Research Article
The Industrial Revolution 4.0 Impact on Vocational Education in Indonesia
@INPROCEEDINGS{10.4108/eai.20-8-2019.2288089, author={Setiyawami Setiyawami and Sugiyo Sugiyo and Sugiyono Sugiyono and Tri Joko Rahardjo}, title={The Industrial Revolution 4.0 Impact on Vocational Education in Indonesia}, proceedings={Proceeding of the 2nd International Conference Education Culture and Technology, ICONECT 2019, 20-21 August 2019, Kudus, Indonesia}, publisher={EAI}, proceedings_a={ICONECT}, year={2019}, month={10}, keywords={industrial revolution 40; vocational education; teacher competences}, doi={10.4108/eai.20-8-2019.2288089} }- Setiyawami Setiyawami
Sugiyo Sugiyo
Sugiyono Sugiyono
Tri Joko Rahardjo
Year: 2019
The Industrial Revolution 4.0 Impact on Vocational Education in Indonesia
ICONECT
EAI
DOI: 10.4108/eai.20-8-2019.2288089
Abstract
4.0 era, creating various dilemmas for the world of education in Indonesia, especially in vocational education, namely vocational schools. The demand for vocational education in vocational schools is increasingly large and global, in addition to having the function of creating human resources with special skills, and also being able to balance with technological developments in the 4.0 era. This study aims to analyze the impact of the industrial revolution 4.0 on vocational education in Indonesia. The method used is literature review. The results of this study indicate that, the impact of the industrial revolution 4.0 is strongly felt by vocational education in Indonesia today, where vocational education is still unable to answer the challenges of current technological developments, by creating high levels of employment for its graduates. The positive impact is the role of vocational education, namely vocational schools, to be able to balance the skills that are currently developing, as well as the quality of teacher competencies based on ideal standards. the conclusion of this study, the impact of the industrial revolution 4.0 for education, must be seen from the many positive sides. Domain and concept adjustments, so that they are aligned with dynamic changes in skills, and teacher competencies, must be based on professional quality standards.
