CHALLENGES OF THE INDUSTRIAL REVOLUTION 4.0 ERA FOR HINDU EDUCATION IN CENTRAL KALIMANTAN

CHALLENGES OF THE INDUSTRIAL REVOLUTION 4.0 ERA FOR HINDU

EDUCATION IN CENTRAL KALIMANTAN

Irvonia Bylian

Arizona State University

Course

Professor Vandya

April, 2024

Week 1

Introduction

Along with the development and changes of the times, it requires every individual to

be able to adapt to the rapid progress of scientific and technological developments from

time to time. The influence of the progress of this era has had an impact on every line of

life, including the field of Hindu education. The rapid and sophisticated advancement of the

era can certainly be a breakthrough and also a new challenge for the younger generation of

Hindus in particular so that they can be able to adapt to the development of science and

technology able to contribute every skill and ability they have so that they can compete in

the global world, especially through improvements in the world of education.

The definition of education in Law Number 20 of 2003 concerning the National

Education System, namely: "A conscious and planned effort to create a learning atmosphere

and learning process so that students actively develop their potential to have religious

spiritual strength, self-control, personality, intelligence, noble character, and skills needed

by themselves, society, nation and State". The condition of education in Indonesia which is

carried out as a process in order to influence students to be able to adapt themselves as well

as possible to their environment, and thus will cause changes in themselves to develop

spiritual, knowledge and social aspects. This is the responsibility of all parties, especially

for Hindu education in the midst of the rapid changes of the industrial revolution that

occurred in the world.

The challenges of Hindu education in Central Kalimantan are also influenced by

changes in the world of Indonesian education which are increasingly rapid due to the

advancement of globalization and the industrial revolution that is happening in all parts of

the world. This indirectly changes the existing educational order in order to be able to

produce young people, especially Hindu human resources who are superior and ready to

compete, which is also balanced with educators and education personnel so that they must

always update their skills and competencies, existing human resources, who are ready to

compete and survive to advance Hindu education.

Hindu Religious Education (Compilation Team, 1996: 12) is a moral education

teaching that is guided according to the guidance of religious teachings which functions as

an observation factor that will be a person's salvation. Hindu education with its religious

characteristics also makes the basics of religion the basis of education. In the book of Hindu

Religious Education, it is stated that Hindu Religious Education is an effort to foster the

growth of the soul of the community with the teachings of Hinduism.

Hindu Religious Education as a conscious effort to prepare students to understand,

believe, live and practice Hinduism as a form of Pancasila Practice, through teaching and

training guidance by paying attention to the demands for mutual respect between religious

communities in community life, to realize national unity and integrity. Religious education

is nothing other than guidance or guidance given to someone to show the development of

character in instilling a sense of love for religious teachings and willing to act in accordance

with the teachings of Hinduism.

Producing a young generation of Hindus who have human resources that remain

religious and superior is one of the challenges in the contemporary era and a very important

factor in order to achieve the goals of Hindu education. Swami Sivananda (Titib, 2007: 126)

explains that, "the purpose of Hindu education is to lead to the right path and realize virtue,

which can improve one's character (towards a noble character) which can help a person

achieve freedom, perfection and knowledge of the Self (Atma) and thus a person can

achieve freedom, perfection and knowledge of the Self (Atma) will be able to live with

honesty, those things that lead to such are true education".

Equipped with Hindu Education as a basic religious teaching for the formation of

superior morals and character of Central Kalimantan's young generation of Hindus in

accordance with the teachings of Dharma and the motto belom bahadat will be able to

produce religious human resources as an important foundation in facing the negative effects

of the industrial revolution 4.0. Changes due to the industrial revolution 4.0 whose impact is

inevitable can certainly backfire as well as a spur to be able to compete and improve

themselves. However, creating a young generation of Central Kalimantan Hindus equipped

with religious and quality human resources is not an easy task. The existence of factors

from internal and external aspects must also always be refined to support the improvement

of the quality of existing human resources.

Entering the era of the industrial revolution 4.0 aims to increase the competitiveness

of each country's industry, including Indonesia in facing a very dynamic global market

caused by the rapid development of digital technology utilization in various fields. This

situation also requires regions, especially such as Central Kalimantan Province, to predict

all the benefits and advantages that can be taken from the progress of the industrial

revolution 4.0 era for improving the speed of flexibility, productivity, improving services,

improving the quality of human resources, managing natural resources and increasing local

revenue. But on the other hand, this situation is a formidable challenge and even a threat to

the emergence of deidelogization, demoralization, terrorism and radicalism blown by the

unfiltered flow of information technology without proper supervision from all parties.

The views of Drath and Horch (Prasetyo & Trisyanti, 2018: 2) in relation to

explaining that the challenges faced by a country when implementing the fourth industry or

industrial revolution 4.0 are the emergence of resistance to demographic changes, social

aspects and instability. In line with this view. Seeing the impact of the industrial revolution

era that has touched the lines of life, even Hindu education has also felt its potential impact,

which if not overcome, will certainly be an obstacle to the progress of Hindu education in

the future. As, the opinion of Zhou et al (Prasetio, 2018: 2), which also states that there are

five major challenges that will be faced, namely aspects of knowledge, technology,

economy, social, and politics. In order to answer these challenges, a large, planned and

strategic effort is needed from both the regulator (government), academics and practitioners

in responding to changes caused by the impact of the industrial revolution 4.0.

The era of the industrial revolution 4.0 makes humans compete to be able to adapt and

compete with each other in order to survive. One of them is by improving their

qualifications and abilities according to the needs of the times. Moreover, in the industrial

revolution 4.0 humans are not only faced with competition with other humans, but also with

the existence of the use of increasingly sophisticated digital technology that replaces human

work. There are many concerns that arise allegedly in the future some professions or jobs

that might be replaced by the digital technology automation system. Even In the world of

education, digital technology is now increasingly widespread, starting from the system or

software in the realm of education that has provided many conveniences and helped

children learn without a teacher / tutor. Even the learning process is very easy to access

anywhere and anytime without having to go directly to receive learning from teachers at

school. This also has an impact on the existence of mushrooming private teaching lessons

which are now slightly replaced by the software because it is considered more economical

and practical.

In particular, the world of Hindu Education in Central Kalimantan certainly requires

various strategic efforts from all components, especially the government, academics, and

the community to be directly or indirectly involved in instilling strong religious values and

equipping themselves with knowledge that is always up-to-date in mastering digital

technology which is a feature of the progress of the industrial revolution era 4.0. This

statement is not unfounded considering that graduates from Hindu universities who devote

themselves to the regions in Central Kalimantan must be very extra hard to keep up with the

progress of the industrial revolution era, which in fact is the mastery of digital technology is

absolutely indispensable in the current era. Although Central Kalimantan as a developing

area and development stage in all aspects that do not feel the impact of the industrial

revolution 4.0 as much as areas outside Kalimantan and in the capital of Indonesia, DKI

Jakarta, there are concerns that the younger generation of Hindus in the future, who when

they want to plunge into the real world of profession, then they are less or even less cannot

compete with the environment that has increasingly developed in the era of the industrial

revolution 4.0. Moreover, coupled with minimal experience and unpromising qualification

levels, it makes it even more difficult for them to compete in an environment that requires

qualifications and mastery of digital technology.

From the background description above, it is appropriate for this paper to examine the

challenges of the industrial revolution 4.0 era for Hindu education in Central Kalimantan.

This is because the progress of the times is not something that can be prevented considering

that we are part of a society that is always experiencing the transition process of social

change. Therefore, this paper is expected to be a material reflection for all interested parties

in order to advance Hindu education, especially in the Central Kalimantan Province.

Discussion

Industrial Revolution 4.0

The development of the industrial revolution era that has touched human life, we

have now entered the fourth industrial revolution or known as the industrial revolution 4.0

era. Industrial Revolution Industry 4.0 is a unique phenomenon when compared to the three

industrial revolutions that preceded it. Industry 4.0 is announced a priori because the actual

event has not yet occurred and is still in the form of an idea (Drath & Horch, 2014).

The Industrial Revolution 4.0 era is a condition in the 21st century when there are

massive changes in various fields through the combination of technologies that reduce the

barriers between the physical world, digital, and biological. This revolution is characterized

by technological advances in various fields, particularly artificial intelligence, robotics,

blockchain, nanotechnology, quantum computers, biotechnology, the Internet of Things

(IoT), 3D printing, and unmanned vehicles (Wikipedia, 2016).

The concept of the fourth industrial revolution according to Maltals (in Theresia,

2019: 6-7) was first introduced to the public in an industrial exhibition that took place at the

Hannover Fair, Germany in 2011. This fourth industrial revolution era is a continuation of

the utilization of computers with production or assembly lines with a combination of cyber-

physical systems, the Internet of Things (IoT), and the Internet of systems. This

combination makes the smart factory a reality. The fourth industrial revolution also refers to

the use of digital technologies that will make manufacturing processes more agile, flexible,

and responsive to customers.

Another opinion regarding the term 'Industrial Revolution 4.0' also stems from the

expression of a German economist who is the founder of the World Economic Forum

(WEF), Klaus Schwab. In his book entitled The Fourth Industrial Revolution, Klaus

revealed that: Mindful of the various definitions and academic arguments used to describe

the first three industrial revolutions, I believe that today we are at the beginning of a fourth

industrial revolution. It began at the turn of this century and builds on the digital revolution.

It is characterized by a much more ubiquitous and mobile internet, by smaller and more

powerful sensors that have become cheaper, and by artificial intelligence and machine

learning (Schwab, 2016: 11-12).

The explanation of Klaus Schwab and Maltals above refers that if the emergence of

the fourth generation industrial revolution is starting to be seen with the presence of smart

robots, supercomputers, self-driving vehicles, to the presence of smartphones. In the era of

the industrial revolution 4.0, we can easily find extraordinary scientific and technological

developments characterized by artificial intelligence, Internet of Things (IoT), Internet of

systems, and hyperconnectivity.

Based on the explanation related to the industrial revolution 4.0, it can be interpreted

that the industrial era is marked by the emergence of breakthroughs and innovations in the

field of technology in a number of fields utilizing the power of digitization and extensive

information and influencing the world of work that was once conventional to become more

integrated with the help of digital technology, the Internet of Things (IoT), cloud computing

and big data. For example, all electronic objects around us have been integrated with the

internet which has resulted in robotic generations such as drone aircraft, self-driving cars,

animal robots, to the presence of robots that resemble humans (humanoid). The presence of

robots in the construction field that can build houses in less than 24 hours with 3D printing

technology, robotic hands that can weld materials quickly and connections between

technology and various digital platforms.

Hindu Education in the Era of Industrial Revolution 4.0 in Central Kalimantan

The development of the fourth industrial revolution era has encouraged technological

innovations that have a disruptive impact or fundamental changes to people's lives.

Government Indonesia is now aggressively preparing strategic steps in producing policies,

especially in the world of education, which are able to anticipate the effects of the rapid

progress of the industrial revolution 4.0. Even Hindu education is also not immune from the

influence of the era of the industrial revolution that occurs in the present and must also be

able to adjust to the major changes of disruption in people's lives, especially those in Central

Kalimantan.

According to Stillman (2018: 51), one disruption caused by technology is the job

market. One phenomenon that could not be predicted before, there was a massive

demonstration between online ojek (ojol) and conventional transportation drivers. Initially,

conventional transportation was very popular in the community. However, after the

transportation with private number plates is improved with internet applications, it turns out

that the public is more interested in conventional transportation, because the service is

easier and cheaper. More unexpectedly, it turns out that online motorcycle taxi services are

not limited as an alternative means of transportation but also penetrate into the delivery

service business (online delivery order). The existence of disruption can cause an

increasingly rapid destruction or shift effect (Kasali, 2018: 22-30).

Current conditions can have a positive impact or vice versa. What needs to be

remembered is that formal education levels from primary, secondary and higher education

play an important role in producing quality human resources who are ready to face the

changes of the revolutionary era in the future.

A new paradigm of Hindu education in Central Kalimantan that faces various

challenges and problems that occur in the world society has forced the young generation of

Hindus in Central Kalimantan to master strong competencies combined with soft skills,

namely critical thinking, creative, communicative and collaborative in providing Hindu

religious education teachings by utilizing contemporary technology products. Even the role

of educators such as teachers and lecturers who teach Hindu Religious Education must also

be able to provide character models, innovative, creative and inspiring learning to students

who cannot be replaced by technology in teaching Hindu education.

This statement is certainly supported by three education issues in Indonesia today,

namely character education, vocational education, innovation. The industrial revolution era

in which the world of education is required to be able to equip students with 21st century

skills. These skills are the skills of students who are able to think critically and solve

problems, creatively and innovatively as well as communication and collaboration skills. In

addition, the skills to find, manage and convey information and skillfully use information

and technology. Some of the abilities that must be possessed in the 21st century include:

Leadership, Digital Literacy, Communication, Emotional Intelligence, Entrepreneurship,

Global Citizenship, Problem Solving, Team-working (Wibawa, 2018).

In order to realize the generation needed in the industrial revolution 4.0 that is

critical, independent, responsible, loves the country, is responsive to the environment and

has broad national insight, which in turn will be able to form citizens capable of realizing

Good Governance in Indonesia. This is in accordance with the role and function of Higher

Education which functions to prepare the next cadre of successors nation that has

intellectual productivity, moral and professional character in order to meet the needs of the

industrial world. As the function of higher education in Law No. 12 of 2012, namely:

"Higher Education functions: a. develop abilities and shape the character and civilization of

a dignified nation in order to educate the nation's life; b. develop an innovative, responsive,

creative, skilled, competitive and cooperative Academic Community through the

implementation of Tridharma; and c. develop Science and Technology by paying attention

to and applying the values of the Humanities." (Law No. 12/2012: Paragraphs 1-3).

The explanation above is that higher education plays an important role in preparing

future generations with graduates who are innovative, responsive, creative, skilled,

competitive, and cooperative, so that they are ready to enter the world of work that

continues to develop as the times progress. Moreover, after completing the educational

process, college graduates who enter the world of work will transfer their knowledge to the

wider community. What happens if the graduates produced are not able to compete and

meet the needs of the era with the criteria for the skills needed in the future. Of course, this

will be a big task and challenge for every level of education from basic education to higher

education.

The challenge of Hindu education in Central Kalimantan is to provide Hindu

education teaching to the Hindu community. One of the higher education institutions that

creates Hindu religious graduate products in Central Kalimantan is the Tampung Penyang

Hindu Institute (IAHN-TP) Palangka Raya. This higher education institution also has a big

responsibility in equipping its graduates with all the skills needed in the industrial

revolution 4.0 era when they go down to the world of work in society. Do not forget that

there is also a need for improvement in order to improve the quality of undergraduate

graduates in the religious field who are not only able to master the teachings of Hinduism

properly and correctly, but are balanced with soft skills focusing on the mastery of

technology needed in the world of the job market.

However, seeing the progress of community civilization in Central Kalimantan at the

present time which does not show an even distribution is certainly very regrettable. The life

of the people of Central Kalimantan is still primitive, some are agrarian, some are entering

industry 1.0, 2.0, 3.0, and 4.0. One of the reasons is that there are communities that have not

been reached by the internet, even in the form of blank spot areas that are not recorded.

Therefore, the development of the industrial revolution 4.0 era is still considered slow to

affect people's lives, especially the Hindu generation in Kalimantan Tenga. The perceived

implications will be an opportunity as well as a challenge for the younger generation of

Hindus in Central Kalimantan, of course, for the progress of Hindu Education in the future.

But of course sooner or later the influence of the era of the industrial revolution 4.0 will still

touch the lives of people in Central Kalimantan.

According to Wibawa (2018) that improving 21st century abilities and skills, learning

trends and best practices in the era of the 21st century is the most important aspect of the

21st century. The industrial revolution 4.0 must also be adjusted, one of which is through

integrated learning or blended learning. Blended learning is a way of integrating the use of

technology in learning that allows appropriate learning for each student in the class.

Blended learning allows for reflection on learning. Other experts also explain that 'blended

learning' is one of the learning solutions in the revolutionary era 4.0. Here are some terms of

blended learning according to experts Blended learning is a combination of online-based

learning with face-to-face learning in the classroom (Fitzpatrick, 2011).

Seeing the importance of strategic efforts in facing the industrial revolution 4.0, in

addition to collaborating with 21st century learning trends, prospective Hindu educators

must also be able to transfer the knowledge and skills needed by students in this disruptive

era of the fourth industrial change. As according to Kemenristekdikti (2018), there are

several skills that students must have in order to adapt to the development of science and

technology in the era of disruption as follows:



Learning and innovation skills. Critical thinking and problem solving in

collaborative and innovative communication and creativity.



Digital literacy skills. New media literacy and ICT literacy.



Life and career skills. Possess flexible initiative and adaptive initiative skills,

and social self-efficacy in intercultural interactions, productive and

accountable leadership skills, and responsibility.

Mastery of Information and Communication Technology (ICT) may seem easy, but it

is not a skill that can be mastered all circles without effort and a long process. As Susana

(2012: 58) explains to master the skills in this disruption era certainly requires process,

fighting power and endurance. In addition, it is also necessary to overcome the obstacles,

among others: their lifestyle (speedaholic and winaholic attitude), as well as learning

behavior (minimalist attitude, pragmatic, and dependence on the internet every time they

face tasks and problems).

Digital Citizenship (Anggraeni, 2017:151), which is the norm of using technology

correctly and responsibly. Therefore, blended learning applied by prospective educators can

enable learners to acquire digital literacy and online learning skills. According to Aoun

(2018), the new literacy movement focuses on three main literacies, namely 1) digital

literacy, 2) technological literacy, and 3) human literacy.

According to Ahmad (2018) this activity functions: (1) Human literacy to develop

students' resilience in the era of disruption by developing students' cognitive towards Higher

Order Mental Skills, critical thinking, and systemic. Human literacy is also to develop:

leadership skills and working in teams, agility and maturity, and entrepreneurial spirit; (2)

ICT literacy: not just computer literacy, but includes a broader dimension.

What needs to be noted here is that ICT literacy is carried out by combining and

integrating technology into the practice of religious guidance services accompanied by

quality commitment to the concept and practice of TPACK (Technology, Paedagogy,

Content, and Knowledge). TPACK is the competence of Hindu education teachers as a

whole that can be used to improve expertise in the era of the industrial revolution 4.0.

Strategic solutions and steps in an effort to increase competence and expertise in the

era of the fourth industrial revolution to improve the quality of human resources at the

Hindu higher education level should have become the vision and mission of all Hindu

universities so that they can produce quality graduates. One of them is a higher education

institution such as IAHN-TP Palangka Raya as the only Hindu university in Central

Kalimantan should start making appropriate and steady efforts of course to improve the

quality of its undergraduate graduates who are able to answer the challenges of the needs of

the industrial revolution 4.0 era.

Challenges for the Young Generation in Hindu Education in the Era of Industrial

Revolution 4.0

The current era is facing the influence of the industrial revolution 4.0. This is certainly

a challenge for the Hindu generation in Central Kalimantan to be able to produce every

human resource that is competent, able to compete globally, and renew the performance

produced through the mastery of today's science and technology that is ready to face the

social transition process when adapting to the industrial revolution 4.0 era. If the condition

of Hindu education is unable to face developments in the digital-based industrial revolution

4.0 era, it will certainly make future Hindu young generations unqualified due to the

inability of Hindu human resources to compete and demonstrate the competencies, skills

and performance needed in the industrial revolution 4.0 era in the field of education.

The Hindu education system in Central Kalimantan requires a new movement to

respond to the industrial era 4.0. To answer the challenges of industrial progress 4.0 cannot

escape the real conditions in the field that need to be considered by all parties. First, is

development in terms of infrastructure, because the use of technology cannot be separated

from adequate infrastructure development. The challenge of the progress of Hindu

education facing the era of the industrial revolution 4.0 is the equitable distribution of

sustainable development in Central Kalimantan which includes remote and underdeveloped

areas. Although the Central Kalimantan government has tried to reduce the development

gap, there are still some areas that experience an equity gap. One of the characteristics of an

area that has been touched by development is usually indicated that the area has been

electrified or not. The utilization of technology-based electronic objects in schools certainly

requires the utilization of electricity resources that support internet connections. This is still

the government's homework in order to advance the world of education so that it reaches all

regions in Central Kalimantan.

Second, another challenge that Hindu education must face is that when the

government decides to adapt to the Industry 4.0 system, the government must also think

about its sustainability. Do not let the application of this digital industrial system only

become a burden because it cannot be utilized optimally. Digital citizenship knowledge is

needed to be wise in utilizing digital technology followed by monitoring the use of

technological tools so that they are not misused by parties certain. Therefore, it is necessary

to have a legal umbrella and protection mechanism for personal data to avoid cybercrime

cases, set service level standards, develop a strategic roadmap that is applicable and

anticipatory, and have design thinking to ensure the creation of policies that can ensure that

users utilize technological advances with a positive attitude.

Third, the challenge of Hindu education is the implementation of a changing

curriculum. Even the emergence of the issue that "changing the Minister of Education will

change the curriculum", this is not a new thing that happens in the world of education.

Policies in the world of education also make it difficult for some educators to adjust

themselves in order to improve their competencies and qualifications in accordance with the

curriculum developments that occur. One of the programs is to align the national education

curriculum with the needs of the industry in the future. To answer this challenge, of course,

readiness is needed to keep up with advances in science and technology in the curriculum

field. Hindu universities have now implemented changes in the KKNI Curriculum

curriculum to produce graduate products that are up-to-date with current changes.

Improving the qualifications of education personnel through various education, teaching,

and training, seminars, training, workshops and so on in order to be able to produce quality

and productive Hindu human resources needs to be done regularly and continuously.

The solution above is how Hindu education learning for the Hindu generation needs to

be implemented in order to produce resources human beings who have added value

according to the needs of the labor market. Hindu educational institutions have a great

responsibility in producing superior Hindu education graduates who are innovative,

responsive, creative, skilled, competitive, and cooperative through the implementation of

the Tridharma of Higher Education according to the needs of the industrial revolution era

which requires a competent and highly competitive workforce.

Conclusion

The industrial revolution is currently entering its fourth phase. The world of education

has experienced an urgent situation in facing the rapid development of the industrial

revolution 4.0 era. The world of Hindu education is one that feels the challenges due to the

development of the industrial revolution 4.0 era in facing a job market that requires

competence and expertise of human resources with character, excellence, quality and

competitiveness.

In the world of education itself, conventional learning models have begun to be

replaced by the application of learning models that have adapted to the times. The challenge

for Hindu educators in the process of transferring knowledge is to start applying strategic

steps of learning models that are in accordance with the demands of the times and

technology such as blended learning. From the description of the discussion above, we see

that technological advances are transforming as well as the world of education which

inevitably requires Hindu educators to be extra hard to equip themselves with the skills

needed in the era of the industrial revolution 4.0.

The responsibility in advancing the world of Hindu education is a joint task of both

the government, academics, stakeholders, and the community in order to advance Hindu

education, especially in the Central Kalimantan region. This is because Hindus in the

Central Kalimantan region are quite large, so it is not wrong if from now on there must be

renewal in the world of Hindu education to start a new movement to respond to the

industrial era 4.0 both through blended learning and the movement launched by the

government through the new literacy movement as this skill is predicted to be a skill that is

needed in the future or in the industrial era 4.0.