SARJANA - Hubungan Internasional

Asal Perguruan TinggiUniversitas Presiden
Nama ProdiHubungan Internasional
Topik Karya TulisPendidikan yang Berdaya Saing
Bidang Karya TulisIPS

File Karya Tulis Ilmiah

*Jika file tidak terbaca, silahkan tekan tombol "BACA FILE KARYA TULIS ILMIAH" berulang kali sampai file dapat terbaca.
Ringkasan KTIImproving Indonesia’s University Education in the Fourth Industrial Revolution as the First Gate to Achieve Sustainable Development Goals  

Since January 2016, 170 countries have committed to adopt sustainable development goals (UNDP, 2018). Under the fourth industrial revolution, this ambition is more challenging because
it is characterized by technologies that are combining the physical, digital and biological worlds, and even challenging the purpose of human being (Schwab, 2017). World Economic Forum highlights problem solving and critical thinking as required skills (Gray, 2016). Additionally, Indonesian Labor Ministry said university students are the most potential agent to find creative solutions towards the fourth industrial revolution (Ristekdikti, 2018).

Using qualitative method, the author applies Endogenous Growth Theory that emphasizes endogenous factors as the drivers of economic growth of a country, through investment in human resources, innovation, and knowledge. It is formed by a simple model: Y=AK (A means technology; K means Capital) (Romer, 1994). It discusses about creativity and innovation through deep understanding of knowledge that enables boosting the sustainable growth. Moreover, previous literature from Sumarno discussing similar issue, emphasizes the commitment from government to make education policy and the selection of good university management (Sumarno, 2012).  

Indonesian human resources specifically university students are far from capable as it is proven by Indonesia best university (Universitas Indonesia) only rank 277 (QS Top Universities, 2018). Also, Indonesia Human Development Index was only 0.689, far being left by Malaysia and Singapore (UNDP, 2016). It happens because Indonesian university is still stuck in the second industrial revolution (Tolliday & Zeitlin, 1987). Second industrial revolution emerged early innovation in manufacture to boost mass production (Muntone, 2013). It required huge population to become manual labor placed in an assembly line working in the factory being instructed by the top manager, as it is called as Fordism. Therefore, unskilled labors were produced as they were not required to think but work as machine extensions. In Indonesia, the university curriculum exhibits the resemblance with Fordism style, in which comprises of relatively many courses in the credit system which also results a teacher-centered approach.

College students are obliged to take relatively many courses according to Permenristekdikti Nomor 44 Tahun 2015, and is being rigid by only accounting it from class attendance. Badan Standar Nasional Pendidikan shows that Indonesian universities’ curriculum tends to comprise many subjects, resulting low quality of human resources. Studying a number of credits in a short time unable students to understand the topic comprehensively. The series of courses does not provide space for students to explore specific topics to address life issues.

Besides analyzing from demand side, this paper also covers the supply side, which is the quality of lecturers who do minimum research and publication resulting low quality of understanding the material and fail to integrate pedagogy (teacher-centered). There are only 1.551 out of 5.489 professors actively publish their research according to Permenristekdikti Nomor 20 Tahun 2017 (Seftiawan, 2017). Actually the integration of appropriate research enables to develop effective teaching as professional lecturers in the learning environment during the fourth industrial revolution. Therefore, not many lecturers understand the importance of learner-centered learning process, where students should have not been instructed by lecturers only, but have to become the most active agent. Additionally, through active research, lecturers can collaborate with students complementarily (learner-centered).

Therefore, the author would like to suggest to reduce number of courses in credits system and make it more flexible. Learning from Sweden universities that oblige 40 hours of credits a week, accounting class attendance, seminar, independent study, and group projects. Consequently, INSEAD's Global Innovation Index 2016 placed Sweden at the second rank (QS Top Universities, 2017). This learning process generates creativity and collaborative skill of the students (, 2018). It also enables university to integrate bottom-top education system, putting students at the center to build knowledge and generate new concepts along with teachers as facilitators. Allison King in 1993, in his article "From Stage on the Stage to Guide on the Side" emphasizes the role of educators as a support for students to generate deeper knowledge.

In conclusion, reform university curriculum by focusing learner-centered with qualified guidance of lecturer is the key to adopt the fourth industrial revolution and to achieve SDGs.
Prioritas Pencapaian Prestasi Tahun Tingkat
1 Wakil Ketua President University Student Council (Senat Mahasiswa) 2016 Regional Lihat
2 Juara 3 Honorable Mention of Universitas Pelita Harapan International MUN 2017 Internasional Lihat
3 Co-Director Conference Chair of President Model United Nations 2016 Internasional Lihat
4 Juara 1 Best Delegate of National Moestopo Model United Nations 2017 Nasional Lihat
5 Juara 1 Best Delegate of Jayabaya MUN 2017 Nasional Lihat
6 Juara 2 Outstanding Delegate of Grand General Assembly 2016 Nasional Lihat
7 Juara 3 Honorable Mention of COP 21 Paris 2015 Simulation 2015 Nasional Lihat
8 Juara 2 Pemenang Lomba Karya Tulis Ilmiah 2017 Nasional Lihat
9 Juara 3 Pemenang Kompetisi Pemikiran Kritis Mahasiswa 2017 Nasional Lihat
10 Penerima penghargaan beasiswa dan pelatihan XL Future Leaders Batch 6 2017 Nasional Lihat

Video Ringkasan Karya Tulis Dalam Bahasa Inggris