LITERASI UNTUK MENGHADAPI REVOLUSI INDUSTRI 4,0 BAGI ...bppsdmk.kemkes.go.id/pusdiksdmk/wp-content/uploads/2020/02/lite… · komunikasi dan desain); ... Revolusi Ekonomi: Masyarakat

FGD PENYUSUNAN KAJIAN

COMPETENCY NEED ASSESSMENT TENAGA PENDIDIK

DI LINGKUNGAN KEMENTERIAN KESEHATAN

LITERASI UNTUK MENGHADAPI

REVOLUSI INDUSTRI 4,0

BAGI PENDIDIK KESEHATAN

Ifan Iskandar

Universitas Negeri Jakarta

Century Park Hotel, Selasa 4 Februari, 2020

The meaning of ‘knowing’ has shifted from being able to remember and repeat information to being able to find and use it.”

(Aurtralia National Research Council, 2007)

http://www.teachinquiry.com/index /Introduction.html

Latar Belakang …Dunia Digital

Kita hidup di dunia digital (Agustus 2018)

Kita hidup di dunia digital (awal 2019) https://dustinstout.com/social-media-statistics/#facebook-stats

YouTube was created by Steve Chen,

Chad Hurley and Jawed Karim (former

PayPal employees) in 2005.

Facebook was founded by Mark

Zuckerberg and launched in 2004.

Kita hidup di dunia digital

Instagram was created Mike Krieger and

Kevin Systrom in 2010.

WhatsApp was founded by Jan Koum and

Brian Acton in 2009 and later bought by

Facebook in 2014.


Reddit was founded by Alexis Ohanian and

Steve Huffman from the University of

Virginia in 2005.

Twitter was founded by Jack Dorsey, Biz

Stone and Evan Williams in March of 2006.


Until the mid of 2009, SMS has been used by 4,000 millions

users around the world with the average number of 50 short

messages per month per user (Hillebrand, et. al., 2010).

WhatsApp, on the other hand, is actively used by 1,500

millions users per month with 60.000 millions texts per day

(Stout, 2020).

Revolusi Industri 4,0 dalam PANDUAN PENYUSUNAN KURIKULUM PENDIDIKAN TINGGI di ERA INDUSTRI 4.0

Rumusan CPL disarankan untuk memuat kemampuan yang diperlukan

dalam era industri 4,0 diantaranya kemampuan tentang:

a. literasi data (kemampuan pemahaman untuk membaca,

menganalisis, menggunakan data dan informasi (big data) di dunia

digital);

b. literasi teknologi (kemampuan memahami cara kerja mesin, aplikasi

teknologi (coding, artificial intelligance, dan engineering principle));

c. literasi manusia (kemampuan pemahaman tentang humanities,

komunikasi dan desain);

d. pemamahaman akan tanda-tanda revolusi industri 4,0;

e. pemahaman ilmu untuk diamalkan bagi kemaslahatan bersama

secara lokal, nasional, dan global.

What to do ?

Mengkaji literasi bagi pendidik di era RI 4,0

Menganalisis pengembangan kompetensi untukmenghadapi RI 4,0 bagi pendidik kesehatan

Tujuan Bahasan

Rencanapenyusunan

instrumen penilaiankompetensi dan pemutakhiran

kurikulumpendidikankesehatan

Mengapa harus mengantisipasi RevolusiIndustri 4,0?

World Economic Forum Annual Meeting 2016 Mastering

the Fourth Industrial Revolution

To address the key global challenges confronting the world effectively and

sustainably, mastering the Fourth Industrial Revolution – the wave of

technological advances that are changing the way we live, work, stay alive and

interact with each other and machines – is essential.

(Davos-Klosters, Switzerland 20-23 January, 2016)

Revolusi Industri 4,0Industry 4.0 can be also perceived as a natural transformation of the industrial production systems triggered by the digitalization trend(Rojko, 2017)

• Disajikan di Pekan Hannover pada 2011

Cikal Bakal RI 4,0

• Digaungkanpada Forum Ekonomi Dunniapada 2016

PenginternasionalanRI 4,0 • Respon

pendidikantinggi di Indonesia

Panduan Kurikulum2019

Kajian Akademik

Dua revolusi yang mengiringi RI 4,0

• Mesin uap dan tenun

• Listrik dan produksi masal

• Komputer & elektronika keotomasi

• CPS, IoT, AI, dan Blockchain

Rev Ind 4,0

• Berburu dan mengumpulkan

• Agraria dan barter

• Industri & pemaaran

• digital informasi

• informasi super dan ekonomiperintis

Rev Ekonomi5,0 • Kebutuhan bertahan hidup

• Agraria

• Dunia industri

• Kekuatan informasi kecerdasan

• Teknologi Informasi dan Komunikasi

Masyarakat 5,0

Fakta di sekitar kita

Revoulusi Industri 4,0

Cyber Physical Systems, Internet of things, AI, Blockchain

Revolusi Ekonomi: Masyarakat 5,0

Super Information Sharing economy, start up economy, Blue Economy etc→ the Power of PLATFORM

Menyebabkan Volatility, Uncertainty, Complexity, Ambiguity (VUCA). Keniscayaan untuk berubah.

Masyarakat 5,0

Super Information Full use of IT, citizen centered, participation, Shared values : sustainability, inclusion, effectiveness, power of intelligence

Dampak RI 4,0

gangguanterhadap

keterampilanyang mapan/

disrupsiketerampilan

perubahanpekerjaan, perekrutan

lintas industridan wilayah

dunia kerjayang dinamis

Dampak RI 4,0

Dampak …VUCA

• Complexity• Uncertainty

• Ambiguity• Volatility

Rapid and unstable change

Potential for misreads

The confounding

of issues

Difficult to predict

accurately

Arah perkembangan … kasus

The “fourth industrial revolution” has started to disrupt the Indonesian healthcare system. Doctors in Indonesia would

provide consultations to patients or “consumers” in different ways.

Many patients no longer visit doctors. Consultations and therapeutic communications can be done online through cell phones. Interestingly, doctors receive compensation

not from a hospital, but from a start-up company listed as a digital enterprise, not a healthcare provider.

Anis Fuad (2018) Medical education 4.0

The Jakarta Post, Saturday, December 8, 2018 / 09:09 am


‘Care 4.0’, a new paradigm that could change the way people develop digital health and care services,

focusing on trusted, integrated networks of organizations, people and technologies to help people co-manage and use their own assets, in the context of

their own care circle and community.

It would enable personalized services that are more responsive to care needs and aspirations, offering

preventative approaches that ultimately create a more flexible and sustainable set of integrated health and

social care services that support meaningful engagement and interactions.

Cute and French (2019) Introducing Care 4.0: An Integrated Care Paradigm Built on Industry 4.0 Capabilities

LITERASI APA YANG DIBUTUHKAN?

BIG DATA FOCUS

Pinpointing the big-data aspect of the Fourth Industrial Revolution as

a common and urgent priority.

The proliferation of mobile devices, online sensors and other means of

collecting information digitally has made it possible to obtain detailed,

accurate and real-time data on everything from purchases to patient

care


Pada 2006, Norwegia menjadi negara pertama di Eropa yang mengembangkan kurikulum nasional yang

memuat apa yang sekarang dikenal sebagaiketerampilan digital (digital skills) sebagai kompetensidasar (fundamental competence) yang setara dengan

keterampilan berbicara, membaca, menulis, dan aritmatika (NESA, 2017).

Sejak 2012, Norwegia telah membuka akses terhadapinternet selama ujian nasional; muatan materi bukanpengetahuan dalam wilayah berpikir tingkat rendah

(LOTs), tapi ke berpikir tingkat tinggi (HOTs).


NSW Australia mewajibkan mata pelajaran Coding(pemrograman komputer) mulai dari sekolah

menengah disebut sebagai literasi baru bertujuanuntuk mengembangkan kemampuan melakukan

analisis dalam bidang ilmu sosial, matematika, dan seni serta lainnya (NESA, 2016).

Upaya tersebut sudah sejak 2006 dilakukan di Norwegia, 13 tahun yang lalu dan di Australia

dilakukan mulai 2012 untuk sekolah menengahmereka dan kita dapat memulainya sekarang.

Revolusi Industri 4,0, warga Abad ke-21, dan literasi digitalK

ete

ram

pil

an

un

tuk

Re

vo

lus

iIn

du

str

i4

,0 satu literasi yang dibutuhkanuntuk berhasil menjadi wargaAbad ke-21, yaitu literasi digital tingkat tinggi (Hague, 2011)

Apa Literasi Digital?

The term digital literacy is closely pertinent to other basic

literacies (e.g. reading and writing, mathematical

competence) that are integral parts of education.

(Andrea Karpati. Digital Literacy. UNESCO Institute for Information

Technologies in Education/IITE. Kedrova: 2011. Accessibe at

https://iite.unesco.org/files/policy_briefs/pdf/en/digital_literacy.pdf)

Apa Cakupan Literasi Digital?

Digital Literacy is an umbrella concept covering: (Karpati, 2011)

ICT literacy: user skills enabling active participation in a society with computer-supported and on the internet-distributed services and cultural offerings

Technological literacy (used to be called computer literacy): user and technical computing skills.

Information literacy: part of the Knowledge Society: the ability to

locate, identify, retrieve, process and use digital information

optimally.

Apa dan untuk Apa Literasi Digital?

26

Polic

y B

rief.

May 2

011.

UN

ES

CO

Institu

te f

or

Info

rmation T

echnolo

gie

s

in E

ducation.

UNESCO recognizes the considerable effort being invested by many international organizations in “measuring the information society”, defining digital literacy as a life skill.

ICT user skills are those that should be learnt by all citizens of the knowledge society in order to: • select and apply ICT systems and devices effectively; • utilise common generic software tools in their private lives; • use specialised tools for work; • flexibly adapt to changes in infrastructure and applications.

Apa Fitur Literasi Digital?

The most important components of digital literacy are

common for future computer users and ICT professionals:

accessing, managing, evaluating, integrating, creating,

and communicating information individually or

collaboratively in a networked, computer-supported, and

web-based environment for learning, working, or leisure.




Accessing information: identifying information sources

including collecting and retrieving information.

Managing information: assessing the validity and

authenticity of the information resources.

Evaluating information: making judgements about

information adequacy, currency, usefulness, quality,

relevance, or efficiency.

(Andrea Karpati. Digital Literacy. UNESCO Institute for Information Technologies

in Education/IITE. Kedrova: 2011. Accessibe at



Integration: interpreting and representing information using ICT tools

requiring the ability to synthesize, summarize, compare, and contrast

information from multiple sources—visual and verbal information like

texts, charts, and images.

Creation of new knowledge: generating new information digitally by

adapting, applying, designing, inventing, or authoring information

Communication: transmitting information faster, more persuasively,

and to a wider audience and adapting and presenting the information

properly in a variety of sociocultural contexts.





30

UN

ES

CO

IC

T

CO

MP

ET

EN

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F

RA

ME

WO

RK

FO

R

TE

AC

HE

RS

The Framework is arranged in three different approaches to teaching (three successive stages of a teacher’s development):1. Technology Literacy, enabling students to use ICT in order to learn

more efficiently. 2. The second is Knowledge Deepening, enabling students to acquire

in-depth knowledge of their school subjects and apply it to complex,real-world problems.

3. Knowledge Creation, enabling students, citizens and the workforcethey become, to create the new knowledge required for moreharmonious, fulfilling and prosperous societies.

Standar Penguasaan Kompetensi TIK/Literasi

Digital bagi guru (Three-Staged ICT Competency)

31

LIT

ER

AS

I IN

FO

RM

AS

I

Information literacyThe United States National Forum on Information Literacy defines information literacy as "... the hyper ability to know when there is a need for information, to be able to identify, locate, evaluate, and effectively use that information for the issue or problem at hand.“

The American Library Association defines "information literacy" as a set of abilities requiring individuals to "recognize when information is needed and have the ability to locate, evaluate, and use effectively the needed information.

Cakupan Literasi Informasi

Information Literacy

Boekhorst, A. K. (2003b). Information Literacy in The Netherlands.


33

Info

rmation

Litera

cy

Seven important components of a holistic approach to information

literacy:

1) Tool literacy (or the ability to understand and use the practical andconceptual tools of current information technology relevant toeducation and the areas of work and professional life that theindividual expects to inhabit);

2) Resource literacy (or the ability to understand the form, format,location and access methods of information resources, especiallydaily expanding networked information resources);


34

Info

rma

tio

n

Lite

racy

3) Social-structural literacy (or understanding how information issocially situated and produced);

4) Research literacy (or the ability to understand and use the IT-based tools relevant to the work of today's researcher andscholar);

5) Publishing literacy (or the ability to format and publish researchand ideas electronically, in textual and multimedia forms ... tointroduce them into the electronic public realm and the electroniccommunity of scholars);


35

Info

rma

tio

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Lite

racy

6) Emerging technology literacy (or the ability to continuously adapt to,

understand, evaluate and make use of the continually emerging innovations

in information technology so as not to be a prisoner of prior tools and

resources, and to make intelligent decisions about the adoption of new

ones);

7) Critical literacy (or the ability to evaluate critically the intellectual, human

and social strengths and weaknesses, potentials and limits, benefits and

costs of information technologies).


Literasi Digital dan literasi Abad XXI

Grand-Clement (Corsham Institute Thought Leadership Programme 2017)

Ada dua keterampilan yang dibutuhkan sekarang dan di masa

depan, yaitu keterampilan digital dan keterampilan navigasi

digital.

Keterampilan digital adalah keterampilan teknis yang

diperlukan untuk menggunakan teknlogi digital, sedangkan

keterampilan navigasi digital adalah seperangkat keterampilan

yang lebih luas yang dibutuhkan untuk berhasil di dunia digital.

Keterampilan navigasi digital ini disebut sebagai “keterampilan

abadi (eternal skills)’.

Grand-Clement (Corsham Institute Thought Leadership Programme 2017)

Yang pertama bahwa diperlukan pengetahuan teknis tentang

pemrograman (programming), pengodean (coding), dan

analisis untuk hidup di dunia digital.

Yang kedua terkait dengan keterampilan yang kurang teknis,

yang abadi, yaitu: mengelola pengetahuan (misalnya, validasi

informasi dan penjaminan mutu informasi); mengelola

perubahan; mengelola mental (misalnya memberikan respon

dan melakukan proses perbaikan berulang-ulang); belajar

sendiri dan belajar sepanjang hayat; membedakan batas dan

hambatan teknologi.

Literasi Digital dan literasi Abad XXI

Dampak utama RI 4,0 dapat digambarkan dengan perubahan yang cepat dan tidak stabil (Volatility), kesulitan dalam membuat prediksi yang akurat(Uncertainty), isu dan berita yang membingungkan (Complexity), dan potensiuntuk salah arti (Ambiguity)—keempatnya diringkas VUCA (Horney, Pasmore, O’Shea, 2010)

Ke

tera

mp

ilan

un

tuk

Re

vo

lusi

Ind

ustr

i4

,0 Sepuluh keterampilan tertinggi yang dibutuhkan: yaitu1) keterampilan menyelesaikan masalah kompleks; 2) berpikir kritis; 3) berkreatifitas; 4) mengelola orang banyak; 5) berkoordinasi dengan orang lain; 6) cerdassecara emosi; 7) membuat penilaian dan putusan; 8) berorientasi layanan; 9) bernegosiasi; dan 10) berpikirfleksibel (Festo, Industry 4.0 User’s Guide: Educator Edition, 2019).

http://agilityconsulting.com/

Kliterasi Digital dan Taksonomi Digital

Literasi Digital dan Taksonomi Digital

Kajian Akademik

ICT investments:

three broad areas require attention:

- the infrastructure;

- the application software and e-resource;

- staff development.

(ICT for higher education: case studies from Asia and the Pacific)

http://en.ichei.org/2011/12/18/ict-for-higher-education-case-studies-from-

asia-and-the-pacific/

UNESCO-ICHEI, December 18, 2011

Kajian Akademik

ICT investments in contemporary HEIs have three

interrelated functions:

- Teaching: recent innovations in online delivery of education services

have inadvertently concentrated ICT investments mainly in

teaching and learning to increase access and to engage in

competing globally for the higher education market share

- Research: the interconnectedness of teaching and research, underpinned

by the need for knowledge innovation, requires explicit links to

research repositories, online, journals, and research forums

- Community engagement

(ICT for higher education: case studies from Asia and the Pacific)

http://en.ichei.org/2011/12/18/ict-for-higher-education-case-studies-from-asia-and-the-

pacific/

UNESCO-ICHEI, December 18, 2011

Kajian Akademik

Literasi Digital dalam pemutakhiran kurikulum

44

Th

e w

ay t

o e

mb

ed

te

ch

no

logie

s (

ICT

)

“focus less on the adoption of specific new technologies and more on how meaningful tasks which explore authentic academic digital practices can be embedded in curriculum learning and how emerging digital practices might be usefully recontextualised in an academic setting.”

(Payton, S. (2012) JISC Briefing: Developing Digital Literacies, Bristol. Available at: http:// www.jisc.ac.uk/media/documents/publications/briefingpaper/2012/Developing_Digital_ Literacies.pdf )



There is thus potential, if not an imperative, to find ways to integrate not only

technology into the discipline but, perhaps more importantly, the discipline

into the technology.

In curriculum terms, the development of digital literacy will involve using devices

and software but should also be recognised and made explicit:

1) in analytical and discursive practices;

2) in syllabus content;

3) in assessment design and grading criteria; and

4) in formal course specification documents, having implications for validation

panel training and membership.

Strategic integration at institutional and departmental levels becomes vital, as

does the alignment with employer and professional discourses, demands and

requirements.

Tentang kurikulum …

“…curriculum is simply what is taught and learned

in schools. It is the constitutive cultural and scientific

content of education that is transmitted by the

message systems of pedagogy and assessment”

(Woods, dkk., 2010:362).

Tentang kurikulum dan silabus (RPS)

Komponen Kurikulum:

Capaian Pembelajaran Lulusan Program Studi yang mencakup 1)

sikap dan nilai; 2) pengetahuan; 3) keterampilan

Course Outline Components:

1) Nama program studi, nama dan kode mata kuliah,

semester, sks, and nama dosen;

2) Capaian Pembelajaran Mata Kuliah (CPMK);

3) Sub-CPMK;

4) Materi Belajar;

5) Metode Pembelajaran/Pengalaman Belajar;

6) Waktu;

7) Instrumen, Kriteria, dan Indikator Penilaian;

8) Sumber dan Rujukan; dll.

Bahan pertimbangan (intended vs unintended values learned)

• What is planned?

Curriculum

• What is taught?

Teaching• What is

assessed?

Assessment

What is

learned?

Learning

Bahan PertimbanganThe fact about the power of hidden curriculum

HIDDEN CURRICULUM

Humanists developmentalist social efficiency educators social meliorists

CURRICULUM intended knowledge, values, and beliefs taught and learned

WHAT IS TAUGHT WHAT IS LEARNED

unintended knowledge, values, and beliefs taught and learned

Deduced from: Christine E. Sleeter. 2005. Unstandardizing Curriculum: Multicultural Teaching in the

Standards-Based Classroom. New York: Teachers College Press.

HIIDEN CURRICULUM

Kerangka Berpikir

TIK untukinfusi ke dalam

kurikulum

Kompetensi TIK dalam kurikulum

Pedomanpengembangan & pengembangan

kurikulumberbasis TIK

TIK untukpresentasikurikulum

Sistem informasiuntuk presentasi

kurikulum

Sisteminformasikurikulum(SIKUR)

TIK untukimplementasi

kurikulum

Kurikulumterinfusi dan berbasis TIK

RPS terinfusi TIK, RPS khusus TIK, RPS dengan TIK

Proses revitalisasi kurikulum

Mengkaji konsep TIK

dan Literasi Digital

CPMK CPL Prodi

Deskripsi MK

Sikap

Materi Pembelajaran/

Pokok Bahasan

Media Pembelajaran

Perangkat keras dan

lunak)

Keterampilan umum

dan khusus

SUB-CPMK

Pengetahuan

Iindikator

Metode Pembelajaran

Kriteria & Bentuk

Penilaian

Makalah Esai Tayangan presentasi Artikel ……

Panduan Penyusunan

Kurikulum Perguruan

Tinggi (2019)

SN Dikti 44 (2015)

dan lampiran SN

Dikti 49 (2014)

Tabel infusi kompetensi

TIK/literasi digital dalam

pembuatan produk

selama proses belajar

mengajar

PROSES PENGINTEGRASIAN LITERASI DIGITAL KE DALAM KURIKULUM DAN RPS

Mengidentifikasi

Kompetensi TIK/Literasi

Digital dan indikatornya

Menelaah dan

mengintegrasikan

kompetensi TIK/literasi

digital ke dalam

kurikulum, RPS, dan

produk selama proses

belajar mengajar

Tabel integrasi

kompetensi

TIK/literasi digital ke

dalam RPS

Tabel integrasii

kompetensi

TIK/literasi digital ke

dalam kurikulum

RPS

KURI-KU-LUM

produk selama proses belajar mengajar

Model indikator Kompetensi TIK

53

Ind

ika

tor

ko

mp

ete

nsi

TIK

/Lite

rasiD

igita

l 1. Kompetensi Media Digital dari Profil StandarKompetensi Guru Bahasa Eropa (EPGforLanguage Teachers);

2. Kompetensi TIK untuk Guru dari UNESCO;3. Kompilasi kompetensi TIK/Literasi Digital dari

pelbagai sumber

Penginfusian literasi digital ke dalam praktik digital akademik yang otentik

report

LLO

presentation LLO Indicators

ATC

paper

Sylla

bu

s C

om

po

nen

ts

Recognizing DL in the

Production of Acad Texts

HOW TO EMBED DIGITAL LITERACY (DL) IN ELESP SYLLABUSES THROUGH AUTHENTIC ACADEMIC DIGITAL PRACTICES (AADP)

ELO

TA

LM

CD

CLO

MOI

Employing Digital Literacy in Aut

Acad Digital Practices

Au

then

tic

Aca

dem

ic D

igit

al P

ract

ice:

Pro

cess

of

Pro

du

cin

g A

cad

emic

Text

s Thesis/

Dissertation

Essay

transmit

present

Dig

ital

Lit

erac

y

classify

assess

judge

synthesize

summarize

compare

organize

Communicating

Creating

Integrating

Evaluating

Managing

generate

author

Identify Digital Literacy

Components

Analysing Digital

Literacy Descriptors

identify

retrieve

collect

Accessing

Communicating

the texts for

dissemination

Accessing

literatures &

references

Managing data &

varius sources

Evaluating

relevant

information

Integrating

various and

multi-faceted

Creating certain

genres of texts

Stage 1 Stage 2 Stage 3 Stage 4

Incorporating DL into Syllabus

Stage 5

Pemerolehan literasi digital melalui praktik digital akademik otentik

•Esei,

•Presentasi,

•Laporan,

•Makalah,

•Tesis/Disertasi

Teks Akademik

•Literasi digital yang terpadu dalam proses penyusunan teksakademik melaluiAuthentic Academic Digital Practices

Penggunaan secaraotentik literasi digital •Pengakuan secara

tersurat literasi digital kedalam komponenkurikulum/silabus

Pemerolehan literasidigital

Inquiry-based learning/enquiry-

based learning; relevant approach?

‘if you do the same thing over and over

again and expecting different result is

insanity’. (Einstein)

TERIMA KASIH

Documents

LITERASI UNTUK MENGHADAPI REVOLUSI INDUSTRI 4,0 BAGI ...bppsdmk.kemkes.go.id/pusdiksdmk/wp-content/uploads/2020/02/lite… · komunikasi dan desain); ... Revolusi Ekonomi: Masyarakat