OPTIMALISASI PENYELENGGARAAN KURIKULUM 2013 SMA UNTUK MEMENUHI KEBUTUHAN TENAGA KERJA PADA REVOLUSI INDUSTRI KEEMPAT
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we are in the brinks of the Fourth Industrial Revolution. The Fourth Industrial
Revolution will transform the industries among countries and the lives of the
people by bringing automation and digitization to jobs. Those who are most
vulnerable to it are those whose jobs can be easily automated and digitized.
Many people will face potential technological unemployment, and this is
especially true for blue collar workers around the globe.
the Fourth Industrial Revolution requires people to be more creative,
innovative, and adaptive in order to survive the wave of changes that the
revolution brings along with it. Digital literacy is also an important aspect
in ensuring one’s survivability. Many scholars believe that lifelong learning
can support this kind of necessity in the Fourth Industrial Revolution and
therefore, education is considered the most effective way to address this
is important to further scrutinize education for people in high school age, mainly
because the minds of the students and the ability to think in a long term are
shaped in that age. However, education in Indonesia, especially in terms of the
curriculum for high school, is not yet sufficient in meeting the demand of the
Fourth Industrial Revolution, especially in regards to the labor market.
than hampering development, failure to embrace changes and the Fourth
Industrial Revolution will hamper the effort of a country in reaching United
Nations Sustainable Development Goals. This is the case due to the fact that
goal number 8 concerns decent work and economic growth. Launched in 2015 by the
United Nations, the United Nations Sustainable Development Goals succeeded the Millennium
Development Goals and is intended to be completed by 2030 at the latest. Potential
technological unemployment poses threats to the effort to pursue of that
the 2013 Curriculum for high school was designed to prepare Indonesian students
for globalization and other future challenges, several adjustments, such as on
teaching methods and materials of the curriculum, still need to be made. Some
challenges in getting the best outcome out of this curriculum span from the
fact that teachers and schools are not yet ready to implement the curriculum.
Other challenges, such as the lack of practical context and the understanding
of the usage of particular knowledge, are also the obstacle in reaching the
goal of the curriculum.
order to improve the curriculum and increase Indonesian students’ readiness for
future challenges, the context of the Fourth Industrial Revolution has to be
further internalized into the education process so that the awareness of the
students on the Fourth Industrial Revolution is raised. This approach can be
practically executed through the application of case studies, simulating
problem solving events, and even keeping up with recent developments, which can
be done by making news an integral part of the education process.
the government has to put extra work in improving teachers’ and schools’
readiness to implement the 2013 Curriculum. School facilities and also
coordination with government agencies such as the Ministry of Research,
Technology, and Higher Education and regional department concerning that matter
has to be strengthened.
education as an actual learning process and a platform to actually prepare the
future generation for the Fourth Industrial Revolution is important, especially
for a developing country in the twenty-first century. An improved 2013 Curriculum,
which further internalizes the context of the Fourth Industrial Revolution to
its core, will be able to support Indonesian future generation in facing future
challenges that come along with the Fourth Industrial Revolution.
in education are the most effective way to prepare the future generations so
that they will be able to embrace the Fourth Industrial Revolution while also
reaching goal number 8 of the United Nations Sustainable Development Goals.