggara Islands, Maluku, Papua, Tumasik (Singapore) and parts of the Philippine Islands and also has ties to Campa/Thailand, Cambodia, Siam, southern Burma, Vietnam and China.

If we pay attention to this achievement in a span of almost 700 years. The question is whether in the third 700 years (2045s), Indonesia (the new face of the Archipelago) can become an Empowered Country? Dreaming or Aspiring is a must. But it requires struggle and sacrifice, as well as thinking and behaving for the nation, not for oneself and the group. Generations of Indonesia past and present are responsible for the sustainability of future generations and this country through the preparation of human resources supported by science, technology, and national character. Historical evidence has been inscribed by predecessors. Of course, with a record of interpreting the causes of its collapse, and finding solutions to avoid it, as well as creatively developing new innovations based on science, technology and character.

  After the colonial period, Indonesia was delivered by the founders of this nation through the thoughts of that time (thoughts that were born from the struggle to understand the ideology of colonialism/capitalism, nationalism, socialism, Islamism, marxism), as well as the influence of history, education and the Industrial revolution. the nation and state of Indonesia based on Pancasila and the 45 Constitution. Indonesia is the result of thought, taste, initiative, struggle and noble ideals of the predecessors of the founding fathers of Indonesia.

  Indonesia’s 2020 Population Census is inhabited by 270 million people, including young people (Generation Y aged 26 to 40 years 25.87%; Generation Z aged 11 to 25 years 27.94%; and Generation Alpha aged 11 years and under 10.88%) a total of 64.69%. While Generation X aged 41 to 61 years 21.88% in the next 14 years their productivity will decrease, Generation Y will also decline. Generation Z and Generation Alpha as productive population (young age) are potentials in achieving the Demographic Bonus until 2035, as well as Indonesia Excellent 2045.

The problem is how far the three generations; especially Generation Z are able to become the foundation. Of course, by maintaining them as qualified, healthy, productive human resources with integrity. The United Nations Population Fund (UNFPA) states that a country can enjoy a Demographic Bonus when everyone enjoys good health, quality education, decent work, and the independence of young people (productive age) combined with good and appropriate state policies.

  Indonesia’s RK has been declining since the late 1970s and is expected to continue to decline to its lowest point in 2020 – 2035. The decline in RK creates two opportunities for obtaining the Demographic Bonus. First, it can be achieved when there is an increase in per capita income as a result of an increase in the productive age population relative to the non-productive age. Second, it can be achieved after the working age population has accumulated their assets through investment and old-age savings to finance consumption in old age (Diahhadi Setyonaluri, Flora Aninditya, 2020).

Our homework is to optimize the productive resources above, especially since other countries are still confused about finding the intake of the productive young generation. How this hope is realized, and we are actually able to enjoy the Demographic Bonus. One of them is that this great potential should be supported by developing a platform and an ecosystem of good educators that are right in the midst of the Industry 40 era and the VUCA (Volatility, Uncertainty, Complexity and Ambiguity) era. This is what we should understand.  

Potensi kuantiti Generasi Z sesungguhnya membuka peluang. Namun demikian perlu mencermati karakter Gen Z, khususnya sisi-sisi lemah mereka yang harus diperkuat, serta sisi-sisi kuat mereka untuk dikembangkan melalui platform dan ekosistem pendidikan yang memberdayakan mereka. Bisa jadi kita memerlukan paradigma baru pendidikan. Mungkin saja, salah satu jalan terbuka melalui Kebijakan Merdeka Belajar yang bisa dipandang sebagai terobosan dalam mempercepat transformasi pendidikan. Merdeka Belajar juga merupakan filosofi yang mendasari proses sekaligus tujuan jangka panjang pendidikan Indonesia.

  Generation Z’s quantitative potential actually opens up opportunities. However, it is necessary to pay attention to the character of Gen Z, especially their weak sides that must be strengthened, as well as their strong sides to be developed through an educational platform and ecosystem that empowers them. It could be that we need a new paradigm of education. Perhaps, one way is open through the Freedom of Learning Policy which can be seen as a breakthrough in accelerating the transformation of education. Freedom of Learning is also the philosophy that underlies the process as well as the long-term goal of Indonesian education.

Freedom of Learning as a philosophy is actually rooted in the thoughts of Ki Hajar Dewantara – our Father of Education. Independence is an educational goal as well as an educational paradigm that should be understood by all stakeholders. He said that independence is the ability to live in one’s own strength, leading to a peaceful, safe and happy life, based on the morality of human life (2013, p.480). Safety and happiness as goals are not only obtained and felt by individuals, but also collectively (Dewantara, 2013).

  He said that in education, independence has three characteristics: independent, not dependent on others, and can regulate itself. This implies that independence and efforts to always be independent are goals to be achieved through the educational process. Because of that, it is not enough just to put it in the policy. Freedom of Learning should underlie all education policies, both at the national level and in the micro context, namely classrooms to families. The Freedom of Learning Philosophy is also closely related to the concept of lifelong learning, independent learning, and a developing mindset. Research shows that this is an important capital for the future generation of young people to face the rapid development of the times. Especially in the era of VUCA and Industry 4.0. Policy documents from the OECD and UNESCO emphasize the need to prepare students for VUCA. They emphasize the socio-emotional competencies needed to cope with such conditions.

  Well, it is said that Freedom of Learning is designed to achieve long-term goals based on the philosophy of Ki Hajar Dewantara. In the context of education management in each region, every education provider and manager, every educator and education staff are “agents” who must be increasingly able to build themselves.

Hopefully the spirit and policy of Freedom of Learning as a breakthrough will be able to provide space for anyone mentioned above to organize and manage education in accordance with the best available capacity and resources, as well as being able to develop superior human resources. Indonesia excellent 2045. Wallahualam.

  Vivat Widyatama, Vivat Civitas Academica, Vivat Indonesia and the beloved Archipelago. (@lee)

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Editor – Lili Irahali