1
INDUSTRIAL REVOLUTION 4.0 AND DISRUPTION, CHALLENGES
AND THREATS
Introduction
Currently in United States, the industrial era 4.0 has been implemented and its
influence is felt in society. All kinds of activities have been expressed in the form of
digitalization. Just look at the transportation sector, an Internet-based business emerged,
with the emergence of Grab and Gojek companies. Digital-based financial transactions are
already a common thing to do, where customers no longer need to queue at the bank. In front
of a bank's cashier, it is enough to click on the cell phone anywhere and anytime, then the
transaction is immediately executed. People shopping for goods, food, or other necessities
simply click their cell phones. Payment of toll road fees is done with an electronic card,
without the need for an operator. In fact, at some toll gates, payment occurs automatically as
soon as the car passes through the sensor at the toll gates, without the need for the driver to
tap his electronic card on the card reader. As a result, many traditional shops, where
merchants and consumers meet to conduct transactions directly, are becoming less crowded.
Traditional taxis are being eroded by online taxis.
The era of the industrial revolution is a vase of real change that occurs in the industrial
world that knows no boundaries. The industrial era 1.0 is an era where mechanization is
introduced in the industrial world so that human activities become more effective and
efficient. This era was followed by the Industrial Era 2.0 where at that time the introduction
of mass production and the implementation of quality standardization began. The
introduction of automation and robot-based industrial processes is a sign of the beginning of
the Industrial Era 3.0. The current era, known as Industry 4.0, is a time when the use of
cyber in collaboration with manufacturing is widely applied. This is indicated by the
increase in data volume, computing power and connectivity, the emergence of analytics,
capabilities, and business intelligence; the occurrence of new forms of interaction between
humans and machines; and the improvement of digital transfer instructions to the physical
world, such as robotics and 3D printing.
Some challenges of the industrial era 4.0 identified as follows 1) improved information
technology security; 2) improved reliability and stability of production machinery; 3) skills
2
upgrading; 4 ) reluctance of the stakeholders to change; and 5) loss of many jobs due to
automation (Sung, 2017 in Yahya, 2018). Therefore, to answer these challenges, especially
universities, must also change. All stakeholders in higher education must be willing to
change. Lecturers, education personnel, and students must change. All parties must strive to
improve their competence, continue to learn, and adjust to the needs of this era.
Minister of Research, Technology and Higher Education Mohamad Nasir said the
impact of the Industrial Revolution 4.0 era will be extensive and affect all aspects of human
life and determine future economic development globally. Minister Nasir said that the
challenges for university graduates in the Industrial Revolution 4.0 era are increasing,
therefore every university graduate must have qualified competencies to compete globally.
HEI graduates are required not only to be able to work in companies and other institutions,
but also to have an entrepreneurial spirit to create new jobs by utilizing opportunities that
arise from the Industrial Revolution 4.0.
Industrial Revolution 4.0
The Industrial Revolution 4.0 occurred when robots that are connected to computer
systems, equipped with machines learning algorithms that can learn and control the robot
itself without input from human operators is known as artificial intelligence (AI).
Furthermore, AI is connected to an internet-based society. In essence, the industrial
revolution 4.0 is the unification of the online world with the production industry, thus
becoming a digital industrial revolution (Xing and Marwala, 2016).
The Industrial Age 4.0 referred to in this paper is a term used to refer to an era in
which there is a combination of technologies that makes the physical, biological, and digital
dimensions difficult to distinguish (Scawab, 2016). The Industrial Age 4.0 is characterized
by massive digitalization and the use of artificial intelligence in various sectors of human
life, especially in the economic field (Scawab, 2016).
Disruption Era
Changes driven by innovations in science and technology can also occur in the world
of education, especially higher education. Developed countries, which have been the center
of scientific and technological development, have realized these changes. This condition
certainly needs to be addressed also in the higher education system in United States.
3
Disruptive changes subvert the prevailing system so that fundamental changes cannot
be ignored. This means that universities are also not free from the threat of being disrupted
if they do not immediately make changes and adjust their role in the world of education.
In fact, it is a battle between conventional taxis versus online taxis or conventional
ojek vs online ojek. The public never expected before that ojek/taxis, which are popularly
used by the public for the benefit of human mobility, have succeeded successfully enhanced
its usefulness with an internet-based application system. As a result, the public becomes
easier to get transportation services and even at very affordable prices. What is more
unexpected, online motorcycle taxi services are not limited as an alternative means of
transportation but also penetrate into the delivery service business (onlinedelivery order). In
other words, online technology has brought profound changes to human civilization and the
economy.
According to Kasali (2017) disruption is not Disruption only means the phenomenon
of today's change but also reflects the meaning of the phenomenon of tomorrow's change
(the future change). Christensen, a business administration expert from Harvard Business
School, explained that the era of disruption has disrupted or damaged pre-existing markets
but also encouraged the development of products or services that were unexpected by t h e
market, creating diverse consumers and having an impact on lower prices. Thus, the era of
disruption will continue to produce significant changes to respond to demands and needs.
Furthermore, Kasali (2017) added that changes in the era of disruption are essentially
not only in the way or strategy but also in the fundamental aspects of business. The domain
of the disruption era extends from cost structure, culture to industrial ideology. The
implication is that business management is no longer centered on individual ownership, but
becomes role sharing or collaboration or mutual cooperation. In the world of higher
education, we can see this disruption phenomenon from the development of collaborative
research between researchers from various disciplines and universities. Research is no longer
oriented towards problem solving but is encouraged to find potential problems and potential
economic value that can help society to anticipate various socio-economic and political
problems in the future.
Research Methods
4
This study is a literature review related to the challenges of higher education in the
Industry 4.0 era. The literature is explored in depth and discussed again in two sub-
discussions, namely first examining the challenges of the world of Higher Education in
United States in the Industry 4.0 era, and second about disruption in the Industry 4.0 era.
Results And Discussion
Facing various challenges and changes these challenges and changes, Higher
education continues to be challenged to continue to carry out its various roles, namely
education and teaching, development, and dissemination, as a repository of knowledge for
society. In this regard, there are at least three important things that need to be responded to.
First, universities must start implementing a hybrid teaching system. Here, universities must
be able to respond to the development of the role of technology. In this case, the application
of online learning or lecture technology, now known as Massive Open Online Courses
(MOOCs), should be considered. However, this way of learning and lecturing still cannot be
widely applied to subjects that require training in skills that depend on equipment in
laboratories or that require close communication with lecturers or supervisors in higher-level
and postgraduate courses attended by a small number of students. Secondly, it is necessary to
consider the establishment of an online lecture quality assurance agency. This institution can
be established among universities or by the government, which is tasked with providing
guarantees to the labor market regarding the ability of graduates to meet employment needs.
This kind of certification is needed, among others, if a student takes most of his academic
load from various sources. Third, organizing online dissemination of knowledge. In
dissemination, the type of knowledge delivered is very different from a lecture. In this case,
the material is prepared to shape students by equipping them with knowledge about practical
matters they face.
Referring to on There are five important elements that must be implemented to
encourage competitiveness in the global arena in the era of the Industrial Revolution 4.0,
namely the first preparation of a more innovative learning system in higher education such
as adjusting the learning curriculum, and improving student abilities in terms of data
Information Technology (IT), Operational Technology (OT), Internet of Things (IoT), and
Big Data Analytics, integrating physical, digital and human objects to produce competitive
and skilled college graduates, especially in the aspects of data literacy, technological literacy
and human literacy.
5
Second policy reconstruction higher education institutions that are adaptive and
responsive to the industrial revolution 4.0 in developing trans-disciplines and study
programs that are needed. In addition, the Cyber University program, such as a distance
learning lecture system, has begun to reduce the intensity of meetings between lecturers and
students. Cyber University is expected to be a solution for the nation's children in remote
areas to reach quality higher education. Third, the preparation of human resources,
especially lecturers, researchers and engineers who are responsive, adaptive and reliable to
face the industrial revolution 4.0. In addition, rejuvenation of infrastructure and facilities is
carried out to support the quality of education, research and innovation.
Fourth, breakthroughs in research and development that support the Industrial
Revolution 4.0 and the research and development ecosystem to improve the quality and
quantity of research and development in universities, R&D institutions, LPNK, industry, and
society. Fifth, innovation breakthroughs and strengthening the innovation system to increase
industrial productivity and increase technology-based start-up companies. Most importantly,
the mental revolution must start from education, considering that the role of education is
very strategic in shaping the mentality of the nation's children. The development of culture
and national character is realized through the realm of education (Kristiawan, 2015).
Conclusions
Based on the results of research obtained by researchers on the industrial revolution
4.0, it is declared as a disruptive era, which is an era of intense competition that can cause
the education system in United States to need changes to align with the education system in
developed countries and overcome the challenges of the world of education in the industrial
era 4.0. The challenges of the world of Higher Education in United States in this Industrial
era refer to the hope of having world-class universities and being able to survive and
develop according to the demands in the era of the industrial revolution 4.0.
Industrial Revolution 4.0
The Industrial Revolution 4.0 occurred when robots that are connected to computer
systems, equipped with machines learning algorithms that can learn and control the robot
itself without input from human operators is known as artificial intelligence (AI).
Furthermore, AI is connected to an internet-based society. In essence, the industrial
6
revolution 4.0 is the unification of the online world with the production industry, thus
becoming a digital industrial revolution (Xing and Marwala, 2016).
The Industrial Age 4.0 referred to in this paper is a term used to refer to an era in
which there is a combination of technologies that makes the physical, biological, and digital
dimensions difficult to distinguish (Scawab, 2016). The Industrial Age 4.0 is characterized
by massive digitalization and the use of artificial intelligence in various sectors of human
life, especially in the economic field (Scawab, 2016).
Disruption Era
Changes driven by innovations in science and technology can also occur in the world
of education, especially higher education. Developed countries, which have been the center
of scientific and technological development, have realized these changes. This condition
certainly needs to be addressed also in the higher education system in United States.
Disruptive changes subvert the prevailing system so that fundamental changes cannot
be ignored. This means that universities are also not free from the threat of being disrupted
if they do not immediately make changes and adjust their role in the world of education.
In fact, it is a battle between conventional taxis versus online taxis or conventional
ojek vs online ojek. The public never expected before that ojek/taxis, which are popularly
used by the public for the benefit of human mobility, have succeeded successfully enhanced
its usefulness with an internet-based application system. As a result, the public becomes
easier to get transportation services and even at very affordable prices. What is more
unexpected, online motorcycle taxi services are not limited as an alternative means of
transportation but also penetrate into the delivery service business (onlinedelivery order). In
other words, online technology has brought profound changes to human civilization and the
economy.
According to Kasali (2017) disruption is not Disruption only means the phenomenon
of today's change but also reflects the meaning of the phenomenon of tomorrow's change
(the future change). Christensen, a business administration expert from Harvard Business
School, explained that the era of disruption has disrupted or damaged pre-existing markets
but also encouraged the development of products or services that were unexpected by t h e
market, creating diverse consumers and having an impact on lower prices. Thus, the era of
7
disruption will continue to produce significant changes to respond to demands and needs.
Furthermore, Kasali (2017) added that changes in the era of disruption are essentially
not only in the way or strategy but also in the fundamental aspects of business. The domain
of the disruption era extends from cost structure, culture to industrial ideology. The
implication is that business management is no longer centered on individual ownership, but
becomes role sharing or collaboration or mutual cooperation. In the world of higher
education, we can see this disruption phenomenon from the development of collaborative
research between researchers from various disciplines and universities. Research is no longer
oriented towards problem solving but is encouraged to find potential problems and potential
economic value that can help society to anticipate various socio-economic and political
problems in the future.
Research Methods
This study is a literature review related to the challenges of higher education in the
Industry 4.0 era. The literature is explored in depth and discussed again in two sub-
discussions, namely first examining the challenges of the world of Higher Education in
United States in the Industry 4.0 era, and second about disruption in the Industry 4.0 era.
Results And Discussion
Facing various challenges and changes these challenges and changes, Higher
education continues to be challenged to continue to carry out its various roles, namely
education and teaching, development, and dissemination, as a repository of knowledge for
society. In this regard, there are at least three important things that need to be responded to.
First, universities must start implementing a hybrid teaching system. Here, universities must
be able to respond to the development of the role of technology. In this case, the application
of online learning or lecture technology, now known as Massive Open Online Courses
(MOOCs), should be considered. However, this way of learning and lecturing still cannot be
widely applied to subjects that require training in skills that depend on equipment in
laboratories or that require close communication with lecturers or supervisors in higher-level
and postgraduate courses attended by a small number of students. Secondly, it is necessary to
consider the establishment of an online lecture quality assurance agency. This institution can
be established among universities or by the government, which is tasked with providing
guarantees to the labor market regarding the ability of graduates to meet employment needs.
8
This kind of certification is needed, among others, if a student takes most of his academic
load from various sources. Third, organizing online dissemination of knowledge. In
dissemination, the type of knowledge delivered is very different from a lecture. In this case,
the material is prepared to shape students by equipping them with knowledge about practical
matters they face.
Referring to on There are five important elements that must be implemented to
encourage competitiveness in the global arena in the era of the Industrial Revolution 4.0,
namely the first preparation of a more innovative learning system in higher education such
as adjusting the learning curriculum, and improving student abilities in terms of data
Information Technology (IT), Operational Technology (OT), Internet of Things (IoT), and
Big Data Analytics, integrating physical, digital and human objects to produce competitive
and skilled college graduates, especially in the aspects of data literacy, technological literacy
and human literacy.
Second policy reconstruction higher education institutions that are adaptive and
responsive to the industrial revolution 4.0 in developing trans-disciplines and study
programs that are needed. In addition, the Cyber University program, such as a distance
learning lecture system, has begun to reduce the intensity of meetings between lecturers and
students. Cyber University is expected to be a solution for the nation's children in remote
areas to reach quality higher education. Third, the preparation of human resources,
especially lecturers, researchers and engineers who are responsive, adaptive and reliable to
face the industrial revolution 4.0. In addition, rejuvenation of infrastructure and facilities is
carried out to support the quality of education, research and innovation.
Fourth, breakthroughs in research and development that support the Industrial
Revolution 4.0 and the research and development ecosystem to improve the quality and
quantity of research and development in universities, R&D institutions, LPNK, industry, and
society. Fifth, innovation breakthroughs and strengthening the innovation system to increase
industrial productivity and increase technology-based start-up companies. Most importantly,
the mental revolution must start from education, considering that the role of education is
very strategic in shaping the mentality of the nation's children. The development of culture
and national character is realized through the realm of education (Kristiawan, 2015).
9
Conclusions
Based on the results of research obtained by researchers on the industrial revolution
4.0, it is declared as a disruptive era, which is an era of intense competition that can cause
the education system in United States to need changes to align with the education system in
developed countries and overcome the challenges of the world of education in the industrial
era 4.0. The challenges of the world of Higher Education in United States in this Industrial
era refer to the hope of having world-class universities and being able to survive and
develop according to the demands in the era of the industrial revolution 4.0.
Industrial Revolution 4.0
The Industrial Revolution 4.0 occurred when robots that are connected to computer
systems, equipped with machines learning algorithms that can learn and control the robot
itself without input from human operators is known as artificial intelligence (AI).
Furthermore, AI is connected to an internet-based society. In essence, the industrial
revolution 4.0 is the unification of the online world with the production industry, thus
becoming a digital industrial revolution (Xing and Marwala, 2016).
The Industrial Age 4.0 referred to in this paper is a term used to refer to an era in
which there is a combination of technologies that makes the physical, biological, and digital
dimensions difficult to distinguish (Scawab, 2016). The Industrial Age 4.0 is characterized
by massive digitalization and the use of artificial intelligence in various sectors of human
life, especially in the economic field (Scawab, 2016).
Disruption Era
Changes driven by innovations in science and technology can also occur in the world
of education, especially higher education. Developed countries, which have been the center
of scientific and technological development, have realized these changes. This condition
certainly needs to be addressed also in the higher education system in United States.
Disruptive changes subvert the prevailing system so that fundamental changes cannot
be ignored. This means that universities are also not free from the threat of being disrupted
if they do not immediately make changes and adjust their role in the world of education.
In fact, it is a battle between conventional taxis versus online taxis or conventional
10
ojek vs online ojek. The public never expected before that ojek/taxis, which are popularly
used by the public for the benefit of human mobility, have succeeded successfully enhanced
its usefulness with an internet-based application system. As a result, the public becomes
easier to get transportation services and even at very affordable prices. What is more
unexpected, online motorcycle taxi services are not limited as an alternative means of
transportation but also penetrate into the delivery service business (onlinedelivery order). In
other words, online technology has brought profound changes to human civilization and the
economy.
According to Kasali (2017) disruption is not Disruption only means the phenomenon
of today's change but also reflects the meaning of the phenomenon of tomorrow's change
(the future change). Christensen, a business administration expert from Harvard Business
School, explained that the era of disruption has disrupted or damaged pre-existing markets
but also encouraged the development of products or services that were unexpected by t h e
market, creating diverse consumers and having an impact on lower prices. Thus, the era of
disruption will continue to produce significant changes to respond to demands and needs.
Furthermore, Kasali (2017) added that changes in the era of disruption are essentially
not only in the way or strategy but also in the fundamental aspects of business. The domain
of the disruption era extends from cost structure, culture to industrial ideology. The
implication is that business management is no longer centered on individual ownership, but
becomes role sharing or collaboration or mutual cooperation. In the world of higher
education, we can see this disruption phenomenon from the development of collaborative
research between researchers from various disciplines and universities. Research is no longer
oriented towards problem solving but is encouraged to find potential problems and potential
economic value that can help society to anticipate various socio-economic and political
problems in the future.
Research Methods
This study is a literature review related to the challenges of higher education in the
Industry 4.0 era. The literature is explored in depth and discussed again in two sub-
discussions, namely first examining the challenges of the world of Higher Education in
United States in the Industry 4.0 era, and second about disruption in the Industry 4.0 era.
Results And Discussion
11
Facing various challenges and changes these challenges and changes, Higher
education continues to be challenged to continue to carry out its various roles, namely
education and teaching, development, and dissemination, as a repository of knowledge for
society. In this regard, there are at least three important things that need to be responded to.
First, universities must start implementing a hybrid teaching system. Here, universities must
be able to respond to the development of the role of technology. In this case, the application
of online learning or lecture technology, now known as Massive Open Online Courses
(MOOCs), should be considered. However, this way of learning and lecturing still cannot be
widely applied to subjects that require training in skills that depend on equipment in
laboratories or that require close communication with lecturers or supervisors in higher-level
and postgraduate courses attended by a small number of students. Secondly, it is necessary to
consider the establishment of an online lecture quality assurance agency. This institution can
be established among universities or by the government, which is tasked with providing
guarantees to the labor market regarding the ability of graduates to meet employment needs.
This kind of certification is needed, among others, if a student takes most of his academic
load from various sources. Third, organizing online dissemination of knowledge. In
dissemination, the type of knowledge delivered is very different from a lecture. In this case,
the material is prepared to shape students by equipping them with knowledge about practical
matters they face.
Referring to on There are five important elements that must be implemented to
encourage competitiveness in the global arena in the era of the Industrial Revolution 4.0,
namely the first preparation of a more innovative learning system in higher education such
as adjusting the learning curriculum, and improving student abilities in terms of data
Information Technology (IT), Operational Technology (OT), Internet of Things (IoT), and
Big Data Analytics, integrating physical, digital and human objects to produce competitive
and skilled college graduates, especially in the aspects of data literacy, technological literacy
and human literacy.
Second policy reconstruction higher education institutions that are adaptive and
responsive to the industrial revolution 4.0 in developing trans-disciplines and study
programs that are needed. In addition, the Cyber University program, such as a distance
learning lecture system, has begun to reduce the intensity of meetings between lecturers and
students. Cyber University is expected to be a solution for the nation's children in remote
12
areas to reach quality higher education. Third, the preparation of human resources,
especially lecturers, researchers and engineers who are responsive, adaptive and reliable to
face the industrial revolution 4.0. In addition, rejuvenation of infrastructure and facilities is
carried out to support the quality of education, research and innovation.
Fourth, breakthroughs in research and development that support the Industrial
Revolution 4.0 and the research and development ecosystem to improve the quality and
quantity of research and development in universities, R&D institutions, LPNK, industry, and
society. Fifth, innovation breakthroughs and strengthening the innovation system to increase
industrial productivity and increase technology-based start-up companies. Most importantly,
the mental revolution must start from education, considering that the role of education is
very strategic in shaping the mentality of the nation's children. The development of culture
and national character is realized through the realm of education (Kristiawan, 2015).
Conclusions
Based on the results of research obtained by researchers on the industrial revolution
4.0, it is declared as a disruptive era, which is an era of intense competition that can cause
the education system in United States to need changes to align with the education system in
developed countries and overcome the challenges of the world of education in the industrial
era 4.0. The challenges of the world of Higher Education in United States in this Industrial
era refer to the hope of having world-class universities and being able to survive and
develop according to the demands in the era of the industrial revolution 4.0.
Industrial Revolution 4.0
The Industrial Revolution 4.0 occurred when robots that are connected to computer
systems, equipped with machines learning algorithms that can learn and control the robot
itself without input from human operators is known as artificial intelligence (AI).
Furthermore, AI is connected to an internet-based society. In essence, the industrial
revolution 4.0 is the unification of the online world with the production industry, thus
becoming a digital industrial revolution (Xing and Marwala, 2016).
The Industrial Age 4.0 referred to in this paper is a term used to refer to an era in
which there is a combination of technologies that makes the physical, biological, and digital
dimensions difficult to distinguish (Scawab, 2016). The Industrial Age 4.0 is characterized
13
by massive digitalization and the use of artificial intelligence in various sectors of human
life, especially in the economic field (Scawab, 2016).
Disruption Era
Changes driven by innovations in science and technology can also occur in the world
of education, especially higher education. Developed countries, which have been the center
of scientific and technological development, have realized these changes. This condition
certainly needs to be addressed also in the higher education system in United States.
Disruptive changes subvert the prevailing system so that fundamental changes cannot
be ignored. This means that universities are also not free from the threat of being disrupted
if they do not immediately make changes and adjust their role in the world of education.
In fact, it is a battle between conventional taxis versus online taxis or conventional
ojek vs online ojek. The public never expected before that ojek/taxis, which are popularly
used by the public for the benefit of human mobility, have succeeded successfully enhanced
its usefulness with an internet-based application system. As a result, the public becomes
easier to get transportation services and even at very affordable prices. What is more
unexpected, online motorcycle taxi services are not limited as an alternative means of
transportation but also penetrate into the delivery service business (onlinedelivery order). In
other words, online technology has brought profound changes to human civilization and the
economy.
According to Kasali (2017) disruption is not Disruption only means the phenomenon
of today's change but also reflects the meaning of the phenomenon of tomorrow's change
(the future change). Christensen, a business administration expert from Harvard Business
School, explained that the era of disruption has disrupted or damaged pre-existing markets
but also encouraged the development of products or services that were unexpected by t h e
market, creating diverse consumers and having an impact on lower prices. Thus, the era of
disruption will continue to produce significant changes to respond to demands and needs.
Furthermore, Kasali (2017) added that changes in the era of disruption are essentially
not only in the way or strategy but also in the fundamental aspects of business. The domain
of the disruption era extends from cost structure, culture to industrial ideology. The
implication is that business management is no longer centered on individual ownership, but
14
becomes role sharing or collaboration or mutual cooperation. In the world of higher
education, we can see this disruption phenomenon from the development of collaborative
research between researchers from various disciplines and universities. Research is no longer
oriented towards problem solving but is encouraged to find potential problems and potential
economic value that can help society to anticipate various socio-economic and political
problems in the future.
Research Methods
This study is a literature review related to the challenges of higher education in the
Industry 4.0 era. The literature is explored in depth and discussed again in two sub-
discussions, namely first examining the challenges of the world of Higher Education in
United States in the Industry 4.0 era, and second about disruption in the Industry 4.0 era.
Results And Discussion
Facing various challenges and changes these challenges and changes, Higher
education continues to be challenged to continue to carry out its various roles, namely
education and teaching, development, and dissemination, as a repository of knowledge for
society. In this regard, there are at least three important things that need to be responded to.
First, universities must start implementing a hybrid teaching system. Here, universities must
be able to respond to the development of the role of technology. In this case, the application
of online learning or lecture technology, now known as Massive Open Online Courses
(MOOCs), should be considered. However, this way of learning and lecturing still cannot be
widely applied to subjects that require training in skills that depend on equipment in
laboratories or that require close communication with lecturers or supervisors in higher-level
and postgraduate courses attended by a small number of students. Secondly, it is necessary to
consider the establishment of an online lecture quality assurance agency. This institution can
be established among universities or by the government, which is tasked with providing
guarantees to the labor market regarding the ability of graduates to meet employment needs.
This kind of certification is needed, among others, if a student takes most of his academic
load from various sources. Third, organizing online dissemination of knowledge. In
dissemination, the type of knowledge delivered is very different from a lecture. In this case,
the material is prepared to shape students by equipping them with knowledge about practical
matters they face.
15
Referring to on There are five important elements that must be implemented to
encourage competitiveness in the global arena in the era of the Industrial Revolution 4.0,
namely the first preparation of a more innovative learning system in higher education such
as adjusting the learning curriculum, and improving student abilities in terms of data
Information Technology (IT), Operational Technology (OT), Internet of Things (IoT), and
Big Data Analytics, integrating physical, digital and human objects to produce competitive
and skilled college graduates, especially in the aspects of data literacy, technological literacy
and human literacy.
Second policy reconstruction higher education institutions that are adaptive and
responsive to the industrial revolution 4.0 in developing trans-disciplines and study
programs that are needed. In addition, the Cyber University program, such as a distance
learning lecture system, has begun to reduce the intensity of meetings between lecturers and
students. Cyber University is expected to be a solution for the nation's children in remote
areas to reach quality higher education. Third, the preparation of human resources,
especially lecturers, researchers and engineers who are responsive, adaptive and reliable to
face the industrial revolution 4.0. In addition, rejuvenation of infrastructure and facilities is
carried out to support the quality of education, research and innovation.
Fourth, breakthroughs in research and development that support the Industrial
Revolution 4.0 and the research and development ecosystem to improve the quality and
quantity of research and development in universities, R&D institutions, LPNK, industry, and
society. Fifth, innovation breakthroughs and strengthening the innovation system to increase
industrial productivity and increase technology-based start-up companies. Most importantly,
the mental revolution must start from education, considering that the role of education is
very strategic in shaping the mentality of the nation's children. The development of culture
and national character is realized through the realm of education (Kristiawan, 2015).
Conclusions
Based on the results of research obtained by researchers on the industrial revolution
4.0, it is declared as a disruptive era, which is an era of intense competition that can cause
the education system in United States to need changes to align with the education system in
developed countries and overcome the challenges of the world of education in the industrial
era 4.0. The challenges of the world of Higher Education in United States in this Industrial
16
era refer to the hope of having world-class universities and being able to survive and
develop according to the demands in the era of the industrial revolution 4.0.
Industrial Revolution 4.0
The Industrial Revolution 4.0 occurred when robots that are connected to computer
systems, equipped with machines learning algorithms that can learn and control the robot
itself without input from human operators is known as artificial intelligence (AI).
Furthermore, AI is connected to an internet-based society. In essence, the industrial
revolution 4.0 is the unification of the online world with the production industry, thus
becoming a digital industrial revolution (Xing and Marwala, 2016).
The Industrial Age 4.0 referred to in this paper is a term used to refer to an era in
which there is a combination of technologies that makes the physical, biological, and digital
dimensions difficult to distinguish (Scawab, 2016). The Industrial Age 4.0 is characterized
by massive digitalization and the use of artificial intelligence in various sectors of human
life, especially in the economic field (Scawab, 2016).
Disruption Era
Changes driven by innovations in science and technology can also occur in the world
of education, especially higher education. Developed countries, which have been the center
of scientific and technological development, have realized these changes. This condition
certainly needs to be addressed also in the higher education system in United States.
Disruptive changes subvert the prevailing system so that fundamental changes cannot
be ignored. This means that universities are also not free from the threat of being disrupted
if they do not immediately make changes and adjust their role in the world of education.
In fact, it is a battle between conventional taxis versus online taxis or conventional
ojek vs online ojek. The public never expected before that ojek/taxis, which are popularly
used by the public for the benefit of human mobility, have succeeded successfully enhanced
its usefulness with an internet-based application system. As a result, the public becomes
easier to get transportation services and even at very affordable prices. What is more
unexpected, online motorcycle taxi services are not limited as an alternative means of
transportation but also penetrate into the delivery service business (onlinedelivery order). In
17
other words, online technology has brought profound changes to human civilization and the
economy.
According to Kasali (2017) disruption is not Disruption only means the phenomenon
of today's change but also reflects the meaning of the phenomenon of tomorrow's change
(the future change). Christensen, a business administration expert from Harvard Business
School, explained that the era of disruption has disrupted or damaged pre-existing markets
but also encouraged the development of products or services that were unexpected by t h e
market, creating diverse consumers and having an impact on lower prices. Thus, the era of
disruption will continue to produce significant changes to respond to demands and needs.
Furthermore, Kasali (2017) added that changes in the era of disruption are essentially
not only in the way or strategy but also in the fundamental aspects of business. The domain
of the disruption era extends from cost structure, culture to industrial ideology. The
implication is that business management is no longer centered on individual ownership, but
becomes role sharing or collaboration or mutual cooperation. In the world of higher
education, we can see this disruption phenomenon from the development of collaborative
research between researchers from various disciplines and universities. Research is no longer
oriented towards problem solving but is encouraged to find potential problems and potential
economic value that can help society to anticipate various socio-economic and political
problems in the future.
Research Methods
This study is a literature review related to the challenges of higher education in the
Industry 4.0 era. The literature is explored in depth and discussed again in two sub-
discussions, namely first examining the challenges of the world of Higher Education in
United States in the Industry 4.0 era, and second about disruption in the Industry 4.0 era.
Results And Discussion
Facing various challenges and changes these challenges and changes, Higher
education continues to be challenged to continue to carry out its various roles, namely
education and teaching, development, and dissemination, as a repository of knowledge for
society. In this regard, there are at least three important things that need to be responded to.
First, universities must start implementing a hybrid teaching system. Here, universities must
be able to respond to the development of the role of technology. In this case, the application
18
of online learning or lecture technology, now known as Massive Open Online Courses
(MOOCs), should be considered. However, this way of learning and lecturing still cannot be
widely applied to subjects that require training in skills that depend on equipment in
laboratories or that require close communication with lecturers or supervisors in higher-level
and postgraduate courses attended by a small number of students. Secondly, it is necessary to
consider the establishment of an online lecture quality assurance agency. This institution can
be established among universities or by the government, which is tasked with providing
guarantees to the labor market regarding the ability of graduates to meet employment needs.
This kind of certification is needed, among others, if a student takes most of his academic
load from various sources. Third, organizing online dissemination of knowledge. In
dissemination, the type of knowledge delivered is very different from a lecture. In this case,
the material is prepared to shape students by equipping them with knowledge about practical
matters they face.
Referring to on There are five important elements that must be implemented to
encourage competitiveness in the global arena in the era of the Industrial Revolution 4.0,
namely the first preparation of a more innovative learning system in higher education such
as adjusting the learning curriculum, and improving student abilities in terms of data
Information Technology (IT), Operational Technology (OT), Internet of Things (IoT), and
Big Data Analytics, integrating physical, digital and human objects to produce competitive
and skilled college graduates, especially in the aspects of data literacy, technological literacy
and human literacy.
Second policy reconstruction higher education institutions that are adaptive and
responsive to the industrial revolution 4.0 in developing trans-disciplines and study
programs that are needed. In addition, the Cyber University program, such as a distance
learning lecture system, has begun to reduce the intensity of meetings between lecturers and
students. Cyber University is expected to be a solution for the nation's children in remote
areas to reach quality higher education. Third, the preparation of human resources,
especially lecturers, researchers and engineers who are responsive, adaptive and reliable to
face the industrial revolution 4.0. In addition, rejuvenation of infrastructure and facilities is
carried out to support the quality of education, research and innovation.
Fourth, breakthroughs in research and development that support the Industrial
19
Revolution 4.0 and the research and development ecosystem to improve the quality and
quantity of research and development in universities, R&D institutions, LPNK, industry, and
society. Fifth, innovation breakthroughs and strengthening the innovation system to increase
industrial productivity and increase technology-based start-up companies. Most importantly,
the mental revolution must start from education, considering that the role of education is
very strategic in shaping the mentality of the nation's children. The development of culture
and national character is realized through the realm of education (Kristiawan, 2015).
Conclusions
Based on the results of research obtained by researchers on the industrial revolution
4.0, it is declared as a disruptive era, which is an era of intense competition that can cause
the education system in United States to need changes to align with the education system in
developed countries and overcome the challenges of the world of education in the industrial
era 4.0. The challenges of the world of Higher Education in United States in this Industrial
era refer to the hope of having world-class universities and being able to survive and
develop according to the demands in the era of the industrial revolution 4.0.
Industrial Revolution 4.0
The Industrial Revolution 4.0 occurred when robots that are connected to computer
systems, equipped with machines learning algorithms that can learn and control the robot
itself without input from human operators is known as artificial intelligence (AI).
Furthermore, AI is connected to an internet-based society. In essence, the industrial
revolution 4.0 is the unification of the online world with the production industry, thus
becoming a digital industrial revolution (Xing and Marwala, 2016).
The Industrial Age 4.0 referred to in this paper is a term used to refer to an era in
which there is a combination of technologies that makes the physical, biological, and digital
dimensions difficult to distinguish (Scawab, 2016). The Industrial Age 4.0 is characterized
by massive digitalization and the use of artificial intelligence in various sectors of human
life, especially in the economic field (Scawab, 2016).
Disruption Era
Changes driven by innovations in science and technology can also occur in the world
of education, especially higher education. Developed countries, which have been the center
20
of scientific and technological development, have realized these changes. This condition
certainly needs to be addressed also in the higher education system in United States.
Disruptive changes subvert the prevailing system so that fundamental changes cannot
be ignored. This means that universities are also not free from the threat of being disrupted
if they do not immediately make changes and adjust their role in the world of education.
In fact, it is a battle between conventional taxis versus online taxis or conventional
ojek vs online ojek. The public never expected before that ojek/taxis, which are popularly
used by the public for the benefit of human mobility, have succeeded successfully enhanced
its usefulness with an internet-based application system. As a result, the public becomes
easier to get transportation services and even at very affordable prices. What is more
unexpected, online motorcycle taxi services are not limited as an alternative means of
transportation but also penetrate into the delivery service business (onlinedelivery order). In
other words, online technology has brought profound changes to human civilization and the
economy.
According to Kasali (2017) disruption is not Disruption only means the phenomenon
of today's change but also reflects the meaning of the phenomenon of tomorrow's change
(the future change). Christensen, a business administration expert from Harvard Business
School, explained that the era of disruption has disrupted or damaged pre-existing markets
but also encouraged the development of products or services that were unexpected by t h e
market, creating diverse consumers and having an impact on lower prices. Thus, the era of
disruption will continue to produce significant changes to respond to demands and needs.
Furthermore, Kasali (2017) added that changes in the era of disruption are essentially
not only in the way or strategy but also in the fundamental aspects of business. The domain
of the disruption era extends from cost structure, culture to industrial ideology. The
implication is that business management is no longer centered on individual ownership, but
becomes role sharing or collaboration or mutual cooperation. In the world of higher
education, we can see this disruption phenomenon from the development of collaborative
research between researchers from various disciplines and universities. Research is no longer
oriented towards problem solving but is encouraged to find potential problems and potential
economic value that can help society to anticipate various socio-economic and political
problems in the future.
21
Research Methods
This study is a literature review related to the challenges of higher education in the
Industry 4.0 era. The literature is explored in depth and discussed again in two sub-
discussions, namely first examining the challenges of the world of Higher Education in
United States in the Industry 4.0 era, and second about disruption in the Industry 4.0 era.
Results And Discussion
Facing various challenges and changes these challenges and changes, Higher
education continues to be challenged to continue to carry out its various roles, namely
education and teaching, development, and dissemination, as a repository of knowledge for
society. In this regard, there are at least three important things that need to be responded to.
First, universities must start implementing a hybrid teaching system. Here, universities must
be able to respond to the development of the role of technology. In this case, the application
of online learning or lecture technology, now known as Massive Open Online Courses
(MOOCs), should be considered. However, this way of learning and lecturing still cannot be
widely applied to subjects that require training in skills that depend on equipment in
laboratories or that require close communication with lecturers or supervisors in higher-level
and postgraduate courses attended by a small number of students. Secondly, it is necessary to
consider the establishment of an online lecture quality assurance agency. This institution can
be established among universities or by the government, which is tasked with providing
guarantees to the labor market regarding the ability of graduates to meet employment needs.
This kind of certification is needed, among others, if a student takes most of his academic
load from various sources. Third, organizing online dissemination of knowledge. In
dissemination, the type of knowledge delivered is very different from a lecture. In this case,
the material is prepared to shape students by equipping them with knowledge about practical
matters they face.
Referring to on There are five important elements that must be implemented to
encourage competitiveness in the global arena in the era of the Industrial Revolution 4.0,
namely the first preparation of a more innovative learning system in higher education such
as adjusting the learning curriculum, and improving student abilities in terms of data
Information Technology (IT), Operational Technology (OT), Internet of Things (IoT), and
Big Data Analytics, integrating physical, digital and human objects to produce competitive
22
and skilled college graduates, especially in the aspects of data literacy, technological literacy
and human literacy.
Second policy reconstruction higher education institutions that are adaptive and
responsive to the industrial revolution 4.0 in developing trans-disciplines and study
programs that are needed. In addition, the Cyber University program, such as a distance
learning lecture system, has begun to reduce the intensity of meetings between lecturers and
students. Cyber University is expected to be a solution for the nation's children in remote
areas to reach quality higher education. Third, the preparation of human resources,
especially lecturers, researchers and engineers who are responsive, adaptive and reliable to
face the industrial revolution 4.0. In addition, rejuvenation of infrastructure and facilities is
carried out to support the quality of education, research and innovation.
Fourth, breakthroughs in research and development that support the Industrial
Revolution 4.0 and the research and development ecosystem to improve the quality and
quantity of research and development in universities, R&D institutions, LPNK, industry, and
society. Fifth, innovation breakthroughs and strengthening the innovation system to increase
industrial productivity and increase technology-based start-up companies. Most importantly,
the mental revolution must start from education, considering that the role of education is
very strategic in shaping the mentality of the nation's children. The development of culture
and national character is realized through the realm of education (Kristiawan, 2015).
Conclusions
Based on the results of research obtained by researchers on the industrial revolution
4.0, it is declared as a disruptive era, which is an era of intense competition that can cause
the education system in United States to need changes to align with the education system in
developed countries and overcome the challenges of the world of education in the industrial
era 4.0. The challenges of the world of Higher Education in United States in this Industrial
era refer to the hope of having world-class universities and being able to survive and
develop according to the demands in the era of the industrial revolution 4.0.
Industrial Revolution 4.0
The Industrial Revolution 4.0 occurred when robots that are connected to computer
systems, equipped with machines learning algorithms that can learn and control the robot
23
itself without input from human operators is known as artificial intelligence (AI).
Furthermore, AI is connected to an internet-based society. In essence, the industrial
revolution 4.0 is the unification of the online world with the production industry, thus
becoming a digital industrial revolution (Xing and Marwala, 2016).
The Industrial Age 4.0 referred to in this paper is a term used to refer to an era in
which there is a combination of technologies that makes the physical, biological, and digital
dimensions difficult to distinguish (Scawab, 2016). The Industrial Age 4.0 is characterized
by massive digitalization and the use of artificial intelligence in various sectors of human
life, especially in the economic field (Scawab, 2016).
Disruption Era
Changes driven by innovations in science and technology can also occur in the world
of education, especially higher education. Developed countries, which have been the center
of scientific and technological development, have realized these changes. This condition
certainly needs to be addressed also in the higher education system in United States.
Disruptive changes subvert the prevailing system so that fundamental changes cannot
be ignored. This means that universities are also not free from the threat of being disrupted
if they do not immediately make changes and adjust their role in the world of education.
In fact, it is a battle between conventional taxis versus online taxis or conventional
ojek vs online ojek. The public never expected before that ojek/taxis, which are popularly
used by the public for the benefit of human mobility, have succeeded successfully enhanced
its usefulness with an internet-based application system. As a result, the public becomes
easier to get transportation services and even at very affordable prices. What is more
unexpected, online motorcycle taxi services are not limited as an alternative means of
transportation but also penetrate into the delivery service business (onlinedelivery order). In
other words, online technology has brought profound changes to human civilization and the
economy.
According to Kasali (2017) disruption is not Disruption only means the phenomenon
of today's change but also reflects the meaning of the phenomenon of tomorrow's change
(the future change). Christensen, a business administration expert from Harvard Business
School, explained that the era of disruption has disrupted or damaged pre-existing markets
24
but also encouraged the development of products or services that were unexpected by t h e
market, creating diverse consumers and having an impact on lower prices. Thus, the era of
disruption will continue to produce significant changes to respond to demands and needs.
Furthermore, Kasali (2017) added that changes in the era of disruption are essentially
not only in the way or strategy but also in the fundamental aspects of business. The domain
of the disruption era extends from cost structure, culture to industrial ideology. The
implication is that business management is no longer centered on individual ownership, but
becomes role sharing or collaboration or mutual cooperation. In the world of higher
education, we can see this disruption phenomenon from the development of collaborative
research between researchers from various disciplines and universities. Research is no longer
oriented towards problem solving but is encouraged to find potential problems and potential
economic value that can help society to anticipate various socio-economic and political
problems in the future.
Research Methods
This study is a literature review related to the challenges of higher education in the
Industry 4.0 era. The literature is explored in depth and discussed again in two sub-
discussions, namely first examining the challenges of the world of Higher Education in
United States in the Industry 4.0 era, and second about disruption in the Industry 4.0 era.
Results And Discussion
Facing various challenges and changes these challenges and changes, Higher
education continues to be challenged to continue to carry out its various roles, namely
education and teaching, development, and dissemination, as a repository of knowledge for
society. In this regard, there are at least three important things that need to be responded to.
First, universities must start implementing a hybrid teaching system. Here, universities must
be able to respond to the development of the role of technology. In this case, the application
of online learning or lecture technology, now known as Massive Open Online Courses
(MOOCs), should be considered. However, this way of learning and lecturing still cannot be
widely applied to subjects that require training in skills that depend on equipment in
laboratories or that require close communication with lecturers or supervisors in higher-level
and postgraduate courses attended by a small number of students. Secondly, it is necessary to
consider the establishment of an online lecture quality assurance agency. This institution can
25
be established among universities or by the government, which is tasked with providing
guarantees to the labor market regarding the ability of graduates to meet employment needs.
This kind of certification is needed, among others, if a student takes most of his academic
load from various sources. Third, organizing online dissemination of knowledge. In
dissemination, the type of knowledge delivered is very different from a lecture. In this case,
the material is prepared to shape students by equipping them with knowledge about practical
matters they face.
Referring to on There are five important elements that must be implemented to
encourage competitiveness in the global arena in the era of the Industrial Revolution 4.0,
namely the first preparation of a more innovative learning system in higher education such
as adjusting the learning curriculum, and improving student abilities in terms of data
Information Technology (IT), Operational Technology (OT), Internet of Things (IoT), and
Big Data Analytics, integrating physical, digital and human objects to produce competitive
and skilled college graduates, especially in the aspects of data literacy, technological literacy
and human literacy.
Second policy reconstruction higher education institutions that are adaptive and
responsive to the industrial revolution 4.0 in developing trans-disciplines and study
programs that are needed. In addition, the Cyber University program, such as a distance
learning lecture system, has begun to reduce the intensity of meetings between lecturers and
students. Cyber University is expected to be a solution for the nation's children in remote
areas to reach quality higher education. Third, the preparation of human resources,
especially lecturers, researchers and engineers who are responsive, adaptive and reliable to
face the industrial revolution 4.0. In addition, rejuvenation of infrastructure and facilities is
carried out to support the quality of education, research and innovation.
Fourth, breakthroughs in research and development that support the Industrial
Revolution 4.0 and the research and development ecosystem to improve the quality and
quantity of research and development in universities, R&D institutions, LPNK, industry, and
society. Fifth, innovation breakthroughs and strengthening the innovation system to increase
industrial productivity and increase technology-based start-up companies. Most importantly,
the mental revolution must start from education, considering that the role of education is
very strategic in shaping the mentality of the nation's children. The development of culture
26
and national character is realized through the realm of education (Kristiawan, 2015).
Conclusions
Based on the results of research obtained by researchers on the industrial revolution
4.0, it is declared as a disruptive era, which is an era of intense competition that can cause
the education system in United States to need changes to align with the education system in
developed countries and overcome the challenges of the world of education in the industrial
era 4.0. The challenges of the world of Higher Education in United States in this Industrial
era refer to the hope of having world-class universities and being able to survive and
develop according to the demands in the era of the industrial revolution 4.0.
Industrial Revolution 4.0
The Industrial Revolution 4.0 occurred when robots that are connected to computer
systems, equipped with machines learning algorithms that can learn and control the robot
itself without input from human operators is known as artificial intelligence (AI).
Furthermore, AI is connected to an internet-based society. In essence, the industrial
revolution 4.0 is the unification of the online world with the production industry, thus
becoming a digital industrial revolution (Xing and Marwala, 2016).
The Industrial Age 4.0 referred to in this paper is a term used to refer to an era in
which there is a combination of technologies that makes the physical, biological, and digital
dimensions difficult to distinguish (Scawab, 2016). The Industrial Age 4.0 is characterized
by massive digitalization and the use of artificial intelligence in various sectors of human
life, especially in the economic field (Scawab, 2016).
Disruption Era
Changes driven by innovations in science and technology can also occur in the world
of education, especially higher education. Developed countries, which have been the center
of scientific and technological development, have realized these changes. This condition
certainly needs to be addressed also in the higher education system in United States.
Disruptive changes subvert the prevailing system so that fundamental changes cannot
be ignored. This means that universities are also not free from the threat of being disrupted
if they do not immediately make changes and adjust their role in the world of education.
27
In fact, it is a battle between conventional taxis versus online taxis or conventional
ojek vs online ojek. The public never expected before that ojek/taxis, which are popularly
used by the public for the benefit of human mobility, have succeeded successfully enhanced
its usefulness with an internet-based application system. As a result, the public becomes
easier to get transportation services and even at very affordable prices. What is more
unexpected, online motorcycle taxi services are not limited as an alternative means of
transportation but also penetrate into the delivery service business (onlinedelivery order). In
other words, online technology has brought profound changes to human civilization and the
economy.
According to Kasali (2017) disruption is not Disruption only means the phenomenon
of today's change but also reflects the meaning of the phenomenon of tomorrow's change
(the future change). Christensen, a business administration expert from Harvard Business
School, explained that the era of disruption has disrupted or damaged pre-existing markets
but also encouraged the development of products or services that were unexpected by t h e
market, creating diverse consumers and having an impact on lower prices. Thus, the era of
disruption will continue to produce significant changes to respond to demands and needs.
Furthermore, Kasali (2017) added that changes in the era of disruption are essentially
not only in the way or strategy but also in the fundamental aspects of business. The domain
of the disruption era extends from cost structure, culture to industrial ideology. The
implication is that business management is no longer centered on individual ownership, but
becomes role sharing or collaboration or mutual cooperation. In the world of higher
education, we can see this disruption phenomenon from the development of collaborative
research between researchers from various disciplines and universities. Research is no longer
oriented towards problem solving but is encouraged to find potential problems and potential
economic value that can help society to anticipate various socio-economic and political
problems in the future.
Research Methods
This study is a literature review related to the challenges of higher education in the
Industry 4.0 era. The literature is explored in depth and discussed again in two sub-
discussions, namely first examining the challenges of the world of Higher Education in
United States in the Industry 4.0 era, and second about disruption in the Industry 4.0 era.
28
Results And Discussion
Facing various challenges and changes these challenges and changes, Higher
education continues to be challenged to continue to carry out its various roles, namely
education and teaching, development, and dissemination, as a repository of knowledge for
society. In this regard, there are at least three important things that need to be responded to.
First, universities must start implementing a hybrid teaching system. Here, universities must
be able to respond to the development of the role of technology. In this case, the application
of online learning or lecture technology, now known as Massive Open Online Courses
(MOOCs), should be considered. However, this way of learning and lecturing still cannot be
widely applied to subjects that require training in skills that depend on equipment in
laboratories or that require close communication with lecturers or supervisors in higher-level
and postgraduate courses attended by a small number of students. Secondly, it is necessary to
consider the establishment of an online lecture quality assurance agency. This institution can
be established among universities or by the government, which is tasked with providing
guarantees to the labor market regarding the ability of graduates to meet employment needs.
This kind of certification is needed, among others, if a student takes most of his academic
load from various sources. Third, organizing online dissemination of knowledge. In
dissemination, the type of knowledge delivered is very different from a lecture. In this case,
the material is prepared to shape students by equipping them with knowledge about practical
matters they face.
Referring to on There are five important elements that must be implemented to
encourage competitiveness in the global arena in the era of the Industrial Revolution 4.0,
namely the first preparation of a more innovative learning system in higher education such
as adjusting the learning curriculum, and improving student abilities in terms of data
Information Technology (IT), Operational Technology (OT), Internet of Things (IoT), and
Big Data Analytics, integrating physical, digital and human objects to produce competitive
and skilled college graduates, especially in the aspects of data literacy, technological literacy
and human literacy.
Second policy reconstruction higher education institutions that are adaptive and
responsive to the industrial revolution 4.0 in developing trans-disciplines and study
programs that are needed. In addition, the Cyber University program, such as a distance
29
learning lecture system, has begun to reduce the intensity of meetings between lecturers and
students. Cyber University is expected to be a solution for the nation's children in remote
areas to reach quality higher education. Third, the preparation of human resources,
especially lecturers, researchers and engineers who are responsive, adaptive and reliable to
face the industrial revolution 4.0. In addition, rejuvenation of infrastructure and facilities is
carried out to support the quality of education, research and innovation.
Fourth, breakthroughs in research and development that support the Industrial
Revolution 4.0 and the research and development ecosystem to improve the quality and
quantity of research and development in universities, R&D institutions, LPNK, industry, and
society. Fifth, innovation breakthroughs and strengthening the innovation system to increase
industrial productivity and increase technology-based start-up companies. Most importantly,
the mental revolution must start from education, considering that the role of education is
very strategic in shaping the mentality of the nation's children. The development of culture
and national character is realized through the realm of education (Kristiawan, 2015).
Conclusions
Based on the results of research obtained by researchers on the industrial revolution
4.0, it is declared as a disruptive era, which is an era of intense competition that can cause
the education system in United States to need changes to align with the education system in
developed countries and overcome the challenges of the world of education in the industrial
era 4.0. The challenges of the world of Higher Education in United States in this Industrial
era refer to the hope of having world-class universities and being able to survive and
develop according to the demands in the era of the industrial revolution 4.0.
Industrial Revolution 4.0
The Industrial Revolution 4.0 occurred when robots that are connected to computer
systems, equipped with machines learning algorithms that can learn and control the robot
itself without input from human operators is known as artificial intelligence (AI).
Furthermore, AI is connected to an internet-based society. In essence, the industrial
revolution 4.0 is the unification of the online world with the production industry, thus
becoming a digital industrial revolution (Xing and Marwala, 2016).
The Industrial Age 4.0 referred to in this paper is a term used to refer to an era in
30
which there is a combination of technologies that makes the physical, biological, and digital
dimensions difficult to distinguish (Scawab, 2016). The Industrial Age 4.0 is characterized
by massive digitalization and the use of artificial intelligence in various sectors of human
life, especially in the economic field (Scawab, 2016).
Disruption Era
Changes driven by innovations in science and technology can also occur in the world
of education, especially higher education. Developed countries, which have been the center
of scientific and technological development, have realized these changes. This condition
certainly needs to be addressed also in the higher education system in United States.
Disruptive changes subvert the prevailing system so that fundamental changes cannot
be ignored. This means that universities are also not free from the threat of being disrupted
if they do not immediately make changes and adjust their role in the world of education.
In fact, it is a battle between conventional taxis versus online taxis or conventional
ojek vs online ojek. The public never expected before that ojek/taxis, which are popularly
used by the public for the benefit of human mobility, have succeeded successfully enhanced
its usefulness with an internet-based application system. As a result, the public becomes
easier to get transportation services and even at very affordable prices. What is more
unexpected, online motorcycle taxi services are not limited as an alternative means of
transportation but also penetrate into the delivery service business (onlinedelivery order). In
other words, online technology has brought profound changes to human civilization and the
economy.
According to Kasali (2017) disruption is not Disruption only means the phenomenon
of today's change but also reflects the meaning of the phenomenon of tomorrow's change
(the future change). Christensen, a business administration expert from Harvard Business
School, explained that the era of disruption has disrupted or damaged pre-existing markets
but also encouraged the development of products or services that were unexpected by t h e
market, creating diverse consumers and having an impact on lower prices. Thus, the era of
disruption will continue to produce significant changes to respond to demands and needs.
Furthermore, Kasali (2017) added that changes in the era of disruption are essentially
not only in the way or strategy but also in the fundamental aspects of business. The domain
31
of the disruption era extends from cost structure, culture to industrial ideology. The
implication is that business management is no longer centered on individual ownership, but
becomes role sharing or collaboration or mutual cooperation. In the world of higher
education, we can see this disruption phenomenon from the development of collaborative
research between researchers from various disciplines and universities. Research is no longer
oriented towards problem solving but is encouraged to find potential problems and potential
economic value that can help society to anticipate various socio-economic and political
problems in the future.
Research Methods
This study is a literature review related to the challenges of higher education in the
Industry 4.0 era. The literature is explored in depth and discussed again in two sub-
discussions, namely first examining the challenges of the world of Higher Education in
United States in the Industry 4.0 era, and second about disruption in the Industry 4.0 era.
Results And Discussion
Facing various challenges and changes these challenges and changes, Higher
education continues to be challenged to continue to carry out its various roles, namely
education and teaching, development, and dissemination, as a repository of knowledge for
society. In this regard, there are at least three important things that need to be responded to.
First, universities must start implementing a hybrid teaching system. Here, universities must
be able to respond to the development of the role of technology. In this case, the application
of online learning or lecture technology, now known as Massive Open Online Courses
(MOOCs), should be considered. However, this way of learning and lecturing still cannot be
widely applied to subjects that require training in skills that depend on equipment in
laboratories or that require close communication with lecturers or supervisors in higher-level
and postgraduate courses attended by a small number of students. Secondly, it is necessary to
consider the establishment of an online lecture quality assurance agency. This institution can
be established among universities or by the government, which is tasked with providing
guarantees to the labor market regarding the ability of graduates to meet employment needs.
This kind of certification is needed, among others, if a student takes most of his academic
load from various sources. Third, organizing online dissemination of knowledge. In
dissemination, the type of knowledge delivered is very different from a lecture. In this case,
the material is prepared to shape students by equipping them with knowledge about practical
32
matters they face.
Referring to on There are five important elements that must be implemented to
encourage competitiveness in the global arena in the era of the Industrial Revolution 4.0,
namely the first preparation of a more innovative learning system in higher education such
as adjusting the learning curriculum, and improving student abilities in terms of data
Information Technology (IT), Operational Technology (OT), Internet of Things (IoT), and
Big Data Analytics, integrating physical, digital and human objects to produce competitive
and skilled college graduates, especially in the aspects of data literacy, technological literacy
and human literacy.
Second policy reconstruction higher education institutions that are adaptive and
responsive to the industrial revolution 4.0 in developing trans-disciplines and study
programs that are needed. In addition, the Cyber University program, such as a distance
learning lecture system, has begun to reduce the intensity of meetings between lecturers and
students. Cyber University is expected to be a solution for the nation's children in remote
areas to reach quality higher education. Third, the preparation of human resources,
especially lecturers, researchers and engineers who are responsive, adaptive and reliable to
face the industrial revolution 4.0. In addition, rejuvenation of infrastructure and facilities is
carried out to support the quality of education, research and innovation.
Fourth, breakthroughs in research and development that support the Industrial
Revolution 4.0 and the research and development ecosystem to improve the quality and
quantity of research and development in universities, R&D institutions, LPNK, industry, and
society. Fifth, innovation breakthroughs and strengthening the innovation system to increase
industrial productivity and increase technology-based start-up companies. Most importantly,
the mental revolution must start from education, considering that the role of education is
very strategic in shaping the mentality of the nation's children. The development of culture
and national character is realized through the realm of education (Kristiawan, 2015).
Conclusions
Based on the results of research obtained by researchers on the industrial revolution
4.0, it is declared as a disruptive era, which is an era of intense competition that can cause
the education system in United States to need changes to align with the education system in
33
developed countries and overcome the challenges of the world of education in the industrial
era 4.0. The challenges of the world of Higher Education in United States in this Industrial
era refer to the hope of having world-class universities and being able to survive and
develop according to the demands in the era of the industrial revolution 4.0.
Industrial Revolution 4.0
The Industrial Revolution 4.0 occurred when robots that are connected to computer
systems, equipped with machines learning algorithms that can learn and control the robot
itself without input from human operators is known as artificial intelligence (AI).
Furthermore, AI is connected to an internet-based society. In essence, the industrial
revolution 4.0 is the unification of the online world with the production industry, thus
becoming a digital industrial revolution (Xing and Marwala, 2016).
The Industrial Age 4.0 referred to in this paper is a term used to refer to an era in
which there is a combination of technologies that makes the physical, biological, and digital
dimensions difficult to distinguish (Scawab, 2016). The Industrial Age 4.0 is characterized
by massive digitalization and the use of artificial intelligence in various sectors of human
life, especially in the economic field (Scawab, 2016).
Disruption Era
Changes driven by innovations in science and technology can also occur in the world
of education, especially higher education. Developed countries, which have been the center
of scientific and technological development, have realized these changes. This condition
certainly needs to be addressed also in the higher education system in United States.
Disruptive changes subvert the prevailing system so that fundamental changes cannot
be ignored. This means that universities are also not free from the threat of being disrupted
if they do not immediately make changes and adjust their role in the world of education.
In fact, it is a battle between conventional taxis versus online taxis or conventional
ojek vs online ojek. The public never expected before that ojek/taxis, which are popularly
used by the public for the benefit of human mobility, have succeeded successfully enhanced
its usefulness with an internet-based application system. As a result, the public becomes
easier to get transportation services and even at very affordable prices. What is more
34
unexpected, online motorcycle taxi services are not limited as an alternative means of
transportation but also penetrate into the delivery service business (onlinedelivery order). In
other words, online technology has brought profound changes to human civilization and the
economy.
According to Kasali (2017) disruption is not Disruption only means the phenomenon
of today's change but also reflects the meaning of the phenomenon of tomorrow's change
(the future change). Christensen, a business administration expert from Harvard Business
School, explained that the era of disruption has disrupted or damaged pre-existing markets
but also encouraged the development of products or services that were unexpected by t h e
market, creating diverse consumers and having an impact on lower prices. Thus, the era of
disruption will continue to produce significant changes to respond to demands and needs.
Furthermore, Kasali (2017) added that changes in the era of disruption are essentially
not only in the way or strategy but also in the fundamental aspects of business. The domain
of the disruption era extends from cost structure, culture to industrial ideology. The
implication is that business management is no longer centered on individual ownership, but
becomes role sharing or collaboration or mutual cooperation. In the world of higher
education, we can see this disruption phenomenon from the development of collaborative
research between researchers from various disciplines and universities. Research is no longer
oriented towards problem solving but is encouraged to find potential problems and potential
economic value that can help society to anticipate various socio-economic and political
problems in the future.
Research Methods
This study is a literature review related to the challenges of higher education in the
Industry 4.0 era. The literature is explored in depth and discussed again in two sub-
discussions, namely first examining the challenges of the world of Higher Education in
United States in the Industry 4.0 era, and second about disruption in the Industry 4.0 era.
Results And Discussion
Facing various challenges and changes these challenges and changes, Higher
education continues to be challenged to continue to carry out its various roles, namely
education and teaching, development, and dissemination, as a repository of knowledge for
society. In this regard, there are at least three important things that need to be responded to.
35
First, universities must start implementing a hybrid teaching system. Here, universities must
be able to respond to the development of the role of technology. In this case, the application
of online learning or lecture technology, now known as Massive Open Online Courses
(MOOCs), should be considered. However, this way of learning and lecturing still cannot be
widely applied to subjects that require training in skills that depend on equipment in
laboratories or that require close communication with lecturers or supervisors in higher-level
and postgraduate courses attended by a small number of students. Secondly, it is necessary to
consider the establishment of an online lecture quality assurance agency. This institution can
be established among universities or by the government, which is tasked with providing
guarantees to the labor market regarding the ability of graduates to meet employment needs.
This kind of certification is needed, among others, if a student takes most of his academic
load from various sources. Third, organizing online dissemination of knowledge. In
dissemination, the type of knowledge delivered is very different from a lecture. In this case,
the material is prepared to shape students by equipping them with knowledge about practical
matters they face.
Referring to on There are five important elements that must be implemented to
encourage competitiveness in the global arena in the era of the Industrial Revolution 4.0,
namely the first preparation of a more innovative learning system in higher education such
as adjusting the learning curriculum, and improving student abilities in terms of data
Information Technology (IT), Operational Technology (OT), Internet of Things (IoT), and
Big Data Analytics, integrating physical, digital and human objects to produce competitive
and skilled college graduates, especially in the aspects of data literacy, technological literacy
and human literacy.
Second policy reconstruction higher education institutions that are adaptive and
responsive to the industrial revolution 4.0 in developing trans-disciplines and study
programs that are needed. In addition, the Cyber University program, such as a distance
learning lecture system, has begun to reduce the intensity of meetings between lecturers and
students. Cyber University is expected to be a solution for the nation's children in remote
areas to reach quality higher education. Third, the preparation of human resources,
especially lecturers, researchers and engineers who are responsive, adaptive and reliable to
face the industrial revolution 4.0. In addition, rejuvenation of infrastructure and facilities is
carried out to support the quality of education, research and innovation.
36
Fourth, breakthroughs in research and development that support the Industrial
Revolution 4.0 and the research and development ecosystem to improve the quality and
quantity of research and development in universities, R&D institutions, LPNK, industry, and
society. Fifth, innovation breakthroughs and strengthening the innovation system to increase
industrial productivity and increase technology-based start-up companies. Most importantly,
the mental revolution must start from education, considering that the role of education is
very strategic in shaping the mentality of the nation's children. The development of culture
and national character is realized through the realm of education (Kristiawan, 2015).
Conclusions
Based on the results of research obtained by researchers on the industrial revolution
4.0, it is declared as a disruptive era, which is an era of intense competition that can cause
the education system in United States to need changes to align with the education system in
developed countries and overcome the challenges of the world of education in the industrial
era 4.0. The challenges of the world of Higher Education in United States in this Industrial
era refer to the hope of having world-class universities and being able to survive and
develop according to the demands in the era of the industrial revolution 4.0.
Industrial Revolution 4.0
The Industrial Revolution 4.0 occurred when robots that are connected to computer
systems, equipped with machines learning algorithms that can learn and control the robot
itself without input from human operators is known as artificial intelligence (AI).
Furthermore, AI is connected to an internet-based society. In essence, the industrial
revolution 4.0 is the unification of the online world with the production industry, thus
becoming a digital industrial revolution (Xing and Marwala, 2016).
The Industrial Age 4.0 referred to in this paper is a term used to refer to an era in
which there is a combination of technologies that makes the physical, biological, and digital
dimensions difficult to distinguish (Scawab, 2016). The Industrial Age 4.0 is characterized
by massive digitalization and the use of artificial intelligence in various sectors of human
life, especially in the economic field (Scawab, 2016).
Disruption Era
37
Changes driven by innovations in science and technology can also occur in the world
of education, especially higher education. Developed countries, which have been the center
of scientific and technological development, have realized these changes. This condition
certainly needs to be addressed also in the higher education system in United States.
Disruptive changes subvert the prevailing system so that fundamental changes cannot
be ignored. This means that universities are also not free from the threat of being disrupted
if they do not immediately make changes and adjust their role in the world of education.
In fact, it is a battle between conventional taxis versus online taxis or conventional
ojek vs online ojek. The public never expected before that ojek/taxis, which are popularly
used by the public for the benefit of human mobility, have succeeded successfully enhanced
its usefulness with an internet-based application system. As a result, the public becomes
easier to get transportation services and even at very affordable prices. What is more
unexpected, online motorcycle taxi services are not limited as an alternative means of
transportation but also penetrate into the delivery service business (onlinedelivery order). In
other words, online technology has brought profound changes to human civilization and the
economy.
According to Kasali (2017) disruption is not Disruption only means the phenomenon
of today's change but also reflects the meaning of the phenomenon of tomorrow's change
(the future change). Christensen, a business administration expert from Harvard Business
School, explained that the era of disruption has disrupted or damaged pre-existing markets
but also encouraged the development of products or services that were unexpected by t h e
market, creating diverse consumers and having an impact on lower prices. Thus, the era of
disruption will continue to produce significant changes to respond to demands and needs.
Furthermore, Kasali (2017) added that changes in the era of disruption are essentially
not only in the way or strategy but also in the fundamental aspects of business. The domain
of the disruption era extends from cost structure, culture to industrial ideology. The
implication is that business management is no longer centered on individual ownership, but
becomes role sharing or collaboration or mutual cooperation. In the world of higher
education, we can see this disruption phenomenon from the development of collaborative
research between researchers from various disciplines and universities. Research is no longer
oriented towards problem solving but is encouraged to find potential problems and potential
38
economic value that can help society to anticipate various socio-economic and political
problems in the future.
Research Methods
This study is a literature review related to the challenges of higher education in the
Industry 4.0 era. The literature is explored in depth and discussed again in two sub-
discussions, namely first examining the challenges of the world of Higher Education in
United States in the Industry 4.0 era, and second about disruption in the Industry 4.0 era.
Results And Discussion
Facing various challenges and changes these challenges and changes, Higher
education continues to be challenged to continue to carry out its various roles, namely
education and teaching, development, and dissemination, as a repository of knowledge for
society. In this regard, there are at least three important things that need to be responded to.
First, universities must start implementing a hybrid teaching system. Here, universities must
be able to respond to the development of the role of technology. In this case, the application
of online learning or lecture technology, now known as Massive Open Online Courses
(MOOCs), should be considered. However, this way of learning and lecturing still cannot be
widely applied to subjects that require training in skills that depend on equipment in
laboratories or that require close communication with lecturers or supervisors in higher-level
and postgraduate courses attended by a small number of students. Secondly, it is necessary to
consider the establishment of an online lecture quality assurance agency. This institution can
be established among universities or by the government, which is tasked with providing
guarantees to the labor market regarding the ability of graduates to meet employment needs.
This kind of certification is needed, among others, if a student takes most of his academic
load from various sources. Third, organizing online dissemination of knowledge. In
dissemination, the type of knowledge delivered is very different from a lecture. In this case,
the material is prepared to shape students by equipping them with knowledge about practical
matters they face.
Referring to on There are five important elements that must be implemented to
encourage competitiveness in the global arena in the era of the Industrial Revolution 4.0,
namely the first preparation of a more innovative learning system in higher education such
as adjusting the learning curriculum, and improving student abilities in terms of data
39
Information Technology (IT), Operational Technology (OT), Internet of Things (IoT), and
Big Data Analytics, integrating physical, digital and human objects to produce competitive
and skilled college graduates, especially in the aspects of data literacy, technological literacy
and human literacy.
Second policy reconstruction higher education institutions that are adaptive and
responsive to the industrial revolution 4.0 in developing trans-disciplines and study
programs that are needed. In addition, the Cyber University program, such as a distance
learning lecture system, has begun to reduce the intensity of meetings between lecturers and
students. Cyber University is expected to be a solution for the nation's children in remote
areas to reach quality higher education. Third, the preparation of human resources,
especially lecturers, researchers and engineers who are responsive, adaptive and reliable to
face the industrial revolution 4.0. In addition, rejuvenation of infrastructure and facilities is
carried out to support the quality of education, research and innovation.
Fourth, breakthroughs in research and development that support the Industrial
Revolution 4.0 and the research and development ecosystem to improve the quality and
quantity of research and development in universities, R&D institutions, LPNK, industry, and
society. Fifth, innovation breakthroughs and strengthening the innovation system to increase
industrial productivity and increase technology-based start-up companies. Most importantly,
the mental revolution must start from education, considering that the role of education is
very strategic in shaping the mentality of the nation's children. The development of culture
and national character is realized through the realm of education (Kristiawan, 2015).
Conclusions
Based on the results of research obtained by researchers on the industrial revolution
4.0, it is declared as a disruptive era, which is an era of intense competition that can cause
the education system in United States to need changes to align with the education system in
developed countries and overcome the challenges of the world of education in the industrial
era 4.0. The challenges of the world of Higher Education in United States in this Industrial
era refer to the hope of having world-class universities and being able to survive and
develop according to the demands in the era of the industrial revolution 4.0.
Industrial Revolution 4.0
40
The Industrial Revolution 4.0 occurred when robots that are connected to computer
systems, equipped with machines learning algorithms that can learn and control the robot
itself without input from human operators is known as artificial intelligence (AI).
Furthermore, AI is connected to an internet-based society. In essence, the industrial
revolution 4.0 is the unification of the online world with the production industry, thus
becoming a digital industrial revolution (Xing and Marwala, 2016).
The Industrial Age 4.0 referred to in this paper is a term used to refer to an era in
which there is a combination of technologies that makes the physical, biological, and digital
dimensions difficult to distinguish (Scawab, 2016). The Industrial Age 4.0 is characterized
by massive digitalization and the use of artificial intelligence in various sectors of human
life, especially in the economic field (Scawab, 2016).
Disruption Era
Changes driven by innovations in science and technology can also occur in the world
of education, especially higher education. Developed countries, which have been the center
of scientific and technological development, have realized these changes. This condition
certainly needs to be addressed also in the higher education system in United States.
Disruptive changes subvert the prevailing system so that fundamental changes cannot
be ignored. This means that universities are also not free from the threat of being disrupted
if they do not immediately make changes and adjust their role in the world of education.
In fact, it is a battle between conventional taxis versus online taxis or conventional
ojek vs online ojek. The public never expected before that ojek/taxis, which are popularly
used by the public for the benefit of human mobility, have succeeded successfully enhanced
its usefulness with an internet-based application system. As a result, the public becomes
easier to get transportation services and even at very affordable prices. What is more
unexpected, online motorcycle taxi services are not limited as an alternative means of
transportation but also penetrate into the delivery service business (onlinedelivery order). In
other words, online technology has brought profound changes to human civilization and the
economy.
According to Kasali (2017) disruption is not Disruption only means the phenomenon
of today's change but also reflects the meaning of the phenomenon of tomorrow's change
41
(the future change). Christensen, a business administration expert from Harvard Business
School, explained that the era of disruption has disrupted or damaged pre-existing markets
but also encouraged the development of products or services that were unexpected by t h e
market, creating diverse consumers and having an impact on lower prices. Thus, the era of
disruption will continue to produce significant changes to respond to demands and needs.
Furthermore, Kasali (2017) added that changes in the era of disruption are essentially
not only in the way or strategy but also in the fundamental aspects of business. The domain
of the disruption era extends from cost structure, culture to industrial ideology. The
implication is that business management is no longer centered on individual ownership, but
becomes role sharing or collaboration or mutual cooperation. In the world of higher
education, we can see this disruption phenomenon from the development of collaborative
research between researchers from various disciplines and universities. Research is no longer
oriented towards problem solving but is encouraged to find potential problems and potential
economic value that can help society to anticipate various socio-economic and political
problems in the future.
Research Methods
This study is a literature review related to the challenges of higher education in the
Industry 4.0 era. The literature is explored in depth and discussed again in two sub-
discussions, namely first examining the challenges of the world of Higher Education in
United States in the Industry 4.0 era, and second about disruption in the Industry 4.0 era.
Results And Discussion
Facing various challenges and changes these challenges and changes, Higher
education continues to be challenged to continue to carry out its various roles, namely
education and teaching, development, and dissemination, as a repository of knowledge for
society. In this regard, there are at least three important things that need to be responded to.
First, universities must start implementing a hybrid teaching system. Here, universities must
be able to respond to the development of the role of technology. In this case, the application
of online learning or lecture technology, now known as Massive Open Online Courses
(MOOCs), should be considered. However, this way of learning and lecturing still cannot be
widely applied to subjects that require training in skills that depend on equipment in
laboratories or that require close communication with lecturers or supervisors in higher-level
42
and postgraduate courses attended by a small number of students. Secondly, it is necessary to
consider the establishment of an online lecture quality assurance agency. This institution can
be established among universities or by the government, which is tasked with providing
guarantees to the labor market regarding the ability of graduates to meet employment needs.
This kind of certification is needed, among others, if a student takes most of his academic
load from various sources. Third, organizing online dissemination of knowledge. In
dissemination, the type of knowledge delivered is very different from a lecture. In this case,
the material is prepared to shape students by equipping them with knowledge about practical
matters they face.
Referring to on There are five important elements that must be implemented to
encourage competitiveness in the global arena in the era of the Industrial Revolution 4.0,
namely the first preparation of a more innovative learning system in higher education such
as adjusting the learning curriculum, and improving student abilities in terms of data
Information Technology (IT), Operational Technology (OT), Internet of Things (IoT), and
Big Data Analytics, integrating physical, digital and human objects to produce competitive
and skilled college graduates, especially in the aspects of data literacy, technological literacy
and human literacy.
Second policy reconstruction higher education institutions that are adaptive and
responsive to the industrial revolution 4.0 in developing trans-disciplines and study
programs that are needed. In addition, the Cyber University program, such as a distance
learning lecture system, has begun to reduce the intensity of meetings between lecturers and
students. Cyber University is expected to be a solution for the nation's children in remote
areas to reach quality higher education. Third, the preparation of human resources,
especially lecturers, researchers and engineers who are responsive, adaptive and reliable to
face the industrial revolution 4.0. In addition, rejuvenation of infrastructure and facilities is
carried out to support the quality of education, research and innovation.
Fourth, breakthroughs in research and development that support the Industrial
Revolution 4.0 and the research and development ecosystem to improve the quality and
quantity of research and development in universities, R&D institutions, LPNK, industry, and
society. Fifth, innovation breakthroughs and strengthening the innovation system to increase
industrial productivity and increase technology-based start-up companies. Most importantly,
43
the mental revolution must start from education, considering that the role of education is
very strategic in shaping the mentality of the nation's children. The development of culture
and national character is realized through the realm of education (Kristiawan, 2015).
Conclusions
Based on the results of research obtained by researchers on the industrial revolution
4.0, it is declared as a disruptive era, which is an era of intense competition that can cause
the education system in United States to need changes to align with the education system in
developed countries and overcome the challenges of the world of education in the industrial
era 4.0. The challenges of the world of Higher Education in United States in this Industrial
era refer to the hope of having world-class universities and being able to survive and
develop according to the demands in the era of the industrial revolution 4.0.
Industrial Revolution 4.0
The Industrial Revolution 4.0 occurred when robots that are connected to computer
systems, equipped with machines learning algorithms that can learn and control the robot
itself without input from human operators is known as artificial intelligence (AI).
Furthermore, AI is connected to an internet-based society. In essence, the industrial
revolution 4.0 is the unification of the online world with the production industry, thus
becoming a digital industrial revolution (Xing and Marwala, 2016).
The Industrial Age 4.0 referred to in this paper is a term used to refer to an era in
which there is a combination of technologies that makes the physical, biological, and digital
dimensions difficult to distinguish (Scawab, 2016). The Industrial Age 4.0 is characterized
by massive digitalization and the use of artificial intelligence in various sectors of human
life, especially in the economic field (Scawab, 2016).
Disruption Era
Changes driven by innovations in science and technology can also occur in the world
of education, especially higher education. Developed countries, which have been the center
of scientific and technological development, have realized these changes. This condition
certainly needs to be addressed also in the higher education system in United States.
Disruptive changes subvert the prevailing system so that fundamental changes cannot
44
be ignored. This means that universities are also not free from the threat of being disrupted
if they do not immediately make changes and adjust their role in the world of education.
In fact, it is a battle between conventional taxis versus online taxis or conventional
ojek vs online ojek. The public never expected before that ojek/taxis, which are popularly
used by the public for the benefit of human mobility, have succeeded successfully enhanced
its usefulness with an internet-based application system. As a result, the public becomes
easier to get transportation services and even at very affordable prices. What is more
unexpected, online motorcycle taxi services are not limited as an alternative means of
transportation but also penetrate into the delivery service business (onlinedelivery order). In
other words, online technology has brought profound changes to human civilization and the
economy.
According to Kasali (2017) disruption is not Disruption only means the phenomenon
of today's change but also reflects the meaning of the phenomenon of tomorrow's change
(the future change). Christensen, a business administration expert from Harvard Business
School, explained that the era of disruption has disrupted or damaged pre-existing markets
but also encouraged the development of products or services that were unexpected by t h e
market, creating diverse consumers and having an impact on lower prices. Thus, the era of
disruption will continue to produce significant changes to respond to demands and needs.
Furthermore, Kasali (2017) added that changes in the era of disruption are essentially
not only in the way or strategy but also in the fundamental aspects of business. The domain
of the disruption era extends from cost structure, culture to industrial ideology. The
implication is that business management is no longer centered on individual ownership, but
becomes role sharing or collaboration or mutual cooperation. In the world of higher
education, we can see this disruption phenomenon from the development of collaborative
research between researchers from various disciplines and universities. Research is no longer
oriented towards problem solving but is encouraged to find potential problems and potential
economic value that can help society to anticipate various socio-economic and political
problems in the future.
Research Methods
This study is a literature review related to the challenges of higher education in the
Industry 4.0 era. The literature is explored in depth and discussed again in two sub-
45
discussions, namely first examining the challenges of the world of Higher Education in
United States in the Industry 4.0 era, and second about disruption in the Industry 4.0 era.
Results And Discussion
Facing various challenges and changes these challenges and changes, Higher
education continues to be challenged to continue to carry out its various roles, namely
education and teaching, development, and dissemination, as a repository of knowledge for
society. In this regard, there are at least three important things that need to be responded to.
First, universities must start implementing a hybrid teaching system. Here, universities must
be able to respond to the development of the role of technology. In this case, the application
of online learning or lecture technology, now known as Massive Open Online Courses
(MOOCs), should be considered. However, this way of learning and lecturing still cannot be
widely applied to subjects that require training in skills that depend on equipment in
laboratories or that require close communication with lecturers or supervisors in higher-level
and postgraduate courses attended by a small number of students. Secondly, it is necessary to
consider the establishment of an online lecture quality assurance agency. This institution can
be established among universities or by the government, which is tasked with providing
guarantees to the labor market regarding the ability of graduates to meet employment needs.
This kind of certification is needed, among others, if a student takes most of his academic
load from various sources. Third, organizing online dissemination of knowledge. In
dissemination, the type of knowledge delivered is very different from a lecture. In this case,
the material is prepared to shape students by equipping them with knowledge about practical
matters they face.
Referring to on There are five important elements that must be implemented to
encourage competitiveness in the global arena in the era of the Industrial Revolution 4.0,
namely the first preparation of a more innovative learning system in higher education such
as adjusting the learning curriculum, and improving student abilities in terms of data
Information Technology (IT), Operational Technology (OT), Internet of Things (IoT), and
Big Data Analytics, integrating physical, digital and human objects to produce competitive
and skilled college graduates, especially in the aspects of data literacy, technological literacy
and human literacy.
Second policy reconstruction higher education institutions that are adaptive and
46
responsive to the industrial revolution 4.0 in developing trans-disciplines and study
programs that are needed. In addition, the Cyber University program, such as a distance
learning lecture system, has begun to reduce the intensity of meetings between lecturers and
students. Cyber University is expected to be a solution for the nation's children in remote
areas to reach quality higher education. Third, the preparation of human resources,
especially lecturers, researchers and engineers who are responsive, adaptive and reliable to
face the industrial revolution 4.0. In addition, rejuvenation of infrastructure and facilities is
carried out to support the quality of education, research and innovation.
Fourth, breakthroughs in research and development that support the Industrial
Revolution 4.0 and the research and development ecosystem to improve the quality and
quantity of research and development in universities, R&D institutions, LPNK, industry, and
society. Fifth, innovation breakthroughs and strengthening the innovation system to increase
industrial productivity and increase technology-based start-up companies. Most importantly,
the mental revolution must start from education, considering that the role of education is
very strategic in shaping the mentality of the nation's children. The development of culture
and national character is realized through the realm of education (Kristiawan, 2015).
Conclusions
Based on the results of research obtained by researchers on the industrial revolution
4.0, it is declared as a disruptive era, which is an era of intense competition that can cause
the education system in United States to need changes to align with the education system in
developed countries and overcome the challenges of the world of education in the industrial
era 4.0. The challenges of the world of Higher Education in United States in this Industrial
era refer to the hope of having world-class universities and being able to survive and
develop according to the demands in the era of the industrial revolution 4.0.
Industrial Revolution 4.0
The Industrial Revolution 4.0 occurred when robots that are connected to computer
systems, equipped with machines learning algorithms that can learn and control the robot
itself without input from human operators is known as artificial intelligence (AI).
Furthermore, AI is connected to an internet-based society. In essence, the industrial
revolution 4.0 is the unification of the online world with the production industry, thus
becoming a digital industrial revolution (Xing and Marwala, 2016).
47
The Industrial Age 4.0 referred to in this paper is a term used to refer to an era in
which there is a combination of technologies that makes the physical, biological, and digital
dimensions difficult to distinguish (Scawab, 2016). The Industrial Age 4.0 is characterized
by massive digitalization and the use of artificial intelligence in various sectors of human
life, especially in the economic field (Scawab, 2016).
Disruption Era
Changes driven by innovations in science and technology can also occur in the world
of education, especially higher education. Developed countries, which have been the center
of scientific and technological development, have realized these changes. This condition
certainly needs to be addressed also in the higher education system in United States.
Disruptive changes subvert the prevailing system so that fundamental changes cannot
be ignored. This means that universities are also not free from the threat of being disrupted
if they do not immediately make changes and adjust their role in the world of education.
In fact, it is a battle between conventional taxis versus online taxis or conventional
ojek vs online ojek. The public never expected before that ojek/taxis, which are popularly
used by the public for the benefit of human mobility, have succeeded successfully enhanced
its usefulness with an internet-based application system. As a result, the public becomes
easier to get transportation services and even at very affordable prices. What is more
unexpected, online motorcycle taxi services are not limited as an alternative means of
transportation but also penetrate into the delivery service business (onlinedelivery order). In
other words, online technology has brought profound changes to human civilization and the
economy.
According to Kasali (2017) disruption is not Disruption only means the phenomenon
of today's change but also reflects the meaning of the phenomenon of tomorrow's change
(the future change). Christensen, a business administration expert from Harvard Business
School, explained that the era of disruption has disrupted or damaged pre-existing markets
but also encouraged the development of products or services that were unexpected by t h e
market, creating diverse consumers and having an impact on lower prices. Thus, the era of
disruption will continue to produce significant changes to respond to demands and needs.
48
Furthermore, Kasali (2017) added that changes in the era of disruption are essentially
not only in the way or strategy but also in the fundamental aspects of business. The domain
of the disruption era extends from cost structure, culture to industrial ideology. The
implication is that business management is no longer centered on individual ownership, but
becomes role sharing or collaboration or mutual cooperation. In the world of higher
education, we can see this disruption phenomenon from the development of collaborative
research between researchers from various disciplines and universities. Research is no longer
oriented towards problem solving but is encouraged to find potential problems and potential
economic value that can help society to anticipate various socio-economic and political
problems in the future.
Research Methods
This study is a literature review related to the challenges of higher education in the
Industry 4.0 era. The literature is explored in depth and discussed again in two sub-
discussions, namely first examining the challenges of the world of Higher Education in
United States in the Industry 4.0 era, and second about disruption in the Industry 4.0 era.
Results And Discussion
Facing various challenges and changes these challenges and changes, Higher
education continues to be challenged to continue to carry out its various roles, namely
education and teaching, development, and dissemination, as a repository of knowledge for
society. In this regard, there are at least three important things that need to be responded to.
First, universities must start implementing a hybrid teaching system. Here, universities must
be able to respond to the development of the role of technology. In this case, the application
of online learning or lecture technology, now known as Massive Open Online Courses
(MOOCs), should be considered. However, this way of learning and lecturing still cannot be
widely applied to subjects that require training in skills that depend on equipment in
laboratories or that require close communication with lecturers or supervisors in higher-level
and postgraduate courses attended by a small number of students. Secondly, it is necessary to
consider the establishment of an online lecture quality assurance agency. This institution can
be established among universities or by the government, which is tasked with providing
guarantees to the labor market regarding the ability of graduates to meet employment needs.
This kind of certification is needed, among others, if a student takes most of his academic
load from various sources. Third, organizing online dissemination of knowledge. In
49
dissemination, the type of knowledge delivered is very different from a lecture. In this case,
the material is prepared to shape students by equipping them with knowledge about practical
matters they face.
Referring to on There are five important elements that must be implemented to
encourage competitiveness in the global arena in the era of the Industrial Revolution 4.0,
namely the first preparation of a more innovative learning system in higher education such
as adjusting the learning curriculum, and improving student abilities in terms of data
Information Technology (IT), Operational Technology (OT), Internet of Things (IoT), and
Big Data Analytics, integrating physical, digital and human objects to produce competitive
and skilled college graduates, especially in the aspects of data literacy, technological literacy
and human literacy.
Second policy reconstruction higher education institutions that are adaptive and
responsive to the industrial revolution 4.0 in developing trans-disciplines and study
programs that are needed. In addition, the Cyber University program, such as a distance
learning lecture system, has begun to reduce the intensity of meetings between lecturers and
students. Cyber University is expected to be a solution for the nation's children in remote
areas to reach quality higher education. Third, the preparation of human resources,
especially lecturers, researchers and engineers who are responsive, adaptive and reliable to
face the industrial revolution 4.0. In addition, rejuvenation of infrastructure and facilities is
carried out to support the quality of education, research and innovation.
Fourth, breakthroughs in research and development that support the Industrial
Revolution 4.0 and the research and development ecosystem to improve the quality and
quantity of research and development in universities, R&D institutions, LPNK, industry, and
society. Fifth, innovation breakthroughs and strengthening the innovation system to increase
industrial productivity and increase technology-based start-up companies. Most importantly,
the mental revolution must start from education, considering that the role of education is
very strategic in shaping the mentality of the nation's children. The development of culture
and national character is realized through the realm of education (Kristiawan, 2015).
Conclusions
Based on the results of research obtained by researchers on the industrial revolution
50
4.0, it is declared as a disruptive era, which is an era of intense competition that can cause
the education system in United States to need changes to align with the education system in
developed countries and overcome the challenges of the world of education in the industrial
era 4.0. The challenges of the world of Higher Education in United States in this Industrial
era refer to the hope of having world-class universities and being able to survive and
develop according to the demands in the era of the industrial revolution 4.0.
Industrial Revolution 4.0
The Industrial Revolution 4.0 occurred when robots that are connected to computer
systems, equipped with machines learning algorithms that can learn and control the robot
itself without input from human operators is known as artificial intelligence (AI).
Furthermore, AI is connected to an internet-based society. In essence, the industrial
revolution 4.0 is the unification of the online world with the production industry, thus
becoming a digital industrial revolution (Xing and Marwala, 2016).
The Industrial Age 4.0 referred to in this paper is a term used to refer to an era in
which there is a combination of technologies that makes the physical, biological, and digital
dimensions difficult to distinguish (Scawab, 2016). The Industrial Age 4.0 is characterized
by massive digitalization and the use of artificial intelligence in various sectors of human
life, especially in the economic field (Scawab, 2016).
Disruption Era
Changes driven by innovations in science and technology can also occur in the world
of education, especially higher education. Developed countries, which have been the center
of scientific and technological development, have realized these changes. This condition
certainly needs to be addressed also in the higher education system in United States.
Disruptive changes subvert the prevailing system so that fundamental changes cannot
be ignored. This means that universities are also not free from the threat of being disrupted
if they do not immediately make changes and adjust their role in the world of education.
In fact, it is a battle between conventional taxis versus online taxis or conventional
ojek vs online ojek. The public never expected before that ojek/taxis, which are popularly
used by the public for the benefit of human mobility, have succeeded successfully enhanced
51
its usefulness with an internet-based application system. As a result, the public becomes
easier to get transportation services and even at very affordable prices. What is more
unexpected, online motorcycle taxi services are not limited as an alternative means of
transportation but also penetrate into the delivery service business (onlinedelivery order). In
other words, online technology has brought profound changes to human civilization and the
economy.
According to Kasali (2017) disruption is not Disruption only means the phenomenon
of today's change but also reflects the meaning of the phenomenon of tomorrow's change
(the future change). Christensen, a business administration expert from Harvard Business
School, explained that the era of disruption has disrupted or damaged pre-existing markets
but also encouraged the development of products or services that were unexpected by t h e
market, creating diverse consumers and having an impact on lower prices. Thus, the era of
disruption will continue to produce significant changes to respond to demands and needs.
Furthermore, Kasali (2017) added that changes in the era of disruption are essentially
not only in the way or strategy but also in the fundamental aspects of business. The domain
of the disruption era extends from cost structure, culture to industrial ideology. The
implication is that business management is no longer centered on individual ownership, but
becomes role sharing or collaboration or mutual cooperation. In the world of higher
education, we can see this disruption phenomenon from the development of collaborative
research between researchers from various disciplines and universities. Research is no longer
oriented towards problem solving but is encouraged to find potential problems and potential
economic value that can help society to anticipate various socio-economic and political
problems in the future.
Research Methods
This study is a literature review related to the challenges of higher education in the
Industry 4.0 era. The literature is explored in depth and discussed again in two sub-
discussions, namely first examining the challenges of the world of Higher Education in
United States in the Industry 4.0 era, and second about disruption in the Industry 4.0 era.
Results And Discussion
Facing various challenges and changes these challenges and changes, Higher
education continues to be challenged to continue to carry out its various roles, namely
52
education and teaching, development, and dissemination, as a repository of knowledge for
society. In this regard, there are at least three important things that need to be responded to.
First, universities must start implementing a hybrid teaching system. Here, universities must
be able to respond to the development of the role of technology. In this case, the application
of online learning or lecture technology, now known as Massive Open Online Courses
(MOOCs), should be considered. However, this way of learning and lecturing still cannot be
widely applied to subjects that require training in skills that depend on equipment in
laboratories or that require close communication with lecturers or supervisors in higher-level
and postgraduate courses attended by a small number of students. Secondly, it is necessary to
consider the establishment of an online lecture quality assurance agency. This institution can
be established among universities or by the government, which is tasked with providing
guarantees to the labor market regarding the ability of graduates to meet employment needs.
This kind of certification is needed, among others, if a student takes most of his academic
load from various sources. Third, organizing online dissemination of knowledge. In
dissemination, the type of knowledge delivered is very different from a lecture. In this case,
the material is prepared to shape students by equipping them with knowledge about practical
matters they face.
Referring to on There are five important elements that must be implemented to
encourage competitiveness in the global arena in the era of the Industrial Revolution 4.0,
namely the first preparation of a more innovative learning system in higher education such
as adjusting the learning curriculum, and improving student abilities in terms of data
Information Technology (IT), Operational Technology (OT), Internet of Things (IoT), and
Big Data Analytics, integrating physical, digital and human objects to produce competitive
and skilled college graduates, especially in the aspects of data literacy, technological literacy
and human literacy.
Second policy reconstruction higher education institutions that are adaptive and
responsive to the industrial revolution 4.0 in developing trans-disciplines and study
programs that are needed. In addition, the Cyber University program, such as a distance
learning lecture system, has begun to reduce the intensity of meetings between lecturers and
students. Cyber University is expected to be a solution for the nation's children in remote
areas to reach quality higher education. Third, the preparation of human resources,
especially lecturers, researchers and engineers who are responsive, adaptive and reliable to
53
face the industrial revolution 4.0. In addition, rejuvenation of infrastructure and facilities is
carried out to support the quality of education, research and innovation.
Fourth, breakthroughs in research and development that support the Industrial
Revolution 4.0 and the research and development ecosystem to improve the quality and
quantity of research and development in universities, R&D institutions, LPNK, industry, and
society. Fifth, innovation breakthroughs and strengthening the innovation system to increase
industrial productivity and increase technology-based start-up companies. Most importantly,
the mental revolution must start from education, considering that the role of education is
very strategic in shaping the mentality of the nation's children. The development of culture
and national character is realized through the realm of education (Kristiawan, 2015).
Conclusions
Based on the results of research obtained by researchers on the industrial revolution
4.0, it is declared as a disruptive era, which is an era of intense competition that can cause
the education system in United States to need changes to align with the education system in
developed countries and overcome the challenges of the world of education in the industrial
era 4.0. The challenges of the world of Higher Education in United States in this Industrial
era refer to the hope of having world-class universities and being able to survive and
develop according to the demands in the era of the industrial revolution 4.0.
Industrial Revolution 4.0
The Industrial Revolution 4.0 occurred when robots that are connected to computer
systems, equipped with machines learning algorithms that can learn and control the robot
itself without input from human operators is known as artificial intelligence (AI).
Furthermore, AI is connected to an internet-based society. In essence, the industrial
revolution 4.0 is the unification of the online world with the production industry, thus
becoming a digital industrial revolution (Xing and Marwala, 2016).
The Industrial Age 4.0 referred to in this paper is a term used to refer to an era in
which there is a combination of technologies that makes the physical, biological, and digital
dimensions difficult to distinguish (Scawab, 2016). The Industrial Age 4.0 is characterized
by massive digitalization and the use of artificial intelligence in various sectors of human
life, especially in the economic field (Scawab, 2016).
54
Disruption Era
Changes driven by innovations in science and technology can also occur in the world
of education, especially higher education. Developed countries, which have been the center
of scientific and technological development, have realized these changes. This condition
certainly needs to be addressed also in the higher education system in United States.
Disruptive changes subvert the prevailing system so that fundamental changes cannot
be ignored. This means that universities are also not free from the threat of being disrupted
if they do not immediately make changes and adjust their role in the world of education.
In fact, it is a battle between conventional taxis versus online taxis or conventional
ojek vs online ojek. The public never expected before that ojek/taxis, which are popularly
used by the public for the benefit of human mobility, have succeeded successfully enhanced
its usefulness with an internet-based application system. As a result, the public becomes
easier to get transportation services and even at very affordable prices. What is more
unexpected, online motorcycle taxi services are not limited as an alternative means of
transportation but also penetrate into the delivery service business (onlinedelivery order). In
other words, online technology has brought profound changes to human civilization and the
economy.
According to Kasali (2017) disruption is not Disruption only means the phenomenon
of today's change but also reflects the meaning of the phenomenon of tomorrow's change
(the future change). Christensen, a business administration expert from Harvard Business
School, explained that the era of disruption has disrupted or damaged pre-existing markets
but also encouraged the development of products or services that were unexpected by t h e
market, creating diverse consumers and having an impact on lower prices. Thus, the era of
disruption will continue to produce significant changes to respond to demands and needs.
Furthermore, Kasali (2017) added that changes in the era of disruption are essentially
not only in the way or strategy but also in the fundamental aspects of business. The domain
of the disruption era extends from cost structure, culture to industrial ideology. The
implication is that business management is no longer centered on individual ownership, but
becomes role sharing or collaboration or mutual cooperation. In the world of higher
education, we can see this disruption phenomenon from the development of collaborative
55
research between researchers from various disciplines and universities. Research is no longer
oriented towards problem solving but is encouraged to find potential problems and potential
economic value that can help society to anticipate various socio-economic and political
problems in the future.
Research Methods
This study is a literature review related to the challenges of higher education in the
Industry 4.0 era. The literature is explored in depth and discussed again in two sub-
discussions, namely first examining the challenges of the world of Higher Education in
United States in the Industry 4.0 era, and second about disruption in the Industry 4.0 era.
Results And Discussion
Facing various challenges and changes these challenges and changes, Higher
education continues to be challenged to continue to carry out its various roles, namely
education and teaching, development, and dissemination, as a repository of knowledge for
society. In this regard, there are at least three important things that need to be responded to.
First, universities must start implementing a hybrid teaching system. Here, universities must
be able to respond to the development of the role of technology. In this case, the application
of online learning or lecture technology, now known as Massive Open Online Courses
(MOOCs), should be considered. However, this way of learning and lecturing still cannot be
widely applied to subjects that require training in skills that depend on equipment in
laboratories or that require close communication with lecturers or supervisors in higher-level
and postgraduate courses attended by a small number of students. Secondly, it is necessary to
consider the establishment of an online lecture quality assurance agency. This institution can
be established among universities or by the government, which is tasked with providing
guarantees to the labor market regarding the ability of graduates to meet employment needs.
This kind of certification is needed, among others, if a student takes most of his academic
load from various sources. Third, organizing online dissemination of knowledge. In
dissemination, the type of knowledge delivered is very different from a lecture. In this case,
the material is prepared to shape students by equipping them with knowledge about practical
matters they face.
Referring to on There are five important elements that must be implemented to
encourage competitiveness in the global arena in the era of the Industrial Revolution 4.0,
56
namely the first preparation of a more innovative learning system in higher education such
as adjusting the learning curriculum, and improving student abilities in terms of data
Information Technology (IT), Operational Technology (OT), Internet of Things (IoT), and
Big Data Analytics, integrating physical, digital and human objects to produce competitive
and skilled college graduates, especially in the aspects of data literacy, technological literacy
and human literacy.
Second policy reconstruction higher education institutions that are adaptive and
responsive to the industrial revolution 4.0 in developing trans-disciplines and study
programs that are needed. In addition, the Cyber University program, such as a distance
learning lecture system, has begun to reduce the intensity of meetings between lecturers and
students. Cyber University is expected to be a solution for the nation's children in remote
areas to reach quality higher education. Third, the preparation of human resources,
especially lecturers, researchers and engineers who are responsive, adaptive and reliable to
face the industrial revolution 4.0. In addition, rejuvenation of infrastructure and facilities is
carried out to support the quality of education, research and innovation.
Fourth, breakthroughs in research and development that support the Industrial
Revolution 4.0 and the research and development ecosystem to improve the quality and
quantity of research and development in universities, R&D institutions, LPNK, industry, and
society. Fifth, innovation breakthroughs and strengthening the innovation system to increase
industrial productivity and increase technology-based start-up companies. Most importantly,
the mental revolution must start from education, considering that the role of education is
very strategic in shaping the mentality of the nation's children. The development of culture
and national character is realized through the realm of education (Kristiawan, 2015).
Conclusions
Based on the results of research obtained by researchers on the industrial revolution
4.0, it is declared as a disruptive era, which is an era of intense competition that can cause
the education system in United States to need changes to align with the education system in
developed countries and overcome the challenges of the world of education in the industrial
era 4.0. The challenges of the world of Higher Education in United States in this Industrial
era refer to the hope of having world-class universities and being able to survive and
develop according to the demands in the era of the industrial revolution 4.0.
57
Industrial Revolution 4.0
The Industrial Revolution 4.0 occurred when robots that are connected to computer
systems, equipped with machines learning algorithms that can learn and control the robot
itself without input from human operators is known as artificial intelligence (AI).
Furthermore, AI is connected to an internet-based society. In essence, the industrial
revolution 4.0 is the unification of the online world with the production industry, thus
becoming a digital industrial revolution (Xing and Marwala, 2016).
The Industrial Age 4.0 referred to in this paper is a term used to refer to an era in
which there is a combination of technologies that makes the physical, biological, and digital
dimensions difficult to distinguish (Scawab, 2016). The Industrial Age 4.0 is characterized
by massive digitalization and the use of artificial intelligence in various sectors of human
life, especially in the economic field (Scawab, 2016).
Disruption Era
Changes driven by innovations in science and technology can also occur in the world
of education, especially higher education. Developed countries, which have been the center
of scientific and technological development, have realized these changes. This condition
certainly needs to be addressed also in the higher education system in United States.
Disruptive changes subvert the prevailing system so that fundamental changes cannot
be ignored. This means that universities are also not free from the threat of being disrupted
if they do not immediately make changes and adjust their role in the world of education.
In fact, it is a battle between conventional taxis versus online taxis or conventional
ojek vs online ojek. The public never expected before that ojek/taxis, which are popularly
used by the public for the benefit of human mobility, have succeeded successfully enhanced
its usefulness with an internet-based application system. As a result, the public becomes
easier to get transportation services and even at very affordable prices. What is more
unexpected, online motorcycle taxi services are not limited as an alternative means of
transportation but also penetrate into the delivery service business (onlinedelivery order). In
other words, online technology has brought profound changes to human civilization and the
economy.
58
According to Kasali (2017) disruption is not Disruption only means the phenomenon
of today's change but also reflects the meaning of the phenomenon of tomorrow's change
(the future change). Christensen, a business administration expert from Harvard Business
School, explained that the era of disruption has disrupted or damaged pre-existing markets
but also encouraged the development of products or services that were unexpected by t h e
market, creating diverse consumers and having an impact on lower prices. Thus, the era of
disruption will continue to produce significant changes to respond to demands and needs.
Furthermore, Kasali (2017) added that changes in the era of disruption are essentially
not only in the way or strategy but also in the fundamental aspects of business. The domain
of the disruption era extends from cost structure, culture to industrial ideology. The
implication is that business management is no longer centered on individual ownership, but
becomes role sharing or collaboration or mutual cooperation. In the world of higher
education, we can see this disruption phenomenon from the development of collaborative
research between researchers from various disciplines and universities. Research is no longer
oriented towards problem solving but is encouraged to find potential problems and potential
economic value that can help society to anticipate various socio-economic and political
problems in the future.
Research Methods
This study is a literature review related to the challenges of higher education in the
Industry 4.0 era. The literature is explored in depth and discussed again in two sub-
discussions, namely first examining the challenges of the world of Higher Education in
United States in the Industry 4.0 era, and second about disruption in the Industry 4.0 era.
Results And Discussion
Facing various challenges and changes these challenges and changes, Higher
education continues to be challenged to continue to carry out its various roles, namely
education and teaching, development, and dissemination, as a repository of knowledge for
society. In this regard, there are at least three important things that need to be responded to.
First, universities must start implementing a hybrid teaching system. Here, universities must
be able to respond to the development of the role of technology. In this case, the application
of online learning or lecture technology, now known as Massive Open Online Courses
(MOOCs), should be considered. However, this way of learning and lecturing still cannot be
59
widely applied to subjects that require training in skills that depend on equipment in
laboratories or that require close communication with lecturers or supervisors in higher-level
and postgraduate courses attended by a small number of students. Secondly, it is necessary to
consider the establishment of an online lecture quality assurance agency. This institution can
be established among universities or by the government, which is tasked with providing
guarantees to the labor market regarding the ability of graduates to meet employment needs.
This kind of certification is needed, among others, if a student takes most of his academic
load from various sources. Third, organizing online dissemination of knowledge. In
dissemination, the type of knowledge delivered is very different from a lecture. In this case,
the material is prepared to shape students by equipping them with knowledge about practical
matters they face.
Referring to on There are five important elements that must be implemented to
encourage competitiveness in the global arena in the era of the Industrial Revolution 4.0,
namely the first preparation of a more innovative learning system in higher education such
as adjusting the learning curriculum, and improving student abilities in terms of data
Information Technology (IT), Operational Technology (OT), Internet of Things (IoT), and
Big Data Analytics, integrating physical, digital and human objects to produce competitive
and skilled college graduates, especially in the aspects of data literacy, technological literacy
and human literacy.
Second policy reconstruction higher education institutions that are adaptive and
responsive to the industrial revolution 4.0 in developing trans-disciplines and study
programs that are needed. In addition, the Cyber University program, such as a distance
learning lecture system, has begun to reduce the intensity of meetings between lecturers and
students. Cyber University is expected to be a solution for the nation's children in remote
areas to reach quality higher education. Third, the preparation of human resources,
especially lecturers, researchers and engineers who are responsive, adaptive and reliable to
face the industrial revolution 4.0. In addition, rejuvenation of infrastructure and facilities is
carried out to support the quality of education, research and innovation.
Fourth, breakthroughs in research and development that support the Industrial
Revolution 4.0 and the research and development ecosystem to improve the quality and
quantity of research and development in universities, R&D institutions, LPNK, industry, and
60
society. Fifth, innovation breakthroughs and strengthening the innovation system to increase
industrial productivity and increase technology-based start-up companies. Most importantly,
the mental revolution must start from education, considering that the role of education is
very strategic in shaping the mentality of the nation's children. The development of culture
and national character is realized through the realm of education (Kristiawan, 2015).
Conclusions
Based on the results of research obtained by researchers on the industrial revolution
4.0, it is declared as a disruptive era, which is an era of intense competition that can cause
the education system in United States to need changes to align with the education system in
developed countries and overcome the challenges of the world of education in the industrial
era 4.0. The challenges of the world of Higher Education in United States in this Industrial
era refer to the hope of having world-class universities and being able to survive and
develop according to the demands in the era of the industrial revolution 4.0.
Industrial Revolution 4.0
The Industrial Revolution 4.0 occurred when robots that are connected to computer
systems, equipped with machines learning algorithms that can learn and control the robot
itself without input from human operators is known as artificial intelligence (AI).
Furthermore, AI is connected to an internet-based society. In essence, the industrial
revolution 4.0 is the unification of the online world with the production industry, thus
becoming a digital industrial revolution (Xing and Marwala, 2016).
The Industrial Age 4.0 referred to in this paper is a term used to refer to an era in
which there is a combination of technologies that makes the physical, biological, and digital
dimensions difficult to distinguish (Scawab, 2016). The Industrial Age 4.0 is characterized
by massive digitalization and the use of artificial intelligence in various sectors of human
life, especially in the economic field (Scawab, 2016).
Disruption Era
Changes driven by innovations in science and technology can also occur in the world
of education, especially higher education. Developed countries, which have been the center
of scientific and technological development, have realized these changes. This condition
certainly needs to be addressed also in the higher education system in United States.
61
Disruptive changes subvert the prevailing system so that fundamental changes cannot
be ignored. This means that universities are also not free from the threat of being disrupted
if they do not immediately make changes and adjust their role in the world of education.
In fact, it is a battle between conventional taxis versus online taxis or conventional
ojek vs online ojek. The public never expected before that ojek/taxis, which are popularly
used by the public for the benefit of human mobility, have succeeded successfully enhanced
its usefulness with an internet-based application system. As a result, the public becomes
easier to get transportation services and even at very affordable prices. What is more
unexpected, online motorcycle taxi services are not limited as an alternative means of
transportation but also penetrate into the delivery service business (onlinedelivery order). In
other words, online technology has brought profound changes to human civilization and the
economy.
According to Kasali (2017) disruption is not Disruption only means the phenomenon
of today's change but also reflects the meaning of the phenomenon of tomorrow's change
(the future change). Christensen, a business administration expert from Harvard Business
School, explained that the era of disruption has disrupted or damaged pre-existing markets
but also encouraged the development of products or services that were unexpected by t h e
market, creating diverse consumers and having an impact on lower prices. Thus, the era of
disruption will continue to produce significant changes to respond to demands and needs.
Furthermore, Kasali (2017) added that changes in the era of disruption are essentially
not only in the way or strategy but also in the fundamental aspects of business. The domain
of the disruption era extends from cost structure, culture to industrial ideology. The
implication is that business management is no longer centered on individual ownership, but
becomes role sharing or collaboration or mutual cooperation. In the world of higher
education, we can see this disruption phenomenon from the development of collaborative
research between researchers from various disciplines and universities. Research is no longer
oriented towards problem solving but is encouraged to find potential problems and potential
economic value that can help society to anticipate various socio-economic and political
problems in the future.
Research Methods
62
This study is a literature review related to the challenges of higher education in the
Industry 4.0 era. The literature is explored in depth and discussed again in two sub-
discussions, namely first examining the challenges of the world of Higher Education in
United States in the Industry 4.0 era, and second about disruption in the Industry 4.0 era.
Results And Discussion
Facing various challenges and changes these challenges and changes, Higher
education continues to be challenged to continue to carry out its various roles, namely
education and teaching, development, and dissemination, as a repository of knowledge for
society. In this regard, there are at least three important things that need to be responded to.
First, universities must start implementing a hybrid teaching system. Here, universities must
be able to respond to the development of the role of technology. In this case, the application
of online learning or lecture technology, now known as Massive Open Online Courses
(MOOCs), should be considered. However, this way of learning and lecturing still cannot be
widely applied to subjects that require training in skills that depend on equipment in
laboratories or that require close communication with lecturers or supervisors in higher-level
and postgraduate courses attended by a small number of students. Secondly, it is necessary to
consider the establishment of an online lecture quality assurance agency. This institution can
be established among universities or by the government, which is tasked with providing
guarantees to the labor market regarding the ability of graduates to meet employment needs.
This kind of certification is needed, among others, if a student takes most of his academic
load from various sources. Third, organizing online dissemination of knowledge. In
dissemination, the type of knowledge delivered is very different from a lecture. In this case,
the material is prepared to shape students by equipping them with knowledge about practical
matters they face.
Referring to on There are five important elements that must be implemented to
encourage competitiveness in the global arena in the era of the Industrial Revolution 4.0,
namely the first preparation of a more innovative learning system in higher education such
as adjusting the learning curriculum, and improving student abilities in terms of data
Information Technology (IT), Operational Technology (OT), Internet of Things (IoT), and
Big Data Analytics, integrating physical, digital and human objects to produce competitive
and skilled college graduates, especially in the aspects of data literacy, technological literacy
and human literacy.
63
Second policy reconstruction higher education institutions that are adaptive and
responsive to the industrial revolution 4.0 in developing trans-disciplines and study
programs that are needed. In addition, the Cyber University program, such as a distance
learning lecture system, has begun to reduce the intensity of meetings between lecturers and
students. Cyber University is expected to be a solution for the nation's children in remote
areas to reach quality higher education. Third, the preparation of human resources,
especially lecturers, researchers and engineers who are responsive, adaptive and reliable to
face the industrial revolution 4.0. In addition, rejuvenation of infrastructure and facilities is
carried out to support the quality of education, research and innovation.
Fourth, breakthroughs in research and development that support the Industrial
Revolution 4.0 and the research and development ecosystem to improve the quality and
quantity of research and development in universities, R&D institutions, LPNK, industry, and
society. Fifth, innovation breakthroughs and strengthening the innovation system to increase
industrial productivity and increase technology-based start-up companies. Most importantly,
the mental revolution must start from education, considering that the role of education is
very strategic in shaping the mentality of the nation's children. The development of culture
and national character is realized through the realm of education (Kristiawan, 2015).
Conclusions
Based on the results of research obtained by researchers on the industrial revolution
4.0, it is declared as a disruptive era, which is an era of intense competition that can cause
the education system in United States to need changes to align with the education system in
developed countries and overcome the challenges of the world of education in the industrial
era 4.0. The challenges of the world of Higher Education in United States in this Industrial
era refer to the hope of having world-class universities and being able to survive and
develop according to the demands in the era of the industrial revolution 4.0.
Industrial Revolution 4.0
The Industrial Revolution 4.0 occurred when robots that are connected to computer
systems, equipped with machines learning algorithms that can learn and control the robot
itself without input from human operators is known as artificial intelligence (AI).
Furthermore, AI is connected to an internet-based society. In essence, the industrial
64
revolution 4.0 is the unification of the online world with the production industry, thus
becoming a digital industrial revolution (Xing and Marwala, 2016).
The Industrial Age 4.0 referred to in this paper is a term used to refer to an era in
which there is a combination of technologies that makes the physical, biological, and digital
dimensions difficult to distinguish (Scawab, 2016). The Industrial Age 4.0 is characterized
by massive digitalization and the use of artificial intelligence in various sectors of human
life, especially in the economic field (Scawab, 2016).
Disruption Era
Changes driven by innovations in science and technology can also occur in the world
of education, especially higher education. Developed countries, which have been the center
of scientific and technological development, have realized these changes. This condition
certainly needs to be addressed also in the higher education system in United States.
Disruptive changes subvert the prevailing system so that fundamental changes cannot
be ignored. This means that universities are also not free from the threat of being disrupted
if they do not immediately make changes and adjust their role in the world of education.
In fact, it is a battle between conventional taxis versus online taxis or conventional
ojek vs online ojek. The public never expected before that ojek/taxis, which are popularly
used by the public for the benefit of human mobility, have succeeded successfully enhanced
its usefulness with an internet-based application system. As a result, the public becomes
easier to get transportation services and even at very affordable prices. What is more
unexpected, online motorcycle taxi services are not limited as an alternative means of
transportation but also penetrate into the delivery service business (onlinedelivery order). In
other words, online technology has brought profound changes to human civilization and the
economy.
According to Kasali (2017) disruption is not Disruption only means the phenomenon
of today's change but also reflects the meaning of the phenomenon of tomorrow's change
(the future change). Christensen, a business administration expert from Harvard Business
School, explained that the era of disruption has disrupted or damaged pre-existing markets
but also encouraged the development of products or services that were unexpected by t h e
market, creating diverse consumers and having an impact on lower prices. Thus, the era of
65
disruption will continue to produce significant changes to respond to demands and needs.
Furthermore, Kasali (2017) added that changes in the era of disruption are essentially
not only in the way or strategy but also in the fundamental aspects of business. The domain
of the disruption era extends from cost structure, culture to industrial ideology. The
implication is that business management is no longer centered on individual ownership, but
becomes role sharing or collaboration or mutual cooperation. In the world of higher
education, we can see this disruption phenomenon from the development of collaborative
research between researchers from various disciplines and universities. Research is no longer
oriented towards problem solving but is encouraged to find potential problems and potential
economic value that can help society to anticipate various socio-economic and political
problems in the future.
Research Methods
This study is a literature review related to the challenges of higher education in the
Industry 4.0 era. The literature is explored in depth and discussed again in two sub-
discussions, namely first examining the challenges of the world of Higher Education in
United States in the Industry 4.0 era, and second about disruption in the Industry 4.0 era.
Results And Discussion
Facing various challenges and changes these challenges and changes, Higher
education continues to be challenged to continue to carry out its various roles, namely
education and teaching, development, and dissemination, as a repository of knowledge for
society. In this regard, there are at least three important things that need to be responded to.
First, universities must start implementing a hybrid teaching system. Here, universities must
be able to respond to the development of the role of technology. In this case, the application
of online learning or lecture technology, now known as Massive Open Online Courses
(MOOCs), should be considered. However, this way of learning and lecturing still cannot be
widely applied to subjects that require training in skills that depend on equipment in
laboratories or that require close communication with lecturers or supervisors in higher-level
and postgraduate courses attended by a small number of students. Secondly, it is necessary to
consider the establishment of an online lecture quality assurance agency. This institution can
be established among universities or by the government, which is tasked with providing
guarantees to the labor market regarding the ability of graduates to meet employment needs.
66
This kind of certification is needed, among others, if a student takes most of his academic
load from various sources. Third, organizing online dissemination of knowledge. In
dissemination, the type of knowledge delivered is very different from a lecture. In this case,
the material is prepared to shape students by equipping them with knowledge about practical
matters they face.
Referring to on There are five important elements that must be implemented to
encourage competitiveness in the global arena in the era of the Industrial Revolution 4.0,
namely the first preparation of a more innovative learning system in higher education such
as adjusting the learning curriculum, and improving student abilities in terms of data
Information Technology (IT), Operational Technology (OT), Internet of Things (IoT), and
Big Data Analytics, integrating physical, digital and human objects to produce competitive
and skilled college graduates, especially in the aspects of data literacy, technological literacy
and human literacy.
Second policy reconstruction higher education institutions that are adaptive and
responsive to the industrial revolution 4.0 in developing trans-disciplines and study
programs that are needed. In addition, the Cyber University program, such as a distance
learning lecture system, has begun to reduce the intensity of meetings between lecturers and
students. Cyber University is expected to be a solution for the nation's children in remote
areas to reach quality higher education. Third, the preparation of human resources,
especially lecturers, researchers and engineers who are responsive, adaptive and reliable to
face the industrial revolution 4.0. In addition, rejuvenation of infrastructure and facilities is
carried out to support the quality of education, research and innovation.
Fourth, breakthroughs in research and development that support the Industrial
Revolution 4.0 and the research and development ecosystem to improve the quality and
quantity of research and development in universities, R&D institutions, LPNK, industry, and
society. Fifth, innovation breakthroughs and strengthening the innovation system to increase
industrial productivity and increase technology-based start-up companies. Most importantly,
the mental revolution must start from education, considering that the role of education is
very strategic in shaping the mentality of the nation's children. The development of culture
and national character is realized through the realm of education (Kristiawan, 2015).
67
Conclusions
Based on the results of research obtained by researchers on the industrial revolution
4.0, it is declared as a disruptive era, which is an era of intense competition that can cause
the education system in United States to need changes to align with the education system in
developed countries and overcome the challenges of the world of education in the industrial
era 4.0. The challenges of the world of Higher Education in United States in this Industrial
era refer to the hope of having world-class universities and being able to survive and
develop according to the demands in the era of the industrial revolution 4.0.
Industrial Revolution 4.0
The Industrial Revolution 4.0 occurred when robots that are connected to computer
systems, equipped with machines learning algorithms that can learn and control the robot
itself without input from human operators is known as artificial intelligence (AI).
Furthermore, AI is connected to an internet-based society. In essence, the industrial
revolution 4.0 is the unification of the online world with the production industry, thus
becoming a digital industrial revolution (Xing and Marwala, 2016).
The Industrial Age 4.0 referred to in this paper is a term used to refer to an era in
which there is a combination of technologies that makes the physical, biological, and digital
dimensions difficult to distinguish (Scawab, 2016). The Industrial Age 4.0 is characterized
by massive digitalization and the use of artificial intelligence in various sectors of human
life, especially in the economic field (Scawab, 2016).
Disruption Era
Changes driven by innovations in science and technology can also occur in the world
of education, especially higher education. Developed countries, which have been the center
of scientific and technological development, have realized these changes. This condition
certainly needs to be addressed also in the higher education system in United States.
Disruptive changes subvert the prevailing system so that fundamental changes cannot
be ignored. This means that universities are also not free from the threat of being disrupted
if they do not immediately make changes and adjust their role in the world of education.
In fact, it is a battle between conventional taxis versus online taxis or conventional
68
ojek vs online ojek. The public never expected before that ojek/taxis, which are popularly
used by the public for the benefit of human mobility, have succeeded successfully enhanced
its usefulness with an internet-based application system. As a result, the public becomes
easier to get transportation services and even at very affordable prices. What is more
unexpected, online motorcycle taxi services are not limited as an alternative means of
transportation but also penetrate into the delivery service business (onlinedelivery order). In
other words, online technology has brought profound changes to human civilization and the
economy.
According to Kasali (2017) disruption is not Disruption only means the phenomenon
of today's change but also reflects the meaning of the phenomenon of tomorrow's change
(the future change). Christensen, a business administration expert from Harvard Business
School, explained that the era of disruption has disrupted or damaged pre-existing markets
but also encouraged the development of products or services that were unexpected by t h e
market, creating diverse consumers and having an impact on lower prices. Thus, the era of
disruption will continue to produce significant changes to respond to demands and needs.
Furthermore, Kasali (2017) added that changes in the era of disruption are essentially
not only in the way or strategy but also in the fundamental aspects of business. The domain
of the disruption era extends from cost structure, culture to industrial ideology. The
implication is that business management is no longer centered on individual ownership, but
becomes role sharing or collaboration or mutual cooperation. In the world of higher
education, we can see this disruption phenomenon from the development of collaborative
research between researchers from various disciplines and universities. Research is no longer
oriented towards problem solving but is encouraged to find potential problems and potential
economic value that can help society to anticipate various socio-economic and political
problems in the future.
Research Methods
This study is a literature review related to the challenges of higher education in the
Industry 4.0 era. The literature is explored in depth and discussed again in two sub-
discussions, namely first examining the challenges of the world of Higher Education in
United States in the Industry 4.0 era, and second about disruption in the Industry 4.0 era.
Results And Discussion
69
Facing various challenges and changes these challenges and changes, Higher
education continues to be challenged to continue to carry out its various roles, namely
education and teaching, development, and dissemination, as a repository of knowledge for
society. In this regard, there are at least three important things that need to be responded to.
First, universities must start implementing a hybrid teaching system. Here, universities must
be able to respond to the development of the role of technology. In this case, the application
of online learning or lecture technology, now known as Massive Open Online Courses
(MOOCs), should be considered. However, this way of learning and lecturing still cannot be
widely applied to subjects that require training in skills that depend on equipment in
laboratories or that require close communication with lecturers or supervisors in higher-level
and postgraduate courses attended by a small number of students. Secondly, it is necessary to
consider the establishment of an online lecture quality assurance agency. This institution can
be established among universities or by the government, which is tasked with providing
guarantees to the labor market regarding the ability of graduates to meet employment needs.
This kind of certification is needed, among others, if a student takes most of his academic
load from various sources. Third, organizing online dissemination of knowledge. In
dissemination, the type of knowledge delivered is very different from a lecture. In this case,
the material is prepared to shape students by equipping them with knowledge about practical
matters they face.
Referring to on There are five important elements that must be implemented to
encourage competitiveness in the global arena in the era of the Industrial Revolution 4.0,
namely the first preparation of a more innovative learning system in higher education such
as adjusting the learning curriculum, and improving student abilities in terms of data
Information Technology (IT), Operational Technology (OT), Internet of Things (IoT), and
Big Data Analytics, integrating physical, digital and human objects to produce competitive
and skilled college graduates, especially in the aspects of data literacy, technological literacy
and human literacy.
Second policy reconstruction higher education institutions that are adaptive and
responsive to the industrial revolution 4.0 in developing trans-disciplines and study
programs that are needed. In addition, the Cyber University program, such as a distance
learning lecture system, has begun to reduce the intensity of meetings between lecturers and
students. Cyber University is expected to be a solution for the nation's children in remote
70
areas to reach quality higher education. Third, the preparation of human resources,
especially lecturers, researchers and engineers who are responsive, adaptive and reliable to
face the industrial revolution 4.0. In addition, rejuvenation of infrastructure and facilities is
carried out to support the quality of education, research and innovation.
Fourth, breakthroughs in research and development that support the Industrial
Revolution 4.0 and the research and development ecosystem to improve the quality and
quantity of research and development in universities, R&D institutions, LPNK, industry, and
society. Fifth, innovation breakthroughs and strengthening the innovation system to increase
industrial productivity and increase technology-based start-up companies. Most importantly,
the mental revolution must start from education, considering that the role of education is
very strategic in shaping the mentality of the nation's children. The development of culture
and national character is realized through the realm of education (Kristiawan, 2015).
Conclusions
Based on the results of research obtained by researchers on the industrial revolution
4.0, it is declared as a disruptive era, which is an era of intense competition that can cause
the education system in United States to need changes to align with the education system in
developed countries and overcome the challenges of the world of education in the industrial
era 4.0. The challenges of the world of Higher Education in United States in this Industrial
era refer to the hope of having world-class universities and being able to survive and
develop according to the demands in the era of the industrial revolution 4.0.
Industrial Revolution 4.0
The Industrial Revolution 4.0 occurred when robots that are connected to computer
systems, equipped with machines learning algorithms that can learn and control the robot
itself without input from human operators is known as artificial intelligence (AI).
Furthermore, AI is connected to an internet-based society. In essence, the industrial
revolution 4.0 is the unification of the online world with the production industry, thus
becoming a digital industrial revolution (Xing and Marwala, 2016).
The Industrial Age 4.0 referred to in this paper is a term used to refer to an era in
which there is a combination of technologies that makes the physical, biological, and digital
dimensions difficult to distinguish (Scawab, 2016). The Industrial Age 4.0 is characterized
71
by massive digitalization and the use of artificial intelligence in various sectors of human
life, especially in the economic field (Scawab, 2016).
Disruption Era
Changes driven by innovations in science and technology can also occur in the world
of education, especially higher education. Developed countries, which have been the center
of scientific and technological development, have realized these changes. This condition
certainly needs to be addressed also in the higher education system in United States.
Disruptive changes subvert the prevailing system so that fundamental changes cannot
be ignored. This means that universities are also not free from the threat of being disrupted
if they do not immediately make changes and adjust their role in the world of education.
In fact, it is a battle between conventional taxis versus online taxis or conventional
ojek vs online ojek. The public never expected before that ojek/taxis, which are popularly
used by the public for the benefit of human mobility, have succeeded successfully enhanced
its usefulness with an internet-based application system. As a result, the public becomes
easier to get transportation services and even at very affordable prices. What is more
unexpected, online motorcycle taxi services are not limited as an alternative means of
transportation but also penetrate into the delivery service business (onlinedelivery order). In
other words, online technology has brought profound changes to human civilization and the
economy.
According to Kasali (2017) disruption is not Disruption only means the phenomenon
of today's change but also reflects the meaning of the phenomenon of tomorrow's change
(the future change). Christensen, a business administration expert from Harvard Business
School, explained that the era of disruption has disrupted or damaged pre-existing markets
but also encouraged the development of products or services that were unexpected by t h e
market, creating diverse consumers and having an impact on lower prices. Thus, the era of
disruption will continue to produce significant changes to respond to demands and needs.
Furthermore, Kasali (2017) added that changes in the era of disruption are essentially
not only in the way or strategy but also in the fundamental aspects of business. The domain
of the disruption era extends from cost structure, culture to industrial ideology. The
implication is that business management is no longer centered on individual ownership, but
72
becomes role sharing or collaboration or mutual cooperation. In the world of higher
education, we can see this disruption phenomenon from the development of collaborative
research between researchers from various disciplines and universities. Research is no longer
oriented towards problem solving but is encouraged to find potential problems and potential
economic value that can help society to anticipate various socio-economic and political
problems in the future.
Research Methods
This study is a literature review related to the challenges of higher education in the
Industry 4.0 era. The literature is explored in depth and discussed again in two sub-
discussions, namely first examining the challenges of the world of Higher Education in
United States in the Industry 4.0 era, and second about disruption in the Industry 4.0 era.
Results And Discussion
Facing various challenges and changes these challenges and changes, Higher
education continues to be challenged to continue to carry out its various roles, namely
education and teaching, development, and dissemination, as a repository of knowledge for
society. In this regard, there are at least three important things that need to be responded to.
First, universities must start implementing a hybrid teaching system. Here, universities must
be able to respond to the development of the role of technology. In this case, the application
of online learning or lecture technology, now known as Massive Open Online Courses
(MOOCs), should be considered. However, this way of learning and lecturing still cannot be
widely applied to subjects that require training in skills that depend on equipment in
laboratories or that require close communication with lecturers or supervisors in higher-level
and postgraduate courses attended by a small number of students. Secondly, it is necessary to
consider the establishment of an online lecture quality assurance agency. This institution can
be established among universities or by the government, which is tasked with providing
guarantees to the labor market regarding the ability of graduates to meet employment needs.
This kind of certification is needed, among others, if a student takes most of his academic
load from various sources. Third, organizing online dissemination of knowledge. In
dissemination, the type of knowledge delivered is very different from a lecture. In this case,
the material is prepared to shape students by equipping them with knowledge about practical
matters they face.
73
Referring to on There are five important elements that must be implemented to
encourage competitiveness in the global arena in the era of the Industrial Revolution 4.0,
namely the first preparation of a more innovative learning system in higher education such
as adjusting the learning curriculum, and improving student abilities in terms of data
Information Technology (IT), Operational Technology (OT), Internet of Things (IoT), and
Big Data Analytics, integrating physical, digital and human objects to produce competitive
and skilled college graduates, especially in the aspects of data literacy, technological literacy
and human literacy.
Second policy reconstruction higher education institutions that are adaptive and
responsive to the industrial revolution 4.0 in developing trans-disciplines and study
programs that are needed. In addition, the Cyber University program, such as a distance
learning lecture system, has begun to reduce the intensity of meetings between lecturers and
students. Cyber University is expected to be a solution for the nation's children in remote
areas to reach quality higher education. Third, the preparation of human resources,
especially lecturers, researchers and engineers who are responsive, adaptive and reliable to
face the industrial revolution 4.0. In addition, rejuvenation of infrastructure and facilities is
carried out to support the quality of education, research and innovation.
Fourth, breakthroughs in research and development that support the Industrial
Revolution 4.0 and the research and development ecosystem to improve the quality and
quantity of research and development in universities, R&D institutions, LPNK, industry, and
society. Fifth, innovation breakthroughs and strengthening the innovation system to increase
industrial productivity and increase technology-based start-up companies. Most importantly,
the mental revolution must start from education, considering that the role of education is
very strategic in shaping the mentality of the nation's children. The development of culture
and national character is realized through the realm of education (Kristiawan, 2015).
Conclusions
Based on the results of research obtained by researchers on the industrial revolution
4.0, it is declared as a disruptive era, which is an era of intense competition that can cause
the education system in United States to need changes to align with the education system in
developed countries and overcome the challenges of the world of education in the industrial
era 4.0. The challenges of the world of Higher Education in United States in this Industrial
74
era refer to the hope of having world-class universities and being able to survive and
develop according to the demands in the era of the industrial revolution 4.0.
Industrial Revolution 4.0
The Industrial Revolution 4.0 occurred when robots that are connected to computer
systems, equipped with machines learning algorithms that can learn and control the robot
itself without input from human operators is known as artificial intelligence (AI).
Furthermore, AI is connected to an internet-based society. In essence, the industrial
revolution 4.0 is the unification of the online world with the production industry, thus
becoming a digital industrial revolution (Xing and Marwala, 2016).
The Industrial Age 4.0 referred to in this paper is a term used to refer to an era in
which there is a combination of technologies that makes the physical, biological, and digital
dimensions difficult to distinguish (Scawab, 2016). The Industrial Age 4.0 is characterized
by massive digitalization and the use of artificial intelligence in various sectors of human
life, especially in the economic field (Scawab, 2016).
Disruption Era
Changes driven by innovations in science and technology can also occur in the world
of education, especially higher education. Developed countries, which have been the center
of scientific and technological development, have realized these changes. This condition
certainly needs to be addressed also in the higher education system in United States.
Disruptive changes subvert the prevailing system so that fundamental changes cannot
be ignored. This means that universities are also not free from the threat of being disrupted
if they do not immediately make changes and adjust their role in the world of education.
In fact, it is a battle between conventional taxis versus online taxis or conventional
ojek vs online ojek. The public never expected before that ojek/taxis, which are popularly
used by the public for the benefit of human mobility, have succeeded successfully enhanced
its usefulness with an internet-based application system. As a result, the public becomes
easier to get transportation services and even at very affordable prices. What is more
unexpected, online motorcycle taxi services are not limited as an alternative means of
transportation but also penetrate into the delivery service business (onlinedelivery order). In
75
other words, online technology has brought profound changes to human civilization and the
economy.
According to Kasali (2017) disruption is not Disruption only means the phenomenon
of today's change but also reflects the meaning of the phenomenon of tomorrow's change
(the future change). Christensen, a business administration expert from Harvard Business
School, explained that the era of disruption has disrupted or damaged pre-existing markets
but also encouraged the development of products or services that were unexpected by t h e
market, creating diverse consumers and having an impact on lower prices. Thus, the era of
disruption will continue to produce significant changes to respond to demands and needs.
Furthermore, Kasali (2017) added that changes in the era of disruption are essentially
not only in the way or strategy but also in the fundamental aspects of business. The domain
of the disruption era extends from cost structure, culture to industrial ideology. The
implication is that business management is no longer centered on individual ownership, but
becomes role sharing or collaboration or mutual cooperation. In the world of higher
education, we can see this disruption phenomenon from the development of collaborative
research between researchers from various disciplines and universities. Research is no longer
oriented towards problem solving but is encouraged to find potential problems and potential
economic value that can help society to anticipate various socio-economic and political
problems in the future.
Research Methods
This study is a literature review related to the challenges of higher education in the
Industry 4.0 era. The literature is explored in depth and discussed again in two sub-
discussions, namely first examining the challenges of the world of Higher Education in
United States in the Industry 4.0 era, and second about disruption in the Industry 4.0 era.
Results And Discussion
Facing various challenges and changes these challenges and changes, Higher
education continues to be challenged to continue to carry out its various roles, namely
education and teaching, development, and dissemination, as a repository of knowledge for
society. In this regard, there are at least three important things that need to be responded to.
First, universities must start implementing a hybrid teaching system. Here, universities must
be able to respond to the development of the role of technology. In this case, the application
76
of online learning or lecture technology, now known as Massive Open Online Courses
(MOOCs), should be considered. However, this way of learning and lecturing still cannot be
widely applied to subjects that require training in skills that depend on equipment in
laboratories or that require close communication with lecturers or supervisors in higher-level
and postgraduate courses attended by a small number of students. Secondly, it is necessary to
consider the establishment of an online lecture quality assurance agency. This institution can
be established among universities or by the government, which is tasked with providing
guarantees to the labor market regarding the ability of graduates to meet employment needs.
This kind of certification is needed, among others, if a student takes most of his academic
load from various sources. Third, organizing online dissemination of knowledge. In
dissemination, the type of knowledge delivered is very different from a lecture. In this case,
the material is prepared to shape students by equipping them with knowledge about practical
matters they face.
Referring to on There are five important elements that must be implemented to
encourage competitiveness in the global arena in the era of the Industrial Revolution 4.0,
namely the first preparation of a more innovative learning system in higher education such
as adjusting the learning curriculum, and improving student abilities in terms of data
Information Technology (IT), Operational Technology (OT), Internet of Things (IoT), and
Big Data Analytics, integrating physical, digital and human objects to produce competitive
and skilled college graduates, especially in the aspects of data literacy, technological literacy
and human literacy.
Second policy reconstruction higher education institutions that are adaptive and
responsive to the industrial revolution 4.0 in developing trans-disciplines and study
programs that are needed. In addition, the Cyber University program, such as a distance
learning lecture system, has begun to reduce the intensity of meetings between lecturers and
students. Cyber University is expected to be a solution for the nation's children in remote
areas to reach quality higher education. Third, the preparation of human resources,
especially lecturers, researchers and engineers who are responsive, adaptive and reliable to
face the industrial revolution 4.0. In addition, rejuvenation of infrastructure and facilities is
carried out to support the quality of education, research and innovation.
Fourth, breakthroughs in research and development that support the Industrial
77
Revolution 4.0 and the research and development ecosystem to improve the quality and
quantity of research and development in universities, R&D institutions, LPNK, industry, and
society. Fifth, innovation breakthroughs and strengthening the innovation system to increase
industrial productivity and increase technology-based start-up companies. Most importantly,
the mental revolution must start from education, considering that the role of education is
very strategic in shaping the mentality of the nation's children. The development of culture
and national character is realized through the realm of education (Kristiawan, 2015).
Conclusions
Based on the results of research obtained by researchers on the industrial revolution
4.0, it is declared as a disruptive era, which is an era of intense competition that can cause
the education system in United States to need changes to align with the education system in
developed countries and overcome the challenges of the world of education in the industrial
era 4.0. The challenges of the world of Higher Education in United States in this Industrial
era refer to the hope of having world-class universities and being able to survive and
develop according to the demands in the era of the industrial revolution 4.0.
Industrial Revolution 4.0
The Industrial Revolution 4.0 occurred when robots that are connected to computer
systems, equipped with machines learning algorithms that can learn and control the robot
itself without input from human operators is known as artificial intelligence (AI).
Furthermore, AI is connected to an internet-based society. In essence, the industrial
revolution 4.0 is the unification of the online world with the production industry, thus
becoming a digital industrial revolution (Xing and Marwala, 2016).
The Industrial Age 4.0 referred to in this paper is a term used to refer to an era in
which there is a combination of technologies that makes the physical, biological, and digital
dimensions difficult to distinguish (Scawab, 2016). The Industrial Age 4.0 is characterized
by massive digitalization and the use of artificial intelligence in various sectors of human
life, especially in the economic field (Scawab, 2016).
Disruption Era
Changes driven by innovations in science and technology can also occur in the world
of education, especially higher education. Developed countries, which have been the center
78
of scientific and technological development, have realized these changes. This condition
certainly needs to be addressed also in the higher education system in United States.
Disruptive changes subvert the prevailing system so that fundamental changes cannot
be ignored. This means that universities are also not free from the threat of being disrupted
if they do not immediately make changes and adjust their role in the world of education.
In fact, it is a battle between conventional taxis versus online taxis or conventional
ojek vs online ojek. The public never expected before that ojek/taxis, which are popularly
used by the public for the benefit of human mobility, have succeeded successfully enhanced
its usefulness with an internet-based application system. As a result, the public becomes
easier to get transportation services and even at very affordable prices. What is more
unexpected, online motorcycle taxi services are not limited as an alternative means of
transportation but also penetrate into the delivery service business (onlinedelivery order). In
other words, online technology has brought profound changes to human civilization and the
economy.
According to Kasali (2017) disruption is not Disruption only means the phenomenon
of today's change but also reflects the meaning of the phenomenon of tomorrow's change
(the future change). Christensen, a business administration expert from Harvard Business
School, explained that the era of disruption has disrupted or damaged pre-existing markets
but also encouraged the development of products or services that were unexpected by t h e
market, creating diverse consumers and having an impact on lower prices. Thus, the era of
disruption will continue to produce significant changes to respond to demands and needs.
Furthermore, Kasali (2017) added that changes in the era of disruption are essentially
not only in the way or strategy but also in the fundamental aspects of business. The domain
of the disruption era extends from cost structure, culture to industrial ideology. The
implication is that business management is no longer centered on individual ownership, but
becomes role sharing or collaboration or mutual cooperation. In the world of higher
education, we can see this disruption phenomenon from the development of collaborative
research between researchers from various disciplines and universities. Research is no longer
oriented towards problem solving but is encouraged to find potential problems and potential
economic value that can help society to anticipate various socio-economic and political
problems in the future.
79
Research Methods
This study is a literature review related to the challenges of higher education in the
Industry 4.0 era. The literature is explored in depth and discussed again in two sub-
discussions, namely first examining the challenges of the world of Higher Education in
United States in the Industry 4.0 era, and second about disruption in the Industry 4.0 era.
Results And Discussion
Facing various challenges and changes these challenges and changes, Higher
education continues to be challenged to continue to carry out its various roles, namely
education and teaching, development, and dissemination, as a repository of knowledge for
society. In this regard, there are at least three important things that need to be responded to.
First, universities must start implementing a hybrid teaching system. Here, universities must
be able to respond to the development of the role of technology. In this case, the application
of online learning or lecture technology, now known as Massive Open Online Courses
(MOOCs), should be considered. However, this way of learning and lecturing still cannot be
widely applied to subjects that require training in skills that depend on equipment in
laboratories or that require close communication with lecturers or supervisors in higher-level
and postgraduate courses attended by a small number of students. Secondly, it is necessary to
consider the establishment of an online lecture quality assurance agency. This institution can
be established among universities or by the government, which is tasked with providing
guarantees to the labor market regarding the ability of graduates to meet employment needs.
This kind of certification is needed, among others, if a student takes most of his academic
load from various sources. Third, organizing online dissemination of knowledge. In
dissemination, the type of knowledge delivered is very different from a lecture. In this case,
the material is prepared to shape students by equipping them with knowledge about practical
matters they face.
Referring to on There are five important elements that must be implemented to
encourage competitiveness in the global arena in the era of the Industrial Revolution 4.0,
namely the first preparation of a more innovative learning system in higher education such
as adjusting the learning curriculum, and improving student abilities in terms of data
Information Technology (IT), Operational Technology (OT), Internet of Things (IoT), and
Big Data Analytics, integrating physical, digital and human objects to produce competitive
80
and skilled college graduates, especially in the aspects of data literacy, technological literacy
and human literacy.
Second policy reconstruction higher education institutions that are adaptive and
responsive to the industrial revolution 4.0 in developing trans-disciplines and study
programs that are needed. In addition, the Cyber University program, such as a distance
learning lecture system, has begun to reduce the intensity of meetings between lecturers and
students. Cyber University is expected to be a solution for the nation's children in remote
areas to reach quality higher education. Third, the preparation of human resources,
especially lecturers, researchers and engineers who are responsive, adaptive and reliable to
face the industrial revolution 4.0. In addition, rejuvenation of infrastructure and facilities is
carried out to support the quality of education, research and innovation.
Fourth, breakthroughs in research and development that support the Industrial
Revolution 4.0 and the research and development ecosystem to improve the quality and
quantity of research and development in universities, R&D institutions, LPNK, industry, and
society. Fifth, innovation breakthroughs and strengthening the innovation system to increase
industrial productivity and increase technology-based start-up companies. Most importantly,
the mental revolution must start from education, considering that the role of education is
very strategic in shaping the mentality of the nation's children. The development of culture
and national character is realized through the realm of education (Kristiawan, 2015).
Conclusions
Based on the results of research obtained by researchers on the industrial revolution
4.0, it is declared as a disruptive era, which is an era of intense competition that can cause
the education system in United States to need changes to align with the education system in
developed countries and overcome the challenges of the world of education in the industrial
era 4.0. The challenges of the world of Higher Education in United States in this Industrial
era refer to the hope of having world-class universities and being able to survive and
develop according to the demands in the era of the industrial revolution 4.0.
Industrial Revolution 4.0
The Industrial Revolution 4.0 occurred when robots that are connected to computer
systems, equipped with machines learning algorithms that can learn and control the robot
81
itself without input from human operators is known as artificial intelligence (AI).
Furthermore, AI is connected to an internet-based society. In essence, the industrial
revolution 4.0 is the unification of the online world with the production industry, thus
becoming a digital industrial revolution (Xing and Marwala, 2016).
The Industrial Age 4.0 referred to in this paper is a term used to refer to an era in
which there is a combination of technologies that makes the physical, biological, and digital
dimensions difficult to distinguish (Scawab, 2016). The Industrial Age 4.0 is characterized
by massive digitalization and the use of artificial intelligence in various sectors of human
life, especially in the economic field (Scawab, 2016).
Disruption Era
Changes driven by innovations in science and technology can also occur in the world
of education, especially higher education. Developed countries, which have been the center
of scientific and technological development, have realized these changes. This condition
certainly needs to be addressed also in the higher education system in United States.
Disruptive changes subvert the prevailing system so that fundamental changes cannot
be ignored. This means that universities are also not free from the threat of being disrupted
if they do not immediately make changes and adjust their role in the world of education.
In fact, it is a battle between conventional taxis versus online taxis or conventional
ojek vs online ojek. The public never expected before that ojek/taxis, which are popularly
used by the public for the benefit of human mobility, have succeeded successfully enhanced
its usefulness with an internet-based application system. As a result, the public becomes
easier to get transportation services and even at very affordable prices. What is more
unexpected, online motorcycle taxi services are not limited as an alternative means of
transportation but also penetrate into the delivery service business (onlinedelivery order). In
other words, online technology has brought profound changes to human civilization and the
economy.
According to Kasali (2017) disruption is not Disruption only means the phenomenon
of today's change but also reflects the meaning of the phenomenon of tomorrow's change
(the future change). Christensen, a business administration expert from Harvard Business
School, explained that the era of disruption has disrupted or damaged pre-existing markets
82
but also encouraged the development of products or services that were unexpected by t h e
market, creating diverse consumers and having an impact on lower prices. Thus, the era of
disruption will continue to produce significant changes to respond to demands and needs.
Furthermore, Kasali (2017) added that changes in the era of disruption are essentially
not only in the way or strategy but also in the fundamental aspects of business. The domain
of the disruption era extends from cost structure, culture to industrial ideology. The
implication is that business management is no longer centered on individual ownership, but
becomes role sharing or collaboration or mutual cooperation. In the world of higher
education, we can see this disruption phenomenon from the development of collaborative
research between researchers from various disciplines and universities. Research is no longer
oriented towards problem solving but is encouraged to find potential problems and potential
economic value that can help society to anticipate various socio-economic and political
problems in the future.
Research Methods
This study is a literature review related to the challenges of higher education in the
Industry 4.0 era. The literature is explored in depth and discussed again in two sub-
discussions, namely first examining the challenges of the world of Higher Education in
United States in the Industry 4.0 era, and second about disruption in the Industry 4.0 era.
Results And Discussion
Facing various challenges and changes these challenges and changes, Higher
education continues to be challenged to continue to carry out its various roles, namely
education and teaching, development, and dissemination, as a repository of knowledge for
society. In this regard, there are at least three important things that need to be responded to.
First, universities must start implementing a hybrid teaching system. Here, universities must
be able to respond to the development of the role of technology. In this case, the application
of online learning or lecture technology, now known as Massive Open Online Courses
(MOOCs), should be considered. However, this way of learning and lecturing still cannot be
widely applied to subjects that require training in skills that depend on equipment in
laboratories or that require close communication with lecturers or supervisors in higher-level
and postgraduate courses attended by a small number of students. Secondly, it is necessary to
consider the establishment of an online lecture quality assurance agency. This institution can
83
be established among universities or by the government, which is tasked with providing
guarantees to the labor market regarding the ability of graduates to meet employment needs.
This kind of certification is needed, among others, if a student takes most of his academic
load from various sources. Third, organizing online dissemination of knowledge. In
dissemination, the type of knowledge delivered is very different from a lecture. In this case,
the material is prepared to shape students by equipping them with knowledge about practical
matters they face.
Referring to on There are five important elements that must be implemented to
encourage competitiveness in the global arena in the era of the Industrial Revolution 4.0,
namely the first preparation of a more innovative learning system in higher education such
as adjusting the learning curriculum, and improving student abilities in terms of data
Information Technology (IT), Operational Technology (OT), Internet of Things (IoT), and
Big Data Analytics, integrating physical, digital and human objects to produce competitive
and skilled college graduates, especially in the aspects of data literacy, technological literacy
and human literacy.
Second policy reconstruction higher education institutions that are adaptive and
responsive to the industrial revolution 4.0 in developing trans-disciplines and study
programs that are needed. In addition, the Cyber University program, such as a distance
learning lecture system, has begun to reduce the intensity of meetings between lecturers and
students. Cyber University is expected to be a solution for the nation's children in remote
areas to reach quality higher education. Third, the preparation of human resources,
especially lecturers, researchers and engineers who are responsive, adaptive and reliable to
face the industrial revolution 4.0. In addition, rejuvenation of infrastructure and facilities is
carried out to support the quality of education, research and innovation.
Fourth, breakthroughs in research and development that support the Industrial
Revolution 4.0 and the research and development ecosystem to improve the quality and
quantity of research and development in universities, R&D institutions, LPNK, industry, and
society. Fifth, innovation breakthroughs and strengthening the innovation system to increase
industrial productivity and increase technology-based start-up companies. Most importantly,
the mental revolution must start from education, considering that the role of education is
very strategic in shaping the mentality of the nation's children. The development of culture
84
and national character is realized through the realm of education (Kristiawan, 2015).
Conclusions
Based on the results of research obtained by researchers on the industrial revolution
4.0, it is declared as a disruptive era, which is an era of intense competition that can cause
the education system in United States to need changes to align with the education system in
developed countries and overcome the challenges of the world of education in the industrial
era 4.0. The challenges of the world of Higher Education in United States in this Industrial
era refer to the hope of having world-class universities and being able to survive and
develop according to the demands in the era of the industrial revolution 4.0.
Industrial Revolution 4.0
The Industrial Revolution 4.0 occurred when robots that are connected to computer
systems, equipped with machines learning algorithms that can learn and control the robot
itself without input from human operators is known as artificial intelligence (AI).
Furthermore, AI is connected to an internet-based society. In essence, the industrial
revolution 4.0 is the unification of the online world with the production industry, thus
becoming a digital industrial revolution (Xing and Marwala, 2016).
The Industrial Age 4.0 referred to in this paper is a term used to refer to an era in
which there is a combination of technologies that makes the physical, biological, and digital
dimensions difficult to distinguish (Scawab, 2016). The Industrial Age 4.0 is characterized
by massive digitalization and the use of artificial intelligence in various sectors of human
life, especially in the economic field (Scawab, 2016).
Disruption Era
Changes driven by innovations in science and technology can also occur in the world
of education, especially higher education. Developed countries, which have been the center
of scientific and technological development, have realized these changes. This condition
certainly needs to be addressed also in the higher education system in United States.
Disruptive changes subvert the prevailing system so that fundamental changes cannot
be ignored. This means that universities are also not free from the threat of being disrupted
if they do not immediately make changes and adjust their role in the world of education.
85
In fact, it is a battle between conventional taxis versus online taxis or conventional
ojek vs online ojek. The public never expected before that ojek/taxis, which are popularly
used by the public for the benefit of human mobility, have succeeded successfully enhanced
its usefulness with an internet-based application system. As a result, the public becomes
easier to get transportation services and even at very affordable prices. What is more
unexpected, online motorcycle taxi services are not limited as an alternative means of
transportation but also penetrate into the delivery service business (onlinedelivery order). In
other words, online technology has brought profound changes to human civilization and the
economy.
According to Kasali (2017) disruption is not Disruption only means the phenomenon
of today's change but also reflects the meaning of the phenomenon of tomorrow's change
(the future change). Christensen, a business administration expert from Harvard Business
School, explained that the era of disruption has disrupted or damaged pre-existing markets
but also encouraged the development of products or services that were unexpected by t h e
market, creating diverse consumers and having an impact on lower prices. Thus, the era of
disruption will continue to produce significant changes to respond to demands and needs.
Furthermore, Kasali (2017) added that changes in the era of disruption are essentially
not only in the way or strategy but also in the fundamental aspects of business. The domain
of the disruption era extends from cost structure, culture to industrial ideology. The
implication is that business management is no longer centered on individual ownership, but
becomes role sharing or collaboration or mutual cooperation. In the world of higher
education, we can see this disruption phenomenon from the development of collaborative
research between researchers from various disciplines and universities. Research is no longer
oriented towards problem solving but is encouraged to find potential problems and potential
economic value that can help society to anticipate various socio-economic and political
problems in the future.
Research Methods
This study is a literature review related to the challenges of higher education in the
Industry 4.0 era. The literature is explored in depth and discussed again in two sub-
discussions, namely first examining the challenges of the world of Higher Education in
United States in the Industry 4.0 era, and second about disruption in the Industry 4.0 era.
86
Results And Discussion
Facing various challenges and changes these challenges and changes, Higher
education continues to be challenged to continue to carry out its various roles, namely
education and teaching, development, and dissemination, as a repository of knowledge for
society. In this regard, there are at least three important things that need to be responded to.
First, universities must start implementing a hybrid teaching system. Here, universities must
be able to respond to the development of the role of technology. In this case, the application
of online learning or lecture technology, now known as Massive Open Online Courses
(MOOCs), should be considered. However, this way of learning and lecturing still cannot be
widely applied to subjects that require training in skills that depend on equipment in
laboratories or that require close communication with lecturers or supervisors in higher-level
and postgraduate courses attended by a small number of students. Secondly, it is necessary to
consider the establishment of an online lecture quality assurance agency. This institution can
be established among universities or by the government, which is tasked with providing
guarantees to the labor market regarding the ability of graduates to meet employment needs.
This kind of certification is needed, among others, if a student takes most of his academic
load from various sources. Third, organizing online dissemination of knowledge. In
dissemination, the type of knowledge delivered is very different from a lecture. In this case,
the material is prepared to shape students by equipping them with knowledge about practical
matters they face.
Referring to on There are five important elements that must be implemented to
encourage competitiveness in the global arena in the era of the Industrial Revolution 4.0,
namely the first preparation of a more innovative learning system in higher education such
as adjusting the learning curriculum, and improving student abilities in terms of data
Information Technology (IT), Operational Technology (OT), Internet of Things (IoT), and
Big Data Analytics, integrating physical, digital and human objects to produce competitive
and skilled college graduates, especially in the aspects of data literacy, technological literacy
and human literacy.
Second policy reconstruction higher education institutions that are adaptive and
responsive to the industrial revolution 4.0 in developing trans-disciplines and study
programs that are needed. In addition, the Cyber University program, such as a distance
87
learning lecture system, has begun to reduce the intensity of meetings between lecturers and
students. Cyber University is expected to be a solution for the nation's children in remote
areas to reach quality higher education. Third, the preparation of human resources,
especially lecturers, researchers and engineers who are responsive, adaptive and reliable to
face the industrial revolution 4.0. In addition, rejuvenation of infrastructure and facilities is
carried out to support the quality of education, research and innovation.
Fourth, breakthroughs in research and development that support the Industrial
Revolution 4.0 and the research and development ecosystem to improve the quality and
quantity of research and development in universities, R&D institutions, LPNK, industry, and
society. Fifth, innovation breakthroughs and strengthening the innovation system to increase
industrial productivity and increase technology-based start-up companies. Most importantly,
the mental revolution must start from education, considering that the role of education is
very strategic in shaping the mentality of the nation's children. The development of culture
and national character is realized through the realm of education (Kristiawan, 2015).
Conclusions
Based on the results of research obtained by researchers on the industrial revolution
4.0, it is declared as a disruptive era, which is an era of intense competition that can cause
the education system in United States to need changes to align with the education system in
developed countries and overcome the challenges of the world of education in the industrial
era 4.0. The challenges of the world of Higher Education in United States in this Industrial
era refer to the hope of having world-class universities and being able to survive and
develop according to the demands in the era of the industrial revolution 4.0.
Industrial Revolution 4.0
The Industrial Revolution 4.0 occurred when robots that are connected to computer
systems, equipped with machines learning algorithms that can learn and control the robot
itself without input from human operators is known as artificial intelligence (AI).
Furthermore, AI is connected to an internet-based society. In essence, the industrial
revolution 4.0 is the unification of the online world with the production industry, thus
becoming a digital industrial revolution (Xing and Marwala, 2016).
The Industrial Age 4.0 referred to in this paper is a term used to refer to an era in
88
which there is a combination of technologies that makes the physical, biological, and digital
dimensions difficult to distinguish (Scawab, 2016). The Industrial Age 4.0 is characterized
by massive digitalization and the use of artificial intelligence in various sectors of human
life, especially in the economic field (Scawab, 2016).
Disruption Era
Changes driven by innovations in science and technology can also occur in the world
of education, especially higher education. Developed countries, which have been the center
of scientific and technological development, have realized these changes. This condition
certainly needs to be addressed also in the higher education system in United States.
Disruptive changes subvert the prevailing system so that fundamental changes cannot
be ignored. This means that universities are also not free from the threat of being disrupted
if they do not immediately make changes and adjust their role in the world of education.
In fact, it is a battle between conventional taxis versus online taxis or conventional
ojek vs online ojek. The public never expected before that ojek/taxis, which are popularly
used by the public for the benefit of human mobility, have succeeded successfully enhanced
its usefulness with an internet-based application system. As a result, the public becomes
easier to get transportation services and even at very affordable prices. What is more
unexpected, online motorcycle taxi services are not limited as an alternative means of
transportation but also penetrate into the delivery service business (onlinedelivery order). In
other words, online technology has brought profound changes to human civilization and the
economy.
According to Kasali (2017) disruption is not Disruption only means the phenomenon
of today's change but also reflects the meaning of the phenomenon of tomorrow's change
(the future change). Christensen, a business administration expert from Harvard Business
School, explained that the era of disruption has disrupted or damaged pre-existing markets
but also encouraged the development of products or services that were unexpected by t h e
market, creating diverse consumers and having an impact on lower prices. Thus, the era of
disruption will continue to produce significant changes to respond to demands and needs.
Furthermore, Kasali (2017) added that changes in the era of disruption are essentially
not only in the way or strategy but also in the fundamental aspects of business. The domain
89
of the disruption era extends from cost structure, culture to industrial ideology. The
implication is that business management is no longer centered on individual ownership, but
becomes role sharing or collaboration or mutual cooperation. In the world of higher
education, we can see this disruption phenomenon from the development of collaborative
research between researchers from various disciplines and universities. Research is no longer
oriented towards problem solving but is encouraged to find potential problems and potential
economic value that can help society to anticipate various socio-economic and political
problems in the future.
Research Methods
This study is a literature review related to the challenges of higher education in the
Industry 4.0 era. The literature is explored in depth and discussed again in two sub-
discussions, namely first examining the challenges of the world of Higher Education in
United States in the Industry 4.0 era, and second about disruption in the Industry 4.0 era.
Results And Discussion
Facing various challenges and changes these challenges and changes, Higher
education continues to be challenged to continue to carry out its various roles, namely
education and teaching, development, and dissemination, as a repository of knowledge for
society. In this regard, there are at least three important things that need to be responded to.
First, universities must start implementing a hybrid teaching system. Here, universities must
be able to respond to the development of the role of technology. In this case, the application
of online learning or lecture technology, now known as Massive Open Online Courses
(MOOCs), should be considered. However, this way of learning and lecturing still cannot be
widely applied to subjects that require training in skills that depend on equipment in
laboratories or that require close communication with lecturers or supervisors in higher-level
and postgraduate courses attended by a small number of students. Secondly, it is necessary to
consider the establishment of an online lecture quality assurance agency. This institution can
be established among universities or by the government, which is tasked with providing
guarantees to the labor market regarding the ability of graduates to meet employment needs.
This kind of certification is needed, among others, if a student takes most of his academic
load from various sources. Third, organizing online dissemination of knowledge. In
dissemination, the type of knowledge delivered is very different from a lecture. In this case,
the material is prepared to shape students by equipping them with knowledge about practical
90
matters they face.
Referring to on There are five important elements that must be implemented to
encourage competitiveness in the global arena in the era of the Industrial Revolution 4.0,
namely the first preparation of a more innovative learning system in higher education such
as adjusting the learning curriculum, and improving student abilities in terms of data
Information Technology (IT), Operational Technology (OT), Internet of Things (IoT), and
Big Data Analytics, integrating physical, digital and human objects to produce competitive
and skilled college graduates, especially in the aspects of data literacy, technological literacy
and human literacy.
Second policy reconstruction higher education institutions that are adaptive and
responsive to the industrial revolution 4.0 in developing trans-disciplines and study
programs that are needed. In addition, the Cyber University program, such as a distance
learning lecture system, has begun to reduce the intensity of meetings between lecturers and
students. Cyber University is expected to be a solution for the nation's children in remote
areas to reach quality higher education. Third, the preparation of human resources,
especially lecturers, researchers and engineers who are responsive, adaptive and reliable to
face the industrial revolution 4.0. In addition, rejuvenation of infrastructure and facilities is
carried out to support the quality of education, research and innovation.
Fourth, breakthroughs in research and development that support the Industrial
Revolution 4.0 and the research and development ecosystem to improve the quality and
quantity of research and development in universities, R&D institutions, LPNK, industry, and
society. Fifth, innovation breakthroughs and strengthening the innovation system to increase
industrial productivity and increase technology-based start-up companies. Most importantly,
the mental revolution must start from education, considering that the role of education is
very strategic in shaping the mentality of the nation's children. The development of culture
and national character is realized through the realm of education (Kristiawan, 2015).
Conclusions
Based on the results of research obtained by researchers on the industrial revolution
4.0, it is declared as a disruptive era, which is an era of intense competition that can cause
the education system in United States to need changes to align with the education system in
91
developed countries and overcome the challenges of the world of education in the industrial
era 4.0. The challenges of the world of Higher Education in United States in this Industrial
era refer to the hope of having world-class universities and being able to survive and
develop according to the demands in the era of the industrial revolution 4.0.
Industrial Revolution 4.0
The Industrial Revolution 4.0 occurred when robots that are connected to computer
systems, equipped with machines learning algorithms that can learn and control the robot
itself without input from human operators is known as artificial intelligence (AI).
Furthermore, AI is connected to an internet-based society. In essence, the industrial
revolution 4.0 is the unification of the online world with the production industry, thus
becoming a digital industrial revolution (Xing and Marwala, 2016).
The Industrial Age 4.0 referred to in this paper is a term used to refer to an era in
which there is a combination of technologies that makes the physical, biological, and digital
dimensions difficult to distinguish (Scawab, 2016). The Industrial Age 4.0 is characterized
by massive digitalization and the use of artificial intelligence in various sectors of human
life, especially in the economic field (Scawab, 2016).
Disruption Era
Changes driven by innovations in science and technology can also occur in the world
of education, especially higher education. Developed countries, which have been the center
of scientific and technological development, have realized these changes. This condition
certainly needs to be addressed also in the higher education system in United States.
Disruptive changes subvert the prevailing system so that fundamental changes cannot
be ignored. This means that universities are also not free from the threat of being disrupted
if they do not immediately make changes and adjust their role in the world of education.
In fact, it is a battle between conventional taxis versus online taxis or conventional
ojek vs online ojek. The public never expected before that ojek/taxis, which are popularly
used by the public for the benefit of human mobility, have succeeded successfully enhanced
its usefulness with an internet-based application system. As a result, the public becomes
easier to get transportation services and even at very affordable prices. What is more
92
unexpected, online motorcycle taxi services are not limited as an alternative means of
transportation but also penetrate into the delivery service business (onlinedelivery order). In
other words, online technology has brought profound changes to human civilization and the
economy.
According to Kasali (2017) disruption is not Disruption only means the phenomenon
of today's change but also reflects the meaning of the phenomenon of tomorrow's change
(the future change). Christensen, a business administration expert from Harvard Business
School, explained that the era of disruption has disrupted or damaged pre-existing markets
but also encouraged the development of products or services that were unexpected by t h e
market, creating diverse consumers and having an impact on lower prices. Thus, the era of
disruption will continue to produce significant changes to respond to demands and needs.
Furthermore, Kasali (2017) added that changes in the era of disruption are essentially
not only in the way or strategy but also in the fundamental aspects of business. The domain
of the disruption era extends from cost structure, culture to industrial ideology. The
implication is that business management is no longer centered on individual ownership, but
becomes role sharing or collaboration or mutual cooperation. In the world of higher
education, we can see this disruption phenomenon from the development of collaborative
research between researchers from various disciplines and universities. Research is no longer
oriented towards problem solving but is encouraged to find potential problems and potential
economic value that can help society to anticipate various socio-economic and political
problems in the future.
Research Methods
This study is a literature review related to the challenges of higher education in the
Industry 4.0 era. The literature is explored in depth and discussed again in two sub-
discussions, namely first examining the challenges of the world of Higher Education in
United States in the Industry 4.0 era, and second about disruption in the Industry 4.0 era.
Results And Discussion
Facing various challenges and changes these challenges and changes, Higher
education continues to be challenged to continue to carry out its various roles, namely
education and teaching, development, and dissemination, as a repository of knowledge for
society. In this regard, there are at least three important things that need to be responded to.
93
First, universities must start implementing a hybrid teaching system. Here, universities must
be able to respond to the development of the role of technology. In this case, the application
of online learning or lecture technology, now known as Massive Open Online Courses
(MOOCs), should be considered. However, this way of learning and lecturing still cannot be
widely applied to subjects that require training in skills that depend on equipment in
laboratories or that require close communication with lecturers or supervisors in higher-level
and postgraduate courses attended by a small number of students. Secondly, it is necessary to
consider the establishment of an online lecture quality assurance agency. This institution can
be established among universities or by the government, which is tasked with providing
guarantees to the labor market regarding the ability of graduates to meet employment needs.
This kind of certification is needed, among others, if a student takes most of his academic
load from various sources. Third, organizing online dissemination of knowledge. In
dissemination, the type of knowledge delivered is very different from a lecture. In this case,
the material is prepared to shape students by equipping them with knowledge about practical
matters they face.
Referring to on There are five important elements that must be implemented to
encourage competitiveness in the global arena in the era of the Industrial Revolution 4.0,
namely the first preparation of a more innovative learning system in higher education such
as adjusting the learning curriculum, and improving student abilities in terms of data
Information Technology (IT), Operational Technology (OT), Internet of Things (IoT), and
Big Data Analytics, integrating physical, digital and human objects to produce competitive
and skilled college graduates, especially in the aspects of data literacy, technological literacy
and human literacy.
Second policy reconstruction higher education institutions that are adaptive and
responsive to the industrial revolution 4.0 in developing trans-disciplines and study
programs that are needed. In addition, the Cyber University program, such as a distance
learning lecture system, has begun to reduce the intensity of meetings between lecturers and
students. Cyber University is expected to be a solution for the nation's children in remote
areas to reach quality higher education. Third, the preparation of human resources,
especially lecturers, researchers and engineers who are responsive, adaptive and reliable to
face the industrial revolution 4.0. In addition, rejuvenation of infrastructure and facilities is
carried out to support the quality of education, research and innovation.
94
Fourth, breakthroughs in research and development that support the Industrial
Revolution 4.0 and the research and development ecosystem to improve the quality and
quantity of research and development in universities, R&D institutions, LPNK, industry, and
society. Fifth, innovation breakthroughs and strengthening the innovation system to increase
industrial productivity and increase technology-based start-up companies. Most importantly,
the mental revolution must start from education, considering that the role of education is
very strategic in shaping the mentality of the nation's children. The development of culture
and national character is realized through the realm of education (Kristiawan, 2015).
Conclusions
Based on the results of research obtained by researchers on the industrial revolution
4.0, it is declared as a disruptive era, which is an era of intense competition that can cause
the education system in United States to need changes to align with the education system in
developed countries and overcome the challenges of the world of education in the industrial
era 4.0. The challenges of the world of Higher Education in United States in this Industrial
era refer to the hope of having world-class universities and being able to survive and
develop according to the demands in the era of the industrial revolution 4.0.
Industrial Revolution 4.0
The Industrial Revolution 4.0 occurred when robots that are connected to computer
systems, equipped with machines learning algorithms that can learn and control the robot
itself without input from human operators is known as artificial intelligence (AI).
Furthermore, AI is connected to an internet-based society. In essence, the industrial
revolution 4.0 is the unification of the online world with the production industry, thus
becoming a digital industrial revolution (Xing and Marwala, 2016).
The Industrial Age 4.0 referred to in this paper is a term used to refer to an era in
which there is a combination of technologies that makes the physical, biological, and digital
dimensions difficult to distinguish (Scawab, 2016). The Industrial Age 4.0 is characterized
by massive digitalization and the use of artificial intelligence in various sectors of human
life, especially in the economic field (Scawab, 2016).
Disruption Era
95
Changes driven by innovations in science and technology can also occur in the world
of education, especially higher education. Developed countries, which have been the center
of scientific and technological development, have realized these changes. This condition
certainly needs to be addressed also in the higher education system in United States.
Disruptive changes subvert the prevailing system so that fundamental changes cannot
be ignored. This means that universities are also not free from the threat of being disrupted
if they do not immediately make changes and adjust their role in the world of education.
In fact, it is a battle between conventional taxis versus online taxis or conventional
ojek vs online ojek. The public never expected before that ojek/taxis, which are popularly
used by the public for the benefit of human mobility, have succeeded successfully enhanced
its usefulness with an internet-based application system. As a result, the public becomes
easier to get transportation services and even at very affordable prices. What is more
unexpected, online motorcycle taxi services are not limited as an alternative means of
transportation but also penetrate into the delivery service business (onlinedelivery order). In
other words, online technology has brought profound changes to human civilization and the
economy.
According to Kasali (2017) disruption is not Disruption only means the phenomenon
of today's change but also reflects the meaning of the phenomenon of tomorrow's change
(the future change). Christensen, a business administration expert from Harvard Business
School, explained that the era of disruption has disrupted or damaged pre-existing markets
but also encouraged the development of products or services that were unexpected by t h e
market, creating diverse consumers and having an impact on lower prices. Thus, the era of
disruption will continue to produce significant changes to respond to demands and needs.
Furthermore, Kasali (2017) added that changes in the era of disruption are essentially
not only in the way or strategy but also in the fundamental aspects of business. The domain
of the disruption era extends from cost structure, culture to industrial ideology. The
implication is that business management is no longer centered on individual ownership, but
becomes role sharing or collaboration or mutual cooperation. In the world of higher
education, we can see this disruption phenomenon from the development of collaborative
research between researchers from various disciplines and universities. Research is no longer
oriented towards problem solving but is encouraged to find potential problems and potential
96
economic value that can help society to anticipate various socio-economic and political
problems in the future.
Research Methods
This study is a literature review related to the challenges of higher education in the
Industry 4.0 era. The literature is explored in depth and discussed again in two sub-
discussions, namely first examining the challenges of the world of Higher Education in
United States in the Industry 4.0 era, and second about disruption in the Industry 4.0 era.
Results And Discussion
Facing various challenges and changes these challenges and changes, Higher
education continues to be challenged to continue to carry out its various roles, namely
education and teaching, development, and dissemination, as a repository of knowledge for
society. In this regard, there are at least three important things that need to be responded to.
First, universities must start implementing a hybrid teaching system. Here, universities must
be able to respond to the development of the role of technology. In this case, the application
of online learning or lecture technology, now known as Massive Open Online Courses
(MOOCs), should be considered. However, this way of learning and lecturing still cannot be
widely applied to subjects that require training in skills that depend on equipment in
laboratories or that require close communication with lecturers or supervisors in higher-level
and postgraduate courses attended by a small number of students. Secondly, it is necessary to
consider the establishment of an online lecture quality assurance agency. This institution can
be established among universities or by the government, which is tasked with providing
guarantees to the labor market regarding the ability of graduates to meet employment needs.
This kind of certification is needed, among others, if a student takes most of his academic
load from various sources. Third, organizing online dissemination of knowledge. In
dissemination, the type of knowledge delivered is very different from a lecture. In this case,
the material is prepared to shape students by equipping them with knowledge about practical
matters they face.
Referring to on There are five important elements that must be implemented to
encourage competitiveness in the global arena in the era of the Industrial Revolution 4.0,
namely the first preparation of a more innovative learning system in higher education such
as adjusting the learning curriculum, and improving student abilities in terms of data
97
Information Technology (IT), Operational Technology (OT), Internet of Things (IoT), and
Big Data Analytics, integrating physical, digital and human objects to produce competitive
and skilled college graduates, especially in the aspects of data literacy, technological literacy
and human literacy.
Second policy reconstruction higher education institutions that are adaptive and
responsive to the industrial revolution 4.0 in developing trans-disciplines and study
programs that are needed. In addition, the Cyber University program, such as a distance
learning lecture system, has begun to reduce the intensity of meetings between lecturers and
students. Cyber University is expected to be a solution for the nation's children in remote
areas to reach quality higher education. Third, the preparation of human resources,
especially lecturers, researchers and engineers who are responsive, adaptive and reliable to
face the industrial revolution 4.0. In addition, rejuvenation of infrastructure and facilities is
carried out to support the quality of education, research and innovation.
Fourth, breakthroughs in research and development that support the Industrial
Revolution 4.0 and the research and development ecosystem to improve the quality and
quantity of research and development in universities, R&D institutions, LPNK, industry, and
society. Fifth, innovation breakthroughs and strengthening the innovation system to increase
industrial productivity and increase technology-based start-up companies. Most importantly,
the mental revolution must start from education, considering that the role of education is
very strategic in shaping the mentality of the nation's children. The development of culture
and national character is realized through the realm of education (Kristiawan, 2015).
Conclusions
Based on the results of research obtained by researchers on the industrial revolution
4.0, it is declared as a disruptive era, which is an era of intense competition that can cause
the education system in United States to need changes to align with the education system in
developed countries and overcome the challenges of the world of education in the industrial
era 4.0. The challenges of the world of Higher Education in United States in this Industrial
era refer to the hope of having world-class universities and being able to survive and
develop according to the demands in the era of the industrial revolution 4.0.
Industrial Revolution 4.0
98
The Industrial Revolution 4.0 occurred when robots that are connected to computer
systems, equipped with machines learning algorithms that can learn and control the robot
itself without input from human operators is known as artificial intelligence (AI).
Furthermore, AI is connected to an internet-based society. In essence, the industrial
revolution 4.0 is the unification of the online world with the production industry, thus
becoming a digital industrial revolution (Xing and Marwala, 2016).
The Industrial Age 4.0 referred to in this paper is a term used to refer to an era in
which there is a combination of technologies that makes the physical, biological, and digital
dimensions difficult to distinguish (Scawab, 2016). The Industrial Age 4.0 is characterized
by massive digitalization and the use of artificial intelligence in various sectors of human
life, especially in the economic field (Scawab, 2016).
Disruption Era
Changes driven by innovations in science and technology can also occur in the world
of education, especially higher education. Developed countries, which have been the center
of scientific and technological development, have realized these changes. This condition
certainly needs to be addressed also in the higher education system in United States.
Disruptive changes subvert the prevailing system so that fundamental changes cannot
be ignored. This means that universities are also not free from the threat of being disrupted
if they do not immediately make changes and adjust their role in the world of education.
In fact, it is a battle between conventional taxis versus online taxis or conventional
ojek vs online ojek. The public never expected before that ojek/taxis, which are popularly
used by the public for the benefit of human mobility, have succeeded successfully enhanced
its usefulness with an internet-based application system. As a result, the public becomes
easier to get transportation services and even at very affordable prices. What is more
unexpected, online motorcycle taxi services are not limited as an alternative means of
transportation but also penetrate into the delivery service business (onlinedelivery order). In
other words, online technology has brought profound changes to human civilization and the
economy.
According to Kasali (2017) disruption is not Disruption only means the phenomenon
of today's change but also reflects the meaning of the phenomenon of tomorrow's change
99
(the future change). Christensen, a business administration expert from Harvard Business
School, explained that the era of disruption has disrupted or damaged pre-existing markets
but also encouraged the development of products or services that were unexpected by t h e
market, creating diverse consumers and having an impact on lower prices. Thus, the era of
disruption will continue to produce significant changes to respond to demands and needs.
Furthermore, Kasali (2017) added that changes in the era of disruption are essentially
not only in the way or strategy but also in the fundamental aspects of business. The domain
of the disruption era extends from cost structure, culture to industrial ideology. The
implication is that business management is no longer centered on individual ownership, but
becomes role sharing or collaboration or mutual cooperation. In the world of higher
education, we can see this disruption phenomenon from the development of collaborative
research between researchers from various disciplines and universities. Research is no longer
oriented towards problem solving but is encouraged to find potential problems and potential
economic value that can help society to anticipate various socio-economic and political
problems in the future.
Research Methods
This study is a literature review related to the challenges of higher education in the
Industry 4.0 era. The literature is explored in depth and discussed again in two sub-
discussions, namely first examining the challenges of the world of Higher Education in
United States in the Industry 4.0 era, and second about disruption in the Industry 4.0 era.
Results And Discussion
Facing various challenges and changes these challenges and changes, Higher
education continues to be challenged to continue to carry out its various roles, namely
education and teaching, development, and dissemination, as a repository of knowledge for
society. In this regard, there are at least three important things that need to be responded to.
First, universities must start implementing a hybrid teaching system. Here, universities must
be able to respond to the development of the role of technology. In this case, the application
of online learning or lecture technology, now known as Massive Open Online Courses
(MOOCs), should be considered. However, this way of learning and lecturing still cannot be
widely applied to subjects that require training in skills that depend on equipment in
laboratories or that require close communication with lecturers or supervisors in higher-level
10
0
and postgraduate courses attended by a small number of students. Secondly, it is necessary to
consider the establishment of an online lecture quality assurance agency. This institution can
be established among universities or by the government, which is tasked with providing
guarantees to the labor market regarding the ability of graduates to meet employment needs.
This kind of certification is needed, among others, if a student takes most of his academic
load from various sources. Third, organizing online dissemination of knowledge. In
dissemination, the type of knowledge delivered is very different from a lecture. In this case,
the material is prepared to shape students by equipping them with knowledge about practical
matters they face.
Referring to on There are five important elements that must be implemented to
encourage competitiveness in the global arena in the era of the Industrial Revolution 4.0,
namely the first preparation of a more innovative learning system in higher education such
as adjusting the learning curriculum, and improving student abilities in terms of data
Information Technology (IT), Operational Technology (OT), Internet of Things (IoT), and
Big Data Analytics, integrating physical, digital and human objects to produce competitive
and skilled college graduates, especially in the aspects of data literacy, technological literacy
and human literacy.
Second policy reconstruction higher education institutions that are adaptive and
responsive to the industrial revolution 4.0 in developing trans-disciplines and study
programs that are needed. In addition, the Cyber University program, such as a distance
learning lecture system, has begun to reduce the intensity of meetings between lecturers and
students. Cyber University is expected to be a solution for the nation's children in remote
areas to reach quality higher education. Third, the preparation of human resources,
especially lecturers, researchers and engineers who are responsive, adaptive and reliable to
face the industrial revolution 4.0. In addition, rejuvenation of infrastructure and facilities is
carried out to support the quality of education, research and innovation.
Fourth, breakthroughs in research and development that support the Industrial
Revolution 4.0 and the research and development ecosystem to improve the quality and
quantity of research and development in universities, R&D institutions, LPNK, industry, and
society. Fifth, innovation breakthroughs and strengthening the innovation system to increase
industrial productivity and increase technology-based start-up companies. Most importantly,
10
1
the mental revolution must start from education, considering that the role of education is
very strategic in shaping the mentality of the nation's children. The development of culture
and national character is realized through the realm of education (Kristiawan, 2015).
Conclusions
Based on the results of research obtained by researchers on the industrial revolution
4.0, it is declared as a disruptive era, which is an era of intense competition that can cause
the education system in United States to need changes to align with the education system in
developed countries and overcome the challenges of the world of education in the industrial
era 4.0. The challenges of the world of Higher Education in United States in this Industrial
era refer to the hope of having world-class universities and being able to survive and
develop according to the demands in the era of the industrial revolution 4.0.
Industrial Revolution 4.0
The Industrial Revolution 4.0 occurred when robots that are connected to computer
systems, equipped with machines learning algorithms that can learn and control the robot
itself without input from human operators is known as artificial intelligence (AI).
Furthermore, AI is connected to an internet-based society. In essence, the industrial
revolution 4.0 is the unification of the online world with the production industry, thus
becoming a digital industrial revolution (Xing and Marwala, 2016).
The Industrial Age 4.0 referred to in this paper is a term used to refer to an era in
which there is a combination of technologies that makes the physical, biological, and digital
dimensions difficult to distinguish (Scawab, 2016). The Industrial Age 4.0 is characterized
by massive digitalization and the use of artificial intelligence in various sectors of human
life, especially in the economic field (Scawab, 2016).
Disruption Era
Changes driven by innovations in science and technology can also occur in the world
of education, especially higher education. Developed countries, which have been the center
of scientific and technological development, have realized these changes. This condition
certainly needs to be addressed also in the higher education system in United States.
Disruptive changes subvert the prevailing system so that fundamental changes cannot
10
2
be ignored. This means that universities are also not free from the threat of being disrupted
if they do not immediately make changes and adjust their role in the world of education.
In fact, it is a battle between conventional taxis versus online taxis or conventional
ojek vs online ojek. The public never expected before that ojek/taxis, which are popularly
used by the public for the benefit of human mobility, have succeeded successfully enhanced
its usefulness with an internet-based application system. As a result, the public becomes
easier to get transportation services and even at very affordable prices. What is more
unexpected, online motorcycle taxi services are not limited as an alternative means of
transportation but also penetrate into the delivery service business (onlinedelivery order). In
other words, online technology has brought profound changes to human civilization and the
economy.
According to Kasali (2017) disruption is not Disruption only means the phenomenon
of today's change but also reflects the meaning of the phenomenon of tomorrow's change
(the future change). Christensen, a business administration expert from Harvard Business
School, explained that the era of disruption has disrupted or damaged pre-existing markets
but also encouraged the development of products or services that were unexpected by t h e
market, creating diverse consumers and having an impact on lower prices. Thus, the era of
disruption will continue to produce significant changes to respond to demands and needs.
Furthermore, Kasali (2017) added that changes in the era of disruption are essentially
not only in the way or strategy but also in the fundamental aspects of business. The domain
of the disruption era extends from cost structure, culture to industrial ideology. The
implication is that business management is no longer centered on individual ownership, but
becomes role sharing or collaboration or mutual cooperation. In the world of higher
education, we can see this disruption phenomenon from the development of collaborative
research between researchers from various disciplines and universities. Research is no longer
oriented towards problem solving but is encouraged to find potential problems and potential
economic value that can help society to anticipate various socio-economic and political
problems in the future.
Research Methods
This study is a literature review related to the challenges of higher education in the
Industry 4.0 era. The literature is explored in depth and discussed again in two sub-
10
3
discussions, namely first examining the challenges of the world of Higher Education in
United States in the Industry 4.0 era, and second about disruption in the Industry 4.0 era.
Results And Discussion
Facing various challenges and changes these challenges and changes, Higher
education continues to be challenged to continue to carry out its various roles, namely
education and teaching, development, and dissemination, as a repository of knowledge for
society. In this regard, there are at least three important things that need to be responded to.
First, universities must start implementing a hybrid teaching system. Here, universities must
be able to respond to the development of the role of technology. In this case, the application
of online learning or lecture technology, now known as Massive Open Online Courses
(MOOCs), should be considered. However, this way of learning and lecturing still cannot be
widely applied to subjects that require training in skills that depend on equipment in
laboratories or that require close communication with lecturers or supervisors in higher-level
and postgraduate courses attended by a small number of students. Secondly, it is necessary to
consider the establishment of an online lecture quality assurance agency. This institution can
be established among universities or by the government, which is tasked with providing
guarantees to the labor market regarding the ability of graduates to meet employment needs.
This kind of certification is needed, among others, if a student takes most of his academic
load from various sources. Third, organizing online dissemination of knowledge. In
dissemination, the type of knowledge delivered is very different from a lecture. In this case,
the material is prepared to shape students by equipping them with knowledge about practical
matters they face.
Referring to on There are five important elements that must be implemented to
encourage competitiveness in the global arena in the era of the Industrial Revolution 4.0,
namely the first preparation of a more innovative learning system in higher education such
as adjusting the learning curriculum, and improving student abilities in terms of data
Information Technology (IT), Operational Technology (OT), Internet of Things (IoT), and
Big Data Analytics, integrating physical, digital and human objects to produce competitive
and skilled college graduates, especially in the aspects of data literacy, technological literacy
and human literacy.
Second policy reconstruction higher education institutions that are adaptive and
10
4
responsive to the industrial revolution 4.0 in developing trans-disciplines and study
programs that are needed. In addition, the Cyber University program, such as a distance
learning lecture system, has begun to reduce the intensity of meetings between lecturers and
students. Cyber University is expected to be a solution for the nation's children in remote
areas to reach quality higher education. Third, the preparation of human resources,
especially lecturers, researchers and engineers who are responsive, adaptive and reliable to
face the industrial revolution 4.0. In addition, rejuvenation of infrastructure and facilities is
carried out to support the quality of education, research and innovation.
Fourth, breakthroughs in research and development that support the Industrial
Revolution 4.0 and the research and development ecosystem to improve the quality and
quantity of research and development in universities, R&D institutions, LPNK, industry, and
society. Fifth, innovation breakthroughs and strengthening the innovation system to increase
industrial productivity and increase technology-based start-up companies. Most importantly,
the mental revolution must start from education, considering that the role of education is
very strategic in shaping the mentality of the nation's children. The development of culture
and national character is realized through the realm of education (Kristiawan, 2015).
Conclusions
Based on the results of research obtained by researchers on the industrial revolution
4.0, it is declared as a disruptive era, which is an era of intense competition that can cause
the education system in United States to need changes to align with the education system in
developed countries and overcome the challenges of the world of education in the industrial
era 4.0. The challenges of the world of Higher Education in United States in this Industrial
era refer to the hope of having world-class universities and being able to survive and
develop according to the demands in the era of the industrial revolution 4.0.
Industrial Revolution 4.0
The Industrial Revolution 4.0 occurred when robots that are connected to computer
systems, equipped with machines learning algorithms that can learn and control the robot
itself without input from human operators is known as artificial intelligence (AI).
Furthermore, AI is connected to an internet-based society. In essence, the industrial
revolution 4.0 is the unification of the online world with the production industry, thus
becoming a digital industrial revolution (Xing and Marwala, 2016).
10
5
The Industrial Age 4.0 referred to in this paper is a term used to refer to an era in
which there is a combination of technologies that makes the physical, biological, and digital
dimensions difficult to distinguish (Scawab, 2016). The Industrial Age 4.0 is characterized
by massive digitalization and the use of artificial intelligence in various sectors of human
life, especially in the economic field (Scawab, 2016).
Disruption Era
Changes driven by innovations in science and technology can also occur in the world
of education, especially higher education. Developed countries, which have been the center
of scientific and technological development, have realized these changes. This condition
certainly needs to be addressed also in the higher education system in United States.
Disruptive changes subvert the prevailing system so that fundamental changes cannot
be ignored. This means that universities are also not free from the threat of being disrupted
if they do not immediately make changes and adjust their role in the world of education.
In fact, it is a battle between conventional taxis versus online taxis or conventional
ojek vs online ojek. The public never expected before that ojek/taxis, which are popularly
used by the public for the benefit of human mobility, have succeeded successfully enhanced
its usefulness with an internet-based application system. As a result, the public becomes
easier to get transportation services and even at very affordable prices. What is more
unexpected, online motorcycle taxi services are not limited as an alternative means of
transportation but also penetrate into the delivery service business (onlinedelivery order). In
other words, online technology has brought profound changes to human civilization and the
economy.
According to Kasali (2017) disruption is not Disruption only means the phenomenon
of today's change but also reflects the meaning of the phenomenon of tomorrow's change
(the future change). Christensen, a business administration expert from Harvard Business
School, explained that the era of disruption has disrupted or damaged pre-existing markets
but also encouraged the development of products or services that were unexpected by t h e
market, creating diverse consumers and having an impact on lower prices. Thus, the era of
disruption will continue to produce significant changes to respond to demands and needs.
10
6
Furthermore, Kasali (2017) added that changes in the era of disruption are essentially
not only in the way or strategy but also in the fundamental aspects of business. The domain
of the disruption era extends from cost structure, culture to industrial ideology. The
implication is that business management is no longer centered on individual ownership, but
becomes role sharing or collaboration or mutual cooperation. In the world of higher
education, we can see this disruption phenomenon from the development of collaborative
research between researchers from various disciplines and universities. Research is no longer
oriented towards problem solving but is encouraged to find potential problems and potential
economic value that can help society to anticipate various socio-economic and political
problems in the future.
Research Methods
This study is a literature review related to the challenges of higher education in the
Industry 4.0 era. The literature is explored in depth and discussed again in two sub-
discussions, namely first examining the challenges of the world of Higher Education in
United States in the Industry 4.0 era, and second about disruption in the Industry 4.0 era.
Results And Discussion
Facing various challenges and changes these challenges and changes, Higher
education continues to be challenged to continue to carry out its various roles, namely
education and teaching, development, and dissemination, as a repository of knowledge for
society. In this regard, there are at least three important things that need to be responded to.
First, universities must start implementing a hybrid teaching system. Here, universities must
be able to respond to the development of the role of technology. In this case, the application
of online learning or lecture technology, now known as Massive Open Online Courses
(MOOCs), should be considered. However, this way of learning and lecturing still cannot be
widely applied to subjects that require training in skills that depend on equipment in
laboratories or that require close communication with lecturers or supervisors in higher-level
and postgraduate courses attended by a small number of students. Secondly, it is necessary to
consider the establishment of an online lecture quality assurance agency. This institution can
be established among universities or by the government, which is tasked with providing
guarantees to the labor market regarding the ability of graduates to meet employment needs.
This kind of certification is needed, among others, if a student takes most of his academic
load from various sources. Third, organizing online dissemination of knowledge. In
10
7
dissemination, the type of knowledge delivered is very different from a lecture. In this case,
the material is prepared to shape students by equipping them with knowledge about practical
matters they face.
Referring to on There are five important elements that must be implemented to
encourage competitiveness in the global arena in the era of the Industrial Revolution 4.0,
namely the first preparation of a more innovative learning system in higher education such
as adjusting the learning curriculum, and improving student abilities in terms of data
Information Technology (IT), Operational Technology (OT), Internet of Things (IoT), and
Big Data Analytics, integrating physical, digital and human objects to produce competitive
and skilled college graduates, especially in the aspects of data literacy, technological literacy
and human literacy.
Second policy reconstruction higher education institutions that are adaptive and
responsive to the industrial revolution 4.0 in developing trans-disciplines and study
programs that are needed. In addition, the Cyber University program, such as a distance
learning lecture system, has begun to reduce the intensity of meetings between lecturers and
students. Cyber University is expected to be a solution for the nation's children in remote
areas to reach quality higher education. Third, the preparation of human resources,
especially lecturers, researchers and engineers who are responsive, adaptive and reliable to
face the industrial revolution 4.0. In addition, rejuvenation of infrastructure and facilities is
carried out to support the quality of education, research and innovation.
Fourth, breakthroughs in research and development that support the Industrial
Revolution 4.0 and the research and development ecosystem to improve the quality and
quantity of research and development in universities, R&D institutions, LPNK, industry, and
society. Fifth, innovation breakthroughs and strengthening the innovation system to increase
industrial productivity and increase technology-based start-up companies. Most importantly,
the mental revolution must start from education, considering that the role of education is
very strategic in shaping the mentality of the nation's children. The development of culture
and national character is realized through the realm of education (Kristiawan, 2015).
Conclusions
Based on the results of research obtained by researchers on the industrial revolution
10
8
4.0, it is declared as a disruptive era, which is an era of intense competition that can cause
the education system in United States to need changes to align with the education system in
developed countries and overcome the challenges of the world of education in the industrial
era 4.0. The challenges of the world of Higher Education in United States in this Industrial
era refer to the hope of having world-class universities and being able to survive and
develop according to the demands in the era of the industrial revolution 4.0.
Industrial Revolution 4.0
The Industrial Revolution 4.0 occurred when robots that are connected to computer
systems, equipped with machines learning algorithms that can learn and control the robot
itself without input from human operators is known as artificial intelligence (AI).
Furthermore, AI is connected to an internet-based society. In essence, the industrial
revolution 4.0 is the unification of the online world with the production industry, thus
becoming a digital industrial revolution (Xing and Marwala, 2016).
The Industrial Age 4.0 referred to in this paper is a term used to refer to an era in
which there is a combination of technologies that makes the physical, biological, and digital
dimensions difficult to distinguish (Scawab, 2016). The Industrial Age 4.0 is characterized
by massive digitalization and the use of artificial intelligence in various sectors of human
life, especially in the economic field (Scawab, 2016).
Disruption Era
Changes driven by innovations in science and technology can also occur in the world
of education, especially higher education. Developed countries, which have been the center
of scientific and technological development, have realized these changes. This condition
certainly needs to be addressed also in the higher education system in United States.
Disruptive changes subvert the prevailing system so that fundamental changes cannot
be ignored. This means that universities are also not free from the threat of being disrupted
if they do not immediately make changes and adjust their role in the world of education.
In fact, it is a battle between conventional taxis versus online taxis or conventional
ojek vs online ojek. The public never expected before that ojek/taxis, which are popularly
used by the public for the benefit of human mobility, have succeeded successfully enhanced
10
9
its usefulness with an internet-based application system. As a result, the public becomes
easier to get transportation services and even at very affordable prices. What is more
unexpected, online motorcycle taxi services are not limited as an alternative means of
transportation but also penetrate into the delivery service business (onlinedelivery order). In
other words, online technology has brought profound changes to human civilization and the
economy.
According to Kasali (2017) disruption is not Disruption only means the phenomenon
of today's change but also reflects the meaning of the phenomenon of tomorrow's change
(the future change). Christensen, a business administration expert from Harvard Business
School, explained that the era of disruption has disrupted or damaged pre-existing markets
but also encouraged the development of products or services that were unexpected by t h e
market, creating diverse consumers and having an impact on lower prices. Thus, the era of
disruption will continue to produce significant changes to respond to demands and needs.
Furthermore, Kasali (2017) added that changes in the era of disruption are essentially
not only in the way or strategy but also in the fundamental aspects of business. The domain
of the disruption era extends from cost structure, culture to industrial ideology. The
implication is that business management is no longer centered on individual ownership, but
becomes role sharing or collaboration or mutual cooperation. In the world of higher
education, we can see this disruption phenomenon from the development of collaborative
research between researchers from various disciplines and universities. Research is no longer
oriented towards problem solving but is encouraged to find potential problems and potential
economic value that can help society to anticipate various socio-economic and political
problems in the future.
Research Methods
This study is a literature review related to the challenges of higher education in the
Industry 4.0 era. The literature is explored in depth and discussed again in two sub-
discussions, namely first examining the challenges of the world of Higher Education in
United States in the Industry 4.0 era, and second about disruption in the Industry 4.0 era.
Results And Discussion
Facing various challenges and changes these challenges and changes, Higher
education continues to be challenged to continue to carry out its various roles, namely
11
0
education and teaching, development, and dissemination, as a repository of knowledge for
society. In this regard, there are at least three important things that need to be responded to.
First, universities must start implementing a hybrid teaching system. Here, universities must
be able to respond to the development of the role of technology. In this case, the application
of online learning or lecture technology, now known as Massive Open Online Courses
(MOOCs), should be considered. However, this way of learning and lecturing still cannot be
widely applied to subjects that require training in skills that depend on equipment in
laboratories or that require close communication with lecturers or supervisors in higher-level
and postgraduate courses attended by a small number of students. Secondly, it is necessary to
consider the establishment of an online lecture quality assurance agency. This institution can
be established among universities or by the government, which is tasked with providing
guarantees to the labor market regarding the ability of graduates to meet employment needs.
This kind of certification is needed, among others, if a student takes most of his academic
load from various sources. Third, organizing online dissemination of knowledge. In
dissemination, the type of knowledge delivered is very different from a lecture. In this case,
the material is prepared to shape students by equipping them with knowledge about practical
matters they face.
Referring to on There are five important elements that must be implemented to
encourage competitiveness in the global arena in the era of the Industrial Revolution 4.0,
namely the first preparation of a more innovative learning system in higher education such
as adjusting the learning curriculum, and improving student abilities in terms of data
Information Technology (IT), Operational Technology (OT), Internet of Things (IoT), and
Big Data Analytics, integrating physical, digital and human objects to produce competitive
and skilled college graduates, especially in the aspects of data literacy, technological literacy
and human literacy.
Second policy reconstruction higher education institutions that are adaptive and
responsive to the industrial revolution 4.0 in developing trans-disciplines and study
programs that are needed. In addition, the Cyber University program, such as a distance
learning lecture system, has begun to reduce the intensity of meetings between lecturers and
students. Cyber University is expected to be a solution for the nation's children in remote
areas to reach quality higher education. Third, the preparation of human resources,
especially lecturers, researchers and engineers who are responsive, adaptive and reliable to
11
1
face the industrial revolution 4.0. In addition, rejuvenation of infrastructure and facilities is
carried out to support the quality of education, research and innovation.
Fourth, breakthroughs in research and development that support the Industrial
Revolution 4.0 and the research and development ecosystem to improve the quality and
quantity of research and development in universities, R&D institutions, LPNK, industry, and
society. Fifth, innovation breakthroughs and strengthening the innovation system to increase
industrial productivity and increase technology-based start-up companies. Most importantly,
the mental revolution must start from education, considering that the role of education is
very strategic in shaping the mentality of the nation's children. The development of culture
and national character is realized through the realm of education (Kristiawan, 2015).
Conclusions
Based on the results of research obtained by researchers on the industrial revolution
4.0, it is declared as a disruptive era, which is an era of intense competition that can cause
the education system in United States to need changes to align with the education system in
developed countries and overcome the challenges of the world of education in the industrial
era 4.0. The challenges of the world of Higher Education in United States in this Industrial
era refer to the hope of having world-class universities and being able to survive and
develop according to the demands in the era of the industrial revolution 4.0.
Industrial Revolution 4.0
The Industrial Revolution 4.0 occurred when robots that are connected to computer
systems, equipped with machines learning algorithms that can learn and control the robot
itself without input from human operators is known as artificial intelligence (AI).
Furthermore, AI is connected to an internet-based society. In essence, the industrial
revolution 4.0 is the unification of the online world with the production industry, thus
becoming a digital industrial revolution (Xing and Marwala, 2016).
The Industrial Age 4.0 referred to in this paper is a term used to refer to an era in
which there is a combination of technologies that makes the physical, biological, and digital
dimensions difficult to distinguish (Scawab, 2016). The Industrial Age 4.0 is characterized
by massive digitalization and the use of artificial intelligence in various sectors of human
life, especially in the economic field (Scawab, 2016).
11
2
Disruption Era
Changes driven by innovations in science and technology can also occur in the world
of education, especially higher education. Developed countries, which have been the center
of scientific and technological development, have realized these changes. This condition
certainly needs to be addressed also in the higher education system in United States.
Disruptive changes subvert the prevailing system so that fundamental changes cannot
be ignored. This means that universities are also not free from the threat of being disrupted
if they do not immediately make changes and adjust their role in the world of education.
In fact, it is a battle between conventional taxis versus online taxis or conventional
ojek vs online ojek. The public never expected before that ojek/taxis, which are popularly
used by the public for the benefit of human mobility, have succeeded successfully enhanced
its usefulness with an internet-based application system. As a result, the public becomes
easier to get transportation services and even at very affordable prices. What is more
unexpected, online motorcycle taxi services are not limited as an alternative means of
transportation but also penetrate into the delivery service business (onlinedelivery order). In
other words, online technology has brought profound changes to human civilization and the
economy.
According to Kasali (2017) disruption is not Disruption only means the phenomenon
of today's change but also reflects the meaning of the phenomenon of tomorrow's change
(the future change). Christensen, a business administration expert from Harvard Business
School, explained that the era of disruption has disrupted or damaged pre-existing markets
but also encouraged the development of products or services that were unexpected by t h e
market, creating diverse consumers and having an impact on lower prices. Thus, the era of
disruption will continue to produce significant changes to respond to demands and needs.
Furthermore, Kasali (2017) added that changes in the era of disruption are essentially
not only in the way or strategy but also in the fundamental aspects of business. The domain
of the disruption era extends from cost structure, culture to industrial ideology. The
implication is that business management is no longer centered on individual ownership, but
becomes role sharing or collaboration or mutual cooperation. In the world of higher
education, we can see this disruption phenomenon from the development of collaborative
11
3
research between researchers from various disciplines and universities. Research is no longer
oriented towards problem solving but is encouraged to find potential problems and potential
economic value that can help society to anticipate various socio-economic and political
problems in the future.
Research Methods
This study is a literature review related to the challenges of higher education in the
Industry 4.0 era. The literature is explored in depth and discussed again in two sub-
discussions, namely first examining the challenges of the world of Higher Education in
United States in the Industry 4.0 era, and second about disruption in the Industry 4.0 era.
Results And Discussion
Facing various challenges and changes these challenges and changes, Higher
education continues to be challenged to continue to carry out its various roles, namely
education and teaching, development, and dissemination, as a repository of knowledge for
society. In this regard, there are at least three important things that need to be responded to.
First, universities must start implementing a hybrid teaching system. Here, universities must
be able to respond to the development of the role of technology. In this case, the application
of online learning or lecture technology, now known as Massive Open Online Courses
(MOOCs), should be considered. However, this way of learning and lecturing still cannot be
widely applied to subjects that require training in skills that depend on equipment in
laboratories or that require close communication with lecturers or supervisors in higher-level
and postgraduate courses attended by a small number of students. Secondly, it is necessary to
consider the establishment of an online lecture quality assurance agency. This institution can
be established among universities or by the government, which is tasked with providing
guarantees to the labor market regarding the ability of graduates to meet employment needs.
This kind of certification is needed, among others, if a student takes most of his academic
load from various sources. Third, organizing online dissemination of knowledge. In
dissemination, the type of knowledge delivered is very different from a lecture. In this case,
the material is prepared to shape students by equipping them with knowledge about practical
matters they face.
Referring to on There are five important elements that must be implemented to
encourage competitiveness in the global arena in the era of the Industrial Revolution 4.0,
11
4
namely the first preparation of a more innovative learning system in higher education such
as adjusting the learning curriculum, and improving student abilities in terms of data
Information Technology (IT), Operational Technology (OT), Internet of Things (IoT), and
Big Data Analytics, integrating physical, digital and human objects to produce competitive
and skilled college graduates, especially in the aspects of data literacy, technological literacy
and human literacy.
Second policy reconstruction higher education institutions that are adaptive and
responsive to the industrial revolution 4.0 in developing trans-disciplines and study
programs that are needed. In addition, the Cyber University program, such as a distance
learning lecture system, has begun to reduce the intensity of meetings between lecturers and
students. Cyber University is expected to be a solution for the nation's children in remote
areas to reach quality higher education. Third, the preparation of human resources,
especially lecturers, researchers and engineers who are responsive, adaptive and reliable to
face the industrial revolution 4.0. In addition, rejuvenation of infrastructure and facilities is
carried out to support the quality of education, research and innovation.
Fourth, breakthroughs in research and development that support the Industrial
Revolution 4.0 and the research and development ecosystem to improve the quality and
quantity of research and development in universities, R&D institutions, LPNK, industry, and
society. Fifth, innovation breakthroughs and strengthening the innovation system to increase
industrial productivity and increase technology-based start-up companies. Most importantly,
the mental revolution must start from education, considering that the role of education is
very strategic in shaping the mentality of the nation's children. The development of culture
and national character is realized through the realm of education (Kristiawan, 2015).
Conclusions
Based on the results of research obtained by researchers on the industrial revolution
4.0, it is declared as a disruptive era, which is an era of intense competition that can cause
the education system in United States to need changes to align with the education system in
developed countries and overcome the challenges of the world of education in the industrial
era 4.0. The challenges of the world of Higher Education in United States in this Industrial
era refer to the hope of having world-class universities and being able to survive and
develop according to the demands in the era of the industrial revolution 4.0.
11
5
Industrial Revolution 4.0
The Industrial Revolution 4.0 occurred when robots that are connected to computer
systems, equipped with machines learning algorithms that can learn and control the robot
itself without input from human operators is known as artificial intelligence (AI).
Furthermore, AI is connected to an internet-based society. In essence, the industrial
revolution 4.0 is the unification of the online world with the production industry, thus
becoming a digital industrial revolution (Xing and Marwala, 2016).
The Industrial Age 4.0 referred to in this paper is a term used to refer to an era in
which there is a combination of technologies that makes the physical, biological, and digital
dimensions difficult to distinguish (Scawab, 2016). The Industrial Age 4.0 is characterized
by massive digitalization and the use of artificial intelligence in various sectors of human
life, especially in the economic field (Scawab, 2016).
Disruption Era
Changes driven by innovations in science and technology can also occur in the world
of education, especially higher education. Developed countries, which have been the center
of scientific and technological development, have realized these changes. This condition
certainly needs to be addressed also in the higher education system in United States.
Disruptive changes subvert the prevailing system so that fundamental changes cannot
be ignored. This means that universities are also not free from the threat of being disrupted
if they do not immediately make changes and adjust their role in the world of education.
In fact, it is a battle between conventional taxis versus online taxis or conventional
ojek vs online ojek. The public never expected before that ojek/taxis, which are popularly
used by the public for the benefit of human mobility, have succeeded successfully enhanced
its usefulness with an internet-based application system. As a result, the public becomes
easier to get transportation services and even at very affordable prices. What is more
unexpected, online motorcycle taxi services are not limited as an alternative means of
transportation but also penetrate into the delivery service business (onlinedelivery order). In
other words, online technology has brought profound changes to human civilization and the
economy.
11
6
According to Kasali (2017) disruption is not Disruption only means the phenomenon
of today's change but also reflects the meaning of the phenomenon of tomorrow's change
(the future change). Christensen, a business administration expert from Harvard Business
School, explained that the era of disruption has disrupted or damaged pre-existing markets
but also encouraged the development of products or services that were unexpected by t h e
market, creating diverse consumers and having an impact on lower prices. Thus, the era of
disruption will continue to produce significant changes to respond to demands and needs.
Furthermore, Kasali (2017) added that changes in the era of disruption are essentially
not only in the way or strategy but also in the fundamental aspects of business. The domain
of the disruption era extends from cost structure, culture to industrial ideology. The
implication is that business management is no longer centered on individual ownership, but
becomes role sharing or collaboration or mutual cooperation. In the world of higher
education, we can see this disruption phenomenon from the development of collaborative
research between researchers from various disciplines and universities. Research is no longer
oriented towards problem solving but is encouraged to find potential problems and potential
economic value that can help society to anticipate various socio-economic and political
problems in the future.
Research Methods
This study is a literature review related to the challenges of higher education in the
Industry 4.0 era. The literature is explored in depth and discussed again in two sub-
discussions, namely first examining the challenges of the world of Higher Education in
United States in the Industry 4.0 era, and second about disruption in the Industry 4.0 era.
Results And Discussion
Facing various challenges and changes these challenges and changes, Higher
education continues to be challenged to continue to carry out its various roles, namely
education and teaching, development, and dissemination, as a repository of knowledge for
society. In this regard, there are at least three important things that need to be responded to.
First, universities must start implementing a hybrid teaching system. Here, universities must
be able to respond to the development of the role of technology. In this case, the application
of online learning or lecture technology, now known as Massive Open Online Courses
(MOOCs), should be considered. However, this way of learning and lecturing still cannot be
11
7
widely applied to subjects that require training in skills that depend on equipment in
laboratories or that require close communication with lecturers or supervisors in higher-level
and postgraduate courses attended by a small number of students. Secondly, it is necessary to
consider the establishment of an online lecture quality assurance agency. This institution can
be established among universities or by the government, which is tasked with providing
guarantees to the labor market regarding the ability of graduates to meet employment needs.
This kind of certification is needed, among others, if a student takes most of his academic
load from various sources. Third, organizing online dissemination of knowledge. In
dissemination, the type of knowledge delivered is very different from a lecture. In this case,
the material is prepared to shape students by equipping them with knowledge about practical
matters they face.
Referring to on There are five important elements that must be implemented to
encourage competitiveness in the global arena in the era of the Industrial Revolution 4.0,
namely the first preparation of a more innovative learning system in higher education such
as adjusting the learning curriculum, and improving student abilities in terms of data
Information Technology (IT), Operational Technology (OT), Internet of Things (IoT), and
Big Data Analytics, integrating physical, digital and human objects to produce competitive
and skilled college graduates, especially in the aspects of data literacy, technological literacy
and human literacy.
Second policy reconstruction higher education institutions that are adaptive and
responsive to the industrial revolution 4.0 in developing trans-disciplines and study
programs that are needed. In addition, the Cyber University program, such as a distance
learning lecture system, has begun to reduce the intensity of meetings between lecturers and
students. Cyber University is expected to be a solution for the nation's children in remote
areas to reach quality higher education. Third, the preparation of human resources,
especially lecturers, researchers and engineers who are responsive, adaptive and reliable to
face the industrial revolution 4.0. In addition, rejuvenation of infrastructure and facilities is
carried out to support the quality of education, research and innovation.
Fourth, breakthroughs in research and development that support the Industrial
Revolution 4.0 and the research and development ecosystem to improve the quality and
quantity of research and development in universities, R&D institutions, LPNK, industry, and
11
8
society. Fifth, innovation breakthroughs and strengthening the innovation system to increase
industrial productivity and increase technology-based start-up companies. Most importantly,
the mental revolution must start from education, considering that the role of education is
very strategic in shaping the mentality of the nation's children. The development of culture
and national character is realized through the realm of education (Kristiawan, 2015).
Conclusions
Based on the results of research obtained by researchers on the industrial revolution
4.0, it is declared as a disruptive era, which is an era of intense competition that can cause
the education system in United States to need changes to align with the education system in
developed countries and overcome the challenges of the world of education in the industrial
era 4.0. The challenges of the world of Higher Education in United States in this Industrial
era refer to the hope of having world-class universities and being able to survive and
develop according to the demands in the era of the industrial revolution 4.0.
Industrial Revolution 4.0
The Industrial Revolution 4.0 occurred when robots that are connected to computer
systems, equipped with machines learning algorithms that can learn and control the robot
itself without input from human operators is known as artificial intelligence (AI).
Furthermore, AI is connected to an internet-based society. In essence, the industrial
revolution 4.0 is the unification of the online world with the production industry, thus
becoming a digital industrial revolution (Xing and Marwala, 2016).
The Industrial Age 4.0 referred to in this paper is a term used to refer to an era in
which there is a combination of technologies that makes the physical, biological, and digital
dimensions difficult to distinguish (Scawab, 2016). The Industrial Age 4.0 is characterized
by massive digitalization and the use of artificial intelligence in various sectors of human
life, especially in the economic field (Scawab, 2016).
Disruption Era
Changes driven by innovations in science and technology can also occur in the world
of education, especially higher education. Developed countries, which have been the center
of scientific and technological development, have realized these changes. This condition
certainly needs to be addressed also in the higher education system in United States.
11
9
Disruptive changes subvert the prevailing system so that fundamental changes cannot
be ignored. This means that universities are also not free from the threat of being disrupted
if they do not immediately make changes and adjust their role in the world of education.
In fact, it is a battle between conventional taxis versus online taxis or conventional
ojek vs online ojek. The public never expected before that ojek/taxis, which are popularly
used by the public for the benefit of human mobility, have succeeded successfully enhanced
its usefulness with an internet-based application system. As a result, the public becomes
easier to get transportation services and even at very affordable prices. What is more
unexpected, online motorcycle taxi services are not limited as an alternative means of
transportation but also penetrate into the delivery service business (onlinedelivery order). In
other words, online technology has brought profound changes to human civilization and the
economy.
According to Kasali (2017) disruption is not Disruption only means the phenomenon
of today's change but also reflects the meaning of the phenomenon of tomorrow's change
(the future change). Christensen, a business administration expert from Harvard Business
School, explained that the era of disruption has disrupted or damaged pre-existing markets
but also encouraged the development of products or services that were unexpected by t h e
market, creating diverse consumers and having an impact on lower prices. Thus, the era of
disruption will continue to produce significant changes to respond to demands and needs.
Furthermore, Kasali (2017) added that changes in the era of disruption are essentially
not only in the way or strategy but also in the fundamental aspects of business. The domain
of the disruption era extends from cost structure, culture to industrial ideology. The
implication is that business management is no longer centered on individual ownership, but
becomes role sharing or collaboration or mutual cooperation. In the world of higher
education, we can see this disruption phenomenon from the development of collaborative
research between researchers from various disciplines and universities. Research is no longer
oriented towards problem solving but is encouraged to find potential problems and potential
economic value that can help society to anticipate various socio-economic and political
problems in the future.
Research Methods
12
0
This study is a literature review related to the challenges of higher education in the
Industry 4.0 era. The literature is explored in depth and discussed again in two sub-
discussions, namely first examining the challenges of the world of Higher Education in
United States in the Industry 4.0 era, and second about disruption in the Industry 4.0 era.
Results And Discussion
Facing various challenges and changes these challenges and changes, Higher
education continues to be challenged to continue to carry out its various roles, namely
education and teaching, development, and dissemination, as a repository of knowledge for
society. In this regard, there are at least three important things that need to be responded to.
First, universities must start implementing a hybrid teaching system. Here, universities must
be able to respond to the development of the role of technology. In this case, the application
of online learning or lecture technology, now known as Massive Open Online Courses
(MOOCs), should be considered. However, this way of learning and lecturing still cannot be
widely applied to subjects that require training in skills that depend on equipment in
laboratories or that require close communication with lecturers or supervisors in higher-level
and postgraduate courses attended by a small number of students. Secondly, it is necessary to
consider the establishment of an online lecture quality assurance agency. This institution can
be established among universities or by the government, which is tasked with providing
guarantees to the labor market regarding the ability of graduates to meet employment needs.
This kind of certification is needed, among others, if a student takes most of his academic
load from various sources. Third, organizing online dissemination of knowledge. In
dissemination, the type of knowledge delivered is very different from a lecture. In this case,
the material is prepared to shape students by equipping them with knowledge about practical
matters they face.
Referring to on There are five important elements that must be implemented to
encourage competitiveness in the global arena in the era of the Industrial Revolution 4.0,
namely the first preparation of a more innovative learning system in higher education such
as adjusting the learning curriculum, and improving student abilities in terms of data
Information Technology (IT), Operational Technology (OT), Internet of Things (IoT), and
Big Data Analytics, integrating physical, digital and human objects to produce competitive
and skilled college graduates, especially in the aspects of data literacy, technological literacy
and human literacy.
12
1
Second policy reconstruction higher education institutions that are adaptive and
responsive to the industrial revolution 4.0 in developing trans-disciplines and study
programs that are needed. In addition, the Cyber University program, such as a distance
learning lecture system, has begun to reduce the intensity of meetings between lecturers and
students. Cyber University is expected to be a solution for the nation's children in remote
areas to reach quality higher education. Third, the preparation of human resources,
especially lecturers, researchers and engineers who are responsive, adaptive and reliable to
face the industrial revolution 4.0. In addition, rejuvenation of infrastructure and facilities is
carried out to support the quality of education, research and innovation.
Fourth, breakthroughs in research and development that support the Industrial
Revolution 4.0 and the research and development ecosystem to improve the quality and
quantity of research and development in universities, R&D institutions, LPNK, industry, and
society. Fifth, innovation breakthroughs and strengthening the innovation system to increase
industrial productivity and increase technology-based start-up companies. Most importantly,
the mental revolution must start from education, considering that the role of education is
very strategic in shaping the mentality of the nation's children. The development of culture
and national character is realized through the realm of education (Kristiawan, 2015).
Conclusions
Based on the results of research obtained by researchers on the industrial revolution
4.0, it is declared as a disruptive era, which is an era of intense competition that can cause
the education system in United States to need changes to align with the education system in
developed countries and overcome the challenges of the world of education in the industrial
era 4.0. The challenges of the world of Higher Education in United States in this Industrial
era refer to the hope of having world-class universities and being able to survive and
develop according to the demands in the era of the industrial revolution 4.0.
Industrial Revolution 4.0
The Industrial Revolution 4.0 occurred when robots that are connected to computer
systems, equipped with machines learning algorithms that can learn and control the robot
itself without input from human operators is known as artificial intelligence (AI).
Furthermore, AI is connected to an internet-based society. In essence, the industrial
12
2
revolution 4.0 is the unification of the online world with the production industry, thus
becoming a digital industrial revolution (Xing and Marwala, 2016).
The Industrial Age 4.0 referred to in this paper is a term used to refer to an era in
which there is a combination of technologies that makes the physical, biological, and digital
dimensions difficult to distinguish (Scawab, 2016). The Industrial Age 4.0 is characterized
by massive digitalization and the use of artificial intelligence in various sectors of human
life, especially in the economic field (Scawab, 2016).
Disruption Era
Changes driven by innovations in science and technology can also occur in the world
of education, especially higher education. Developed countries, which have been the center
of scientific and technological development, have realized these changes. This condition
certainly needs to be addressed also in the higher education system in United States.
Disruptive changes subvert the prevailing system so that fundamental changes cannot
be ignored. This means that universities are also not free from the threat of being disrupted
if they do not immediately make changes and adjust their role in the world of education.
In fact, it is a battle between conventional taxis versus online taxis or conventional
ojek vs online ojek. The public never expected before that ojek/taxis, which are popularly
used by the public for the benefit of human mobility, have succeeded successfully enhanced
its usefulness with an internet-based application system. As a result, the public becomes
easier to get transportation services and even at very affordable prices. What is more
unexpected, online motorcycle taxi services are not limited as an alternative means of
transportation but also penetrate into the delivery service business (onlinedelivery order). In
other words, online technology has brought profound changes to human civilization and the
economy.
According to Kasali (2017) disruption is not Disruption only means the phenomenon
of today's change but also reflects the meaning of the phenomenon of tomorrow's change
(the future change). Christensen, a business administration expert from Harvard Business
School, explained that the era of disruption has disrupted or damaged pre-existing markets
but also encouraged the development of products or services that were unexpected by t h e
market, creating diverse consumers and having an impact on lower prices. Thus, the era of
12
3
disruption will continue to produce significant changes to respond to demands and needs.
Furthermore, Kasali (2017) added that changes in the era of disruption are essentially
not only in the way or strategy but also in the fundamental aspects of business. The domain
of the disruption era extends from cost structure, culture to industrial ideology. The
implication is that business management is no longer centered on individual ownership, but
becomes role sharing or collaboration or mutual cooperation. In the world of higher
education, we can see this disruption phenomenon from the development of collaborative
research between researchers from various disciplines and universities. Research is no longer
oriented towards problem solving but is encouraged to find potential problems and potential
economic value that can help society to anticipate various socio-economic and political
problems in the future.
Research Methods
This study is a literature review related to the challenges of higher education in the
Industry 4.0 era. The literature is explored in depth and discussed again in two sub-
discussions, namely first examining the challenges of the world of Higher Education in
United States in the Industry 4.0 era, and second about disruption in the Industry 4.0 era.
Results And Discussion
Facing various challenges and changes these challenges and changes, Higher
education continues to be challenged to continue to carry out its various roles, namely
education and teaching, development, and dissemination, as a repository of knowledge for
society. In this regard, there are at least three important things that need to be responded to.
First, universities must start implementing a hybrid teaching system. Here, universities must
be able to respond to the development of the role of technology. In this case, the application
of online learning or lecture technology, now known as Massive Open Online Courses
(MOOCs), should be considered. However, this way of learning and lecturing still cannot be
widely applied to subjects that require training in skills that depend on equipment in
laboratories or that require close communication with lecturers or supervisors in higher-level
and postgraduate courses attended by a small number of students. Secondly, it is necessary to
consider the establishment of an online lecture quality assurance agency. This institution can
be established among universities or by the government, which is tasked with providing
guarantees to the labor market regarding the ability of graduates to meet employment needs.
12
4
This kind of certification is needed, among others, if a student takes most of his academic
load from various sources. Third, organizing online dissemination of knowledge. In
dissemination, the type of knowledge delivered is very different from a lecture. In this case,
the material is prepared to shape students by equipping them with knowledge about practical
matters they face.
Referring to on There are five important elements that must be implemented to
encourage competitiveness in the global arena in the era of the Industrial Revolution 4.0,
namely the first preparation of a more innovative learning system in higher education such
as adjusting the learning curriculum, and improving student abilities in terms of data
Information Technology (IT), Operational Technology (OT), Internet of Things (IoT), and
Big Data Analytics, integrating physical, digital and human objects to produce competitive
and skilled college graduates, especially in the aspects of data literacy, technological literacy
and human literacy.
Second policy reconstruction higher education institutions that are adaptive and
responsive to the industrial revolution 4.0 in developing trans-disciplines and study
programs that are needed. In addition, the Cyber University program, such as a distance
learning lecture system, has begun to reduce the intensity of meetings between lecturers and
students. Cyber University is expected to be a solution for the nation's children in remote
areas to reach quality higher education. Third, the preparation of human resources,
especially lecturers, researchers and engineers who are responsive, adaptive and reliable to
face the industrial revolution 4.0. In addition, rejuvenation of infrastructure and facilities is
carried out to support the quality of education, research and innovation.
Fourth, breakthroughs in research and development that support the Industrial
Revolution 4.0 and the research and development ecosystem to improve the quality and
quantity of research and development in universities, R&D institutions, LPNK, industry, and
society. Fifth, innovation breakthroughs and strengthening the innovation system to increase
industrial productivity and increase technology-based start-up companies. Most importantly,
the mental revolution must start from education, considering that the role of education is
very strategic in shaping the mentality of the nation's children. The development of culture
and national character is realized through the realm of education (Kristiawan, 2015).
12
5
Conclusions
Based on the results of research obtained by researchers on the industrial revolution
4.0, it is declared as a disruptive era, which is an era of intense competition that can cause
the education system in United States to need changes to align with the education system in
developed countries and overcome the challenges of the world of education in the industrial
era 4.0. The challenges of the world of Higher Education in United States in this Industrial
era refer to the hope of having world-class universities and being able to survive and
develop according to the demands in the era of the industrial revolution 4.0.
Industrial Revolution 4.0
The Industrial Revolution 4.0 occurred when robots that are connected to computer
systems, equipped with machines learning algorithms that can learn and control the robot
itself without input from human operators is known as artificial intelligence (AI).
Furthermore, AI is connected to an internet-based society. In essence, the industrial
revolution 4.0 is the unification of the online world with the production industry, thus
becoming a digital industrial revolution (Xing and Marwala, 2016).
The Industrial Age 4.0 referred to in this paper is a term used to refer to an era in
which there is a combination of technologies that makes the physical, biological, and digital
dimensions difficult to distinguish (Scawab, 2016). The Industrial Age 4.0 is characterized
by massive digitalization and the use of artificial intelligence in various sectors of human
life, especially in the economic field (Scawab, 2016).
Disruption Era
Changes driven by innovations in science and technology can also occur in the world
of education, especially higher education. Developed countries, which have been the center
of scientific and technological development, have realized these changes. This condition
certainly needs to be addressed also in the higher education system in United States.
Disruptive changes subvert the prevailing system so that fundamental changes cannot
be ignored. This means that universities are also not free from the threat of being disrupted
if they do not immediately make changes and adjust their role in the world of education.
In fact, it is a battle between conventional taxis versus online taxis or conventional
12
6
ojek vs online ojek. The public never expected before that ojek/taxis, which are popularly
used by the public for the benefit of human mobility, have succeeded successfully enhanced
its usefulness with an internet-based application system. As a result, the public becomes
easier to get transportation services and even at very affordable prices. What is more
unexpected, online motorcycle taxi services are not limited as an alternative means of
transportation but also penetrate into the delivery service business (onlinedelivery order). In
other words, online technology has brought profound changes to human civilization and the
economy.
According to Kasali (2017) disruption is not Disruption only means the phenomenon
of today's change but also reflects the meaning of the phenomenon of tomorrow's change
(the future change). Christensen, a business administration expert from Harvard Business
School, explained that the era of disruption has disrupted or damaged pre-existing markets
but also encouraged the development of products or services that were unexpected by t h e
market, creating diverse consumers and having an impact on lower prices. Thus, the era of
disruption will continue to produce significant changes to respond to demands and needs.
Furthermore, Kasali (2017) added that changes in the era of disruption are essentially
not only in the way or strategy but also in the fundamental aspects of business. The domain
of the disruption era extends from cost structure, culture to industrial ideology. The
implication is that business management is no longer centered on individual ownership, but
becomes role sharing or collaboration or mutual cooperation. In the world of higher
education, we can see this disruption phenomenon from the development of collaborative
research between researchers from various disciplines and universities. Research is no longer
oriented towards problem solving but is encouraged to find potential problems and potential
economic value that can help society to anticipate various socio-economic and political
problems in the future.
Research Methods
This study is a literature review related to the challenges of higher education in the
Industry 4.0 era. The literature is explored in depth and discussed again in two sub-
discussions, namely first examining the challenges of the world of Higher Education in
United States in the Industry 4.0 era, and second about disruption in the Industry 4.0 era.
Results And Discussion
12
7
Facing various challenges and changes these challenges and changes, Higher
education continues to be challenged to continue to carry out its various roles, namely
education and teaching, development, and dissemination, as a repository of knowledge for
society. In this regard, there are at least three important things that need to be responded to.
First, universities must start implementing a hybrid teaching system. Here, universities must
be able to respond to the development of the role of technology. In this case, the application
of online learning or lecture technology, now known as Massive Open Online Courses
(MOOCs), should be considered. However, this way of learning and lecturing still cannot be
widely applied to subjects that require training in skills that depend on equipment in
laboratories or that require close communication with lecturers or supervisors in higher-level
and postgraduate courses attended by a small number of students. Secondly, it is necessary to
consider the establishment of an online lecture quality assurance agency. This institution can
be established among universities or by the government, which is tasked with providing
guarantees to the labor market regarding the ability of graduates to meet employment needs.
This kind of certification is needed, among others, if a student takes most of his academic
load from various sources. Third, organizing online dissemination of knowledge. In
dissemination, the type of knowledge delivered is very different from a lecture. In this case,
the material is prepared to shape students by equipping them with knowledge about practical
matters they face.
Referring to on There are five important elements that must be implemented to
encourage competitiveness in the global arena in the era of the Industrial Revolution 4.0,
namely the first preparation of a more innovative learning system in higher education such
as adjusting the learning curriculum, and improving student abilities in terms of data
Information Technology (IT), Operational Technology (OT), Internet of Things (IoT), and
Big Data Analytics, integrating physical, digital and human objects to produce competitive
and skilled college graduates, especially in the aspects of data literacy, technological literacy
and human literacy.
Second policy reconstruction higher education institutions that are adaptive and
responsive to the industrial revolution 4.0 in developing trans-disciplines and study
programs that are needed. In addition, the Cyber University program, such as a distance
learning lecture system, has begun to reduce the intensity of meetings between lecturers and
students. Cyber University is expected to be a solution for the nation's children in remote
12
8
areas to reach quality higher education. Third, the preparation of human resources,
especially lecturers, researchers and engineers who are responsive, adaptive and reliable to
face the industrial revolution 4.0. In addition, rejuvenation of infrastructure and facilities is
carried out to support the quality of education, research and innovation.
Fourth, breakthroughs in research and development that support the Industrial
Revolution 4.0 and the research and development ecosystem to improve the quality and
quantity of research and development in universities, R&D institutions, LPNK, industry, and
society. Fifth, innovation breakthroughs and strengthening the innovation system to increase
industrial productivity and increase technology-based start-up companies. Most importantly,
the mental revolution must start from education, considering that the role of education is
very strategic in shaping the mentality of the nation's children. The development of culture
and national character is realized through the realm of education (Kristiawan, 2015).
Conclusions
Based on the results of research obtained by researchers on the industrial revolution
4.0, it is declared as a disruptive era, which is an era of intense competition that can cause
the education system in United States to need changes to align with the education system in
developed countries and overcome the challenges of the world of education in the industrial
era 4.0. The challenges of the world of Higher Education in United States in this Industrial
era refer to the hope of having world-class universities and being able to survive and
develop according to the demands in the era of the industrial revolution 4.0.
Industrial Revolution 4.0
The Industrial Revolution 4.0 occurred when robots that are connected to computer
systems, equipped with machines learning algorithms that can learn and control the robot
itself without input from human operators is known as artificial intelligence (AI).
Furthermore, AI is connected to an internet-based society. In essence, the industrial
revolution 4.0 is the unification of the online world with the production industry, thus
becoming a digital industrial revolution (Xing and Marwala, 2016).
The Industrial Age 4.0 referred to in this paper is a term used to refer to an era in
which there is a combination of technologies that makes the physical, biological, and digital
dimensions difficult to distinguish (Scawab, 2016). The Industrial Age 4.0 is characterized
12
9
by massive digitalization and the use of artificial intelligence in various sectors of human
life, especially in the economic field (Scawab, 2016).
Disruption Era
Changes driven by innovations in science and technology can also occur in the world
of education, especially higher education. Developed countries, which have been the center
of scientific and technological development, have realized these changes. This condition
certainly needs to be addressed also in the higher education system in United States.
Disruptive changes subvert the prevailing system so that fundamental changes cannot
be ignored. This means that universities are also not free from the threat of being disrupted
if they do not immediately make changes and adjust their role in the world of education.
In fact, it is a battle between conventional taxis versus online taxis or conventional
ojek vs online ojek. The public never expected before that ojek/taxis, which are popularly
used by the public for the benefit of human mobility, have succeeded successfully enhanced
its usefulness with an internet-based application system. As a result, the public becomes
easier to get transportation services and even at very affordable prices. What is more
unexpected, online motorcycle taxi services are not limited as an alternative means of
transportation but also penetrate into the delivery service business (onlinedelivery order). In
other words, online technology has brought profound changes to human civilization and the
economy.
According to Kasali (2017) disruption is not Disruption only means the phenomenon
of today's change but also reflects the meaning of the phenomenon of tomorrow's change
(the future change). Christensen, a business administration expert from Harvard Business
School, explained that the era of disruption has disrupted or damaged pre-existing markets
but also encouraged the development of products or services that were unexpected by t h e
market, creating diverse consumers and having an impact on lower prices. Thus, the era of
disruption will continue to produce significant changes to respond to demands and needs.
Furthermore, Kasali (2017) added that changes in the era of disruption are essentially
not only in the way or strategy but also in the fundamental aspects of business. The domain
of the disruption era extends from cost structure, culture to industrial ideology. The
implication is that business management is no longer centered on individual ownership, but
13
0
becomes role sharing or collaboration or mutual cooperation. In the world of higher
education, we can see this disruption phenomenon from the development of collaborative
research between researchers from various disciplines and universities. Research is no longer
oriented towards problem solving but is encouraged to find potential problems and potential
economic value that can help society to anticipate various socio-economic and political
problems in the future.
Research Methods
This study is a literature review related to the challenges of higher education in the
Industry 4.0 era. The literature is explored in depth and discussed again in two sub-
discussions, namely first examining the challenges of the world of Higher Education in
United States in the Industry 4.0 era, and second about disruption in the Industry 4.0 era.
Results And Discussion
Facing various challenges and changes these challenges and changes, Higher
education continues to be challenged to continue to carry out its various roles, namely
education and teaching, development, and dissemination, as a repository of knowledge for
society. In this regard, there are at least three important things that need to be responded to.
First, universities must start implementing a hybrid teaching system. Here, universities must
be able to respond to the development of the role of technology. In this case, the application
of online learning or lecture technology, now known as Massive Open Online Courses
(MOOCs), should be considered. However, this way of learning and lecturing still cannot be
widely applied to subjects that require training in skills that depend on equipment in
laboratories or that require close communication with lecturers or supervisors in higher-level
and postgraduate courses attended by a small number of students. Secondly, it is necessary to
consider the establishment of an online lecture quality assurance agency. This institution can
be established among universities or by the government, which is tasked with providing
guarantees to the labor market regarding the ability of graduates to meet employment needs.
This kind of certification is needed, among others, if a student takes most of his academic
load from various sources. Third, organizing online dissemination of knowledge. In
dissemination, the type of knowledge delivered is very different from a lecture. In this case,
the material is prepared to shape students by equipping them with knowledge about practical
matters they face.
13
1
Referring to on There are five important elements that must be implemented to
encourage competitiveness in the global arena in the era of the Industrial Revolution 4.0,
namely the first preparation of a more innovative learning system in higher education such
as adjusting the learning curriculum, and improving student abilities in terms of data
Information Technology (IT), Operational Technology (OT), Internet of Things (IoT), and
Big Data Analytics, integrating physical, digital and human objects to produce competitive
and skilled college graduates, especially in the aspects of data literacy, technological literacy
and human literacy.
Second policy reconstruction higher education institutions that are adaptive and
responsive to the industrial revolution 4.0 in developing trans-disciplines and study
programs that are needed. In addition, the Cyber University program, such as a distance
learning lecture system, has begun to reduce the intensity of meetings between lecturers and
students. Cyber University is expected to be a solution for the nation's children in remote
areas to reach quality higher education. Third, the preparation of human resources,
especially lecturers, researchers and engineers who are responsive, adaptive and reliable to
face the industrial revolution 4.0. In addition, rejuvenation of infrastructure and facilities is
carried out to support the quality of education, research and innovation.
Fourth, breakthroughs in research and development that support the Industrial
Revolution 4.0 and the research and development ecosystem to improve the quality and
quantity of research and development in universities, R&D institutions, LPNK, industry, and
society. Fifth, innovation breakthroughs and strengthening the innovation system to increase
industrial productivity and increase technology-based start-up companies. Most importantly,
the mental revolution must start from education, considering that the role of education is
very strategic in shaping the mentality of the nation's children. The development of culture
and national character is realized through the realm of education (Kristiawan, 2015).
Conclusions
Based on the results of research obtained by researchers on the industrial revolution
4.0, it is declared as a disruptive era, which is an era of intense competition that can cause
the education system in United States to need changes to align with the education system in
developed countries and overcome the challenges of the world of education in the industrial
era 4.0. The challenges of the world of Higher Education in United States in this Industrial
13
2
era refer to the hope of having world-class universities and being able to survive and
develop according to the demands in the era of the industrial revolution 4.0.
Industrial Revolution 4.0
The Industrial Revolution 4.0 occurred when robots that are connected to computer
systems, equipped with machines learning algorithms that can learn and control the robot
itself without input from human operators is known as artificial intelligence (AI).
Furthermore, AI is connected to an internet-based society. In essence, the industrial
revolution 4.0 is the unification of the online world with the production industry, thus
becoming a digital industrial revolution (Xing and Marwala, 2016).
The Industrial Age 4.0 referred to in this paper is a term used to refer to an era in
which there is a combination of technologies that makes the physical, biological, and digital
dimensions difficult to distinguish (Scawab, 2016). The Industrial Age 4.0 is characterized
by massive digitalization and the use of artificial intelligence in various sectors of human
life, especially in the economic field (Scawab, 2016).
Disruption Era
Changes driven by innovations in science and technology can also occur in the world
of education, especially higher education. Developed countries, which have been the center
of scientific and technological development, have realized these changes. This condition
certainly needs to be addressed also in the higher education system in United States.
Disruptive changes subvert the prevailing system so that fundamental changes cannot
be ignored. This means that universities are also not free from the threat of being disrupted
if they do not immediately make changes and adjust their role in the world of education.
In fact, it is a battle between conventional taxis versus online taxis or conventional
ojek vs online ojek. The public never expected before that ojek/taxis, which are popularly
used by the public for the benefit of human mobility, have succeeded successfully enhanced
its usefulness with an internet-based application system. As a result, the public becomes
easier to get transportation services and even at very affordable prices. What is more
unexpected, online motorcycle taxi services are not limited as an alternative means of
transportation but also penetrate into the delivery service business (onlinedelivery order). In
13
3
other words, online technology has brought profound changes to human civilization and the
economy.
According to Kasali (2017) disruption is not Disruption only means the phenomenon
of today's change but also reflects the meaning of the phenomenon of tomorrow's change
(the future change). Christensen, a business administration expert from Harvard Business
School, explained that the era of disruption has disrupted or damaged pre-existing markets
but also encouraged the development of products or services that were unexpected by t h e
market, creating diverse consumers and having an impact on lower prices. Thus, the era of
disruption will continue to produce significant changes to respond to demands and needs.
Furthermore, Kasali (2017) added that changes in the era of disruption are essentially
not only in the way or strategy but also in the fundamental aspects of business. The domain
of the disruption era extends from cost structure, culture to industrial ideology. The
implication is that business management is no longer centered on individual ownership, but
becomes role sharing or collaboration or mutual cooperation. In the world of higher
education, we can see this disruption phenomenon from the development of collaborative
research between researchers from various disciplines and universities. Research is no longer
oriented towards problem solving but is encouraged to find potential problems and potential
economic value that can help society to anticipate various socio-economic and political
problems in the future.
Research Methods
This study is a literature review related to the challenges of higher education in the
Industry 4.0 era. The literature is explored in depth and discussed again in two sub-
discussions, namely first examining the challenges of the world of Higher Education in
United States in the Industry 4.0 era, and second about disruption in the Industry 4.0 era.
Results And Discussion
Facing various challenges and changes these challenges and changes, Higher
education continues to be challenged to continue to carry out its various roles, namely
education and teaching, development, and dissemination, as a repository of knowledge for
society. In this regard, there are at least three important things that need to be responded to.
First, universities must start implementing a hybrid teaching system. Here, universities must
be able to respond to the development of the role of technology. In this case, the application
13
4
of online learning or lecture technology, now known as Massive Open Online Courses
(MOOCs), should be considered. However, this way of learning and lecturing still cannot be
widely applied to subjects that require training in skills that depend on equipment in
laboratories or that require close communication with lecturers or supervisors in higher-level
and postgraduate courses attended by a small number of students. Secondly, it is necessary to
consider the establishment of an online lecture quality assurance agency. This institution can
be established among universities or by the government, which is tasked with providing
guarantees to the labor market regarding the ability of graduates to meet employment needs.
This kind of certification is needed, among others, if a student takes most of his academic
load from various sources. Third, organizing online dissemination of knowledge. In
dissemination, the type of knowledge delivered is very different from a lecture. In this case,
the material is prepared to shape students by equipping them with knowledge about practical
matters they face.
Referring to on There are five important elements that must be implemented to
encourage competitiveness in the global arena in the era of the Industrial Revolution 4.0,
namely the first preparation of a more innovative learning system in higher education such
as adjusting the learning curriculum, and improving student abilities in terms of data
Information Technology (IT), Operational Technology (OT), Internet of Things (IoT), and
Big Data Analytics, integrating physical, digital and human objects to produce competitive
and skilled college graduates, especially in the aspects of data literacy, technological literacy
and human literacy.
Second policy reconstruction higher education institutions that are adaptive and
responsive to the industrial revolution 4.0 in developing trans-disciplines and study
programs that are needed. In addition, the Cyber University program, such as a distance
learning lecture system, has begun to reduce the intensity of meetings between lecturers and
students. Cyber University is expected to be a solution for the nation's children in remote
areas to reach quality higher education. Third, the preparation of human resources,
especially lecturers, researchers and engineers who are responsive, adaptive and reliable to
face the industrial revolution 4.0. In addition, rejuvenation of infrastructure and facilities is
carried out to support the quality of education, research and innovation.
Fourth, breakthroughs in research and development that support the Industrial
13
5
Revolution 4.0 and the research and development ecosystem to improve the quality and
quantity of research and development in universities, R&D institutions, LPNK, industry, and
society. Fifth, innovation breakthroughs and strengthening the innovation system to increase
industrial productivity and increase technology-based start-up companies. Most importantly,
the mental revolution must start from education, considering that the role of education is
very strategic in shaping the mentality of the nation's children. The development of culture
and national character is realized through the realm of education (Kristiawan, 2015).
Conclusions
Based on the results of research obtained by researchers on the industrial revolution
4.0, it is declared as a disruptive era, which is an era of intense competition that can cause
the education system in United States to need changes to align with the education system in
developed countries and overcome the challenges of the world of education in the industrial
era 4.0. The challenges of the world of Higher Education in United States in this Industrial
era refer to the hope of having world-class universities and being able to survive and
develop according to the demands in the era of the industrial revolution 4.0.
Industrial Revolution 4.0
The Industrial Revolution 4.0 occurred when robots that are connected to computer
systems, equipped with machines learning algorithms that can learn and control the robot
itself without input from human operators is known as artificial intelligence (AI).
Furthermore, AI is connected to an internet-based society. In essence, the industrial
revolution 4.0 is the unification of the online world with the production industry, thus
becoming a digital industrial revolution (Xing and Marwala, 2016).
The Industrial Age 4.0 referred to in this paper is a term used to refer to an era in
which there is a combination of technologies that makes the physical, biological, and digital
dimensions difficult to distinguish (Scawab, 2016). The Industrial Age 4.0 is characterized
by massive digitalization and the use of artificial intelligence in various sectors of human
life, especially in the economic field (Scawab, 2016).
Disruption Era
Changes driven by innovations in science and technology can also occur in the world
of education, especially higher education. Developed countries, which have been the center
13
6
of scientific and technological development, have realized these changes. This condition
certainly needs to be addressed also in the higher education system in United States.
Disruptive changes subvert the prevailing system so that fundamental changes cannot
be ignored. This means that universities are also not free from the threat of being disrupted
if they do not immediately make changes and adjust their role in the world of education.
In fact, it is a battle between conventional taxis versus online taxis or conventional
ojek vs online ojek. The public never expected before that ojek/taxis, which are popularly
used by the public for the benefit of human mobility, have succeeded successfully enhanced
its usefulness with an internet-based application system. As a result, the public becomes
easier to get transportation services and even at very affordable prices. What is more
unexpected, online motorcycle taxi services are not limited as an alternative means of
transportation but also penetrate into the delivery service business (onlinedelivery order). In
other words, online technology has brought profound changes to human civilization and the
economy.
According to Kasali (2017) disruption is not Disruption only means the phenomenon
of today's change but also reflects the meaning of the phenomenon of tomorrow's change
(the future change). Christensen, a business administration expert from Harvard Business
School, explained that the era of disruption has disrupted or damaged pre-existing markets
but also encouraged the development of products or services that were unexpected by t h e
market, creating diverse consumers and having an impact on lower prices. Thus, the era of
disruption will continue to produce significant changes to respond to demands and needs.
Furthermore, Kasali (2017) added that changes in the era of disruption are essentially
not only in the way or strategy but also in the fundamental aspects of business. The domain
of the disruption era extends from cost structure, culture to industrial ideology. The
implication is that business management is no longer centered on individual ownership, but
becomes role sharing or collaboration or mutual cooperation. In the world of higher
education, we can see this disruption phenomenon from the development of collaborative
research between researchers from various disciplines and universities. Research is no longer
oriented towards problem solving but is encouraged to find potential problems and potential
economic value that can help society to anticipate various socio-economic and political
problems in the future.
13
7
Research Methods
This study is a literature review related to the challenges of higher education in the
Industry 4.0 era. The literature is explored in depth and discussed again in two sub-
discussions, namely first examining the challenges of the world of Higher Education in
United States in the Industry 4.0 era, and second about disruption in the Industry 4.0 era.
Results And Discussion
Facing various challenges and changes these challenges and changes, Higher
education continues to be challenged to continue to carry out its various roles, namely
education and teaching, development, and dissemination, as a repository of knowledge for
society. In this regard, there are at least three important things that need to be responded to.
First, universities must start implementing a hybrid teaching system. Here, universities must
be able to respond to the development of the role of technology. In this case, the application
of online learning or lecture technology, now known as Massive Open Online Courses
(MOOCs), should be considered. However, this way of learning and lecturing still cannot be
widely applied to subjects that require training in skills that depend on equipment in
laboratories or that require close communication with lecturers or supervisors in higher-level
and postgraduate courses attended by a small number of students. Secondly, it is necessary to
consider the establishment of an online lecture quality assurance agency. This institution can
be established among universities or by the government, which is tasked with providing
guarantees to the labor market regarding the ability of graduates to meet employment needs.
This kind of certification is needed, among others, if a student takes most of his academic
load from various sources. Third, organizing online dissemination of knowledge. In
dissemination, the type of knowledge delivered is very different from a lecture. In this case,
the material is prepared to shape students by equipping them with knowledge about practical
matters they face.
Referring to on There are five important elements that must be implemented to
encourage competitiveness in the global arena in the era of the Industrial Revolution 4.0,
namely the first preparation of a more innovative learning system in higher education such
as adjusting the learning curriculum, and improving student abilities in terms of data
Information Technology (IT), Operational Technology (OT), Internet of Things (IoT), and
Big Data Analytics, integrating physical, digital and human objects to produce competitive
13
8
and skilled college graduates, especially in the aspects of data literacy, technological literacy
and human literacy.
Second policy reconstruction higher education institutions that are adaptive and
responsive to the industrial revolution 4.0 in developing trans-disciplines and study
programs that are needed. In addition, the Cyber University program, such as a distance
learning lecture system, has begun to reduce the intensity of meetings between lecturers and
students. Cyber University is expected to be a solution for the nation's children in remote
areas to reach quality higher education. Third, the preparation of human resources,
especially lecturers, researchers and engineers who are responsive, adaptive and reliable to
face the industrial revolution 4.0. In addition, rejuvenation of infrastructure and facilities is
carried out to support the quality of education, research and innovation.
Fourth, breakthroughs in research and development that support the Industrial
Revolution 4.0 and the research and development ecosystem to improve the quality and
quantity of research and development in universities, R&D institutions, LPNK, industry, and
society. Fifth, innovation breakthroughs and strengthening the innovation system to increase
industrial productivity and increase technology-based start-up companies. Most importantly,
the mental revolution must start from education, considering that the role of education is
very strategic in shaping the mentality of the nation's children. The development of culture
and national character is realized through the realm of education (Kristiawan, 2015).
Conclusions
Based on the results of research obtained by researchers on the industrial revolution
4.0, it is declared as a disruptive era, which is an era of intense competition that can cause
the education system in United States to need changes to align with the education system in
developed countries and overcome the challenges of the world of education in the industrial
era 4.0. The challenges of the world of Higher Education in United States in this Industrial
era refer to the hope of having world-class universities and being able to survive and
develop according to the demands in the era of the industrial revolution 4.0.
Industrial Revolution 4.0
The Industrial Revolution 4.0 occurred when robots that are connected to computer
systems, equipped with machines learning algorithms that can learn and control the robot
13
9
itself without input from human operators is known as artificial intelligence (AI).
Furthermore, AI is connected to an internet-based society. In essence, the industrial
revolution 4.0 is the unification of the online world with the production industry, thus
becoming a digital industrial revolution (Xing and Marwala, 2016).
The Industrial Age 4.0 referred to in this paper is a term used to refer to an era in
which there is a combination of technologies that makes the physical, biological, and digital
dimensions difficult to distinguish (Scawab, 2016). The Industrial Age 4.0 is characterized
by massive digitalization and the use of artificial intelligence in various sectors of human
life, especially in the economic field (Scawab, 2016).
Disruption Era
Changes driven by innovations in science and technology can also occur in the world
of education, especially higher education. Developed countries, which have been the center
of scientific and technological development, have realized these changes. This condition
certainly needs to be addressed also in the higher education system in United States.
Disruptive changes subvert the prevailing system so that fundamental changes cannot
be ignored. This means that universities are also not free from the threat of being disrupted
if they do not immediately make changes and adjust their role in the world of education.
In fact, it is a battle between conventional taxis versus online taxis or conventional
ojek vs online ojek. The public never expected before that ojek/taxis, which are popularly
used by the public for the benefit of human mobility, have succeeded successfully enhanced
its usefulness with an internet-based application system. As a result, the public becomes
easier to get transportation services and even at very affordable prices. What is more
unexpected, online motorcycle taxi services are not limited as an alternative means of
transportation but also penetrate into the delivery service business (onlinedelivery order). In
other words, online technology has brought profound changes to human civilization and the
economy.
According to Kasali (2017) disruption is not Disruption only means the phenomenon
of today's change but also reflects the meaning of the phenomenon of tomorrow's change
(the future change). Christensen, a business administration expert from Harvard Business
School, explained that the era of disruption has disrupted or damaged pre-existing markets
14
0
but also encouraged the development of products or services that were unexpected by t h e
market, creating diverse consumers and having an impact on lower prices. Thus, the era of
disruption will continue to produce significant changes to respond to demands and needs.
Furthermore, Kasali (2017) added that changes in the era of disruption are essentially
not only in the way or strategy but also in the fundamental aspects of business. The domain
of the disruption era extends from cost structure, culture to industrial ideology. The
implication is that business management is no longer centered on individual ownership, but
becomes role sharing or collaboration or mutual cooperation. In the world of higher
education, we can see this disruption phenomenon from the development of collaborative
research between researchers from various disciplines and universities. Research is no longer
oriented towards problem solving but is encouraged to find potential problems and potential
economic value that can help society to anticipate various socio-economic and political
problems in the future.
Research Methods
This study is a literature review related to the challenges of higher education in the
Industry 4.0 era. The literature is explored in depth and discussed again in two sub-
discussions, namely first examining the challenges of the world of Higher Education in
United States in the Industry 4.0 era, and second about disruption in the Industry 4.0 era.
Results And Discussion
Facing various challenges and changes these challenges and changes, Higher
education continues to be challenged to continue to carry out its various roles, namely
education and teaching, development, and dissemination, as a repository of knowledge for
society. In this regard, there are at least three important things that need to be responded to.
First, universities must start implementing a hybrid teaching system. Here, universities must
be able to respond to the development of the role of technology. In this case, the application
of online learning or lecture technology, now known as Massive Open Online Courses
(MOOCs), should be considered. However, this way of learning and lecturing still cannot be
widely applied to subjects that require training in skills that depend on equipment in
laboratories or that require close communication with lecturers or supervisors in higher-level
and postgraduate courses attended by a small number of students. Secondly, it is necessary to
consider the establishment of an online lecture quality assurance agency. This institution can
14
1
be established among universities or by the government, which is tasked with providing
guarantees to the labor market regarding the ability of graduates to meet employment needs.
This kind of certification is needed, among others, if a student takes most of his academic
load from various sources. Third, organizing online dissemination of knowledge. In
dissemination, the type of knowledge delivered is very different from a lecture. In this case,
the material is prepared to shape students by equipping them with knowledge about practical
matters they face.
Referring to on There are five important elements that must be implemented to
encourage competitiveness in the global arena in the era of the Industrial Revolution 4.0,
namely the first preparation of a more innovative learning system in higher education such
as adjusting the learning curriculum, and improving student abilities in terms of data
Information Technology (IT), Operational Technology (OT), Internet of Things (IoT), and
Big Data Analytics, integrating physical, digital and human objects to produce competitive
and skilled college graduates, especially in the aspects of data literacy, technological literacy
and human literacy.
Second policy reconstruction higher education institutions that are adaptive and
responsive to the industrial revolution 4.0 in developing trans-disciplines and study
programs that are needed. In addition, the Cyber University program, such as a distance
learning lecture system, has begun to reduce the intensity of meetings between lecturers and
students. Cyber University is expected to be a solution for the nation's children in remote
areas to reach quality higher education. Third, the preparation of human resources,
especially lecturers, researchers and engineers who are responsive, adaptive and reliable to
face the industrial revolution 4.0. In addition, rejuvenation of infrastructure and facilities is
carried out to support the quality of education, research and innovation.
Fourth, breakthroughs in research and development that support the Industrial
Revolution 4.0 and the research and development ecosystem to improve the quality and
quantity of research and development in universities, R&D institutions, LPNK, industry, and
society. Fifth, innovation breakthroughs and strengthening the innovation system to increase
industrial productivity and increase technology-based start-up companies. Most importantly,
the mental revolution must start from education, considering that the role of education is
very strategic in shaping the mentality of the nation's children. The development of culture
14
2
and national character is realized through the realm of education (Kristiawan, 2015).
Conclusions
Based on the results of research obtained by researchers on the industrial revolution
4.0, it is declared as a disruptive era, which is an era of intense competition that can cause
the education system in United States to need changes to align with the education system in
developed countries and overcome the challenges of the world of education in the industrial
era 4.0. The challenges of the world of Higher Education in United States in this Industrial
era refer to the hope of having world-class universities and being able to survive and
develop according to the demands in the era of the industrial revolution 4.0.
Industrial Revolution 4.0
The Industrial Revolution 4.0 occurred when robots that are connected to computer
systems, equipped with machines learning algorithms that can learn and control the robot
itself without input from human operators is known as artificial intelligence (AI).
Furthermore, AI is connected to an internet-based society. In essence, the industrial
revolution 4.0 is the unification of the online world with the production industry, thus
becoming a digital industrial revolution (Xing and Marwala, 2016).
The Industrial Age 4.0 referred to in this paper is a term used to refer to an era in
which there is a combination of technologies that makes the physical, biological, and digital
dimensions difficult to distinguish (Scawab, 2016). The Industrial Age 4.0 is characterized
by massive digitalization and the use of artificial intelligence in various sectors of human
life, especially in the economic field (Scawab, 2016).
Disruption Era
Changes driven by innovations in science and technology can also occur in the world
of education, especially higher education. Developed countries, which have been the center
of scientific and technological development, have realized these changes. This condition
certainly needs to be addressed also in the higher education system in United States.
Disruptive changes subvert the prevailing system so that fundamental changes cannot
be ignored. This means that universities are also not free from the threat of being disrupted
if they do not immediately make changes and adjust their role in the world of education.
14
3
In fact, it is a battle between conventional taxis versus online taxis or conventional
ojek vs online ojek. The public never expected before that ojek/taxis, which are popularly
used by the public for the benefit of human mobility, have succeeded successfully enhanced
its usefulness with an internet-based application system. As a result, the public becomes
easier to get transportation services and even at very affordable prices. What is more
unexpected, online motorcycle taxi services are not limited as an alternative means of
transportation but also penetrate into the delivery service business (onlinedelivery order). In
other words, online technology has brought profound changes to human civilization and the
economy.
According to Kasali (2017) disruption is not Disruption only means the phenomenon
of today's change but also reflects the meaning of the phenomenon of tomorrow's change
(the future change). Christensen, a business administration expert from Harvard Business
School, explained that the era of disruption has disrupted or damaged pre-existing markets
but also encouraged the development of products or services that were unexpected by t h e
market, creating diverse consumers and having an impact on lower prices. Thus, the era of
disruption will continue to produce significant changes to respond to demands and needs.
Furthermore, Kasali (2017) added that changes in the era of disruption are essentially
not only in the way or strategy but also in the fundamental aspects of business. The domain
of the disruption era extends from cost structure, culture to industrial ideology. The
implication is that business management is no longer centered on individual ownership, but
becomes role sharing or collaboration or mutual cooperation. In the world of higher
education, we can see this disruption phenomenon from the development of collaborative
research between researchers from various disciplines and universities. Research is no longer
oriented towards problem solving but is encouraged to find potential problems and potential
economic value that can help society to anticipate various socio-economic and political
problems in the future.
Research Methods
This study is a literature review related to the challenges of higher education in the
Industry 4.0 era. The literature is explored in depth and discussed again in two sub-
discussions, namely first examining the challenges of the world of Higher Education in
United States in the Industry 4.0 era, and second about disruption in the Industry 4.0 era.
14
4
Results And Discussion
Facing various challenges and changes these challenges and changes, Higher
education continues to be challenged to continue to carry out its various roles, namely
education and teaching, development, and dissemination, as a repository of knowledge for
society. In this regard, there are at least three important things that need to be responded to.
First, universities must start implementing a hybrid teaching system. Here, universities must
be able to respond to the development of the role of technology. In this case, the application
of online learning or lecture technology, now known as Massive Open Online Courses
(MOOCs), should be considered. However, this way of learning and lecturing still cannot be
widely applied to subjects that require training in skills that depend on equipment in
laboratories or that require close communication with lecturers or supervisors in higher-level
and postgraduate courses attended by a small number of students. Secondly, it is necessary to
consider the establishment of an online lecture quality assurance agency. This institution can
be established among universities or by the government, which is tasked with providing
guarantees to the labor market regarding the ability of graduates to meet employment needs.
This kind of certification is needed, among others, if a student takes most of his academic
load from various sources. Third, organizing online dissemination of knowledge. In
dissemination, the type of knowledge delivered is very different from a lecture. In this case,
the material is prepared to shape students by equipping them with knowledge about practical
matters they face.
Referring to on There are five important elements that must be implemented to
encourage competitiveness in the global arena in the era of the Industrial Revolution 4.0,
namely the first preparation of a more innovative learning system in higher education such
as adjusting the learning curriculum, and improving student abilities in terms of data
Information Technology (IT), Operational Technology (OT), Internet of Things (IoT), and
Big Data Analytics, integrating physical, digital and human objects to produce competitive
and skilled college graduates, especially in the aspects of data literacy, technological literacy
and human literacy.
Second policy reconstruction higher education institutions that are adaptive and
responsive to the industrial revolution 4.0 in developing trans-disciplines and study
programs that are needed. In addition, the Cyber University program, such as a distance
14
5
learning lecture system, has begun to reduce the intensity of meetings between lecturers and
students. Cyber University is expected to be a solution for the nation's children in remote
areas to reach quality higher education. Third, the preparation of human resources,
especially lecturers, researchers and engineers who are responsive, adaptive and reliable to
face the industrial revolution 4.0. In addition, rejuvenation of infrastructure and facilities is
carried out to support the quality of education, research and innovation.
Fourth, breakthroughs in research and development that support the Industrial
Revolution 4.0 and the research and development ecosystem to improve the quality and
quantity of research and development in universities, R&D institutions, LPNK, industry, and
society. Fifth, innovation breakthroughs and strengthening the innovation system to increase
industrial productivity and increase technology-based start-up companies. Most importantly,
the mental revolution must start from education, considering that the role of education is
very strategic in shaping the mentality of the nation's children. The development of culture
and national character is realized through the realm of education (Kristiawan, 2015).
Conclusions
Based on the results of research obtained by researchers on the industrial revolution
4.0, it is declared as a disruptive era, which is an era of intense competition that can cause
the education system in United States to need changes to align with the education system in
developed countries and overcome the challenges of the world of education in the industrial
era 4.0. The challenges of the world of Higher Education in United States in this Industrial
era refer to the hope of having world-class universities and being able to survive and
develop according to the demands in the era of the industrial revolution 4.0.
Industrial Revolution 4.0
The Industrial Revolution 4.0 occurred when robots that are connected to computer
systems, equipped with machines learning algorithms that can learn and control the robot
itself without input from human operators is known as artificial intelligence (AI).
Furthermore, AI is connected to an internet-based society. In essence, the industrial
revolution 4.0 is the unification of the online world with the production industry, thus
becoming a digital industrial revolution (Xing and Marwala, 2016).
The Industrial Age 4.0 referred to in this paper is a term used to refer to an era in
14
6
which there is a combination of technologies that makes the physical, biological, and digital
dimensions difficult to distinguish (Scawab, 2016). The Industrial Age 4.0 is characterized
by massive digitalization and the use of artificial intelligence in various sectors of human
life, especially in the economic field (Scawab, 2016).
Disruption Era
Changes driven by innovations in science and technology can also occur in the world
of education, especially higher education. Developed countries, which have been the center
of scientific and technological development, have realized these changes. This condition
certainly needs to be addressed also in the higher education system in United States.
Disruptive changes subvert the prevailing system so that fundamental changes cannot
be ignored. This means that universities are also not free from the threat of being disrupted
if they do not immediately make changes and adjust their role in the world of education.
In fact, it is a battle between conventional taxis versus online taxis or conventional
ojek vs online ojek. The public never expected before that ojek/taxis, which are popularly
used by the public for the benefit of human mobility, have succeeded successfully enhanced
its usefulness with an internet-based application system. As a result, the public becomes
easier to get transportation services and even at very affordable prices. What is more
unexpected, online motorcycle taxi services are not limited as an alternative means of
transportation but also penetrate into the delivery service business (onlinedelivery order). In
other words, online technology has brought profound changes to human civilization and the
economy.
According to Kasali (2017) disruption is not Disruption only means the phenomenon
of today's change but also reflects the meaning of the phenomenon of tomorrow's change
(the future change). Christensen, a business administration expert from Harvard Business
School, explained that the era of disruption has disrupted or damaged pre-existing markets
but also encouraged the development of products or services that were unexpected by t h e
market, creating diverse consumers and having an impact on lower prices. Thus, the era of
disruption will continue to produce significant changes to respond to demands and needs.
Furthermore, Kasali (2017) added that changes in the era of disruption are essentially
not only in the way or strategy but also in the fundamental aspects of business. The domain
14
7
of the disruption era extends from cost structure, culture to industrial ideology. The
implication is that business management is no longer centered on individual ownership, but
becomes role sharing or collaboration or mutual cooperation. In the world of higher
education, we can see this disruption phenomenon from the development of collaborative
research between researchers from various disciplines and universities. Research is no longer
oriented towards problem solving but is encouraged to find potential problems and potential
economic value that can help society to anticipate various socio-economic and political
problems in the future.
Research Methods
This study is a literature review related to the challenges of higher education in the
Industry 4.0 era. The literature is explored in depth and discussed again in two sub-
discussions, namely first examining the challenges of the world of Higher Education in
United States in the Industry 4.0 era, and second about disruption in the Industry 4.0 era.
Results And Discussion
Facing various challenges and changes these challenges and changes, Higher
education continues to be challenged to continue to carry out its various roles, namely
education and teaching, development, and dissemination, as a repository of knowledge for
society. In this regard, there are at least three important things that need to be responded to.
First, universities must start implementing a hybrid teaching system. Here, universities must
be able to respond to the development of the role of technology. In this case, the application
of online learning or lecture technology, now known as Massive Open Online Courses
(MOOCs), should be considered. However, this way of learning and lecturing still cannot be
widely applied to subjects that require training in skills that depend on equipment in
laboratories or that require close communication with lecturers or supervisors in higher-level
and postgraduate courses attended by a small number of students. Secondly, it is necessary to
consider the establishment of an online lecture quality assurance agency. This institution can
be established among universities or by the government, which is tasked with providing
guarantees to the labor market regarding the ability of graduates to meet employment needs.
This kind of certification is needed, among others, if a student takes most of his academic
load from various sources. Third, organizing online dissemination of knowledge. In
dissemination, the type of knowledge delivered is very different from a lecture. In this case,
the material is prepared to shape students by equipping them with knowledge about practical
14
8
matters they face.
Referring to on There are five important elements that must be implemented to
encourage competitiveness in the global arena in the era of the Industrial Revolution 4.0,
namely the first preparation of a more innovative learning system in higher education such
as adjusting the learning curriculum, and improving student abilities in terms of data
Information Technology (IT), Operational Technology (OT), Internet of Things (IoT), and
Big Data Analytics, integrating physical, digital and human objects to produce competitive
and skilled college graduates, especially in the aspects of data literacy, technological literacy
and human literacy.
Second policy reconstruction higher education institutions that are adaptive and
responsive to the industrial revolution 4.0 in developing trans-disciplines and study
programs that are needed. In addition, the Cyber University program, such as a distance
learning lecture system, has begun to reduce the intensity of meetings between lecturers and
students. Cyber University is expected to be a solution for the nation's children in remote
areas to reach quality higher education. Third, the preparation of human resources,
especially lecturers, researchers and engineers who are responsive, adaptive and reliable to
face the industrial revolution 4.0. In addition, rejuvenation of infrastructure and facilities is
carried out to support the quality of education, research and innovation.
Fourth, breakthroughs in research and development that support the Industrial
Revolution 4.0 and the research and development ecosystem to improve the quality and
quantity of research and development in universities, R&D institutions, LPNK, industry, and
society. Fifth, innovation breakthroughs and strengthening the innovation system to increase
industrial productivity and increase technology-based start-up companies. Most importantly,
the mental revolution must start from education, considering that the role of education is
very strategic in shaping the mentality of the nation's children. The development of culture
and national character is realized through the realm of education (Kristiawan, 2015).
Conclusions
Based on the results of research obtained by researchers on the industrial revolution
4.0, it is declared as a disruptive era, which is an era of intense competition that can cause
the education system in United States to need changes to align with the education system in
14
9
developed countries and overcome the challenges of the world of education in the industrial
era 4.0. The challenges of the world of Higher Education in United States in this Industrial
era refer to the hope of having world-class universities and being able to survive and
develop according to the demands in the era of the industrial revolution 4.0.
Industrial Revolution 4.0
The Industrial Revolution 4.0 occurred when robots that are connected to computer
systems, equipped with machines learning algorithms that can learn and control the robot
itself without input from human operators is known as artificial intelligence (AI).
Furthermore, AI is connected to an internet-based society. In essence, the industrial
revolution 4.0 is the unification of the online world with the production industry, thus
becoming a digital industrial revolution (Xing and Marwala, 2016).
The Industrial Age 4.0 referred to in this paper is a term used to refer to an era in
which there is a combination of technologies that makes the physical, biological, and digital
dimensions difficult to distinguish (Scawab, 2016). The Industrial Age 4.0 is characterized
by massive digitalization and the use of artificial intelligence in various sectors of human
life, especially in the economic field (Scawab, 2016).
Disruption Era
Changes driven by innovations in science and technology can also occur in the world
of education, especially higher education. Developed countries, which have been the center
of scientific and technological development, have realized these changes. This condition
certainly needs to be addressed also in the higher education system in United States.
Disruptive changes subvert the prevailing system so that fundamental changes cannot
be ignored. This means that universities are also not free from the threat of being disrupted
if they do not immediately make changes and adjust their role in the world of education.
In fact, it is a battle between conventional taxis versus online taxis or conventional
ojek vs online ojek. The public never expected before that ojek/taxis, which are popularly
used by the public for the benefit of human mobility, have succeeded successfully enhanced
its usefulness with an internet-based application system. As a result, the public becomes
easier to get transportation services and even at very affordable prices. What is more
15
0
unexpected, online motorcycle taxi services are not limited as an alternative means of
transportation but also penetrate into the delivery service business (onlinedelivery order). In
other words, online technology has brought profound changes to human civilization and the
economy.
According to Kasali (2017) disruption is not Disruption only means the phenomenon
of today's change but also reflects the meaning of the phenomenon of tomorrow's change
(the future change). Christensen, a business administration expert from Harvard Business
School, explained that the era of disruption has disrupted or damaged pre-existing markets
but also encouraged the development of products or services that were unexpected by t h e
market, creating diverse consumers and having an impact on lower prices. Thus, the era of
disruption will continue to produce significant changes to respond to demands and needs.
Furthermore, Kasali (2017) added that changes in the era of disruption are essentially
not only in the way or strategy but also in the fundamental aspects of business. The domain
of the disruption era extends from cost structure, culture to industrial ideology. The
implication is that business management is no longer centered on individual ownership, but
becomes role sharing or collaboration or mutual cooperation. In the world of higher
education, we can see this disruption phenomenon from the development of collaborative
research between researchers from various disciplines and universities. Research is no longer
oriented towards problem solving but is encouraged to find potential problems and potential
economic value that can help society to anticipate various socio-economic and political
problems in the future.
Research Methods
This study is a literature review related to the challenges of higher education in the
Industry 4.0 era. The literature is explored in depth and discussed again in two sub-
discussions, namely first examining the challenges of the world of Higher Education in
United States in the Industry 4.0 era, and second about disruption in the Industry 4.0 era.
Results And Discussion
Facing various challenges and changes these challenges and changes, Higher
education continues to be challenged to continue to carry out its various roles, namely
education and teaching, development, and dissemination, as a repository of knowledge for
society. In this regard, there are at least three important things that need to be responded to.
15
1
First, universities must start implementing a hybrid teaching system. Here, universities must
be able to respond to the development of the role of technology. In this case, the application
of online learning or lecture technology, now known as Massive Open Online Courses
(MOOCs), should be considered. However, this way of learning and lecturing still cannot be
widely applied to subjects that require training in skills that depend on equipment in
laboratories or that require close communication with lecturers or supervisors in higher-level
and postgraduate courses attended by a small number of students. Secondly, it is necessary to
consider the establishment of an online lecture quality assurance agency. This institution can
be established among universities or by the government, which is tasked with providing
guarantees to the labor market regarding the ability of graduates to meet employment needs.
This kind of certification is needed, among others, if a student takes most of his academic
load from various sources. Third, organizing online dissemination of knowledge. In
dissemination, the type of knowledge delivered is very different from a lecture. In this case,
the material is prepared to shape students by equipping them with knowledge about practical
matters they face.
Referring to on There are five important elements that must be implemented to
encourage competitiveness in the global arena in the era of the Industrial Revolution 4.0,
namely the first preparation of a more innovative learning system in higher education such
as adjusting the learning curriculum, and improving student abilities in terms of data
Information Technology (IT), Operational Technology (OT), Internet of Things (IoT), and
Big Data Analytics, integrating physical, digital and human objects to produce competitive
and skilled college graduates, especially in the aspects of data literacy, technological literacy
and human literacy.
Second policy reconstruction higher education institutions that are adaptive and
responsive to the industrial revolution 4.0 in developing trans-disciplines and study
programs that are needed. In addition, the Cyber University program, such as a distance
learning lecture system, has begun to reduce the intensity of meetings between lecturers and
students. Cyber University is expected to be a solution for the nation's children in remote
areas to reach quality higher education. Third, the preparation of human resources,
especially lecturers, researchers and engineers who are responsive, adaptive and reliable to
face the industrial revolution 4.0. In addition, rejuvenation of infrastructure and facilities is
carried out to support the quality of education, research and innovation.
15
2
Fourth, breakthroughs in research and development that support the Industrial
Revolution 4.0 and the research and development ecosystem to improve the quality and
quantity of research and development in universities, R&D institutions, LPNK, industry, and
society. Fifth, innovation breakthroughs and strengthening the innovation system to increase
industrial productivity and increase technology-based start-up companies. Most importantly,
the mental revolution must start from education, considering that the role of education is
very strategic in shaping the mentality of the nation's children. The development of culture
and national character is realized through the realm of education (Kristiawan, 2015).
Conclusions
Based on the results of research obtained by researchers on the industrial revolution
4.0, it is declared as a disruptive era, which is an era of intense competition that can cause
the education system in United States to need changes to align with the education system in
developed countries and overcome the challenges of the world of education in the industrial
era 4.0. The challenges of the world of Higher Education in United States in this Industrial
era refer to the hope of having world-class universities and being able to survive and
develop according to the demands in the era of the industrial revolution 4.0.
Industrial Revolution 4.0
The Industrial Revolution 4.0 occurred when robots that are connected to computer
systems, equipped with machines learning algorithms that can learn and control the robot
itself without input from human operators is known as artificial intelligence (AI).
Furthermore, AI is connected to an internet-based society. In essence, the industrial
revolution 4.0 is the unification of the online world with the production industry, thus
becoming a digital industrial revolution (Xing and Marwala, 2016).
The Industrial Age 4.0 referred to in this paper is a term used to refer to an era in
which there is a combination of technologies that makes the physical, biological, and digital
dimensions difficult to distinguish (Scawab, 2016). The Industrial Age 4.0 is characterized
by massive digitalization and the use of artificial intelligence in various sectors of human
life, especially in the economic field (Scawab, 2016).
Disruption Era
15
3
Changes driven by innovations in science and technology can also occur in the world
of education, especially higher education. Developed countries, which have been the center
of scientific and technological development, have realized these changes. This condition
certainly needs to be addressed also in the higher education system in United States.
Disruptive changes subvert the prevailing system so that fundamental changes cannot
be ignored. This means that universities are also not free from the threat of being disrupted
if they do not immediately make changes and adjust their role in the world of education.
In fact, it is a battle between conventional taxis versus online taxis or conventional
ojek vs online ojek. The public never expected before that ojek/taxis, which are popularly
used by the public for the benefit of human mobility, have succeeded successfully enhanced
its usefulness with an internet-based application system. As a result, the public becomes
easier to get transportation services and even at very affordable prices. What is more
unexpected, online motorcycle taxi services are not limited as an alternative means of
transportation but also penetrate into the delivery service business (onlinedelivery order). In
other words, online technology has brought profound changes to human civilization and the
economy.
According to Kasali (2017) disruption is not Disruption only means the phenomenon
of today's change but also reflects the meaning of the phenomenon of tomorrow's change
(the future change). Christensen, a business administration expert from Harvard Business
School, explained that the era of disruption has disrupted or damaged pre-existing markets
but also encouraged the development of products or services that were unexpected by t h e
market, creating diverse consumers and having an impact on lower prices. Thus, the era of
disruption will continue to produce significant changes to respond to demands and needs.
Furthermore, Kasali (2017) added that changes in the era of disruption are essentially
not only in the way or strategy but also in the fundamental aspects of business. The domain
of the disruption era extends from cost structure, culture to industrial ideology. The
implication is that business management is no longer centered on individual ownership, but
becomes role sharing or collaboration or mutual cooperation. In the world of higher
education, we can see this disruption phenomenon from the development of collaborative
research between researchers from various disciplines and universities. Research is no longer
oriented towards problem solving but is encouraged to find potential problems and potential
15
4
economic value that can help society to anticipate various socio-economic and political
problems in the future.
Research Methods
This study is a literature review related to the challenges of higher education in the
Industry 4.0 era. The literature is explored in depth and discussed again in two sub-
discussions, namely first examining the challenges of the world of Higher Education in
United States in the Industry 4.0 era, and second about disruption in the Industry 4.0 era.
Results And Discussion
Facing various challenges and changes these challenges and changes, Higher
education continues to be challenged to continue to carry out its various roles, namely
education and teaching, development, and dissemination, as a repository of knowledge for
society. In this regard, there are at least three important things that need to be responded to.
First, universities must start implementing a hybrid teaching system. Here, universities must
be able to respond to the development of the role of technology. In this case, the application
of online learning or lecture technology, now known as Massive Open Online Courses
(MOOCs), should be considered. However, this way of learning and lecturing still cannot be
widely applied to subjects that require training in skills that depend on equipment in
laboratories or that require close communication with lecturers or supervisors in higher-level
and postgraduate courses attended by a small number of students. Secondly, it is necessary to
consider the establishment of an online lecture quality assurance agency. This institution can
be established among universities or by the government, which is tasked with providing
guarantees to the labor market regarding the ability of graduates to meet employment needs.
This kind of certification is needed, among others, if a student takes most of his academic
load from various sources. Third, organizing online dissemination of knowledge. In
dissemination, the type of knowledge delivered is very different from a lecture. In this case,
the material is prepared to shape students by equipping them with knowledge about practical
matters they face.
Referring to on There are five important elements that must be implemented to
encourage competitiveness in the global arena in the era of the Industrial Revolution 4.0,
namely the first preparation of a more innovative learning system in higher education such
as adjusting the learning curriculum, and improving student abilities in terms of data
15
5
Information Technology (IT), Operational Technology (OT), Internet of Things (IoT), and
Big Data Analytics, integrating physical, digital and human objects to produce competitive
and skilled college graduates, especially in the aspects of data literacy, technological literacy
and human literacy.
Second policy reconstruction higher education institutions that are adaptive and
responsive to the industrial revolution 4.0 in developing trans-disciplines and study
programs that are needed. In addition, the Cyber University program, such as a distance
learning lecture system, has begun to reduce the intensity of meetings between lecturers and
students. Cyber University is expected to be a solution for the nation's children in remote
areas to reach quality higher education. Third, the preparation of human resources,
especially lecturers, researchers and engineers who are responsive, adaptive and reliable to
face the industrial revolution 4.0. In addition, rejuvenation of infrastructure and facilities is
carried out to support the quality of education, research and innovation.
Fourth, breakthroughs in research and development that support the Industrial
Revolution 4.0 and the research and development ecosystem to improve the quality and
quantity of research and development in universities, R&D institutions, LPNK, industry, and
society. Fifth, innovation breakthroughs and strengthening the innovation system to increase
industrial productivity and increase technology-based start-up companies. Most importantly,
the mental revolution must start from education, considering that the role of education is
very strategic in shaping the mentality of the nation's children. The development of culture
and national character is realized through the realm of education (Kristiawan, 2015).
Conclusions
Based on the results of research obtained by researchers on the industrial revolution
4.0, it is declared as a disruptive era, which is an era of intense competition that can cause
the education system in United States to need changes to align with the education system in
developed countries and overcome the challenges of the world of education in the industrial
era 4.0. The challenges of the world of Higher Education in United States in this Industrial
era refer to the hope of having world-class universities and being able to survive and
develop according to the demands in the era of the industrial revolution 4.0.
Industrial Revolution 4.0
15
6
The Industrial Revolution 4.0 occurred when robots that are connected to computer
systems, equipped with machines learning algorithms that can learn and control the robot
itself without input from human operators is known as artificial intelligence (AI).
Furthermore, AI is connected to an internet-based society. In essence, the industrial
revolution 4.0 is the unification of the online world with the production industry, thus
becoming a digital industrial revolution (Xing and Marwala, 2016).
The Industrial Age 4.0 referred to in this paper is a term used to refer to an era in
which there is a combination of technologies that makes the physical, biological, and digital
dimensions difficult to distinguish (Scawab, 2016). The Industrial Age 4.0 is characterized
by massive digitalization and the use of artificial intelligence in various sectors of human
life, especially in the economic field (Scawab, 2016).
Disruption Era
Changes driven by innovations in science and technology can also occur in the world
of education, especially higher education. Developed countries, which have been the center
of scientific and technological development, have realized these changes. This condition
certainly needs to be addressed also in the higher education system in United States.
Disruptive changes subvert the prevailing system so that fundamental changes cannot
be ignored. This means that universities are also not free from the threat of being disrupted
if they do not immediately make changes and adjust their role in the world of education.
In fact, it is a battle between conventional taxis versus online taxis or conventional
ojek vs online ojek. The public never expected before that ojek/taxis, which are popularly
used by the public for the benefit of human mobility, have succeeded successfully enhanced
its usefulness with an internet-based application system. As a result, the public becomes
easier to get transportation services and even at very affordable prices. What is more
unexpected, online motorcycle taxi services are not limited as an alternative means of
transportation but also penetrate into the delivery service business (onlinedelivery order). In
other words, online technology has brought profound changes to human civilization and the
economy.
According to Kasali (2017) disruption is not Disruption only means the phenomenon
of today's change but also reflects the meaning of the phenomenon of tomorrow's change
15
7
(the future change). Christensen, a business administration expert from Harvard Business
School, explained that the era of disruption has disrupted or damaged pre-existing markets
but also encouraged the development of products or services that were unexpected by t h e
market, creating diverse consumers and having an impact on lower prices. Thus, the era of
disruption will continue to produce significant changes to respond to demands and needs.
Furthermore, Kasali (2017) added that changes in the era of disruption are essentially
not only in the way or strategy but also in the fundamental aspects of business. The domain
of the disruption era extends from cost structure, culture to industrial ideology. The
implication is that business management is no longer centered on individual ownership, but
becomes role sharing or collaboration or mutual cooperation. In the world of higher
education, we can see this disruption phenomenon from the development of collaborative
research between researchers from various disciplines and universities. Research is no longer
oriented towards problem solving but is encouraged to find potential problems and potential
economic value that can help society to anticipate various socio-economic and political
problems in the future.
Research Methods
This study is a literature review related to the challenges of higher education in the
Industry 4.0 era. The literature is explored in depth and discussed again in two sub-
discussions, namely first examining the challenges of the world of Higher Education in
United States in the Industry 4.0 era, and second about disruption in the Industry 4.0 era.
Results And Discussion
Facing various challenges and changes these challenges and changes, Higher
education continues to be challenged to continue to carry out its various roles, namely
education and teaching, development, and dissemination, as a repository of knowledge for
society. In this regard, there are at least three important things that need to be responded to.
First, universities must start implementing a hybrid teaching system. Here, universities must
be able to respond to the development of the role of technology. In this case, the application
of online learning or lecture technology, now known as Massive Open Online Courses
(MOOCs), should be considered. However, this way of learning and lecturing still cannot be
widely applied to subjects that require training in skills that depend on equipment in
laboratories or that require close communication with lecturers or supervisors in higher-level
15
8
and postgraduate courses attended by a small number of students. Secondly, it is necessary to
consider the establishment of an online lecture quality assurance agency. This institution can
be established among universities or by the government, which is tasked with providing
guarantees to the labor market regarding the ability of graduates to meet employment needs.
This kind of certification is needed, among others, if a student takes most of his academic
load from various sources. Third, organizing online dissemination of knowledge. In
dissemination, the type of knowledge delivered is very different from a lecture. In this case,
the material is prepared to shape students by equipping them with knowledge about practical
matters they face.
Referring to on There are five important elements that must be implemented to
encourage competitiveness in the global arena in the era of the Industrial Revolution 4.0,
namely the first preparation of a more innovative learning system in higher education such
as adjusting the learning curriculum, and improving student abilities in terms of data
Information Technology (IT), Operational Technology (OT), Internet of Things (IoT), and
Big Data Analytics, integrating physical, digital and human objects to produce competitive
and skilled college graduates, especially in the aspects of data literacy, technological literacy
and human literacy.
Second policy reconstruction higher education institutions that are adaptive and
responsive to the industrial revolution 4.0 in developing trans-disciplines and study
programs that are needed. In addition, the Cyber University program, such as a distance
learning lecture system, has begun to reduce the intensity of meetings between lecturers and
students. Cyber University is expected to be a solution for the nation's children in remote
areas to reach quality higher education. Third, the preparation of human resources,
especially lecturers, researchers and engineers who are responsive, adaptive and reliable to
face the industrial revolution 4.0. In addition, rejuvenation of infrastructure and facilities is
carried out to support the quality of education, research and innovation.
Fourth, breakthroughs in research and development that support the Industrial
Revolution 4.0 and the research and development ecosystem to improve the quality and
quantity of research and development in universities, R&D institutions, LPNK, industry, and
society. Fifth, innovation breakthroughs and strengthening the innovation system to increase
industrial productivity and increase technology-based start-up companies. Most importantly,
15
9
the mental revolution must start from education, considering that the role of education is
very strategic in shaping the mentality of the nation's children. The development of culture
and national character is realized through the realm of education (Kristiawan, 2015).
Conclusions
Based on the results of research obtained by researchers on the industrial revolution
4.0, it is declared as a disruptive era, which is an era of intense competition that can cause
the education system in United States to need changes to align with the education system in
developed countries and overcome the challenges of the world of education in the industrial
era 4.0. The challenges of the world of Higher Education in United States in this Industrial
era refer to the hope of having world-class universities and being able to survive and
develop according to the demands in the era of the industrial revolution 4.0.
Industrial Revolution 4.0
The Industrial Revolution 4.0 occurred when robots that are connected to computer
systems, equipped with machines learning algorithms that can learn and control the robot
itself without input from human operators is known as artificial intelligence (AI).
Furthermore, AI is connected to an internet-based society. In essence, the industrial
revolution 4.0 is the unification of the online world with the production industry, thus
becoming a digital industrial revolution (Xing and Marwala, 2016).
The Industrial Age 4.0 referred to in this paper is a term used to refer to an era in
which there is a combination of technologies that makes the physical, biological, and digital
dimensions difficult to distinguish (Scawab, 2016). The Industrial Age 4.0 is characterized
by massive digitalization and the use of artificial intelligence in various sectors of human
life, especially in the economic field (Scawab, 2016).
Disruption Era
Changes driven by innovations in science and technology can also occur in the world
of education, especially higher education. Developed countries, which have been the center
of scientific and technological development, have realized these changes. This condition
certainly needs to be addressed also in the higher education system in United States.
Disruptive changes subvert the prevailing system so that fundamental changes cannot
16
0
be ignored. This means that universities are also not free from the threat of being disrupted
if they do not immediately make changes and adjust their role in the world of education.
In fact, it is a battle between conventional taxis versus online taxis or conventional
ojek vs online ojek. The public never expected before that ojek/taxis, which are popularly
used by the public for the benefit of human mobility, have succeeded successfully enhanced
its usefulness with an internet-based application system. As a result, the public becomes
easier to get transportation services and even at very affordable prices. What is more
unexpected, online motorcycle taxi services are not limited as an alternative means of
transportation but also penetrate into the delivery service business (onlinedelivery order). In
other words, online technology has brought profound changes to human civilization and the
economy.
According to Kasali (2017) disruption is not Disruption only means the phenomenon
of today's change but also reflects the meaning of the phenomenon of tomorrow's change
(the future change). Christensen, a business administration expert from Harvard Business
School, explained that the era of disruption has disrupted or damaged pre-existing markets
but also encouraged the development of products or services that were unexpected by t h e
market, creating diverse consumers and having an impact on lower prices. Thus, the era of
disruption will continue to produce significant changes to respond to demands and needs.
Furthermore, Kasali (2017) added that changes in the era of disruption are essentially
not only in the way or strategy but also in the fundamental aspects of business. The domain
of the disruption era extends from cost structure, culture to industrial ideology. The
implication is that business management is no longer centered on individual ownership, but
becomes role sharing or collaboration or mutual cooperation. In the world of higher
education, we can see this disruption phenomenon from the development of collaborative
research between researchers from various disciplines and universities. Research is no longer
oriented towards problem solving but is encouraged to find potential problems and potential
economic value that can help society to anticipate various socio-economic and political
problems in the future.
Research Methods
This study is a literature review related to the challenges of higher education in the
Industry 4.0 era. The literature is explored in depth and discussed again in two sub-
16
1
discussions, namely first examining the challenges of the world of Higher Education in
United States in the Industry 4.0 era, and second about disruption in the Industry 4.0 era.
Results And Discussion
Facing various challenges and changes these challenges and changes, Higher
education continues to be challenged to continue to carry out its various roles, namely
education and teaching, development, and dissemination, as a repository of knowledge for
society. In this regard, there are at least three important things that need to be responded to.
First, universities must start implementing a hybrid teaching system. Here, universities must
be able to respond to the development of the role of technology. In this case, the application
of online learning or lecture technology, now known as Massive Open Online Courses
(MOOCs), should be considered. However, this way of learning and lecturing still cannot be
widely applied to subjects that require training in skills that depend on equipment in
laboratories or that require close communication with lecturers or supervisors in higher-level
and postgraduate courses attended by a small number of students. Secondly, it is necessary to
consider the establishment of an online lecture quality assurance agency. This institution can
be established among universities or by the government, which is tasked with providing
guarantees to the labor market regarding the ability of graduates to meet employment needs.
This kind of certification is needed, among others, if a student takes most of his academic
load from various sources. Third, organizing online dissemination of knowledge. In
dissemination, the type of knowledge delivered is very different from a lecture. In this case,
the material is prepared to shape students by equipping them with knowledge about practical
matters they face.
Referring to on There are five important elements that must be implemented to
encourage competitiveness in the global arena in the era of the Industrial Revolution 4.0,
namely the first preparation of a more innovative learning system in higher education such
as adjusting the learning curriculum, and improving student abilities in terms of data
Information Technology (IT), Operational Technology (OT), Internet of Things (IoT), and
Big Data Analytics, integrating physical, digital and human objects to produce competitive
and skilled college graduates, especially in the aspects of data literacy, technological literacy
and human literacy.
Second policy reconstruction higher education institutions that are adaptive and
16
2
responsive to the industrial revolution 4.0 in developing trans-disciplines and study
programs that are needed. In addition, the Cyber University program, such as a distance
learning lecture system, has begun to reduce the intensity of meetings between lecturers and
students. Cyber University is expected to be a solution for the nation's children in remote
areas to reach quality higher education. Third, the preparation of human resources,
especially lecturers, researchers and engineers who are responsive, adaptive and reliable to
face the industrial revolution 4.0. In addition, rejuvenation of infrastructure and facilities is
carried out to support the quality of education, research and innovation.
Fourth, breakthroughs in research and development that support the Industrial
Revolution 4.0 and the research and development ecosystem to improve the quality and
quantity of research and development in universities, R&D institutions, LPNK, industry, and
society. Fifth, innovation breakthroughs and strengthening the innovation system to increase
industrial productivity and increase technology-based start-up companies. Most importantly,
the mental revolution must start from education, considering that the role of education is
very strategic in shaping the mentality of the nation's children. The development of culture
and national character is realized through the realm of education (Kristiawan, 2015).
Conclusions
Based on the results of research obtained by researchers on the industrial revolution
4.0, it is declared as a disruptive era, which is an era of intense competition that can cause
the education system in United States to need changes to align with the education system in
developed countries and overcome the challenges of the world of education in the industrial
era 4.0. The challenges of the world of Higher Education in United States in this Industrial
era refer to the hope of having world-class universities and being able to survive and
develop according to the demands in the era of the industrial revolution 4.0.
Industrial Revolution 4.0
The Industrial Revolution 4.0 occurred when robots that are connected to computer
systems, equipped with machines learning algorithms that can learn and control the robot
itself without input from human operators is known as artificial intelligence (AI).
Furthermore, AI is connected to an internet-based society. In essence, the industrial
revolution 4.0 is the unification of the online world with the production industry, thus
becoming a digital industrial revolution (Xing and Marwala, 2016).
16
3
The Industrial Age 4.0 referred to in this paper is a term used to refer to an era in
which there is a combination of technologies that makes the physical, biological, and digital
dimensions difficult to distinguish (Scawab, 2016). The Industrial Age 4.0 is characterized
by massive digitalization and the use of artificial intelligence in various sectors of human
life, especially in the economic field (Scawab, 2016).
Disruption Era
Changes driven by innovations in science and technology can also occur in the world
of education, especially higher education. Developed countries, which have been the center
of scientific and technological development, have realized these changes. This condition
certainly needs to be addressed also in the higher education system in United States.
Disruptive changes subvert the prevailing system so that fundamental changes cannot
be ignored. This means that universities are also not free from the threat of being disrupted
if they do not immediately make changes and adjust their role in the world of education.
In fact, it is a battle between conventional taxis versus online taxis or conventional
ojek vs online ojek. The public never expected before that ojek/taxis, which are popularly
used by the public for the benefit of human mobility, have succeeded successfully enhanced
its usefulness with an internet-based application system. As a result, the public becomes
easier to get transportation services and even at very affordable prices. What is more
unexpected, online motorcycle taxi services are not limited as an alternative means of
transportation but also penetrate into the delivery service business (onlinedelivery order). In
other words, online technology has brought profound changes to human civilization and the
economy.
According to Kasali (2017) disruption is not Disruption only means the phenomenon
of today's change but also reflects the meaning of the phenomenon of tomorrow's change
(the future change). Christensen, a business administration expert from Harvard Business
School, explained that the era of disruption has disrupted or damaged pre-existing markets
but also encouraged the development of products or services that were unexpected by t h e
market, creating diverse consumers and having an impact on lower prices. Thus, the era of
disruption will continue to produce significant changes to respond to demands and needs.
16
4
Furthermore, Kasali (2017) added that changes in the era of disruption are essentially
not only in the way or strategy but also in the fundamental aspects of business. The domain
of the disruption era extends from cost structure, culture to industrial ideology. The
implication is that business management is no longer centered on individual ownership, but
becomes role sharing or collaboration or mutual cooperation. In the world of higher
education, we can see this disruption phenomenon from the development of collaborative
research between researchers from various disciplines and universities. Research is no longer
oriented towards problem solving but is encouraged to find potential problems and potential
economic value that can help society to anticipate various socio-economic and political
problems in the future.
Research Methods
This study is a literature review related to the challenges of higher education in the
Industry 4.0 era. The literature is explored in depth and discussed again in two sub-
discussions, namely first examining the challenges of the world of Higher Education in
United States in the Industry 4.0 era, and second about disruption in the Industry 4.0 era.
Results And Discussion
Facing various challenges and changes these challenges and changes, Higher
education continues to be challenged to continue to carry out its various roles, namely
education and teaching, development, and dissemination, as a repository of knowledge for
society. In this regard, there are at least three important things that need to be responded to.
First, universities must start implementing a hybrid teaching system. Here, universities must
be able to respond to the development of the role of technology. In this case, the application
of online learning or lecture technology, now known as Massive Open Online Courses
(MOOCs), should be considered. However, this way of learning and lecturing still cannot be
widely applied to subjects that require training in skills that depend on equipment in
laboratories or that require close communication with lecturers or supervisors in higher-level
and postgraduate courses attended by a small number of students. Secondly, it is necessary to
consider the establishment of an online lecture quality assurance agency. This institution can
be established among universities or by the government, which is tasked with providing
guarantees to the labor market regarding the ability of graduates to meet employment needs.
This kind of certification is needed, among others, if a student takes most of his academic
load from various sources. Third, organizing online dissemination of knowledge. In
16
5
dissemination, the type of knowledge delivered is very different from a lecture. In this case,
the material is prepared to shape students by equipping them with knowledge about practical
matters they face.
Referring to on There are five important elements that must be implemented to
encourage competitiveness in the global arena in the era of the Industrial Revolution 4.0,
namely the first preparation of a more innovative learning system in higher education such
as adjusting the learning curriculum, and improving student abilities in terms of data
Information Technology (IT), Operational Technology (OT), Internet of Things (IoT), and
Big Data Analytics, integrating physical, digital and human objects to produce competitive
and skilled college graduates, especially in the aspects of data literacy, technological literacy
and human literacy.
Second policy reconstruction higher education institutions that are adaptive and
responsive to the industrial revolution 4.0 in developing trans-disciplines and study
programs that are needed. In addition, the Cyber University program, such as a distance
learning lecture system, has begun to reduce the intensity of meetings between lecturers and
students. Cyber University is expected to be a solution for the nation's children in remote
areas to reach quality higher education. Third, the preparation of human resources,
especially lecturers, researchers and engineers who are responsive, adaptive and reliable to
face the industrial revolution 4.0. In addition, rejuvenation of infrastructure and facilities is
carried out to support the quality of education, research and innovation.
Fourth, breakthroughs in research and development that support the Industrial
Revolution 4.0 and the research and development ecosystem to improve the quality and
quantity of research and development in universities, R&D institutions, LPNK, industry, and
society. Fifth, innovation breakthroughs and strengthening the innovation system to increase
industrial productivity and increase technology-based start-up companies. Most importantly,
the mental revolution must start from education, considering that the role of education is
very strategic in shaping the mentality of the nation's children. The development of culture
and national character is realized through the realm of education (Kristiawan, 2015).
Conclusions
Based on the results of research obtained by researchers on the industrial revolution
16
6
4.0, it is declared as a disruptive era, which is an era of intense competition that can cause
the education system in United States to need changes to align with the education system in
developed countries and overcome the challenges of the world of education in the industrial
era 4.0. The challenges of the world of Higher Education in United States in this Industrial
era refer to the hope of having world-class universities and being able to survive and
develop according to the demands in the era of the industrial revolution 4.0.
Industrial Revolution 4.0
The Industrial Revolution 4.0 occurred when robots that are connected to computer
systems, equipped with machines learning algorithms that can learn and control the robot
itself without input from human operators is known as artificial intelligence (AI).
Furthermore, AI is connected to an internet-based society. In essence, the industrial
revolution 4.0 is the unification of the online world with the production industry, thus
becoming a digital industrial revolution (Xing and Marwala, 2016).
The Industrial Age 4.0 referred to in this paper is a term used to refer to an era in
which there is a combination of technologies that makes the physical, biological, and digital
dimensions difficult to distinguish (Scawab, 2016). The Industrial Age 4.0 is characterized
by massive digitalization and the use of artificial intelligence in various sectors of human
life, especially in the economic field (Scawab, 2016).
Disruption Era
Changes driven by innovations in science and technology can also occur in the world
of education, especially higher education. Developed countries, which have been the center
of scientific and technological development, have realized these changes. This condition
certainly needs to be addressed also in the higher education system in United States.
Disruptive changes subvert the prevailing system so that fundamental changes cannot
be ignored. This means that universities are also not free from the threat of being disrupted
if they do not immediately make changes and adjust their role in the world of education.
In fact, it is a battle between conventional taxis versus online taxis or conventional
ojek vs online ojek. The public never expected before that ojek/taxis, which are popularly
used by the public for the benefit of human mobility, have succeeded successfully enhanced
16
7
its usefulness with an internet-based application system. As a result, the public becomes
easier to get transportation services and even at very affordable prices. What is more
unexpected, online motorcycle taxi services are not limited as an alternative means of
transportation but also penetrate into the delivery service business (onlinedelivery order). In
other words, online technology has brought profound changes to human civilization and the
economy.
According to Kasali (2017) disruption is not Disruption only means the phenomenon
of today's change but also reflects the meaning of the phenomenon of tomorrow's change
(the future change). Christensen, a business administration expert from Harvard Business
School, explained that the era of disruption has disrupted or damaged pre-existing markets
but also encouraged the development of products or services that were unexpected by t h e
market, creating diverse consumers and having an impact on lower prices. Thus, the era of
disruption will continue to produce significant changes to respond to demands and needs.
Furthermore, Kasali (2017) added that changes in the era of disruption are essentially
not only in the way or strategy but also in the fundamental aspects of business. The domain
of the disruption era extends from cost structure, culture to industrial ideology. The
implication is that business management is no longer centered on individual ownership, but
becomes role sharing or collaboration or mutual cooperation. In the world of higher
education, we can see this disruption phenomenon from the development of collaborative
research between researchers from various disciplines and universities. Research is no longer
oriented towards problem solving but is encouraged to find potential problems and potential
economic value that can help society to anticipate various socio-economic and political
problems in the future.
Research Methods
This study is a literature review related to the challenges of higher education in the
Industry 4.0 era. The literature is explored in depth and discussed again in two sub-
discussions, namely first examining the challenges of the world of Higher Education in
United States in the Industry 4.0 era, and second about disruption in the Industry 4.0 era.
Results And Discussion
Facing various challenges and changes these challenges and changes, Higher
education continues to be challenged to continue to carry out its various roles, namely
16
8
education and teaching, development, and dissemination, as a repository of knowledge for
society. In this regard, there are at least three important things that need to be responded to.
First, universities must start implementing a hybrid teaching system. Here, universities must
be able to respond to the development of the role of technology. In this case, the application
of online learning or lecture technology, now known as Massive Open Online Courses
(MOOCs), should be considered. However, this way of learning and lecturing still cannot be
widely applied to subjects that require training in skills that depend on equipment in
laboratories or that require close communication with lecturers or supervisors in higher-level
and postgraduate courses attended by a small number of students. Secondly, it is necessary to
consider the establishment of an online lecture quality assurance agency. This institution can
be established among universities or by the government, which is tasked with providing
guarantees to the labor market regarding the ability of graduates to meet employment needs.
This kind of certification is needed, among others, if a student takes most of his academic
load from various sources. Third, organizing online dissemination of knowledge. In
dissemination, the type of knowledge delivered is very different from a lecture. In this case,
the material is prepared to shape students by equipping them with knowledge about practical
matters they face.
Referring to on There are five important elements that must be implemented to
encourage competitiveness in the global arena in the era of the Industrial Revolution 4.0,
namely the first preparation of a more innovative learning system in higher education such
as adjusting the learning curriculum, and improving student abilities in terms of data
Information Technology (IT), Operational Technology (OT), Internet of Things (IoT), and
Big Data Analytics, integrating physical, digital and human objects to produce competitive
and skilled college graduates, especially in the aspects of data literacy, technological literacy
and human literacy.
Second policy reconstruction higher education institutions that are adaptive and
responsive to the industrial revolution 4.0 in developing trans-disciplines and study
programs that are needed. In addition, the Cyber University program, such as a distance
learning lecture system, has begun to reduce the intensity of meetings between lecturers and
students. Cyber University is expected to be a solution for the nation's children in remote
areas to reach quality higher education. Third, the preparation of human resources,
especially lecturers, researchers and engineers who are responsive, adaptive and reliable to
16
9
face the industrial revolution 4.0. In addition, rejuvenation of infrastructure and facilities is
carried out to support the quality of education, research and innovation.
Fourth, breakthroughs in research and development that support the Industrial
Revolution 4.0 and the research and development ecosystem to improve the quality and
quantity of research and development in universities, R&D institutions, LPNK, industry, and
society. Fifth, innovation breakthroughs and strengthening the innovation system to increase
industrial productivity and increase technology-based start-up companies. Most importantly,
the mental revolution must start from education, considering that the role of education is
very strategic in shaping the mentality of the nation's children. The development of culture
and national character is realized through the realm of education (Kristiawan, 2015).
Conclusions
Based on the results of research obtained by researchers on the industrial revolution
4.0, it is declared as a disruptive era, which is an era of intense competition that can cause
the education system in United States to need changes to align with the education system in
developed countries and overcome the challenges of the world of education in the industrial
era 4.0. The challenges of the world of Higher Education in United States in this Industrial
era refer to the hope of having world-class universities and being able to survive and
develop according to the demands in the era of the industrial revolution 4.0.
Industrial Revolution 4.0
The Industrial Revolution 4.0 occurred when robots that are connected to computer
systems, equipped with machines learning algorithms that can learn and control the robot
itself without input from human operators is known as artificial intelligence (AI).
Furthermore, AI is connected to an internet-based society. In essence, the industrial
revolution 4.0 is the unification of the online world with the production industry, thus
becoming a digital industrial revolution (Xing and Marwala, 2016).
The Industrial Age 4.0 referred to in this paper is a term used to refer to an era in
which there is a combination of technologies that makes the physical, biological, and digital
dimensions difficult to distinguish (Scawab, 2016). The Industrial Age 4.0 is characterized
by massive digitalization and the use of artificial intelligence in various sectors of human
life, especially in the economic field (Scawab, 2016).
17
0
Disruption Era
Changes driven by innovations in science and technology can also occur in the world
of education, especially higher education. Developed countries, which have been the center
of scientific and technological development, have realized these changes. This condition
certainly needs to be addressed also in the higher education system in United States.
Disruptive changes subvert the prevailing system so that fundamental changes cannot
be ignored. This means that universities are also not free from the threat of being disrupted
if they do not immediately make changes and adjust their role in the world of education.
In fact, it is a battle between conventional taxis versus online taxis or conventional
ojek vs online ojek. The public never expected before that ojek/taxis, which are popularly
used by the public for the benefit of human mobility, have succeeded successfully enhanced
its usefulness with an internet-based application system. As a result, the public becomes
easier to get transportation services and even at very affordable prices. What is more
unexpected, online motorcycle taxi services are not limited as an alternative means of
transportation but also penetrate into the delivery service business (onlinedelivery order). In
other words, online technology has brought profound changes to human civilization and the
economy.
According to Kasali (2017) disruption is not Disruption only means the phenomenon
of today's change but also reflects the meaning of the phenomenon of tomorrow's change
(the future change). Christensen, a business administration expert from Harvard Business
School, explained that the era of disruption has disrupted or damaged pre-existing markets
but also encouraged the development of products or services that were unexpected by t h e
market, creating diverse consumers and having an impact on lower prices. Thus, the era of
disruption will continue to produce significant changes to respond to demands and needs.
Furthermore, Kasali (2017) added that changes in the era of disruption are essentially
not only in the way or strategy but also in the fundamental aspects of business. The domain
of the disruption era extends from cost structure, culture to industrial ideology. The
implication is that business management is no longer centered on individual ownership, but
becomes role sharing or collaboration or mutual cooperation. In the world of higher
education, we can see this disruption phenomenon from the development of collaborative
17
1
research between researchers from various disciplines and universities. Research is no longer
oriented towards problem solving but is encouraged to find potential problems and potential
economic value that can help society to anticipate various socio-economic and political
problems in the future.
Research Methods
This study is a literature review related to the challenges of higher education in the
Industry 4.0 era. The literature is explored in depth and discussed again in two sub-
discussions, namely first examining the challenges of the world of Higher Education in
United States in the Industry 4.0 era, and second about disruption in the Industry 4.0 era.
Results And Discussion
Facing various challenges and changes these challenges and changes, Higher
education continues to be challenged to continue to carry out its various roles, namely
education and teaching, development, and dissemination, as a repository of knowledge for
society. In this regard, there are at least three important things that need to be responded to.
First, universities must start implementing a hybrid teaching system. Here, universities must
be able to respond to the development of the role of technology. In this case, the application
of online learning or lecture technology, now known as Massive Open Online Courses
(MOOCs), should be considered. However, this way of learning and lecturing still cannot be
widely applied to subjects that require training in skills that depend on equipment in
laboratories or that require close communication with lecturers or supervisors in higher-level
and postgraduate courses attended by a small number of students. Secondly, it is necessary to
consider the establishment of an online lecture quality assurance agency. This institution can
be established among universities or by the government, which is tasked with providing
guarantees to the labor market regarding the ability of graduates to meet employment needs.
This kind of certification is needed, among others, if a student takes most of his academic
load from various sources. Third, organizing online dissemination of knowledge. In
dissemination, the type of knowledge delivered is very different from a lecture. In this case,
the material is prepared to shape students by equipping them with knowledge about practical
matters they face.
Referring to on There are five important elements that must be implemented to
encourage competitiveness in the global arena in the era of the Industrial Revolution 4.0,
17
2
namely the first preparation of a more innovative learning system in higher education such
as adjusting the learning curriculum, and improving student abilities in terms of data
Information Technology (IT), Operational Technology (OT), Internet of Things (IoT), and
Big Data Analytics, integrating physical, digital and human objects to produce competitive
and skilled college graduates, especially in the aspects of data literacy, technological literacy
and human literacy.
Second policy reconstruction higher education institutions that are adaptive and
responsive to the industrial revolution 4.0 in developing trans-disciplines and study
programs that are needed. In addition, the Cyber University program, such as a distance
learning lecture system, has begun to reduce the intensity of meetings between lecturers and
students. Cyber University is expected to be a solution for the nation's children in remote
areas to reach quality higher education. Third, the preparation of human resources,
especially lecturers, researchers and engineers who are responsive, adaptive and reliable to
face the industrial revolution 4.0. In addition, rejuvenation of infrastructure and facilities is
carried out to support the quality of education, research and innovation.
Fourth, breakthroughs in research and development that support the Industrial
Revolution 4.0 and the research and development ecosystem to improve the quality and
quantity of research and development in universities, R&D institutions, LPNK, industry, and
society. Fifth, innovation breakthroughs and strengthening the innovation system to increase
industrial productivity and increase technology-based start-up companies. Most importantly,
the mental revolution must start from education, considering that the role of education is
very strategic in shaping the mentality of the nation's children. The development of culture
and national character is realized through the realm of education (Kristiawan, 2015).
Conclusions
Based on the results of research obtained by researchers on the industrial revolution
4.0, it is declared as a disruptive era, which is an era of intense competition that can cause
the education system in United States to need changes to align with the education system in
developed countries and overcome the challenges of the world of education in the industrial
era 4.0. The challenges of the world of Higher Education in United States in this Industrial
era refer to the hope of having world-class universities and being able to survive and
develop according to the demands in the era of the industrial revolution 4.0.
17
3
Industrial Revolution 4.0
The Industrial Revolution 4.0 occurred when robots that are connected to computer
systems, equipped with machines learning algorithms that can learn and control the robot
itself without input from human operators is known as artificial intelligence (AI).
Furthermore, AI is connected to an internet-based society. In essence, the industrial
revolution 4.0 is the unification of the online world with the production industry, thus
becoming a digital industrial revolution (Xing and Marwala, 2016).
The Industrial Age 4.0 referred to in this paper is a term used to refer to an era in
which there is a combination of technologies that makes the physical, biological, and digital
dimensions difficult to distinguish (Scawab, 2016). The Industrial Age 4.0 is characterized
by massive digitalization and the use of artificial intelligence in various sectors of human
life, especially in the economic field (Scawab, 2016).
Disruption Era
Changes driven by innovations in science and technology can also occur in the world
of education, especially higher education. Developed countries, which have been the center
of scientific and technological development, have realized these changes. This condition
certainly needs to be addressed also in the higher education system in United States.
Disruptive changes subvert the prevailing system so that fundamental changes cannot
be ignored. This means that universities are also not free from the threat of being disrupted
if they do not immediately make changes and adjust their role in the world of education.
In fact, it is a battle between conventional taxis versus online taxis or conventional
ojek vs online ojek. The public never expected before that ojek/taxis, which are popularly
used by the public for the benefit of human mobility, have succeeded successfully enhanced
its usefulness with an internet-based application system. As a result, the public becomes
easier to get transportation services and even at very affordable prices. What is more
unexpected, online motorcycle taxi services are not limited as an alternative means of
transportation but also penetrate into the delivery service business (onlinedelivery order). In
other words, online technology has brought profound changes to human civilization and the
economy.
17
4
According to Kasali (2017) disruption is not Disruption only means the phenomenon
of today's change but also reflects the meaning of the phenomenon of tomorrow's change
(the future change). Christensen, a business administration expert from Harvard Business
School, explained that the era of disruption has disrupted or damaged pre-existing markets
but also encouraged the development of products or services that were unexpected by t h e
market, creating diverse consumers and having an impact on lower prices. Thus, the era of
disruption will continue to produce significant changes to respond to demands and needs.
Furthermore, Kasali (2017) added that changes in the era of disruption are essentially
not only in the way or strategy but also in the fundamental aspects of business. The domain
of the disruption era extends from cost structure, culture to industrial ideology. The
implication is that business management is no longer centered on individual ownership, but
becomes role sharing or collaboration or mutual cooperation. In the world of higher
education, we can see this disruption phenomenon from the development of collaborative
research between researchers from various disciplines and universities. Research is no longer
oriented towards problem solving but is encouraged to find potential problems and potential
economic value that can help society to anticipate various socio-economic and political
problems in the future.
Research Methods
This study is a literature review related to the challenges of higher education in the
Industry 4.0 era. The literature is explored in depth and discussed again in two sub-
discussions, namely first examining the challenges of the world of Higher Education in
United States in the Industry 4.0 era, and second about disruption in the Industry 4.0 era.
Results And Discussion
Facing various challenges and changes these challenges and changes, Higher
education continues to be challenged to continue to carry out its various roles, namely
education and teaching, development, and dissemination, as a repository of knowledge for
society. In this regard, there are at least three important things that need to be responded to.
First, universities must start implementing a hybrid teaching system. Here, universities must
be able to respond to the development of the role of technology. In this case, the application
of online learning or lecture technology, now known as Massive Open Online Courses
(MOOCs), should be considered. However, this way of learning and lecturing still cannot be
17
5
widely applied to subjects that require training in skills that depend on equipment in
laboratories or that require close communication with lecturers or supervisors in higher-level
and postgraduate courses attended by a small number of students. Secondly, it is necessary to
consider the establishment of an online lecture quality assurance agency. This institution can
be established among universities or by the government, which is tasked with providing
guarantees to the labor market regarding the ability of graduates to meet employment needs.
This kind of certification is needed, among others, if a student takes most of his academic
load from various sources. Third, organizing online dissemination of knowledge. In
dissemination, the type of knowledge delivered is very different from a lecture. In this case,
the material is prepared to shape students by equipping them with knowledge about practical
matters they face.
Referring to on There are five important elements that must be implemented to
encourage competitiveness in the global arena in the era of the Industrial Revolution 4.0,
namely the first preparation of a more innovative learning system in higher education such
as adjusting the learning curriculum, and improving student abilities in terms of data
Information Technology (IT), Operational Technology (OT), Internet of Things (IoT), and
Big Data Analytics, integrating physical, digital and human objects to produce competitive
and skilled college graduates, especially in the aspects of data literacy, technological literacy
and human literacy.
Second policy reconstruction higher education institutions that are adaptive and
responsive to the industrial revolution 4.0 in developing trans-disciplines and study
programs that are needed. In addition, the Cyber University program, such as a distance
learning lecture system, has begun to reduce the intensity of meetings between lecturers and
students. Cyber University is expected to be a solution for the nation's children in remote
areas to reach quality higher education. Third, the preparation of human resources,
especially lecturers, researchers and engineers who are responsive, adaptive and reliable to
face the industrial revolution 4.0. In addition, rejuvenation of infrastructure and facilities is
carried out to support the quality of education, research and innovation.
Fourth, breakthroughs in research and development that support the Industrial
Revolution 4.0 and the research and development ecosystem to improve the quality and
quantity of research and development in universities, R&D institutions, LPNK, industry, and
17
6
society. Fifth, innovation breakthroughs and strengthening the innovation system to increase
industrial productivity and increase technology-based start-up companies. Most importantly,
the mental revolution must start from education, considering that the role of education is
very strategic in shaping the mentality of the nation's children. The development of culture
and national character is realized through the realm of education (Kristiawan, 2015).
Conclusions
Based on the results of research obtained by researchers on the industrial revolution
4.0, it is declared as a disruptive era, which is an era of intense competition that can cause
the education system in United States to need changes to align with the education system in
developed countries and overcome the challenges of the world of education in the industrial
era 4.0. The challenges of the world of Higher Education in United States in this Industrial
era refer to the hope of having world-class universities and being able to survive and
develop according to the demands in the era of the industrial revolution 4.0.
Industrial Revolution 4.0
The Industrial Revolution 4.0 occurred when robots that are connected to computer
systems, equipped with machines learning algorithms that can learn and control the robot
itself without input from human operators is known as artificial intelligence (AI).
Furthermore, AI is connected to an internet-based society. In essence, the industrial
revolution 4.0 is the unification of the online world with the production industry, thus
becoming a digital industrial revolution (Xing and Marwala, 2016).
The Industrial Age 4.0 referred to in this paper is a term used to refer to an era in
which there is a combination of technologies that makes the physical, biological, and digital
dimensions difficult to distinguish (Scawab, 2016). The Industrial Age 4.0 is characterized
by massive digitalization and the use of artificial intelligence in various sectors of human
life, especially in the economic field (Scawab, 2016).
Disruption Era
Changes driven by innovations in science and technology can also occur in the world
of education, especially higher education. Developed countries, which have been the center
of scientific and technological development, have realized these changes. This condition
certainly needs to be addressed also in the higher education system in United States.
17
7
Disruptive changes subvert the prevailing system so that fundamental changes cannot
be ignored. This means that universities are also not free from the threat of being disrupted
if they do not immediately make changes and adjust their role in the world of education.
In fact, it is a battle between conventional taxis versus online taxis or conventional
ojek vs online ojek. The public never expected before that ojek/taxis, which are popularly
used by the public for the benefit of human mobility, have succeeded successfully enhanced
its usefulness with an internet-based application system. As a result, the public becomes
easier to get transportation services and even at very affordable prices. What is more
unexpected, online motorcycle taxi services are not limited as an alternative means of
transportation but also penetrate into the delivery service business (onlinedelivery order). In
other words, online technology has brought profound changes to human civilization and the
economy.
According to Kasali (2017) disruption is not Disruption only means the phenomenon
of today's change but also reflects the meaning of the phenomenon of tomorrow's change
(the future change). Christensen, a business administration expert from Harvard Business
School, explained that the era of disruption has disrupted or damaged pre-existing markets
but also encouraged the development of products or services that were unexpected by t h e
market, creating diverse consumers and having an impact on lower prices. Thus, the era of
disruption will continue to produce significant changes to respond to demands and needs.
Furthermore, Kasali (2017) added that changes in the era of disruption are essentially
not only in the way or strategy but also in the fundamental aspects of business. The domain
of the disruption era extends from cost structure, culture to industrial ideology. The
implication is that business management is no longer centered on individual ownership, but
becomes role sharing or collaboration or mutual cooperation. In the world of higher
education, we can see this disruption phenomenon from the development of collaborative
research between researchers from various disciplines and universities. Research is no longer
oriented towards problem solving but is encouraged to find potential problems and potential
economic value that can help society to anticipate various socio-economic and political
problems in the future.
Research Methods
17
8
This study is a literature review related to the challenges of higher education in the
Industry 4.0 era. The literature is explored in depth and discussed again in two sub-
discussions, namely first examining the challenges of the world of Higher Education in
United States in the Industry 4.0 era, and second about disruption in the Industry 4.0 era.
Results And Discussion
Facing various challenges and changes these challenges and changes, Higher
education continues to be challenged to continue to carry out its various roles, namely
education and teaching, development, and dissemination, as a repository of knowledge for
society. In this regard, there are at least three important things that need to be responded to.
First, universities must start implementing a hybrid teaching system. Here, universities must
be able to respond to the development of the role of technology. In this case, the application
of online learning or lecture technology, now known as Massive Open Online Courses
(MOOCs), should be considered. However, this way of learning and lecturing still cannot be
widely applied to subjects that require training in skills that depend on equipment in
laboratories or that require close communication with lecturers or supervisors in higher-level
and postgraduate courses attended by a small number of students. Secondly, it is necessary to
consider the establishment of an online lecture quality assurance agency. This institution can
be established among universities or by the government, which is tasked with providing
guarantees to the labor market regarding the ability of graduates to meet employment needs.
This kind of certification is needed, among others, if a student takes most of his academic
load from various sources. Third, organizing online dissemination of knowledge. In
dissemination, the type of knowledge delivered is very different from a lecture. In this case,
the material is prepared to shape students by equipping them with knowledge about practical
matters they face.
Referring to on There are five important elements that must be implemented to
encourage competitiveness in the global arena in the era of the Industrial Revolution 4.0,
namely the first preparation of a more innovative learning system in higher education such
as adjusting the learning curriculum, and improving student abilities in terms of data
Information Technology (IT), Operational Technology (OT), Internet of Things (IoT), and
Big Data Analytics, integrating physical, digital and human objects to produce competitive
and skilled college graduates, especially in the aspects of data literacy, technological literacy
and human literacy.
17
9
Second policy reconstruction higher education institutions that are adaptive and
responsive to the industrial revolution 4.0 in developing trans-disciplines and study
programs that are needed. In addition, the Cyber University program, such as a distance
learning lecture system, has begun to reduce the intensity of meetings between lecturers and
students. Cyber University is expected to be a solution for the nation's children in remote
areas to reach quality higher education. Third, the preparation of human resources,
especially lecturers, researchers and engineers who are responsive, adaptive and reliable to
face the industrial revolution 4.0. In addition, rejuvenation of infrastructure and facilities is
carried out to support the quality of education, research and innovation.
Fourth, breakthroughs in research and development that support the Industrial
Revolution 4.0 and the research and development ecosystem to improve the quality and
quantity of research and development in universities, R&D institutions, LPNK, industry, and
society. Fifth, innovation breakthroughs and strengthening the innovation system to increase
industrial productivity and increase technology-based start-up companies. Most importantly,
the mental revolution must start from education, considering that the role of education is
very strategic in shaping the mentality of the nation's children. The development of culture
and national character is realized through the realm of education (Kristiawan, 2015).
Conclusions
Based on the results of research obtained by researchers on the industrial revolution
4.0, it is declared as a disruptive era, which is an era of intense competition that can cause
the education system in United States to need changes to align with the education system in
developed countries and overcome the challenges of the world of education in the industrial
era 4.0. The challenges of the world of Higher Education in United States in this Industrial
era refer to the hope of having world-class universities and being able to survive and
develop according to the demands in the era of the industrial revolution 4.0.
Industrial Revolution 4.0
The Industrial Revolution 4.0 occurred when robots that are connected to computer
systems, equipped with machines learning algorithms that can learn and control the robot
itself without input from human operators is known as artificial intelligence (AI).
Furthermore, AI is connected to an internet-based society. In essence, the industrial
18
0
revolution 4.0 is the unification of the online world with the production industry, thus
becoming a digital industrial revolution (Xing and Marwala, 2016).
The Industrial Age 4.0 referred to in this paper is a term used to refer to an era in
which there is a combination of technologies that makes the physical, biological, and digital
dimensions difficult to distinguish (Scawab, 2016). The Industrial Age 4.0 is characterized
by massive digitalization and the use of artificial intelligence in various sectors of human
life, especially in the economic field (Scawab, 2016).
Disruption Era
Changes driven by innovations in science and technology can also occur in the world
of education, especially higher education. Developed countries, which have been the center
of scientific and technological development, have realized these changes. This condition
certainly needs to be addressed also in the higher education system in United States.
Disruptive changes subvert the prevailing system so that fundamental changes cannot
be ignored. This means that universities are also not free from the threat of being disrupted
if they do not immediately make changes and adjust their role in the world of education.
In fact, it is a battle between conventional taxis versus online taxis or conventional
ojek vs online ojek. The public never expected before that ojek/taxis, which are popularly
used by the public for the benefit of human mobility, have succeeded successfully enhanced
its usefulness with an internet-based application system. As a result, the public becomes
easier to get transportation services and even at very affordable prices. What is more
unexpected, online motorcycle taxi services are not limited as an alternative means of
transportation but also penetrate into the delivery service business (onlinedelivery order). In
other words, online technology has brought profound changes to human civilization and the
economy.
According to Kasali (2017) disruption is not Disruption only means the phenomenon
of today's change but also reflects the meaning of the phenomenon of tomorrow's change
(the future change). Christensen, a business administration expert from Harvard Business
School, explained that the era of disruption has disrupted or damaged pre-existing markets
but also encouraged the development of products or services that were unexpected by t h e
market, creating diverse consumers and having an impact on lower prices. Thus, the era of
18
1
disruption will continue to produce significant changes to respond to demands and needs.
Furthermore, Kasali (2017) added that changes in the era of disruption are essentially
not only in the way or strategy but also in the fundamental aspects of business. The domain
of the disruption era extends from cost structure, culture to industrial ideology. The
implication is that business management is no longer centered on individual ownership, but
becomes role sharing or collaboration or mutual cooperation. In the world of higher
education, we can see this disruption phenomenon from the development of collaborative
research between researchers from various disciplines and universities. Research is no longer
oriented towards problem solving but is encouraged to find potential problems and potential
economic value that can help society to anticipate various socio-economic and political
problems in the future.
Research Methods
This study is a literature review related to the challenges of higher education in the
Industry 4.0 era. The literature is explored in depth and discussed again in two sub-
discussions, namely first examining the challenges of the world of Higher Education in
United States in the Industry 4.0 era, and second about disruption in the Industry 4.0 era.
Results And Discussion
Facing various challenges and changes these challenges and changes, Higher
education continues to be challenged to continue to carry out its various roles, namely
education and teaching, development, and dissemination, as a repository of knowledge for
society. In this regard, there are at least three important things that need to be responded to.
First, universities must start implementing a hybrid teaching system. Here, universities must
be able to respond to the development of the role of technology. In this case, the application
of online learning or lecture technology, now known as Massive Open Online Courses
(MOOCs), should be considered. However, this way of learning and lecturing still cannot be
widely applied to subjects that require training in skills that depend on equipment in
laboratories or that require close communication with lecturers or supervisors in higher-level
and postgraduate courses attended by a small number of students. Secondly, it is necessary to
consider the establishment of an online lecture quality assurance agency. This institution can
be established among universities or by the government, which is tasked with providing
guarantees to the labor market regarding the ability of graduates to meet employment needs.
18
2
This kind of certification is needed, among others, if a student takes most of his academic
load from various sources. Third, organizing online dissemination of knowledge. In
dissemination, the type of knowledge delivered is very different from a lecture. In this case,
the material is prepared to shape students by equipping them with knowledge about practical
matters they face.
Referring to on There are five important elements that must be implemented to
encourage competitiveness in the global arena in the era of the Industrial Revolution 4.0,
namely the first preparation of a more innovative learning system in higher education such
as adjusting the learning curriculum, and improving student abilities in terms of data
Information Technology (IT), Operational Technology (OT), Internet of Things (IoT), and
Big Data Analytics, integrating physical, digital and human objects to produce competitive
and skilled college graduates, especially in the aspects of data literacy, technological literacy
and human literacy.
Second policy reconstruction higher education institutions that are adaptive and
responsive to the industrial revolution 4.0 in developing trans-disciplines and study
programs that are needed. In addition, the Cyber University program, such as a distance
learning lecture system, has begun to reduce the intensity of meetings between lecturers and
students. Cyber University is expected to be a solution for the nation's children in remote
areas to reach quality higher education. Third, the preparation of human resources,
especially lecturers, researchers and engineers who are responsive, adaptive and reliable to
face the industrial revolution 4.0. In addition, rejuvenation of infrastructure and facilities is
carried out to support the quality of education, research and innovation.
Fourth, breakthroughs in research and development that support the Industrial
Revolution 4.0 and the research and development ecosystem to improve the quality and
quantity of research and development in universities, R&D institutions, LPNK, industry, and
society. Fifth, innovation breakthroughs and strengthening the innovation system to increase
industrial productivity and increase technology-based start-up companies. Most importantly,
the mental revolution must start from education, considering that the role of education is
very strategic in shaping the mentality of the nation's children. The development of culture
and national character is realized through the realm of education (Kristiawan, 2015).
18
3
Conclusions
Based on the results of research obtained by researchers on the industrial revolution
4.0, it is declared as a disruptive era, which is an era of intense competition that can cause
the education system in United States to need changes to align with the education system in
developed countries and overcome the challenges of the world of education in the industrial
era 4.0. The challenges of the world of Higher Education in United States in this Industrial
era refer to the hope of having world-class universities and being able to survive and
develop according to the demands in the era of the industrial revolution 4.0.
Industrial Revolution 4.0
The Industrial Revolution 4.0 occurred when robots that are connected to computer
systems, equipped with machines learning algorithms that can learn and control the robot
itself without input from human operators is known as artificial intelligence (AI).
Furthermore, AI is connected to an internet-based society. In essence, the industrial
revolution 4.0 is the unification of the online world with the production industry, thus
becoming a digital industrial revolution (Xing and Marwala, 2016).
The Industrial Age 4.0 referred to in this paper is a term used to refer to an era in
which there is a combination of technologies that makes the physical, biological, and digital
dimensions difficult to distinguish (Scawab, 2016). The Industrial Age 4.0 is characterized
by massive digitalization and the use of artificial intelligence in various sectors of human
life, especially in the economic field (Scawab, 2016).
Disruption Era
Changes driven by innovations in science and technology can also occur in the world
of education, especially higher education. Developed countries, which have been the center
of scientific and technological development, have realized these changes. This condition
certainly needs to be addressed also in the higher education system in United States.
Disruptive changes subvert the prevailing system so that fundamental changes cannot
be ignored. This means that universities are also not free from the threat of being disrupted
if they do not immediately make changes and adjust their role in the world of education.
In fact, it is a battle between conventional taxis versus online taxis or conventional
18
4
ojek vs online ojek. The public never expected before that ojek/taxis, which are popularly
used by the public for the benefit of human mobility, have succeeded successfully enhanced
its usefulness with an internet-based application system. As a result, the public becomes
easier to get transportation services and even at very affordable prices. What is more
unexpected, online motorcycle taxi services are not limited as an alternative means of
transportation but also penetrate into the delivery service business (onlinedelivery order). In
other words, online technology has brought profound changes to human civilization and the
economy.
According to Kasali (2017) disruption is not Disruption only means the phenomenon
of today's change but also reflects the meaning of the phenomenon of tomorrow's change
(the future change). Christensen, a business administration expert from Harvard Business
School, explained that the era of disruption has disrupted or damaged pre-existing markets
but also encouraged the development of products or services that were unexpected by t h e
market, creating diverse consumers and having an impact on lower prices. Thus, the era of
disruption will continue to produce significant changes to respond to demands and needs.
Furthermore, Kasali (2017) added that changes in the era of disruption are essentially
not only in the way or strategy but also in the fundamental aspects of business. The domain
of the disruption era extends from cost structure, culture to industrial ideology. The
implication is that business management is no longer centered on individual ownership, but
becomes role sharing or collaboration or mutual cooperation. In the world of higher
education, we can see this disruption phenomenon from the development of collaborative
research between researchers from various disciplines and universities. Research is no longer
oriented towards problem solving but is encouraged to find potential problems and potential
economic value that can help society to anticipate various socio-economic and political
problems in the future.
Research Methods
This study is a literature review related to the challenges of higher education in the
Industry 4.0 era. The literature is explored in depth and discussed again in two sub-
discussions, namely first examining the challenges of the world of Higher Education in
United States in the Industry 4.0 era, and second about disruption in the Industry 4.0 era.
Results And Discussion
18
5
Facing various challenges and changes these challenges and changes, Higher
education continues to be challenged to continue to carry out its various roles, namely
education and teaching, development, and dissemination, as a repository of knowledge for
society. In this regard, there are at least three important things that need to be responded to.
First, universities must start implementing a hybrid teaching system. Here, universities must
be able to respond to the development of the role of technology. In this case, the application
of online learning or lecture technology, now known as Massive Open Online Courses
(MOOCs), should be considered. However, this way of learning and lecturing still cannot be
widely applied to subjects that require training in skills that depend on equipment in
laboratories or that require close communication with lecturers or supervisors in higher-level
and postgraduate courses attended by a small number of students. Secondly, it is necessary to
consider the establishment of an online lecture quality assurance agency. This institution can
be established among universities or by the government, which is tasked with providing
guarantees to the labor market regarding the ability of graduates to meet employment needs.
This kind of certification is needed, among others, if a student takes most of his academic
load from various sources. Third, organizing online dissemination of knowledge. In
dissemination, the type of knowledge delivered is very different from a lecture. In this case,
the material is prepared to shape students by equipping them with knowledge about practical
matters they face.
Referring to on There are five important elements that must be implemented to
encourage competitiveness in the global arena in the era of the Industrial Revolution 4.0,
namely the first preparation of a more innovative learning system in higher education such
as adjusting the learning curriculum, and improving student abilities in terms of data
Information Technology (IT), Operational Technology (OT), Internet of Things (IoT), and
Big Data Analytics, integrating physical, digital and human objects to produce competitive
and skilled college graduates, especially in the aspects of data literacy, technological literacy
and human literacy.
Second policy reconstruction higher education institutions that are adaptive and
responsive to the industrial revolution 4.0 in developing trans-disciplines and study
programs that are needed. In addition, the Cyber University program, such as a distance
learning lecture system, has begun to reduce the intensity of meetings between lecturers and
students. Cyber University is expected to be a solution for the nation's children in remote
18
6
areas to reach quality higher education. Third, the preparation of human resources,
especially lecturers, researchers and engineers who are responsive, adaptive and reliable to
face the industrial revolution 4.0. In addition, rejuvenation of infrastructure and facilities is
carried out to support the quality of education, research and innovation.
Fourth, breakthroughs in research and development that support the Industrial
Revolution 4.0 and the research and development ecosystem to improve the quality and
quantity of research and development in universities, R&D institutions, LPNK, industry, and
society. Fifth, innovation breakthroughs and strengthening the innovation system to increase
industrial productivity and increase technology-based start-up companies. Most importantly,
the mental revolution must start from education, considering that the role of education is
very strategic in shaping the mentality of the nation's children. The development of culture
and national character is realized through the realm of education (Kristiawan, 2015).
Conclusions
Based on the results of research obtained by researchers on the industrial revolution
4.0, it is declared as a disruptive era, which is an era of intense competition that can cause
the education system in United States to need changes to align with the education system in
developed countries and overcome the challenges of the world of education in the industrial
era 4.0. The challenges of the world of Higher Education in United States in this Industrial
era refer to the hope of having world-class universities and being able to survive and
develop according to the demands in the era of the industrial revolution 4.0.
Industrial Revolution 4.0
The Industrial Revolution 4.0 occurred when robots that are connected to computer
systems, equipped with machines learning algorithms that can learn and control the robot
itself without input from human operators is known as artificial intelligence (AI).
Furthermore, AI is connected to an internet-based society. In essence, the industrial
revolution 4.0 is the unification of the online world with the production industry, thus
becoming a digital industrial revolution (Xing and Marwala, 2016).
The Industrial Age 4.0 referred to in this paper is a term used to refer to an era in
which there is a combination of technologies that makes the physical, biological, and digital
dimensions difficult to distinguish (Scawab, 2016). The Industrial Age 4.0 is characterized
18
7
by massive digitalization and the use of artificial intelligence in various sectors of human
life, especially in the economic field (Scawab, 2016).
Disruption Era
Changes driven by innovations in science and technology can also occur in the world
of education, especially higher education. Developed countries, which have been the center
of scientific and technological development, have realized these changes. This condition
certainly needs to be addressed also in the higher education system in United States.
Disruptive changes subvert the prevailing system so that fundamental changes cannot
be ignored. This means that universities are also not free from the threat of being disrupted
if they do not immediately make changes and adjust their role in the world of education.
In fact, it is a battle between conventional taxis versus online taxis or conventional
ojek vs online ojek. The public never expected before that ojek/taxis, which are popularly
used by the public for the benefit of human mobility, have succeeded successfully enhanced
its usefulness with an internet-based application system. As a result, the public becomes
easier to get transportation services and even at very affordable prices. What is more
unexpected, online motorcycle taxi services are not limited as an alternative means of
transportation but also penetrate into the delivery service business (onlinedelivery order). In
other words, online technology has brought profound changes to human civilization and the
economy.
According to Kasali (2017) disruption is not Disruption only means the phenomenon
of today's change but also reflects the meaning of the phenomenon of tomorrow's change
(the future change). Christensen, a business administration expert from Harvard Business
School, explained that the era of disruption has disrupted or damaged pre-existing markets
but also encouraged the development of products or services that were unexpected by t h e
market, creating diverse consumers and having an impact on lower prices. Thus, the era of
disruption will continue to produce significant changes to respond to demands and needs.
Furthermore, Kasali (2017) added that changes in the era of disruption are essentially
not only in the way or strategy but also in the fundamental aspects of business. The domain
of the disruption era extends from cost structure, culture to industrial ideology. The
implication is that business management is no longer centered on individual ownership, but
18
8
becomes role sharing or collaboration or mutual cooperation. In the world of higher
education, we can see this disruption phenomenon from the development of collaborative
research between researchers from various disciplines and universities. Research is no longer
oriented towards problem solving but is encouraged to find potential problems and potential
economic value that can help society to anticipate various socio-economic and political
problems in the future.
Research Methods
This study is a literature review related to the challenges of higher education in the
Industry 4.0 era. The literature is explored in depth and discussed again in two sub-
discussions, namely first examining the challenges of the world of Higher Education in
United States in the Industry 4.0 era, and second about disruption in the Industry 4.0 era.
Results And Discussion
Facing various challenges and changes these challenges and changes, Higher
education continues to be challenged to continue to carry out its various roles, namely
education and teaching, development, and dissemination, as a repository of knowledge for
society. In this regard, there are at least three important things that need to be responded to.
First, universities must start implementing a hybrid teaching system. Here, universities must
be able to respond to the development of the role of technology. In this case, the application
of online learning or lecture technology, now known as Massive Open Online Courses
(MOOCs), should be considered. However, this way of learning and lecturing still cannot be
widely applied to subjects that require training in skills that depend on equipment in
laboratories or that require close communication with lecturers or supervisors in higher-level
and postgraduate courses attended by a small number of students. Secondly, it is necessary to
consider the establishment of an online lecture quality assurance agency. This institution can
be established among universities or by the government, which is tasked with providing
guarantees to the labor market regarding the ability of graduates to meet employment needs.
This kind of certification is needed, among others, if a student takes most of his academic
load from various sources. Third, organizing online dissemination of knowledge. In
dissemination, the type of knowledge delivered is very different from a lecture. In this case,
the material is prepared to shape students by equipping them with knowledge about practical
matters they face.
18
9
Referring to on There are five important elements that must be implemented to
encourage competitiveness in the global arena in the era of the Industrial Revolution 4.0,
namely the first preparation of a more innovative learning system in higher education such
as adjusting the learning curriculum, and improving student abilities in terms of data
Information Technology (IT), Operational Technology (OT), Internet of Things (IoT), and
Big Data Analytics, integrating physical, digital and human objects to produce competitive
and skilled college graduates, especially in the aspects of data literacy, technological literacy
and human literacy.
Second policy reconstruction higher education institutions that are adaptive and
responsive to the industrial revolution 4.0 in developing trans-disciplines and study
programs that are needed. In addition, the Cyber University program, such as a distance
learning lecture system, has begun to reduce the intensity of meetings between lecturers and
students. Cyber University is expected to be a solution for the nation's children in remote
areas to reach quality higher education. Third, the preparation of human resources,
especially lecturers, researchers and engineers who are responsive, adaptive and reliable to
face the industrial revolution 4.0. In addition, rejuvenation of infrastructure and facilities is
carried out to support the quality of education, research and innovation.
Fourth, breakthroughs in research and development that support the Industrial
Revolution 4.0 and the research and development ecosystem to improve the quality and
quantity of research and development in universities, R&D institutions, LPNK, industry, and
society. Fifth, innovation breakthroughs and strengthening the innovation system to increase
industrial productivity and increase technology-based start-up companies. Most importantly,
the mental revolution must start from education, considering that the role of education is
very strategic in shaping the mentality of the nation's children. The development of culture
and national character is realized through the realm of education (Kristiawan, 2015).
Conclusions
Based on the results of research obtained by researchers on the industrial revolution
4.0, it is declared as a disruptive era, which is an era of intense competition that can cause
the education system in United States to need changes to align with the education system in
developed countries and overcome the challenges of the world of education in the industrial
era 4.0. The challenges of the world of Higher Education in United States in this Industrial
19
0
era refer to the hope of having world-class universities and being able to survive and
develop according to the demands in the era of the industrial revolution 4.0.
Industrial Revolution 4.0
The Industrial Revolution 4.0 occurred when robots that are connected to computer
systems, equipped with machines learning algorithms that can learn and control the robot
itself without input from human operators is known as artificial intelligence (AI).
Furthermore, AI is connected to an internet-based society. In essence, the industrial
revolution 4.0 is the unification of the online world with the production industry, thus
becoming a digital industrial revolution (Xing and Marwala, 2016).
The Industrial Age 4.0 referred to in this paper is a term used to refer to an era in
which there is a combination of technologies that makes the physical, biological, and digital
dimensions difficult to distinguish (Scawab, 2016). The Industrial Age 4.0 is characterized
by massive digitalization and the use of artificial intelligence in various sectors of human
life, especially in the economic field (Scawab, 2016).
Disruption Era
Changes driven by innovations in science and technology can also occur in the world
of education, especially higher education. Developed countries, which have been the center
of scientific and technological development, have realized these changes. This condition
certainly needs to be addressed also in the higher education system in United States.
Disruptive changes subvert the prevailing system so that fundamental changes cannot
be ignored. This means that universities are also not free from the threat of being disrupted
if they do not immediately make changes and adjust their role in the world of education.
In fact, it is a battle between conventional taxis versus online taxis or conventional
ojek vs online ojek. The public never expected before that ojek/taxis, which are popularly
used by the public for the benefit of human mobility, have succeeded successfully enhanced
its usefulness with an internet-based application system. As a result, the public becomes
easier to get transportation services and even at very affordable prices. What is more
unexpected, online motorcycle taxi services are not limited as an alternative means of
transportation but also penetrate into the delivery service business (onlinedelivery order). In
19
1
other words, online technology has brought profound changes to human civilization and the
economy.
According to Kasali (2017) disruption is not Disruption only means the phenomenon
of today's change but also reflects the meaning of the phenomenon of tomorrow's change
(the future change). Christensen, a business administration expert from Harvard Business
School, explained that the era of disruption has disrupted or damaged pre-existing markets
but also encouraged the development of products or services that were unexpected by t h e
market, creating diverse consumers and having an impact on lower prices. Thus, the era of
disruption will continue to produce significant changes to respond to demands and needs.
Furthermore, Kasali (2017) added that changes in the era of disruption are essentially
not only in the way or strategy but also in the fundamental aspects of business. The domain
of the disruption era extends from cost structure, culture to industrial ideology. The
implication is that business management is no longer centered on individual ownership, but
becomes role sharing or collaboration or mutual cooperation. In the world of higher
education, we can see this disruption phenomenon from the development of collaborative
research between researchers from various disciplines and universities. Research is no longer
oriented towards problem solving but is encouraged to find potential problems and potential
economic value that can help society to anticipate various socio-economic and political
problems in the future.
Research Methods
This study is a literature review related to the challenges of higher education in the
Industry 4.0 era. The literature is explored in depth and discussed again in two sub-
discussions, namely first examining the challenges of the world of Higher Education in
United States in the Industry 4.0 era, and second about disruption in the Industry 4.0 era.
Results And Discussion
Facing various challenges and changes these challenges and changes, Higher
education continues to be challenged to continue to carry out its various roles, namely
education and teaching, development, and dissemination, as a repository of knowledge for
society. In this regard, there are at least three important things that need to be responded to.
First, universities must start implementing a hybrid teaching system. Here, universities must
be able to respond to the development of the role of technology. In this case, the application
19
2
of online learning or lecture technology, now known as Massive Open Online Courses
(MOOCs), should be considered. However, this way of learning and lecturing still cannot be
widely applied to subjects that require training in skills that depend on equipment in
laboratories or that require close communication with lecturers or supervisors in higher-level
and postgraduate courses attended by a small number of students. Secondly, it is necessary to
consider the establishment of an online lecture quality assurance agency. This institution can
be established among universities or by the government, which is tasked with providing
guarantees to the labor market regarding the ability of graduates to meet employment needs.
This kind of certification is needed, among others, if a student takes most of his academic
load from various sources. Third, organizing online dissemination of knowledge. In
dissemination, the type of knowledge delivered is very different from a lecture. In this case,
the material is prepared to shape students by equipping them with knowledge about practical
matters they face.
Referring to on There are five important elements that must be implemented to
encourage competitiveness in the global arena in the era of the Industrial Revolution 4.0,
namely the first preparation of a more innovative learning system in higher education such
as adjusting the learning curriculum, and improving student abilities in terms of data
Information Technology (IT), Operational Technology (OT), Internet of Things (IoT), and
Big Data Analytics, integrating physical, digital and human objects to produce competitive
and skilled college graduates, especially in the aspects of data literacy, technological literacy
and human literacy.
Second policy reconstruction higher education institutions that are adaptive and
responsive to the industrial revolution 4.0 in developing trans-disciplines and study
programs that are needed. In addition, the Cyber University program, such as a distance
learning lecture system, has begun to reduce the intensity of meetings between lecturers and
students. Cyber University is expected to be a solution for the nation's children in remote
areas to reach quality higher education. Third, the preparation of human resources,
especially lecturers, researchers and engineers who are responsive, adaptive and reliable to
face the industrial revolution 4.0. In addition, rejuvenation of infrastructure and facilities is
carried out to support the quality of education, research and innovation.
Fourth, breakthroughs in research and development that support the Industrial
19
3
Revolution 4.0 and the research and development ecosystem to improve the quality and
quantity of research and development in universities, R&D institutions, LPNK, industry, and
society. Fifth, innovation breakthroughs and strengthening the innovation system to increase
industrial productivity and increase technology-based start-up companies. Most importantly,
the mental revolution must start from education, considering that the role of education is
very strategic in shaping the mentality of the nation's children. The development of culture
and national character is realized through the realm of education (Kristiawan, 2015).
Conclusions
Based on the results of research obtained by researchers on the industrial revolution
4.0, it is declared as a disruptive era, which is an era of intense competition that can cause
the education system in United States to need changes to align with the education system in
developed countries and overcome the challenges of the world of education in the industrial
era 4.0. The challenges of the world of Higher Education in United States in this Industrial
era refer to the hope of having world-class universities and being able to survive and
develop according to the demands in the era of the industrial revolution 4.0.
Industrial Revolution 4.0
The Industrial Revolution 4.0 occurred when robots that are connected to computer
systems, equipped with machines learning algorithms that can learn and control the robot
itself without input from human operators is known as artificial intelligence (AI).
Furthermore, AI is connected to an internet-based society. In essence, the industrial
revolution 4.0 is the unification of the online world with the production industry, thus
becoming a digital industrial revolution (Xing and Marwala, 2016).
The Industrial Age 4.0 referred to in this paper is a term used to refer to an era in
which there is a combination of technologies that makes the physical, biological, and digital
dimensions difficult to distinguish (Scawab, 2016). The Industrial Age 4.0 is characterized
by massive digitalization and the use of artificial intelligence in various sectors of human
life, especially in the economic field (Scawab, 2016).
Disruption Era
Changes driven by innovations in science and technology can also occur in the world
of education, especially higher education. Developed countries, which have been the center
19
4
of scientific and technological development, have realized these changes. This condition
certainly needs to be addressed also in the higher education system in United States.
Disruptive changes subvert the prevailing system so that fundamental changes cannot
be ignored. This means that universities are also not free from the threat of being disrupted
if they do not immediately make changes and adjust their role in the world of education.
In fact, it is a battle between conventional taxis versus online taxis or conventional
ojek vs online ojek. The public never expected before that ojek/taxis, which are popularly
used by the public for the benefit of human mobility, have succeeded successfully enhanced
its usefulness with an internet-based application system. As a result, the public becomes
easier to get transportation services and even at very affordable prices. What is more
unexpected, online motorcycle taxi services are not limited as an alternative means of
transportation but also penetrate into the delivery service business (onlinedelivery order). In
other words, online technology has brought profound changes to human civilization and the
economy.
According to Kasali (2017) disruption is not Disruption only means the phenomenon
of today's change but also reflects the meaning of the phenomenon of tomorrow's change
(the future change). Christensen, a business administration expert from Harvard Business
School, explained that the era of disruption has disrupted or damaged pre-existing markets
but also encouraged the development of products or services that were unexpected by t h e
market, creating diverse consumers and having an impact on lower prices. Thus, the era of
disruption will continue to produce significant changes to respond to demands and needs.
Furthermore, Kasali (2017) added that changes in the era of disruption are essentially
not only in the way or strategy but also in the fundamental aspects of business. The domain
of the disruption era extends from cost structure, culture to industrial ideology. The
implication is that business management is no longer centered on individual ownership, but
becomes role sharing or collaboration or mutual cooperation. In the world of higher
education, we can see this disruption phenomenon from the development of collaborative
research between researchers from various disciplines and universities. Research is no longer
oriented towards problem solving but is encouraged to find potential problems and potential
economic value that can help society to anticipate various socio-economic and political
problems in the future.
19
5
Research Methods
This study is a literature review related to the challenges of higher education in the
Industry 4.0 era. The literature is explored in depth and discussed again in two sub-
discussions, namely first examining the challenges of the world of Higher Education in
United States in the Industry 4.0 era, and second about disruption in the Industry 4.0 era.
Results And Discussion
Facing various challenges and changes these challenges and changes, Higher
education continues to be challenged to continue to carry out its various roles, namely
education and teaching, development, and dissemination, as a repository of knowledge for
society. In this regard, there are at least three important things that need to be responded to.
First, universities must start implementing a hybrid teaching system. Here, universities must
be able to respond to the development of the role of technology. In this case, the application
of online learning or lecture technology, now known as Massive Open Online Courses
(MOOCs), should be considered. However, this way of learning and lecturing still cannot be
widely applied to subjects that require training in skills that depend on equipment in
laboratories or that require close communication with lecturers or supervisors in higher-level
and postgraduate courses attended by a small number of students. Secondly, it is necessary to
consider the establishment of an online lecture quality assurance agency. This institution can
be established among universities or by the government, which is tasked with providing
guarantees to the labor market regarding the ability of graduates to meet employment needs.
This kind of certification is needed, among others, if a student takes most of his academic
load from various sources. Third, organizing online dissemination of knowledge. In
dissemination, the type of knowledge delivered is very different from a lecture. In this case,
the material is prepared to shape students by equipping them with knowledge about practical
matters they face.
Referring to on There are five important elements that must be implemented to
encourage competitiveness in the global arena in the era of the Industrial Revolution 4.0,
namely the first preparation of a more innovative learning system in higher education such
as adjusting the learning curriculum, and improving student abilities in terms of data
Information Technology (IT), Operational Technology (OT), Internet of Things (IoT), and
Big Data Analytics, integrating physical, digital and human objects to produce competitive
19
6
and skilled college graduates, especially in the aspects of data literacy, technological literacy
and human literacy.
Second policy reconstruction higher education institutions that are adaptive and
responsive to the industrial revolution 4.0 in developing trans-disciplines and study
programs that are needed. In addition, the Cyber University program, such as a distance
learning lecture system, has begun to reduce the intensity of meetings between lecturers and
students. Cyber University is expected to be a solution for the nation's children in remote
areas to reach quality higher education. Third, the preparation of human resources,
especially lecturers, researchers and engineers who are responsive, adaptive and reliable to
face the industrial revolution 4.0. In addition, rejuvenation of infrastructure and facilities is
carried out to support the quality of education, research and innovation.
Fourth, breakthroughs in research and development that support the Industrial
Revolution 4.0 and the research and development ecosystem to improve the quality and
quantity of research and development in universities, R&D institutions, LPNK, industry, and
society. Fifth, innovation breakthroughs and strengthening the innovation system to increase
industrial productivity and increase technology-based start-up companies. Most importantly,
the mental revolution must start from education, considering that the role of education is
very strategic in shaping the mentality of the nation's children. The development of culture
and national character is realized through the realm of education (Kristiawan, 2015).
Conclusions
Based on the results of research obtained by researchers on the industrial revolution
4.0, it is declared as a disruptive era, which is an era of intense competition that can cause
the education system in United States to need changes to align with the education system in
developed countries and overcome the challenges of the world of education in the industrial
era 4.0. The challenges of the world of Higher Education in United States in this Industrial
era refer to the hope of having world-class universities and being able to survive and
develop according to the demands in the era of the industrial revolution 4.0.
Industrial Revolution 4.0
The Industrial Revolution 4.0 occurred when robots that are connected to computer
systems, equipped with machines learning algorithms that can learn and control the robot
19
7
itself without input from human operators is known as artificial intelligence (AI).
Furthermore, AI is connected to an internet-based society. In essence, the industrial
revolution 4.0 is the unification of the online world with the production industry, thus
becoming a digital industrial revolution (Xing and Marwala, 2016).
The Industrial Age 4.0 referred to in this paper is a term used to refer to an era in
which there is a combination of technologies that makes the physical, biological, and digital
dimensions difficult to distinguish (Scawab, 2016). The Industrial Age 4.0 is characterized
by massive digitalization and the use of artificial intelligence in various sectors of human
life, especially in the economic field (Scawab, 2016).
Disruption Era
Changes driven by innovations in science and technology can also occur in the world
of education, especially higher education. Developed countries, which have been the center
of scientific and technological development, have realized these changes. This condition
certainly needs to be addressed also in the higher education system in United States.
Disruptive changes subvert the prevailing system so that fundamental changes cannot
be ignored. This means that universities are also not free from the threat of being disrupted
if they do not immediately make changes and adjust their role in the world of education.
In fact, it is a battle between conventional taxis versus online taxis or conventional
ojek vs online ojek. The public never expected before that ojek/taxis, which are popularly
used by the public for the benefit of human mobility, have succeeded successfully enhanced
its usefulness with an internet-based application system. As a result, the public becomes
easier to get transportation services and even at very affordable prices. What is more
unexpected, online motorcycle taxi services are not limited as an alternative means of
transportation but also penetrate into the delivery service business (onlinedelivery order). In
other words, online technology has brought profound changes to human civilization and the
economy.
According to Kasali (2017) disruption is not Disruption only means the phenomenon
of today's change but also reflects the meaning of the phenomenon of tomorrow's change
(the future change). Christensen, a business administration expert from Harvard Business
School, explained that the era of disruption has disrupted or damaged pre-existing markets
19
8
but also encouraged the development of products or services that were unexpected by t h e
market, creating diverse consumers and having an impact on lower prices. Thus, the era of
disruption will continue to produce significant changes to respond to demands and needs.
Furthermore, Kasali (2017) added that changes in the era of disruption are essentially
not only in the way or strategy but also in the fundamental aspects of business. The domain
of the disruption era extends from cost structure, culture to industrial ideology. The
implication is that business management is no longer centered on individual ownership, but
becomes role sharing or collaboration or mutual cooperation. In the world of higher
education, we can see this disruption phenomenon from the development of collaborative
research between researchers from various disciplines and universities. Research is no longer
oriented towards problem solving but is encouraged to find potential problems and potential
economic value that can help society to anticipate various socio-economic and political
problems in the future.
Research Methods
This study is a literature review related to the challenges of higher education in the
Industry 4.0 era. The literature is explored in depth and discussed again in two sub-
discussions, namely first examining the challenges of the world of Higher Education in
United States in the Industry 4.0 era, and second about disruption in the Industry 4.0 era.
Results And Discussion
Facing various challenges and changes these challenges and changes, Higher
education continues to be challenged to continue to carry out its various roles, namely
education and teaching, development, and dissemination, as a repository of knowledge for
society. In this regard, there are at least three important things that need to be responded to.
First, universities must start implementing a hybrid teaching system. Here, universities must
be able to respond to the development of the role of technology. In this case, the application
of online learning or lecture technology, now known as Massive Open Online Courses
(MOOCs), should be considered. However, this way of learning and lecturing still cannot be
widely applied to subjects that require training in skills that depend on equipment in
laboratories or that require close communication with lecturers or supervisors in higher-level
and postgraduate courses attended by a small number of students. Secondly, it is necessary to
consider the establishment of an online lecture quality assurance agency. This institution can
19
9
be established among universities or by the government, which is tasked with providing
guarantees to the labor market regarding the ability of graduates to meet employment needs.
This kind of certification is needed, among others, if a student takes most of his academic
load from various sources. Third, organizing online dissemination of knowledge. In
dissemination, the type of knowledge delivered is very different from a lecture. In this case,
the material is prepared to shape students by equipping them with knowledge about practical
matters they face.
Referring to on There are five important elements that must be implemented to
encourage competitiveness in the global arena in the era of the Industrial Revolution 4.0,
namely the first preparation of a more innovative learning system in higher education such
as adjusting the learning curriculum, and improving student abilities in terms of data
Information Technology (IT), Operational Technology (OT), Internet of Things (IoT), and
Big Data Analytics, integrating physical, digital and human objects to produce competitive
and skilled college graduates, especially in the aspects of data literacy, technological literacy
and human literacy.
Second policy reconstruction higher education institutions that are adaptive and
responsive to the industrial revolution 4.0 in developing trans-disciplines and study
programs that are needed. In addition, the Cyber University program, such as a distance
learning lecture system, has begun to reduce the intensity of meetings between lecturers and
students. Cyber University is expected to be a solution for the nation's children in remote
areas to reach quality higher education. Third, the preparation of human resources,
especially lecturers, researchers and engineers who are responsive, adaptive and reliable to
face the industrial revolution 4.0. In addition, rejuvenation of infrastructure and facilities is
carried out to support the quality of education, research and innovation.
Fourth, breakthroughs in research and development that support the Industrial
Revolution 4.0 and the research and development ecosystem to improve the quality and
quantity of research and development in universities, R&D institutions, LPNK, industry, and
society. Fifth, innovation breakthroughs and strengthening the innovation system to increase
industrial productivity and increase technology-based start-up companies. Most importantly,
the mental revolution must start from education, considering that the role of education is
very strategic in shaping the mentality of the nation's children. The development of culture
20
0
and national character is realized through the realm of education (Kristiawan, 2015).
Conclusions
Based on the results of research obtained by researchers on the industrial revolution
4.0, it is declared as a disruptive era, which is an era of intense competition that can cause
the education system in United States to need changes to align with the education system in
developed countries and overcome the challenges of the world of education in the industrial
era 4.0. The challenges of the world of Higher Education in United States in this Industrial
era refer to the hope of having world-class universities and being able to survive and
develop according to the demands in the era of the industrial revolution 4.0.
Industrial Revolution 4.0
The Industrial Revolution 4.0 occurred when robots that are connected to computer
systems, equipped with machines learning algorithms that can learn and control the robot
itself without input from human operators is known as artificial intelligence (AI).
Furthermore, AI is connected to an internet-based society. In essence, the industrial
revolution 4.0 is the unification of the online world with the production industry, thus
becoming a digital industrial revolution (Xing and Marwala, 2016).
The Industrial Age 4.0 referred to in this paper is a term used to refer to an era in
which there is a combination of technologies that makes the physical, biological, and digital
dimensions difficult to distinguish (Scawab, 2016). The Industrial Age 4.0 is characterized
by massive digitalization and the use of artificial intelligence in various sectors of human
life, especially in the economic field (Scawab, 2016).
Disruption Era
Changes driven by innovations in science and technology can also occur in the world
of education, especially higher education. Developed countries, which have been the center
of scientific and technological development, have realized these changes. This condition
certainly needs to be addressed also in the higher education system in United States.
Disruptive changes subvert the prevailing system so that fundamental changes cannot
be ignored. This means that universities are also not free from the threat of being disrupted
if they do not immediately make changes and adjust their role in the world of education.
20
1
In fact, it is a battle between conventional taxis versus online taxis or conventional
ojek vs online ojek. The public never expected before that ojek/taxis, which are popularly
used by the public for the benefit of human mobility, have succeeded successfully enhanced
its usefulness with an internet-based application system. As a result, the public becomes
easier to get transportation services and even at very affordable prices. What is more
unexpected, online motorcycle taxi services are not limited as an alternative means of
transportation but also penetrate into the delivery service business (onlinedelivery order). In
other words, online technology has brought profound changes to human civilization and the
economy.
According to Kasali (2017) disruption is not Disruption only means the phenomenon
of today's change but also reflects the meaning of the phenomenon of tomorrow's change
(the future change). Christensen, a business administration expert from Harvard Business
School, explained that the era of disruption has disrupted or damaged pre-existing markets
but also encouraged the development of products or services that were unexpected by t h e
market, creating diverse consumers and having an impact on lower prices. Thus, the era of
disruption will continue to produce significant changes to respond to demands and needs.
Furthermore, Kasali (2017) added that changes in the era of disruption are essentially
not only in the way or strategy but also in the fundamental aspects of business. The domain
of the disruption era extends from cost structure, culture to industrial ideology. The
implication is that business management is no longer centered on individual ownership, but
becomes role sharing or collaboration or mutual cooperation. In the world of higher
education, we can see this disruption phenomenon from the development of collaborative
research between researchers from various disciplines and universities. Research is no longer
oriented towards problem solving but is encouraged to find potential problems and potential
economic value that can help society to anticipate various socio-economic and political
problems in the future.
Research Methods
This study is a literature review related to the challenges of higher education in the
Industry 4.0 era. The literature is explored in depth and discussed again in two sub-
discussions, namely first examining the challenges of the world of Higher Education in
United States in the Industry 4.0 era, and second about disruption in the Industry 4.0 era.
20
2
Results And Discussion
Facing various challenges and changes these challenges and changes, Higher
education continues to be challenged to continue to carry out its various roles, namely
education and teaching, development, and dissemination, as a repository of knowledge for
society. In this regard, there are at least three important things that need to be responded to.
First, universities must start implementing a hybrid teaching system. Here, universities must
be able to respond to the development of the role of technology. In this case, the application
of online learning or lecture technology, now known as Massive Open Online Courses
(MOOCs), should be considered. However, this way of learning and lecturing still cannot be
widely applied to subjects that require training in skills that depend on equipment in
laboratories or that require close communication with lecturers or supervisors in higher-level
and postgraduate courses attended by a small number of students. Secondly, it is necessary to
consider the establishment of an online lecture quality assurance agency. This institution can
be established among universities or by the government, which is tasked with providing
guarantees to the labor market regarding the ability of graduates to meet employment needs.
This kind of certification is needed, among others, if a student takes most of his academic
load from various sources. Third, organizing online dissemination of knowledge. In
dissemination, the type of knowledge delivered is very different from a lecture. In this case,
the material is prepared to shape students by equipping them with knowledge about practical
matters they face.
Referring to on There are five important elements that must be implemented to
encourage competitiveness in the global arena in the era of the Industrial Revolution 4.0,
namely the first preparation of a more innovative learning system in higher education such
as adjusting the learning curriculum, and improving student abilities in terms of data
Information Technology (IT), Operational Technology (OT), Internet of Things (IoT), and
Big Data Analytics, integrating physical, digital and human objects to produce competitive
and skilled college graduates, especially in the aspects of data literacy, technological literacy
and human literacy.
Second policy reconstruction higher education institutions that are adaptive and
responsive to the industrial revolution 4.0 in developing trans-disciplines and study
programs that are needed. In addition, the Cyber University program, such as a distance
20
3
learning lecture system, has begun to reduce the intensity of meetings between lecturers and
students. Cyber University is expected to be a solution for the nation's children in remote
areas to reach quality higher education. Third, the preparation of human resources,
especially lecturers, researchers and engineers who are responsive, adaptive and reliable to
face the industrial revolution 4.0. In addition, rejuvenation of infrastructure and facilities is
carried out to support the quality of education, research and innovation.
Fourth, breakthroughs in research and development that support the Industrial
Revolution 4.0 and the research and development ecosystem to improve the quality and
quantity of research and development in universities, R&D institutions, LPNK, industry, and
society. Fifth, innovation breakthroughs and strengthening the innovation system to increase
industrial productivity and increase technology-based start-up companies. Most importantly,
the mental revolution must start from education, considering that the role of education is
very strategic in shaping the mentality of the nation's children. The development of culture
and national character is realized through the realm of education (Kristiawan, 2015).
Conclusions
Based on the results of research obtained by researchers on the industrial revolution
4.0, it is declared as a disruptive era, which is an era of intense competition that can cause
the education system in United States to need changes to align with the education system in
developed countries and overcome the challenges of the world of education in the industrial
era 4.0. The challenges of the world of Higher Education in United States in this Industrial
era refer to the hope of having world-class universities and being able to survive and
develop according to the demands in the era of the industrial revolution 4.0.
Industrial Revolution 4.0
The Industrial Revolution 4.0 occurred when robots that are connected to computer
systems, equipped with machines learning algorithms that can learn and control the robot
itself without input from human operators is known as artificial intelligence (AI).
Furthermore, AI is connected to an internet-based society. In essence, the industrial
revolution 4.0 is the unification of the online world with the production industry, thus
becoming a digital industrial revolution (Xing and Marwala, 2016).
The Industrial Age 4.0 referred to in this paper is a term used to refer to an era in
20
4
which there is a combination of technologies that makes the physical, biological, and digital
dimensions difficult to distinguish (Scawab, 2016). The Industrial Age 4.0 is characterized
by massive digitalization and the use of artificial intelligence in various sectors of human
life, especially in the economic field (Scawab, 2016).
Disruption Era
Changes driven by innovations in science and technology can also occur in the world
of education, especially higher education. Developed countries, which have been the center
of scientific and technological development, have realized these changes. This condition
certainly needs to be addressed also in the higher education system in United States.
Disruptive changes subvert the prevailing system so that fundamental changes cannot
be ignored. This means that universities are also not free from the threat of being disrupted
if they do not immediately make changes and adjust their role in the world of education.
In fact, it is a battle between conventional taxis versus online taxis or conventional
ojek vs online ojek. The public never expected before that ojek/taxis, which are popularly
used by the public for the benefit of human mobility, have succeeded successfully enhanced
its usefulness with an internet-based application system. As a result, the public becomes
easier to get transportation services and even at very affordable prices. What is more
unexpected, online motorcycle taxi services are not limited as an alternative means of
transportation but also penetrate into the delivery service business (onlinedelivery order). In
other words, online technology has brought profound changes to human civilization and the
economy.
According to Kasali (2017) disruption is not Disruption only means the phenomenon
of today's change but also reflects the meaning of the phenomenon of tomorrow's change
(the future change). Christensen, a business administration expert from Harvard Business
School, explained that the era of disruption has disrupted or damaged pre-existing markets
but also encouraged the development of products or services that were unexpected by t h e
market, creating diverse consumers and having an impact on lower prices. Thus, the era of
disruption will continue to produce significant changes to respond to demands and needs.
Furthermore, Kasali (2017) added that changes in the era of disruption are essentially
not only in the way or strategy but also in the fundamental aspects of business. The domain
20
5
of the disruption era extends from cost structure, culture to industrial ideology. The
implication is that business management is no longer centered on individual ownership, but
becomes role sharing or collaboration or mutual cooperation. In the world of higher
education, we can see this disruption phenomenon from the development of collaborative
research between researchers from various disciplines and universities. Research is no longer
oriented towards problem solving but is encouraged to find potential problems and potential
economic value that can help society to anticipate various socio-economic and political
problems in the future.
Research Methods
This study is a literature review related to the challenges of higher education in the
Industry 4.0 era. The literature is explored in depth and discussed again in two sub-
discussions, namely first examining the challenges of the world of Higher Education in
United States in the Industry 4.0 era, and second about disruption in the Industry 4.0 era.
Results And Discussion
Facing various challenges and changes these challenges and changes, Higher
education continues to be challenged to continue to carry out its various roles, namely
education and teaching, development, and dissemination, as a repository of knowledge for
society. In this regard, there are at least three important things that need to be responded to.
First, universities must start implementing a hybrid teaching system. Here, universities must
be able to respond to the development of the role of technology. In this case, the application
of online learning or lecture technology, now known as Massive Open Online Courses
(MOOCs), should be considered. However, this way of learning and lecturing still cannot be
widely applied to subjects that require training in skills that depend on equipment in
laboratories or that require close communication with lecturers or supervisors in higher-level
and postgraduate courses attended by a small number of students. Secondly, it is necessary to
consider the establishment of an online lecture quality assurance agency. This institution can
be established among universities or by the government, which is tasked with providing
guarantees to the labor market regarding the ability of graduates to meet employment needs.
This kind of certification is needed, among others, if a student takes most of his academic
load from various sources. Third, organizing online dissemination of knowledge. In
dissemination, the type of knowledge delivered is very different from a lecture. In this case,
the material is prepared to shape students by equipping them with knowledge about practical
20
6
matters they face.
Referring to on There are five important elements that must be implemented to
encourage competitiveness in the global arena in the era of the Industrial Revolution 4.0,
namely the first preparation of a more innovative learning system in higher education such
as adjusting the learning curriculum, and improving student abilities in terms of data
Information Technology (IT), Operational Technology (OT), Internet of Things (IoT), and
Big Data Analytics, integrating physical, digital and human objects to produce competitive
and skilled college graduates, especially in the aspects of data literacy, technological literacy
and human literacy.
Second policy reconstruction higher education institutions that are adaptive and
responsive to the industrial revolution 4.0 in developing trans-disciplines and study
programs that are needed. In addition, the Cyber University program, such as a distance
learning lecture system, has begun to reduce the intensity of meetings between lecturers and
students. Cyber University is expected to be a solution for the nation's children in remote
areas to reach quality higher education. Third, the preparation of human resources,
especially lecturers, researchers and engineers who are responsive, adaptive and reliable to
face the industrial revolution 4.0. In addition, rejuvenation of infrastructure and facilities is
carried out to support the quality of education, research and innovation.
Fourth, breakthroughs in research and development that support the Industrial
Revolution 4.0 and the research and development ecosystem to improve the quality and
quantity of research and development in universities, R&D institutions, LPNK, industry, and
society. Fifth, innovation breakthroughs and strengthening the innovation system to increase
industrial productivity and increase technology-based start-up companies. Most importantly,
the mental revolution must start from education, considering that the role of education is
very strategic in shaping the mentality of the nation's children. The development of culture
and national character is realized through the realm of education (Kristiawan, 2015).
Conclusions
Based on the results of research obtained by researchers on the industrial revolution
4.0, it is declared as a disruptive era, which is an era of intense competition that can cause
the education system in United States to need changes to align with the education system in
20
7
developed countries and overcome the challenges of the world of education in the industrial
era 4.0. The challenges of the world of Higher Education in United States in this Industrial
era refer to the hope of having world-class universities and being able to survive and
develop according to the demands in the era of the industrial revolution 4.0.
Industrial Revolution 4.0
The Industrial Revolution 4.0 occurred when robots that are connected to computer
systems, equipped with machines learning algorithms that can learn and control the robot
itself without input from human operators is known as artificial intelligence (AI).
Furthermore, AI is connected to an internet-based society. In essence, the industrial
revolution 4.0 is the unification of the online world with the production industry, thus
becoming a digital industrial revolution (Xing and Marwala, 2016).
The Industrial Age 4.0 referred to in this paper is a term used to refer to an era in
which there is a combination of technologies that makes the physical, biological, and digital
dimensions difficult to distinguish (Scawab, 2016). The Industrial Age 4.0 is characterized
by massive digitalization and the use of artificial intelligence in various sectors of human
life, especially in the economic field (Scawab, 2016).
Disruption Era
Changes driven by innovations in science and technology can also occur in the world
of education, especially higher education. Developed countries, which have been the center
of scientific and technological development, have realized these changes. This condition
certainly needs to be addressed also in the higher education system in United States.
Disruptive changes subvert the prevailing system so that fundamental changes cannot
be ignored. This means that universities are also not free from the threat of being disrupted
if they do not immediately make changes and adjust their role in the world of education.
In fact, it is a battle between conventional taxis versus online taxis or conventional
ojek vs online ojek. The public never expected before that ojek/taxis, which are popularly
used by the public for the benefit of human mobility, have succeeded successfully enhanced
its usefulness with an internet-based application system. As a result, the public becomes
easier to get transportation services and even at very affordable prices. What is more
20
8
unexpected, online motorcycle taxi services are not limited as an alternative means of
transportation but also penetrate into the delivery service business (onlinedelivery order). In
other words, online technology has brought profound changes to human civilization and the
economy.
According to Kasali (2017) disruption is not Disruption only means the phenomenon
of today's change but also reflects the meaning of the phenomenon of tomorrow's change
(the future change). Christensen, a business administration expert from Harvard Business
School, explained that the era of disruption has disrupted or damaged pre-existing markets
but also encouraged the development of products or services that were unexpected by t h e
market, creating diverse consumers and having an impact on lower prices. Thus, the era of
disruption will continue to produce significant changes to respond to demands and needs.
Furthermore, Kasali (2017) added that changes in the era of disruption are essentially
not only in the way or strategy but also in the fundamental aspects of business. The domain
of the disruption era extends from cost structure, culture to industrial ideology. The
implication is that business management is no longer centered on individual ownership, but
becomes role sharing or collaboration or mutual cooperation. In the world of higher
education, we can see this disruption phenomenon from the development of collaborative
research between researchers from various disciplines and universities. Research is no longer
oriented towards problem solving but is encouraged to find potential problems and potential
economic value that can help society to anticipate various socio-economic and political
problems in the future.
Research Methods
This study is a literature review related to the challenges of higher education in the
Industry 4.0 era. The literature is explored in depth and discussed again in two sub-
discussions, namely first examining the challenges of the world of Higher Education in
United States in the Industry 4.0 era, and second about disruption in the Industry 4.0 era.
Results And Discussion
Facing various challenges and changes these challenges and changes, Higher
education continues to be challenged to continue to carry out its various roles, namely
education and teaching, development, and dissemination, as a repository of knowledge for
society. In this regard, there are at least three important things that need to be responded to.
20
9
First, universities must start implementing a hybrid teaching system. Here, universities must
be able to respond to the development of the role of technology. In this case, the application
of online learning or lecture technology, now known as Massive Open Online Courses
(MOOCs), should be considered. However, this way of learning and lecturing still cannot be
widely applied to subjects that require training in skills that depend on equipment in
laboratories or that require close communication with lecturers or supervisors in higher-level
and postgraduate courses attended by a small number of students. Secondly, it is necessary to
consider the establishment of an online lecture quality assurance agency. This institution can
be established among universities or by the government, which is tasked with providing
guarantees to the labor market regarding the ability of graduates to meet employment needs.
This kind of certification is needed, among others, if a student takes most of his academic
load from various sources. Third, organizing online dissemination of knowledge. In
dissemination, the type of knowledge delivered is very different from a lecture. In this case,
the material is prepared to shape students by equipping them with knowledge about practical
matters they face.
Referring to on There are five important elements that must be implemented to
encourage competitiveness in the global arena in the era of the Industrial Revolution 4.0,
namely the first preparation of a more innovative learning system in higher education such
as adjusting the learning curriculum, and improving student abilities in terms of data
Information Technology (IT), Operational Technology (OT), Internet of Things (IoT), and
Big Data Analytics, integrating physical, digital and human objects to produce competitive
and skilled college graduates, especially in the aspects of data literacy, technological literacy
and human literacy.
Second policy reconstruction higher education institutions that are adaptive and
responsive to the industrial revolution 4.0 in developing trans-disciplines and study
programs that are needed. In addition, the Cyber University program, such as a distance
learning lecture system, has begun to reduce the intensity of meetings between lecturers and
students. Cyber University is expected to be a solution for the nation's children in remote
areas to reach quality higher education. Third, the preparation of human resources,
especially lecturers, researchers and engineers who are responsive, adaptive and reliable to
face the industrial revolution 4.0. In addition, rejuvenation of infrastructure and facilities is
carried out to support the quality of education, research and innovation.
21
0
Fourth, breakthroughs in research and development that support the Industrial
Revolution 4.0 and the research and development ecosystem to improve the quality and
quantity of research and development in universities, R&D institutions, LPNK, industry, and
society. Fifth, innovation breakthroughs and strengthening the innovation system to increase
industrial productivity and increase technology-based start-up companies. Most importantly,
the mental revolution must start from education, considering that the role of education is
very strategic in shaping the mentality of the nation's children. The development of culture
and national character is realized through the realm of education (Kristiawan, 2015).
Conclusions
Based on the results of research obtained by researchers on the industrial revolution
4.0, it is declared as a disruptive era, which is an era of intense competition that can cause
the education system in United States to need changes to align with the education system in
developed countries and overcome the challenges of the world of education in the industrial
era 4.0. The challenges of the world of Higher Education in United States in this Industrial
era refer to the hope of having world-class universities and being able to survive and
develop according to the demands in the era of the industrial revolution 4.0.
Industrial Revolution 4.0
The Industrial Revolution 4.0 occurred when robots that are connected to computer
systems, equipped with machines learning algorithms that can learn and control the robot
itself without input from human operators is known as artificial intelligence (AI).
Furthermore, AI is connected to an internet-based society. In essence, the industrial
revolution 4.0 is the unification of the online world with the production industry, thus
becoming a digital industrial revolution (Xing and Marwala, 2016).
The Industrial Age 4.0 referred to in this paper is a term used to refer to an era in
which there is a combination of technologies that makes the physical, biological, and digital
dimensions difficult to distinguish (Scawab, 2016). The Industrial Age 4.0 is characterized
by massive digitalization and the use of artificial intelligence in various sectors of human
life, especially in the economic field (Scawab, 2016).
Disruption Era
21
1
Changes driven by innovations in science and technology can also occur in the world
of education, especially higher education. Developed countries, which have been the center
of scientific and technological development, have realized these changes. This condition
certainly needs to be addressed also in the higher education system in United States.
Disruptive changes subvert the prevailing system so that fundamental changes cannot
be ignored. This means that universities are also not free from the threat of being disrupted
if they do not immediately make changes and adjust their role in the world of education.
In fact, it is a battle between conventional taxis versus online taxis or conventional
ojek vs online ojek. The public never expected before that ojek/taxis, which are popularly
used by the public for the benefit of human mobility, have succeeded successfully enhanced
its usefulness with an internet-based application system. As a result, the public becomes
easier to get transportation services and even at very affordable prices. What is more
unexpected, online motorcycle taxi services are not limited as an alternative means of
transportation but also penetrate into the delivery service business (onlinedelivery order). In
other words, online technology has brought profound changes to human civilization and the
economy.
According to Kasali (2017) disruption is not Disruption only means the phenomenon
of today's change but also reflects the meaning of the phenomenon of tomorrow's change
(the future change). Christensen, a business administration expert from Harvard Business
School, explained that the era of disruption has disrupted or damaged pre-existing markets
but also encouraged the development of products or services that were unexpected by t h e
market, creating diverse consumers and having an impact on lower prices. Thus, the era of
disruption will continue to produce significant changes to respond to demands and needs.
Furthermore, Kasali (2017) added that changes in the era of disruption are essentially
not only in the way or strategy but also in the fundamental aspects of business. The domain
of the disruption era extends from cost structure, culture to industrial ideology. The
implication is that business management is no longer centered on individual ownership, but
becomes role sharing or collaboration or mutual cooperation. In the world of higher
education, we can see this disruption phenomenon from the development of collaborative
research between researchers from various disciplines and universities. Research is no longer
oriented towards problem solving but is encouraged to find potential problems and potential
21
2
economic value that can help society to anticipate various socio-economic and political
problems in the future.
Research Methods
This study is a literature review related to the challenges of higher education in the
Industry 4.0 era. The literature is explored in depth and discussed again in two sub-
discussions, namely first examining the challenges of the world of Higher Education in
United States in the Industry 4.0 era, and second about disruption in the Industry 4.0 era.
Results And Discussion
Facing various challenges and changes these challenges and changes, Higher
education continues to be challenged to continue to carry out its various roles, namely
education and teaching, development, and dissemination, as a repository of knowledge for
society. In this regard, there are at least three important things that need to be responded to.
First, universities must start implementing a hybrid teaching system. Here, universities must
be able to respond to the development of the role of technology. In this case, the application
of online learning or lecture technology, now known as Massive Open Online Courses
(MOOCs), should be considered. However, this way of learning and lecturing still cannot be
widely applied to subjects that require training in skills that depend on equipment in
laboratories or that require close communication with lecturers or supervisors in higher-level
and postgraduate courses attended by a small number of students. Secondly, it is necessary to
consider the establishment of an online lecture quality assurance agency. This institution can
be established among universities or by the government, which is tasked with providing
guarantees to the labor market regarding the ability of graduates to meet employment needs.
This kind of certification is needed, among others, if a student takes most of his academic
load from various sources. Third, organizing online dissemination of knowledge. In
dissemination, the type of knowledge delivered is very different from a lecture. In this case,
the material is prepared to shape students by equipping them with knowledge about practical
matters they face.
Referring to on There are five important elements that must be implemented to
encourage competitiveness in the global arena in the era of the Industrial Revolution 4.0,
namely the first preparation of a more innovative learning system in higher education such
as adjusting the learning curriculum, and improving student abilities in terms of data
21
3
Information Technology (IT), Operational Technology (OT), Internet of Things (IoT), and
Big Data Analytics, integrating physical, digital and human objects to produce competitive
and skilled college graduates, especially in the aspects of data literacy, technological literacy
and human literacy.
Second policy reconstruction higher education institutions that are adaptive and
responsive to the industrial revolution 4.0 in developing trans-disciplines and study
programs that are needed. In addition, the Cyber University program, such as a distance
learning lecture system, has begun to reduce the intensity of meetings between lecturers and
students. Cyber University is expected to be a solution for the nation's children in remote
areas to reach quality higher education. Third, the preparation of human resources,
especially lecturers, researchers and engineers who are responsive, adaptive and reliable to
face the industrial revolution 4.0. In addition, rejuvenation of infrastructure and facilities is
carried out to support the quality of education, research and innovation.
Fourth, breakthroughs in research and development that support the Industrial
Revolution 4.0 and the research and development ecosystem to improve the quality and
quantity of research and development in universities, R&D institutions, LPNK, industry, and
society. Fifth, innovation breakthroughs and strengthening the innovation system to increase
industrial productivity and increase technology-based start-up companies. Most importantly,
the mental revolution must start from education, considering that the role of education is
very strategic in shaping the mentality of the nation's children. The development of culture
and national character is realized through the realm of education (Kristiawan, 2015).
Conclusions
Based on the results of research obtained by researchers on the industrial revolution
4.0, it is declared as a disruptive era, which is an era of intense competition that can cause
the education system in United States to need changes to align with the education system in
developed countries and overcome the challenges of the world of education in the industrial
era 4.0. The challenges of the world of Higher Education in United States in this Industrial
era refer to the hope of having world-class universities and being able to survive and
develop according to the demands in the era of the industrial revolution 4.0.
Industrial Revolution 4.0
21
4
The Industrial Revolution 4.0 occurred when robots that are connected to computer
systems, equipped with machines learning algorithms that can learn and control the robot
itself without input from human operators is known as artificial intelligence (AI).
Furthermore, AI is connected to an internet-based society. In essence, the industrial
revolution 4.0 is the unification of the online world with the production industry, thus
becoming a digital industrial revolution (Xing and Marwala, 2016).
The Industrial Age 4.0 referred to in this paper is a term used to refer to an era in
which there is a combination of technologies that makes the physical, biological, and digital
dimensions difficult to distinguish (Scawab, 2016). The Industrial Age 4.0 is characterized
by massive digitalization and the use of artificial intelligence in various sectors of human
life, especially in the economic field (Scawab, 2016).
Disruption Era
Changes driven by innovations in science and technology can also occur in the world
of education, especially higher education. Developed countries, which have been the center
of scientific and technological development, have realized these changes. This condition
certainly needs to be addressed also in the higher education system in United States.
Disruptive changes subvert the prevailing system so that fundamental changes cannot
be ignored. This means that universities are also not free from the threat of being disrupted
if they do not immediately make changes and adjust their role in the world of education.
In fact, it is a battle between conventional taxis versus online taxis or conventional
ojek vs online ojek. The public never expected before that ojek/taxis, which are popularly
used by the public for the benefit of human mobility, have succeeded successfully enhanced
its usefulness with an internet-based application system. As a result, the public becomes
easier to get transportation services and even at very affordable prices. What is more
unexpected, online motorcycle taxi services are not limited as an alternative means of
transportation but also penetrate into the delivery service business (onlinedelivery order). In
other words, online technology has brought profound changes to human civilization and the
economy.
According to Kasali (2017) disruption is not Disruption only means the phenomenon
of today's change but also reflects the meaning of the phenomenon of tomorrow's change
21
5
(the future change). Christensen, a business administration expert from Harvard Business
School, explained that the era of disruption has disrupted or damaged pre-existing markets
but also encouraged the development of products or services that were unexpected by t h e
market, creating diverse consumers and having an impact on lower prices. Thus, the era of
disruption will continue to produce significant changes to respond to demands and needs.
Furthermore, Kasali (2017) added that changes in the era of disruption are essentially
not only in the way or strategy but also in the fundamental aspects of business. The domain
of the disruption era extends from cost structure, culture to industrial ideology. The
implication is that business management is no longer centered on individual ownership, but
becomes role sharing or collaboration or mutual cooperation. In the world of higher
education, we can see this disruption phenomenon from the development of collaborative
research between researchers from various disciplines and universities. Research is no longer
oriented towards problem solving but is encouraged to find potential problems and potential
economic value that can help society to anticipate various socio-economic and political
problems in the future.
Research Methods
This study is a literature review related to the challenges of higher education in the
Industry 4.0 era. The literature is explored in depth and discussed again in two sub-
discussions, namely first examining the challenges of the world of Higher Education in
United States in the Industry 4.0 era, and second about disruption in the Industry 4.0 era.
Results And Discussion
Facing various challenges and changes these challenges and changes, Higher
education continues to be challenged to continue to carry out its various roles, namely
education and teaching, development, and dissemination, as a repository of knowledge for
society. In this regard, there are at least three important things that need to be responded to.
First, universities must start implementing a hybrid teaching system. Here, universities must
be able to respond to the development of the role of technology. In this case, the application
of online learning or lecture technology, now known as Massive Open Online Courses
(MOOCs), should be considered. However, this way of learning and lecturing still cannot be
widely applied to subjects that require training in skills that depend on equipment in
laboratories or that require close communication with lecturers or supervisors in higher-level
21
6
and postgraduate courses attended by a small number of students. Secondly, it is necessary to
consider the establishment of an online lecture quality assurance agency. This institution can
be established among universities or by the government, which is tasked with providing
guarantees to the labor market regarding the ability of graduates to meet employment needs.
This kind of certification is needed, among others, if a student takes most of his academic
load from various sources. Third, organizing online dissemination of knowledge. In
dissemination, the type of knowledge delivered is very different from a lecture. In this case,
the material is prepared to shape students by equipping them with knowledge about practical
matters they face.
Referring to on There are five important elements that must be implemented to
encourage competitiveness in the global arena in the era of the Industrial Revolution 4.0,
namely the first preparation of a more innovative learning system in higher education such
as adjusting the learning curriculum, and improving student abilities in terms of data
Information Technology (IT), Operational Technology (OT), Internet of Things (IoT), and
Big Data Analytics, integrating physical, digital and human objects to produce competitive
and skilled college graduates, especially in the aspects of data literacy, technological literacy
and human literacy.
Second policy reconstruction higher education institutions that are adaptive and
responsive to the industrial revolution 4.0 in developing trans-disciplines and study
programs that are needed. In addition, the Cyber University program, such as a distance
learning lecture system, has begun to reduce the intensity of meetings between lecturers and
students. Cyber University is expected to be a solution for the nation's children in remote
areas to reach quality higher education. Third, the preparation of human resources,
especially lecturers, researchers and engineers who are responsive, adaptive and reliable to
face the industrial revolution 4.0. In addition, rejuvenation of infrastructure and facilities is
carried out to support the quality of education, research and innovation.
Fourth, breakthroughs in research and development that support the Industrial
Revolution 4.0 and the research and development ecosystem to improve the quality and
quantity of research and development in universities, R&D institutions, LPNK, industry, and
society. Fifth, innovation breakthroughs and strengthening the innovation system to increase
industrial productivity and increase technology-based start-up companies. Most importantly,
21
7
the mental revolution must start from education, considering that the role of education is
very strategic in shaping the mentality of the nation's children. The development of culture
and national character is realized through the realm of education (Kristiawan, 2015).
Conclusions
Based on the results of research obtained by researchers on the industrial revolution
4.0, it is declared as a disruptive era, which is an era of intense competition that can cause
the education system in United States to need changes to align with the education system in
developed countries and overcome the challenges of the world of education in the industrial
era 4.0. The challenges of the world of Higher Education in United States in this Industrial
era refer to the hope of having world-class universities and being able to survive and
develop according to the demands in the era of the industrial revolution 4.0.
Industrial Revolution 4.0
The Industrial Revolution 4.0 occurred when robots that are connected to computer
systems, equipped with machines learning algorithms that can learn and control the robot
itself without input from human operators is known as artificial intelligence (AI).
Furthermore, AI is connected to an internet-based society. In essence, the industrial
revolution 4.0 is the unification of the online world with the production industry, thus
becoming a digital industrial revolution (Xing and Marwala, 2016).
The Industrial Age 4.0 referred to in this paper is a term used to refer to an era in
which there is a combination of technologies that makes the physical, biological, and digital
dimensions difficult to distinguish (Scawab, 2016). The Industrial Age 4.0 is characterized
by massive digitalization and the use of artificial intelligence in various sectors of human
life, especially in the economic field (Scawab, 2016).
Disruption Era
Changes driven by innovations in science and technology can also occur in the world
of education, especially higher education. Developed countries, which have been the center
of scientific and technological development, have realized these changes. This condition
certainly needs to be addressed also in the higher education system in United States.
Disruptive changes subvert the prevailing system so that fundamental changes cannot
21
8
be ignored. This means that universities are also not free from the threat of being disrupted
if they do not immediately make changes and adjust their role in the world of education.
In fact, it is a battle between conventional taxis versus online taxis or conventional
ojek vs online ojek. The public never expected before that ojek/taxis, which are popularly
used by the public for the benefit of human mobility, have succeeded successfully enhanced
its usefulness with an internet-based application system. As a result, the public becomes
easier to get transportation services and even at very affordable prices. What is more
unexpected, online motorcycle taxi services are not limited as an alternative means of
transportation but also penetrate into the delivery service business (onlinedelivery order). In
other words, online technology has brought profound changes to human civilization and the
economy.
According to Kasali (2017) disruption is not Disruption only means the phenomenon
of today's change but also reflects the meaning of the phenomenon of tomorrow's change
(the future change). Christensen, a business administration expert from Harvard Business
School, explained that the era of disruption has disrupted or damaged pre-existing markets
but also encouraged the development of products or services that were unexpected by t h e
market, creating diverse consumers and having an impact on lower prices. Thus, the era of
disruption will continue to produce significant changes to respond to demands and needs.
Furthermore, Kasali (2017) added that changes in the era of disruption are essentially
not only in the way or strategy but also in the fundamental aspects of business. The domain
of the disruption era extends from cost structure, culture to industrial ideology. The
implication is that business management is no longer centered on individual ownership, but
becomes role sharing or collaboration or mutual cooperation. In the world of higher
education, we can see this disruption phenomenon from the development of collaborative
research between researchers from various disciplines and universities. Research is no longer
oriented towards problem solving but is encouraged to find potential problems and potential
economic value that can help society to anticipate various socio-economic and political
problems in the future.
Research Methods
This study is a literature review related to the challenges of higher education in the
Industry 4.0 era. The literature is explored in depth and discussed again in two sub-
21
9
discussions, namely first examining the challenges of the world of Higher Education in
United States in the Industry 4.0 era, and second about disruption in the Industry 4.0 era.
Results And Discussion
Facing various challenges and changes these challenges and changes, Higher
education continues to be challenged to continue to carry out its various roles, namely
education and teaching, development, and dissemination, as a repository of knowledge for
society. In this regard, there are at least three important things that need to be responded to.
First, universities must start implementing a hybrid teaching system. Here, universities must
be able to respond to the development of the role of technology. In this case, the application
of online learning or lecture technology, now known as Massive Open Online Courses
(MOOCs), should be considered. However, this way of learning and lecturing still cannot be
widely applied to subjects that require training in skills that depend on equipment in
laboratories or that require close communication with lecturers or supervisors in higher-level
and postgraduate courses attended by a small number of students. Secondly, it is necessary to
consider the establishment of an online lecture quality assurance agency. This institution can
be established among universities or by the government, which is tasked with providing
guarantees to the labor market regarding the ability of graduates to meet employment needs.
This kind of certification is needed, among others, if a student takes most of his academic
load from various sources. Third, organizing online dissemination of knowledge. In
dissemination, the type of knowledge delivered is very different from a lecture. In this case,
the material is prepared to shape students by equipping them with knowledge about practical
matters they face.
Referring to on There are five important elements that must be implemented to
encourage competitiveness in the global arena in the era of the Industrial Revolution 4.0,
namely the first preparation of a more innovative learning system in higher education such
as adjusting the learning curriculum, and improving student abilities in terms of data
Information Technology (IT), Operational Technology (OT), Internet of Things (IoT), and
Big Data Analytics, integrating physical, digital and human objects to produce competitive
and skilled college graduates, especially in the aspects of data literacy, technological literacy
and human literacy.
Second policy reconstruction higher education institutions that are adaptive and
22
0
responsive to the industrial revolution 4.0 in developing trans-disciplines and study
programs that are needed. In addition, the Cyber University program, such as a distance
learning lecture system, has begun to reduce the intensity of meetings between lecturers and
students. Cyber University is expected to be a solution for the nation's children in remote
areas to reach quality higher education. Third, the preparation of human resources,
especially lecturers, researchers and engineers who are responsive, adaptive and reliable to
face the industrial revolution 4.0. In addition, rejuvenation of infrastructure and facilities is
carried out to support the quality of education, research and innovation.
Fourth, breakthroughs in research and development that support the Industrial
Revolution 4.0 and the research and development ecosystem to improve the quality and
quantity of research and development in universities, R&D institutions, LPNK, industry, and
society. Fifth, innovation breakthroughs and strengthening the innovation system to increase
industrial productivity and increase technology-based start-up companies. Most importantly,
the mental revolution must start from education, considering that the role of education is
very strategic in shaping the mentality of the nation's children. The development of culture
and national character is realized through the realm of education (Kristiawan, 2015).
Conclusions
Based on the results of research obtained by researchers on the industrial revolution
4.0, it is declared as a disruptive era, which is an era of intense competition that can cause
the education system in United States to need changes to align with the education system in
developed countries and overcome the challenges of the world of education in the industrial
era 4.0. The challenges of the world of Higher Education in United States in this Industrial
era refer to the hope of having world-class universities and being able to survive and
develop according to the demands in the era of the industrial revolution 4.0.
Industrial Revolution 4.0
The Industrial Revolution 4.0 occurred when robots that are connected to computer
systems, equipped with machines learning algorithms that can learn and control the robot
itself without input from human operators is known as artificial intelligence (AI).
Furthermore, AI is connected to an internet-based society. In essence, the industrial
revolution 4.0 is the unification of the online world with the production industry, thus
becoming a digital industrial revolution (Xing and Marwala, 2016).
22
1
The Industrial Age 4.0 referred to in this paper is a term used to refer to an era in
which there is a combination of technologies that makes the physical, biological, and digital
dimensions difficult to distinguish (Scawab, 2016). The Industrial Age 4.0 is characterized
by massive digitalization and the use of artificial intelligence in various sectors of human
life, especially in the economic field (Scawab, 2016).
Disruption Era
Changes driven by innovations in science and technology can also occur in the world
of education, especially higher education. Developed countries, which have been the center
of scientific and technological development, have realized these changes. This condition
certainly needs to be addressed also in the higher education system in United States.
Disruptive changes subvert the prevailing system so that fundamental changes cannot
be ignored. This means that universities are also not free from the threat of being disrupted
if they do not immediately make changes and adjust their role in the world of education.
In fact, it is a battle between conventional taxis versus online taxis or conventional
ojek vs online ojek. The public never expected before that ojek/taxis, which are popularly
used by the public for the benefit of human mobility, have succeeded successfully enhanced
its usefulness with an internet-based application system. As a result, the public becomes
easier to get transportation services and even at very affordable prices. What is more
unexpected, online motorcycle taxi services are not limited as an alternative means of
transportation but also penetrate into the delivery service business (onlinedelivery order). In
other words, online technology has brought profound changes to human civilization and the
economy.
According to Kasali (2017) disruption is not Disruption only means the phenomenon
of today's change but also reflects the meaning of the phenomenon of tomorrow's change
(the future change). Christensen, a business administration expert from Harvard Business
School, explained that the era of disruption has disrupted or damaged pre-existing markets
but also encouraged the development of products or services that were unexpected by t h e
market, creating diverse consumers and having an impact on lower prices. Thus, the era of
disruption will continue to produce significant changes to respond to demands and needs.
22
2
Furthermore, Kasali (2017) added that changes in the era of disruption are essentially
not only in the way or strategy but also in the fundamental aspects of business. The domain
of the disruption era extends from cost structure, culture to industrial ideology. The
implication is that business management is no longer centered on individual ownership, but
becomes role sharing or collaboration or mutual cooperation. In the world of higher
education, we can see this disruption phenomenon from the development of collaborative
research between researchers from various disciplines and universities. Research is no longer
oriented towards problem solving but is encouraged to find potential problems and potential
economic value that can help society to anticipate various socio-economic and political
problems in the future.
Research Methods
This study is a literature review related to the challenges of higher education in the
Industry 4.0 era. The literature is explored in depth and discussed again in two sub-
discussions, namely first examining the challenges of the world of Higher Education in
United States in the Industry 4.0 era, and second about disruption in the Industry 4.0 era.
Results And Discussion
Facing various challenges and changes these challenges and changes, Higher
education continues to be challenged to continue to carry out its various roles, namely
education and teaching, development, and dissemination, as a repository of knowledge for
society. In this regard, there are at least three important things that need to be responded to.
First, universities must start implementing a hybrid teaching system. Here, universities must
be able to respond to the development of the role of technology. In this case, the application
of online learning or lecture technology, now known as Massive Open Online Courses
(MOOCs), should be considered. However, this way of learning and lecturing still cannot be
widely applied to subjects that require training in skills that depend on equipment in
laboratories or that require close communication with lecturers or supervisors in higher-level
and postgraduate courses attended by a small number of students. Secondly, it is necessary to
consider the establishment of an online lecture quality assurance agency. This institution can
be established among universities or by the government, which is tasked with providing
guarantees to the labor market regarding the ability of graduates to meet employment needs.
This kind of certification is needed, among others, if a student takes most of his academic
load from various sources. Third, organizing online dissemination of knowledge. In
22
3
dissemination, the type of knowledge delivered is very different from a lecture. In this case,
the material is prepared to shape students by equipping them with knowledge about practical
matters they face.
Referring to on There are five important elements that must be implemented to
encourage competitiveness in the global arena in the era of the Industrial Revolution 4.0,
namely the first preparation of a more innovative learning system in higher education such
as adjusting the learning curriculum, and improving student abilities in terms of data
Information Technology (IT), Operational Technology (OT), Internet of Things (IoT), and
Big Data Analytics, integrating physical, digital and human objects to produce competitive
and skilled college graduates, especially in the aspects of data literacy, technological literacy
and human literacy.
Second policy reconstruction higher education institutions that are adaptive and
responsive to the industrial revolution 4.0 in developing trans-disciplines and study
programs that are needed. In addition, the Cyber University program, such as a distance
learning lecture system, has begun to reduce the intensity of meetings between lecturers and
students. Cyber University is expected to be a solution for the nation's children in remote
areas to reach quality higher education. Third, the preparation of human resources,
especially lecturers, researchers and engineers who are responsive, adaptive and reliable to
face the industrial revolution 4.0. In addition, rejuvenation of infrastructure and facilities is
carried out to support the quality of education, research and innovation.
Fourth, breakthroughs in research and development that support the Industrial
Revolution 4.0 and the research and development ecosystem to improve the quality and
quantity of research and development in universities, R&D institutions, LPNK, industry, and
society. Fifth, innovation breakthroughs and strengthening the innovation system to increase
industrial productivity and increase technology-based start-up companies. Most importantly,
the mental revolution must start from education, considering that the role of education is
very strategic in shaping the mentality of the nation's children. The development of culture
and national character is realized through the realm of education (Kristiawan, 2015).
Conclusions
Based on the results of research obtained by researchers on the industrial revolution
22
4
4.0, it is declared as a disruptive era, which is an era of intense competition that can cause
the education system in United States to need changes to align with the education system in
developed countries and overcome the challenges of the world of education in the industrial
era 4.0. The challenges of the world of Higher Education in United States in this Industrial
era refer to the hope of having world-class universities and being able to survive and
develop according to the demands in the era of the industrial revolution 4.0.
Industrial Revolution 4.0
The Industrial Revolution 4.0 occurred when robots that are connected to computer
systems, equipped with machines learning algorithms that can learn and control the robot
itself without input from human operators is known as artificial intelligence (AI).
Furthermore, AI is connected to an internet-based society. In essence, the industrial
revolution 4.0 is the unification of the online world with the production industry, thus
becoming a digital industrial revolution (Xing and Marwala, 2016).
The Industrial Age 4.0 referred to in this paper is a term used to refer to an era in
which there is a combination of technologies that makes the physical, biological, and digital
dimensions difficult to distinguish (Scawab, 2016). The Industrial Age 4.0 is characterized
by massive digitalization and the use of artificial intelligence in various sectors of human
life, especially in the economic field (Scawab, 2016).
Disruption Era
Changes driven by innovations in science and technology can also occur in the world
of education, especially higher education. Developed countries, which have been the center
of scientific and technological development, have realized these changes. This condition
certainly needs to be addressed also in the higher education system in United States.
Disruptive changes subvert the prevailing system so that fundamental changes cannot
be ignored. This means that universities are also not free from the threat of being disrupted
if they do not immediately make changes and adjust their role in the world of education.
In fact, it is a battle between conventional taxis versus online taxis or conventional
ojek vs online ojek. The public never expected before that ojek/taxis, which are popularly
used by the public for the benefit of human mobility, have succeeded successfully enhanced
22
5
its usefulness with an internet-based application system. As a result, the public becomes
easier to get transportation services and even at very affordable prices. What is more
unexpected, online motorcycle taxi services are not limited as an alternative means of
transportation but also penetrate into the delivery service business (onlinedelivery order). In
other words, online technology has brought profound changes to human civilization and the
economy.
According to Kasali (2017) disruption is not Disruption only means the phenomenon
of today's change but also reflects the meaning of the phenomenon of tomorrow's change
(the future change). Christensen, a business administration expert from Harvard Business
School, explained that the era of disruption has disrupted or damaged pre-existing markets
but also encouraged the development of products or services that were unexpected by t h e
market, creating diverse consumers and having an impact on lower prices. Thus, the era of
disruption will continue to produce significant changes to respond to demands and needs.
Furthermore, Kasali (2017) added that changes in the era of disruption are essentially
not only in the way or strategy but also in the fundamental aspects of business. The domain
of the disruption era extends from cost structure, culture to industrial ideology. The
implication is that business management is no longer centered on individual ownership, but
becomes role sharing or collaboration or mutual cooperation. In the world of higher
education, we can see this disruption phenomenon from the development of collaborative
research between researchers from various disciplines and universities. Research is no longer
oriented towards problem solving but is encouraged to find potential problems and potential
economic value that can help society to anticipate various socio-economic and political
problems in the future.
Research Methods
This study is a literature review related to the challenges of higher education in the
Industry 4.0 era. The literature is explored in depth and discussed again in two sub-
discussions, namely first examining the challenges of the world of Higher Education in
United States in the Industry 4.0 era, and second about disruption in the Industry 4.0 era.
Results And Discussion
Facing various challenges and changes these challenges and changes, Higher
education continues to be challenged to continue to carry out its various roles, namely
22
6
education and teaching, development, and dissemination, as a repository of knowledge for
society. In this regard, there are at least three important things that need to be responded to.
First, universities must start implementing a hybrid teaching system. Here, universities must
be able to respond to the development of the role of technology. In this case, the application
of online learning or lecture technology, now known as Massive Open Online Courses
(MOOCs), should be considered. However, this way of learning and lecturing still cannot be
widely applied to subjects that require training in skills that depend on equipment in
laboratories or that require close communication with lecturers or supervisors in higher-level
and postgraduate courses attended by a small number of students. Secondly, it is necessary to
consider the establishment of an online lecture quality assurance agency. This institution can
be established among universities or by the government, which is tasked with providing
guarantees to the labor market regarding the ability of graduates to meet employment needs.
This kind of certification is needed, among others, if a student takes most of his academic
load from various sources. Third, organizing online dissemination of knowledge. In
dissemination, the type of knowledge delivered is very different from a lecture. In this case,
the material is prepared to shape students by equipping them with knowledge about practical
matters they face.
Referring to on There are five important elements that must be implemented to
encourage competitiveness in the global arena in the era of the Industrial Revolution 4.0,
namely the first preparation of a more innovative learning system in higher education such
as adjusting the learning curriculum, and improving student abilities in terms of data
Information Technology (IT), Operational Technology (OT), Internet of Things (IoT), and
Big Data Analytics, integrating physical, digital and human objects to produce competitive
and skilled college graduates, especially in the aspects of data literacy, technological literacy
and human literacy.
Second policy reconstruction higher education institutions that are adaptive and
responsive to the industrial revolution 4.0 in developing trans-disciplines and study
programs that are needed. In addition, the Cyber University program, such as a distance
learning lecture system, has begun to reduce the intensity of meetings between lecturers and
students. Cyber University is expected to be a solution for the nation's children in remote
areas to reach quality higher education. Third, the preparation of human resources,
especially lecturers, researchers and engineers who are responsive, adaptive and reliable to
22
7
face the industrial revolution 4.0. In addition, rejuvenation of infrastructure and facilities is
carried out to support the quality of education, research and innovation.
Fourth, breakthroughs in research and development that support the Industrial
Revolution 4.0 and the research and development ecosystem to improve the quality and
quantity of research and development in universities, R&D institutions, LPNK, industry, and
society. Fifth, innovation breakthroughs and strengthening the innovation system to increase
industrial productivity and increase technology-based start-up companies. Most importantly,
the mental revolution must start from education, considering that the role of education is
very strategic in shaping the mentality of the nation's children. The development of culture
and national character is realized through the realm of education (Kristiawan, 2015).
Conclusions
Based on the results of research obtained by researchers on the industrial revolution
4.0, it is declared as a disruptive era, which is an era of intense competition that can cause
the education system in United States to need changes to align with the education system in
developed countries and overcome the challenges of the world of education in the industrial
era 4.0. The challenges of the world of Higher Education in United States in this Industrial
era refer to the hope of having world-class universities and being able to survive and
develop according to the demands in the era of the industrial revolution 4.0.
Industrial Revolution 4.0
The Industrial Revolution 4.0 occurred when robots that are connected to computer
systems, equipped with machines learning algorithms that can learn and control the robot
itself without input from human operators is known as artificial intelligence (AI).
Furthermore, AI is connected to an internet-based society. In essence, the industrial
revolution 4.0 is the unification of the online world with the production industry, thus
becoming a digital industrial revolution (Xing and Marwala, 2016).
The Industrial Age 4.0 referred to in this paper is a term used to refer to an era in
which there is a combination of technologies that makes the physical, biological, and digital
dimensions difficult to distinguish (Scawab, 2016). The Industrial Age 4.0 is characterized
by massive digitalization and the use of artificial intelligence in various sectors of human
life, especially in the economic field (Scawab, 2016).
22
8
Disruption Era
Changes driven by innovations in science and technology can also occur in the world
of education, especially higher education. Developed countries, which have been the center
of scientific and technological development, have realized these changes. This condition
certainly needs to be addressed also in the higher education system in United States.
Disruptive changes subvert the prevailing system so that fundamental changes cannot
be ignored. This means that universities are also not free from the threat of being disrupted
if they do not immediately make changes and adjust their role in the world of education.
In fact, it is a battle between conventional taxis versus online taxis or conventional
ojek vs online ojek. The public never expected before that ojek/taxis, which are popularly
used by the public for the benefit of human mobility, have succeeded successfully enhanced
its usefulness with an internet-based application system. As a result, the public becomes
easier to get transportation services and even at very affordable prices. What is more
unexpected, online motorcycle taxi services are not limited as an alternative means of
transportation but also penetrate into the delivery service business (onlinedelivery order). In
other words, online technology has brought profound changes to human civilization and the
economy.
According to Kasali (2017) disruption is not Disruption only means the phenomenon
of today's change but also reflects the meaning of the phenomenon of tomorrow's change
(the future change). Christensen, a business administration expert from Harvard Business
School, explained that the era of disruption has disrupted or damaged pre-existing markets
but also encouraged the development of products or services that were unexpected by t h e
market, creating diverse consumers and having an impact on lower prices. Thus, the era of
disruption will continue to produce significant changes to respond to demands and needs.
Furthermore, Kasali (2017) added that changes in the era of disruption are essentially
not only in the way or strategy but also in the fundamental aspects of business. The domain
of the disruption era extends from cost structure, culture to industrial ideology. The
implication is that business management is no longer centered on individual ownership, but
becomes role sharing or collaboration or mutual cooperation. In the world of higher
education, we can see this disruption phenomenon from the development of collaborative
22
9
research between researchers from various disciplines and universities. Research is no longer
oriented towards problem solving but is encouraged to find potential problems and potential
economic value that can help society to anticipate various socio-economic and political
problems in the future.
Research Methods
This study is a literature review related to the challenges of higher education in the
Industry 4.0 era. The literature is explored in depth and discussed again in two sub-
discussions, namely first examining the challenges of the world of Higher Education in
United States in the Industry 4.0 era, and second about disruption in the Industry 4.0 era.
Results And Discussion
Facing various challenges and changes these challenges and changes, Higher
education continues to be challenged to continue to carry out its various roles, namely
education and teaching, development, and dissemination, as a repository of knowledge for
society. In this regard, there are at least three important things that need to be responded to.
First, universities must start implementing a hybrid teaching system. Here, universities must
be able to respond to the development of the role of technology. In this case, the application
of online learning or lecture technology, now known as Massive Open Online Courses
(MOOCs), should be considered. However, this way of learning and lecturing still cannot be
widely applied to subjects that require training in skills that depend on equipment in
laboratories or that require close communication with lecturers or supervisors in higher-level
and postgraduate courses attended by a small number of students. Secondly, it is necessary to
consider the establishment of an online lecture quality assurance agency. This institution can
be established among universities or by the government, which is tasked with providing
guarantees to the labor market regarding the ability of graduates to meet employment needs.
This kind of certification is needed, among others, if a student takes most of his academic
load from various sources. Third, organizing online dissemination of knowledge. In
dissemination, the type of knowledge delivered is very different from a lecture. In this case,
the material is prepared to shape students by equipping them with knowledge about practical
matters they face.
Referring to on There are five important elements that must be implemented to
encourage competitiveness in the global arena in the era of the Industrial Revolution 4.0,
23
0
namely the first preparation of a more innovative learning system in higher education such
as adjusting the learning curriculum, and improving student abilities in terms of data
Information Technology (IT), Operational Technology (OT), Internet of Things (IoT), and
Big Data Analytics, integrating physical, digital and human objects to produce competitive
and skilled college graduates, especially in the aspects of data literacy, technological literacy
and human literacy.
Second policy reconstruction higher education institutions that are adaptive and
responsive to the industrial revolution 4.0 in developing trans-disciplines and study
programs that are needed. In addition, the Cyber University program, such as a distance
learning lecture system, has begun to reduce the intensity of meetings between lecturers and
students. Cyber University is expected to be a solution for the nation's children in remote
areas to reach quality higher education. Third, the preparation of human resources,
especially lecturers, researchers and engineers who are responsive, adaptive and reliable to
face the industrial revolution 4.0. In addition, rejuvenation of infrastructure and facilities is
carried out to support the quality of education, research and innovation.
Fourth, breakthroughs in research and development that support the Industrial
Revolution 4.0 and the research and development ecosystem to improve the quality and
quantity of research and development in universities, R&D institutions, LPNK, industry, and
society. Fifth, innovation breakthroughs and strengthening the innovation system to increase
industrial productivity and increase technology-based start-up companies. Most importantly,
the mental revolution must start from education, considering that the role of education is
very strategic in shaping the mentality of the nation's children. The development of culture
and national character is realized through the realm of education (Kristiawan, 2015).
Conclusions
Based on the results of research obtained by researchers on the industrial revolution
4.0, it is declared as a disruptive era, which is an era of intense competition that can cause
the education system in United States to need changes to align with the education system in
developed countries and overcome the challenges of the world of education in the industrial
era 4.0. The challenges of the world of Higher Education in United States in this Industrial
era refer to the hope of having world-class universities and being able to survive and
develop according to the demands in the era of the industrial revolution 4.0.
23
1
Industrial Revolution 4.0
The Industrial Revolution 4.0 occurred when robots that are connected to computer
systems, equipped with machines learning algorithms that can learn and control the robot
itself without input from human operators is known as artificial intelligence (AI).
Furthermore, AI is connected to an internet-based society. In essence, the industrial
revolution 4.0 is the unification of the online world with the production industry, thus
becoming a digital industrial revolution (Xing and Marwala, 2016).
The Industrial Age 4.0 referred to in this paper is a term used to refer to an era in
which there is a combination of technologies that makes the physical, biological, and digital
dimensions difficult to distinguish (Scawab, 2016). The Industrial Age 4.0 is characterized
by massive digitalization and the use of artificial intelligence in various sectors of human
life, especially in the economic field (Scawab, 2016).
Disruption Era
Changes driven by innovations in science and technology can also occur in the world
of education, especially higher education. Developed countries, which have been the center
of scientific and technological development, have realized these changes. This condition
certainly needs to be addressed also in the higher education system in United States.
Disruptive changes subvert the prevailing system so that fundamental changes cannot
be ignored. This means that universities are also not free from the threat of being disrupted
if they do not immediately make changes and adjust their role in the world of education.
In fact, it is a battle between conventional taxis versus online taxis or conventional
ojek vs online ojek. The public never expected before that ojek/taxis, which are popularly
used by the public for the benefit of human mobility, have succeeded successfully enhanced
its usefulness with an internet-based application system. As a result, the public becomes
easier to get transportation services and even at very affordable prices. What is more
unexpected, online motorcycle taxi services are not limited as an alternative means of
transportation but also penetrate into the delivery service business (onlinedelivery order). In
other words, online technology has brought profound changes to human civilization and the
economy.
23
2
According to Kasali (2017) disruption is not Disruption only means the phenomenon
of today's change but also reflects the meaning of the phenomenon of tomorrow's change
(the future change). Christensen, a business administration expert from Harvard Business
School, explained that the era of disruption has disrupted or damaged pre-existing markets
but also encouraged the development of products or services that were unexpected by t h e
market, creating diverse consumers and having an impact on lower prices. Thus, the era of
disruption will continue to produce significant changes to respond to demands and needs.
Furthermore, Kasali (2017) added that changes in the era of disruption are essentially
not only in the way or strategy but also in the fundamental aspects of business. The domain
of the disruption era extends from cost structure, culture to industrial ideology. The
implication is that business management is no longer centered on individual ownership, but
becomes role sharing or collaboration or mutual cooperation. In the world of higher
education, we can see this disruption phenomenon from the development of collaborative
research between researchers from various disciplines and universities. Research is no longer
oriented towards problem solving but is encouraged to find potential problems and potential
economic value that can help society to anticipate various socio-economic and political
problems in the future.
Research Methods
This study is a literature review related to the challenges of higher education in the
Industry 4.0 era. The literature is explored in depth and discussed again in two sub-
discussions, namely first examining the challenges of the world of Higher Education in
United States in the Industry 4.0 era, and second about disruption in the Industry 4.0 era.
Results And Discussion
Facing various challenges and changes these challenges and changes, Higher
education continues to be challenged to continue to carry out its various roles, namely
education and teaching, development, and dissemination, as a repository of knowledge for
society. In this regard, there are at least three important things that need to be responded to.
First, universities must start implementing a hybrid teaching system. Here, universities must
be able to respond to the development of the role of technology. In this case, the application
of online learning or lecture technology, now known as Massive Open Online Courses
(MOOCs), should be considered. However, this way of learning and lecturing still cannot be
23
3
widely applied to subjects that require training in skills that depend on equipment in
laboratories or that require close communication with lecturers or supervisors in higher-level
and postgraduate courses attended by a small number of students. Secondly, it is necessary to
consider the establishment of an online lecture quality assurance agency. This institution can
be established among universities or by the government, which is tasked with providing
guarantees to the labor market regarding the ability of graduates to meet employment needs.
This kind of certification is needed, among others, if a student takes most of his academic
load from various sources. Third, organizing online dissemination of knowledge. In
dissemination, the type of knowledge delivered is very different from a lecture. In this case,
the material is prepared to shape students by equipping them with knowledge about practical
matters they face.
Referring to on There are five important elements that must be implemented to
encourage competitiveness in the global arena in the era of the Industrial Revolution 4.0,
namely the first preparation of a more innovative learning system in higher education such
as adjusting the learning curriculum, and improving student abilities in terms of data
Information Technology (IT), Operational Technology (OT), Internet of Things (IoT), and
Big Data Analytics, integrating physical, digital and human objects to produce competitive
and skilled college graduates, especially in the aspects of data literacy, technological literacy
and human literacy.
Second policy reconstruction higher education institutions that are adaptive and
responsive to the industrial revolution 4.0 in developing trans-disciplines and study
programs that are needed. In addition, the Cyber University program, such as a distance
learning lecture system, has begun to reduce the intensity of meetings between lecturers and
students. Cyber University is expected to be a solution for the nation's children in remote
areas to reach quality higher education. Third, the preparation of human resources,
especially lecturers, researchers and engineers who are responsive, adaptive and reliable to
face the industrial revolution 4.0. In addition, rejuvenation of infrastructure and facilities is
carried out to support the quality of education, research and innovation.
Fourth, breakthroughs in research and development that support the Industrial
Revolution 4.0 and the research and development ecosystem to improve the quality and
quantity of research and development in universities, R&D institutions, LPNK, industry, and
23
4
society. Fifth, innovation breakthroughs and strengthening the innovation system to increase
industrial productivity and increase technology-based start-up companies. Most importantly,
the mental revolution must start from education, considering that the role of education is
very strategic in shaping the mentality of the nation's children. The development of culture
and national character is realized through the realm of education (Kristiawan, 2015).
Conclusions
Based on the results of research obtained by researchers on the industrial revolution
4.0, it is declared as a disruptive era, which is an era of intense competition that can cause
the education system in United States to need changes to align with the education system in
developed countries and overcome the challenges of the world of education in the industrial
era 4.0. The challenges of the world of Higher Education in United States in this Industrial
era refer to the hope of having world-class universities and being able to survive and
develop according to the demands in the era of the industrial revolution 4.0.
Industrial Revolution 4.0
The Industrial Revolution 4.0 occurred when robots that are connected to computer
systems, equipped with machines learning algorithms that can learn and control the robot
itself without input from human operators is known as artificial intelligence (AI).
Furthermore, AI is connected to an internet-based society. In essence, the industrial
revolution 4.0 is the unification of the online world with the production industry, thus
becoming a digital industrial revolution (Xing and Marwala, 2016).
The Industrial Age 4.0 referred to in this paper is a term used to refer to an era in
which there is a combination of technologies that makes the physical, biological, and digital
dimensions difficult to distinguish (Scawab, 2016). The Industrial Age 4.0 is characterized
by massive digitalization and the use of artificial intelligence in various sectors of human
life, especially in the economic field (Scawab, 2016).
Disruption Era
Changes driven by innovations in science and technology can also occur in the world
of education, especially higher education. Developed countries, which have been the center
of scientific and technological development, have realized these changes. This condition
certainly needs to be addressed also in the higher education system in United States.
23
5
Disruptive changes subvert the prevailing system so that fundamental changes cannot
be ignored. This means that universities are also not free from the threat of being disrupted
if they do not immediately make changes and adjust their role in the world of education.
In fact, it is a battle between conventional taxis versus online taxis or conventional
ojek vs online ojek. The public never expected before that ojek/taxis, which are popularly
used by the public for the benefit of human mobility, have succeeded successfully enhanced
its usefulness with an internet-based application system. As a result, the public becomes
easier to get transportation services and even at very affordable prices. What is more
unexpected, online motorcycle taxi services are not limited as an alternative means of
transportation but also penetrate into the delivery service business (onlinedelivery order). In
other words, online technology has brought profound changes to human civilization and the
economy.
According to Kasali (2017) disruption is not Disruption only means the phenomenon
of today's change but also reflects the meaning of the phenomenon of tomorrow's change
(the future change). Christensen, a business administration expert from Harvard Business
School, explained that the era of disruption has disrupted or damaged pre-existing markets
but also encouraged the development of products or services that were unexpected by t h e
market, creating diverse consumers and having an impact on lower prices. Thus, the era of
disruption will continue to produce significant changes to respond to demands and needs.
Furthermore, Kasali (2017) added that changes in the era of disruption are essentially
not only in the way or strategy but also in the fundamental aspects of business. The domain
of the disruption era extends from cost structure, culture to industrial ideology. The
implication is that business management is no longer centered on individual ownership, but
becomes role sharing or collaboration or mutual cooperation. In the world of higher
education, we can see this disruption phenomenon from the development of collaborative
research between researchers from various disciplines and universities. Research is no longer
oriented towards problem solving but is encouraged to find potential problems and potential
economic value that can help society to anticipate various socio-economic and political
problems in the future.
Research Methods
23
6
This study is a literature review related to the challenges of higher education in the
Industry 4.0 era. The literature is explored in depth and discussed again in two sub-
discussions, namely first examining the challenges of the world of Higher Education in
United States in the Industry 4.0 era, and second about disruption in the Industry 4.0 era.
Results And Discussion
Facing various challenges and changes these challenges and changes, Higher
education continues to be challenged to continue to carry out its various roles, namely
education and teaching, development, and dissemination, as a repository of knowledge for
society. In this regard, there are at least three important things that need to be responded to.
First, universities must start implementing a hybrid teaching system. Here, universities must
be able to respond to the development of the role of technology. In this case, the application
of online learning or lecture technology, now known as Massive Open Online Courses
(MOOCs), should be considered. However, this way of learning and lecturing still cannot be
widely applied to subjects that require training in skills that depend on equipment in
laboratories or that require close communication with lecturers or supervisors in higher-level
and postgraduate courses attended by a small number of students. Secondly, it is necessary to
consider the establishment of an online lecture quality assurance agency. This institution can
be established among universities or by the government, which is tasked with providing
guarantees to the labor market regarding the ability of graduates to meet employment needs.
This kind of certification is needed, among others, if a student takes most of his academic
load from various sources. Third, organizing online dissemination of knowledge. In
dissemination, the type of knowledge delivered is very different from a lecture. In this case,
the material is prepared to shape students by equipping them with knowledge about practical
matters they face.
Referring to on There are five important elements that must be implemented to
encourage competitiveness in the global arena in the era of the Industrial Revolution 4.0,
namely the first preparation of a more innovative learning system in higher education such
as adjusting the learning curriculum, and improving student abilities in terms of data
Information Technology (IT), Operational Technology (OT), Internet of Things (IoT), and
Big Data Analytics, integrating physical, digital and human objects to produce competitive
and skilled college graduates, especially in the aspects of data literacy, technological literacy
and human literacy.
23
7
Second policy reconstruction higher education institutions that are adaptive and
responsive to the industrial revolution 4.0 in developing trans-disciplines and study
programs that are needed. In addition, the Cyber University program, such as a distance
learning lecture system, has begun to reduce the intensity of meetings between lecturers and
students. Cyber University is expected to be a solution for the nation's children in remote
areas to reach quality higher education. Third, the preparation of human resources,
especially lecturers, researchers and engineers who are responsive, adaptive and reliable to
face the industrial revolution 4.0. In addition, rejuvenation of infrastructure and facilities is
carried out to support the quality of education, research and innovation.
Fourth, breakthroughs in research and development that support the Industrial
Revolution 4.0 and the research and development ecosystem to improve the quality and
quantity of research and development in universities, R&D institutions, LPNK, industry, and
society. Fifth, innovation breakthroughs and strengthening the innovation system to increase
industrial productivity and increase technology-based start-up companies. Most importantly,
the mental revolution must start from education, considering that the role of education is
very strategic in shaping the mentality of the nation's children. The development of culture
and national character is realized through the realm of education (Kristiawan, 2015).
Conclusions
Based on the results of research obtained by researchers on the industrial revolution
4.0, it is declared as a disruptive era, which is an era of intense competition that can cause
the education system in United States to need changes to align with the education system in
developed countries and overcome the challenges of the world of education in the industrial
era 4.0. The challenges of the world of Higher Education in United States in this Industrial
era refer to the hope of having world-class universities and being able to survive and
develop according to the demands in the era of the industrial revolution 4.0.
Industrial Revolution 4.0
The Industrial Revolution 4.0 occurred when robots that are connected to computer
systems, equipped with machines learning algorithms that can learn and control the robot
itself without input from human operators is known as artificial intelligence (AI).
Furthermore, AI is connected to an internet-based society. In essence, the industrial
23
8
revolution 4.0 is the unification of the online world with the production industry, thus
becoming a digital industrial revolution (Xing and Marwala, 2016).
The Industrial Age 4.0 referred to in this paper is a term used to refer to an era in
which there is a combination of technologies that makes the physical, biological, and digital
dimensions difficult to distinguish (Scawab, 2016). The Industrial Age 4.0 is characterized
by massive digitalization and the use of artificial intelligence in various sectors of human
life, especially in the economic field (Scawab, 2016).
Disruption Era
Changes driven by innovations in science and technology can also occur in the world
of education, especially higher education. Developed countries, which have been the center
of scientific and technological development, have realized these changes. This condition
certainly needs to be addressed also in the higher education system in United States.
Disruptive changes subvert the prevailing system so that fundamental changes cannot
be ignored. This means that universities are also not free from the threat of being disrupted
if they do not immediately make changes and adjust their role in the world of education.
In fact, it is a battle between conventional taxis versus online taxis or conventional
ojek vs online ojek. The public never expected before that ojek/taxis, which are popularly
used by the public for the benefit of human mobility, have succeeded successfully enhanced
its usefulness with an internet-based application system. As a result, the public becomes
easier to get transportation services and even at very affordable prices. What is more
unexpected, online motorcycle taxi services are not limited as an alternative means of
transportation but also penetrate into the delivery service business (onlinedelivery order). In
other words, online technology has brought profound changes to human civilization and the
economy.
According to Kasali (2017) disruption is not Disruption only means the phenomenon
of today's change but also reflects the meaning of the phenomenon of tomorrow's change
(the future change). Christensen, a business administration expert from Harvard Business
School, explained that the era of disruption has disrupted or damaged pre-existing markets
but also encouraged the development of products or services that were unexpected by t h e
market, creating diverse consumers and having an impact on lower prices. Thus, the era of
23
9
disruption will continue to produce significant changes to respond to demands and needs.
Furthermore, Kasali (2017) added that changes in the era of disruption are essentially
not only in the way or strategy but also in the fundamental aspects of business. The domain
of the disruption era extends from cost structure, culture to industrial ideology. The
implication is that business management is no longer centered on individual ownership, but
becomes role sharing or collaboration or mutual cooperation. In the world of higher
education, we can see this disruption phenomenon from the development of collaborative
research between researchers from various disciplines and universities. Research is no longer
oriented towards problem solving but is encouraged to find potential problems and potential
economic value that can help society to anticipate various socio-economic and political
problems in the future.
Research Methods
This study is a literature review related to the challenges of higher education in the
Industry 4.0 era. The literature is explored in depth and discussed again in two sub-
discussions, namely first examining the challenges of the world of Higher Education in
United States in the Industry 4.0 era, and second about disruption in the Industry 4.0 era.
Results And Discussion
Facing various challenges and changes these challenges and changes, Higher
education continues to be challenged to continue to carry out its various roles, namely
education and teaching, development, and dissemination, as a repository of knowledge for
society. In this regard, there are at least three important things that need to be responded to.
First, universities must start implementing a hybrid teaching system. Here, universities must
be able to respond to the development of the role of technology. In this case, the application
of online learning or lecture technology, now known as Massive Open Online Courses
(MOOCs), should be considered. However, this way of learning and lecturing still cannot be
widely applied to subjects that require training in skills that depend on equipment in
laboratories or that require close communication with lecturers or supervisors in higher-level
and postgraduate courses attended by a small number of students. Secondly, it is necessary to
consider the establishment of an online lecture quality assurance agency. This institution can
be established among universities or by the government, which is tasked with providing
guarantees to the labor market regarding the ability of graduates to meet employment needs.
24
0
This kind of certification is needed, among others, if a student takes most of his academic
load from various sources. Third, organizing online dissemination of knowledge. In
dissemination, the type of knowledge delivered is very different from a lecture. In this case,
the material is prepared to shape students by equipping them with knowledge about practical
matters they face.
Referring to on There are five important elements that must be implemented to
encourage competitiveness in the global arena in the era of the Industrial Revolution 4.0,
namely the first preparation of a more innovative learning system in higher education such
as adjusting the learning curriculum, and improving student abilities in terms of data
Information Technology (IT), Operational Technology (OT), Internet of Things (IoT), and
Big Data Analytics, integrating physical, digital and human objects to produce competitive
and skilled college graduates, especially in the aspects of data literacy, technological literacy
and human literacy.
Second policy reconstruction higher education institutions that are adaptive and
responsive to the industrial revolution 4.0 in developing trans-disciplines and study
programs that are needed. In addition, the Cyber University program, such as a distance
learning lecture system, has begun to reduce the intensity of meetings between lecturers and
students. Cyber University is expected to be a solution for the nation's children in remote
areas to reach quality higher education. Third, the preparation of human resources,
especially lecturers, researchers and engineers who are responsive, adaptive and reliable to
face the industrial revolution 4.0. In addition, rejuvenation of infrastructure and facilities is
carried out to support the quality of education, research and innovation.
Fourth, breakthroughs in research and development that support the Industrial
Revolution 4.0 and the research and development ecosystem to improve the quality and
quantity of research and development in universities, R&D institutions, LPNK, industry, and
society. Fifth, innovation breakthroughs and strengthening the innovation system to increase
industrial productivity and increase technology-based start-up companies. Most importantly,
the mental revolution must start from education, considering that the role of education is
very strategic in shaping the mentality of the nation's children. The development of culture
and national character is realized through the realm of education (Kristiawan, 2015).
24
1
Conclusions
Based on the results of research obtained by researchers on the industrial revolution
4.0, it is declared as a disruptive era, which is an era of intense competition that can cause
the education system in United States to need changes to align with the education system in
developed countries and overcome the challenges of the world of education in the industrial
era 4.0. The challenges of the world of Higher Education in United States in this Industrial
era refer to the hope of having world-class universities and being able to survive and
develop according to the demands in the era of the industrial revolution 4.0.
Industrial Revolution 4.0
The Industrial Revolution 4.0 occurred when robots that are connected to computer
systems, equipped with machines learning algorithms that can learn and control the robot
itself without input from human operators is known as artificial intelligence (AI).
Furthermore, AI is connected to an internet-based society. In essence, the industrial
revolution 4.0 is the unification of the online world with the production industry, thus
becoming a digital industrial revolution (Xing and Marwala, 2016).
The Industrial Age 4.0 referred to in this paper is a term used to refer to an era in
which there is a combination of technologies that makes the physical, biological, and digital
dimensions difficult to distinguish (Scawab, 2016). The Industrial Age 4.0 is characterized
by massive digitalization and the use of artificial intelligence in various sectors of human
life, especially in the economic field (Scawab, 2016).
Disruption Era
Changes driven by innovations in science and technology can also occur in the world
of education, especially higher education. Developed countries, which have been the center
of scientific and technological development, have realized these changes. This condition
certainly needs to be addressed also in the higher education system in United States.
Disruptive changes subvert the prevailing system so that fundamental changes cannot
be ignored. This means that universities are also not free from the threat of being disrupted
if they do not immediately make changes and adjust their role in the world of education.
In fact, it is a battle between conventional taxis versus online taxis or conventional
24
2
ojek vs online ojek. The public never expected before that ojek/taxis, which are popularly
used by the public for the benefit of human mobility, have succeeded successfully enhanced
its usefulness with an internet-based application system. As a result, the public becomes
easier to get transportation services and even at very affordable prices. What is more
unexpected, online motorcycle taxi services are not limited as an alternative means of
transportation but also penetrate into the delivery service business (onlinedelivery order). In
other words, online technology has brought profound changes to human civilization and the
economy.
According to Kasali (2017) disruption is not Disruption only means the phenomenon
of today's change but also reflects the meaning of the phenomenon of tomorrow's change
(the future change). Christensen, a business administration expert from Harvard Business
School, explained that the era of disruption has disrupted or damaged pre-existing markets
but also encouraged the development of products or services that were unexpected by t h e
market, creating diverse consumers and having an impact on lower prices. Thus, the era of
disruption will continue to produce significant changes to respond to demands and needs.
Furthermore, Kasali (2017) added that changes in the era of disruption are essentially
not only in the way or strategy but also in the fundamental aspects of business. The domain
of the disruption era extends from cost structure, culture to industrial ideology. The
implication is that business management is no longer centered on individual ownership, but
becomes role sharing or collaboration or mutual cooperation. In the world of higher
education, we can see this disruption phenomenon from the development of collaborative
research between researchers from various disciplines and universities. Research is no longer
oriented towards problem solving but is encouraged to find potential problems and potential
economic value that can help society to anticipate various socio-economic and political
problems in the future.
Research Methods
This study is a literature review related to the challenges of higher education in the
Industry 4.0 era. The literature is explored in depth and discussed again in two sub-
discussions, namely first examining the challenges of the world of Higher Education in
United States in the Industry 4.0 era, and second about disruption in the Industry 4.0 era.
Results And Discussion
24
3
Facing various challenges and changes these challenges and changes, Higher
education continues to be challenged to continue to carry out its various roles, namely
education and teaching, development, and dissemination, as a repository of knowledge for
society. In this regard, there are at least three important things that need to be responded to.
First, universities must start implementing a hybrid teaching system. Here, universities must
be able to respond to the development of the role of technology. In this case, the application
of online learning or lecture technology, now known as Massive Open Online Courses
(MOOCs), should be considered. However, this way of learning and lecturing still cannot be
widely applied to subjects that require training in skills that depend on equipment in
laboratories or that require close communication with lecturers or supervisors in higher-level
and postgraduate courses attended by a small number of students. Secondly, it is necessary to
consider the establishment of an online lecture quality assurance agency. This institution can
be established among universities or by the government, which is tasked with providing
guarantees to the labor market regarding the ability of graduates to meet employment needs.
This kind of certification is needed, among others, if a student takes most of his academic
load from various sources. Third, organizing online dissemination of knowledge. In
dissemination, the type of knowledge delivered is very different from a lecture. In this case,
the material is prepared to shape students by equipping them with knowledge about practical
matters they face.
Referring to on There are five important elements that must be implemented to
encourage competitiveness in the global arena in the era of the Industrial Revolution 4.0,
namely the first preparation of a more innovative learning system in higher education such
as adjusting the learning curriculum, and improving student abilities in terms of data
Information Technology (IT), Operational Technology (OT), Internet of Things (IoT), and
Big Data Analytics, integrating physical, digital and human objects to produce competitive
and skilled college graduates, especially in the aspects of data literacy, technological literacy
and human literacy.
Second policy reconstruction higher education institutions that are adaptive and
responsive to the industrial revolution 4.0 in developing trans-disciplines and study
programs that are needed. In addition, the Cyber University program, such as a distance
learning lecture system, has begun to reduce the intensity of meetings between lecturers and
students. Cyber University is expected to be a solution for the nation's children in remote
24
4
areas to reach quality higher education. Third, the preparation of human resources,
especially lecturers, researchers and engineers who are responsive, adaptive and reliable to
face the industrial revolution 4.0. In addition, rejuvenation of infrastructure and facilities is
carried out to support the quality of education, research and innovation.
Fourth, breakthroughs in research and development that support the Industrial
Revolution 4.0 and the research and development ecosystem to improve the quality and
quantity of research and development in universities, R&D institutions, LPNK, industry, and
society. Fifth, innovation breakthroughs and strengthening the innovation system to increase
industrial productivity and increase technology-based start-up companies. Most importantly,
the mental revolution must start from education, considering that the role of education is
very strategic in shaping the mentality of the nation's children. The development of culture
and national character is realized through the realm of education (Kristiawan, 2015).
Conclusions
Based on the results of research obtained by researchers on the industrial revolution
4.0, it is declared as a disruptive era, which is an era of intense competition that can cause
the education system in United States to need changes to align with the education system in
developed countries and overcome the challenges of the world of education in the industrial
era 4.0. The challenges of the world of Higher Education in United States in this Industrial
era refer to the hope of having world-class universities and being able to survive and
develop according to the demands in the era of the industrial revolution 4.0.
Industrial Revolution 4.0
The Industrial Revolution 4.0 occurred when robots that are connected to computer
systems, equipped with machines learning algorithms that can learn and control the robot
itself without input from human operators is known as artificial intelligence (AI).
Furthermore, AI is connected to an internet-based society. In essence, the industrial
revolution 4.0 is the unification of the online world with the production industry, thus
becoming a digital industrial revolution (Xing and Marwala, 2016).
The Industrial Age 4.0 referred to in this paper is a term used to refer to an era in
which there is a combination of technologies that makes the physical, biological, and digital
dimensions difficult to distinguish (Scawab, 2016). The Industrial Age 4.0 is characterized
24
5
by massive digitalization and the use of artificial intelligence in various sectors of human
life, especially in the economic field (Scawab, 2016).
Disruption Era
Changes driven by innovations in science and technology can also occur in the world
of education, especially higher education. Developed countries, which have been the center
of scientific and technological development, have realized these changes. This condition
certainly needs to be addressed also in the higher education system in United States.
Disruptive changes subvert the prevailing system so that fundamental changes cannot
be ignored. This means that universities are also not free from the threat of being disrupted
if they do not immediately make changes and adjust their role in the world of education.
In fact, it is a battle between conventional taxis versus online taxis or conventional
ojek vs online ojek. The public never expected before that ojek/taxis, which are popularly
used by the public for the benefit of human mobility, have succeeded successfully enhanced
its usefulness with an internet-based application system. As a result, the public becomes
easier to get transportation services and even at very affordable prices. What is more
unexpected, online motorcycle taxi services are not limited as an alternative means of
transportation but also penetrate into the delivery service business (onlinedelivery order). In
other words, online technology has brought profound changes to human civilization and the
economy.
According to Kasali (2017) disruption is not Disruption only means the phenomenon
of today's change but also reflects the meaning of the phenomenon of tomorrow's change
(the future change). Christensen, a business administration expert from Harvard Business
School, explained that the era of disruption has disrupted or damaged pre-existing markets
but also encouraged the development of products or services that were unexpected by t h e
market, creating diverse consumers and having an impact on lower prices. Thus, the era of
disruption will continue to produce significant changes to respond to demands and needs.
Furthermore, Kasali (2017) added that changes in the era of disruption are essentially
not only in the way or strategy but also in the fundamental aspects of business. The domain
of the disruption era extends from cost structure, culture to industrial ideology. The
implication is that business management is no longer centered on individual ownership, but
24
6
becomes role sharing or collaboration or mutual cooperation. In the world of higher
education, we can see this disruption phenomenon from the development of collaborative
research between researchers from various disciplines and universities. Research is no longer
oriented towards problem solving but is encouraged to find potential problems and potential
economic value that can help society to anticipate various socio-economic and political
problems in the future.
Research Methods
This study is a literature review related to the challenges of higher education in the
Industry 4.0 era. The literature is explored in depth and discussed again in two sub-
discussions, namely first examining the challenges of the world of Higher Education in
United States in the Industry 4.0 era, and second about disruption in the Industry 4.0 era.
Results And Discussion
Facing various challenges and changes these challenges and changes, Higher
education continues to be challenged to continue to carry out its various roles, namely
education and teaching, development, and dissemination, as a repository of knowledge for
society. In this regard, there are at least three important things that need to be responded to.
First, universities must start implementing a hybrid teaching system. Here, universities must
be able to respond to the development of the role of technology. In this case, the application
of online learning or lecture technology, now known as Massive Open Online Courses
(MOOCs), should be considered. However, this way of learning and lecturing still cannot be
widely applied to subjects that require training in skills that depend on equipment in
laboratories or that require close communication with lecturers or supervisors in higher-level
and postgraduate courses attended by a small number of students. Secondly, it is necessary to
consider the establishment of an online lecture quality assurance agency. This institution can
be established among universities or by the government, which is tasked with providing
guarantees to the labor market regarding the ability of graduates to meet employment needs.
This kind of certification is needed, among others, if a student takes most of his academic
load from various sources. Third, organizing online dissemination of knowledge. In
dissemination, the type of knowledge delivered is very different from a lecture. In this case,
the material is prepared to shape students by equipping them with knowledge about practical
matters they face.
24
7
Referring to on There are five important elements that must be implemented to
encourage competitiveness in the global arena in the era of the Industrial Revolution 4.0,
namely the first preparation of a more innovative learning system in higher education such
as adjusting the learning curriculum, and improving student abilities in terms of data
Information Technology (IT), Operational Technology (OT), Internet of Things (IoT), and
Big Data Analytics, integrating physical, digital and human objects to produce competitive
and skilled college graduates, especially in the aspects of data literacy, technological literacy
and human literacy.
Second policy reconstruction higher education institutions that are adaptive and
responsive to the industrial revolution 4.0 in developing trans-disciplines and study
programs that are needed. In addition, the Cyber University program, such as a distance
learning lecture system, has begun to reduce the intensity of meetings between lecturers and
students. Cyber University is expected to be a solution for the nation's children in remote
areas to reach quality higher education. Third, the preparation of human resources,
especially lecturers, researchers and engineers who are responsive, adaptive and reliable to
face the industrial revolution 4.0. In addition, rejuvenation of infrastructure and facilities is
carried out to support the quality of education, research and innovation.
Fourth, breakthroughs in research and development that support the Industrial
Revolution 4.0 and the research and development ecosystem to improve the quality and
quantity of research and development in universities, R&D institutions, LPNK, industry, and
society. Fifth, innovation breakthroughs and strengthening the innovation system to increase
industrial productivity and increase technology-based start-up companies. Most importantly,
the mental revolution must start from education, considering that the role of education is
very strategic in shaping the mentality of the nation's children. The development of culture
and national character is realized through the realm of education (Kristiawan, 2015).
Conclusions
Based on the results of research obtained by researchers on the industrial revolution
4.0, it is declared as a disruptive era, which is an era of intense competition that can cause
the education system in United States to need changes to align with the education system in
developed countries and overcome the challenges of the world of education in the industrial
era 4.0. The challenges of the world of Higher Education in United States in this Industrial
24
8
era refer to the hope of having world-class universities and being able to survive and
develop according to the demands in the era of the industrial revolution 4.0.
Industrial Revolution 4.0
The Industrial Revolution 4.0 occurred when robots that are connected to computer
systems, equipped with machines learning algorithms that can learn and control the robot
itself without input from human operators is known as artificial intelligence (AI).
Furthermore, AI is connected to an internet-based society. In essence, the industrial
revolution 4.0 is the unification of the online world with the production industry, thus
becoming a digital industrial revolution (Xing and Marwala, 2016).
The Industrial Age 4.0 referred to in this paper is a term used to refer to an era in
which there is a combination of technologies that makes the physical, biological, and digital
dimensions difficult to distinguish (Scawab, 2016). The Industrial Age 4.0 is characterized
by massive digitalization and the use of artificial intelligence in various sectors of human
life, especially in the economic field (Scawab, 2016).
Disruption Era
Changes driven by innovations in science and technology can also occur in the world
of education, especially higher education. Developed countries, which have been the center
of scientific and technological development, have realized these changes. This condition
certainly needs to be addressed also in the higher education system in United States.
Disruptive changes subvert the prevailing system so that fundamental changes cannot
be ignored. This means that universities are also not free from the threat of being disrupted
if they do not immediately make changes and adjust their role in the world of education.
In fact, it is a battle between conventional taxis versus online taxis or conventional
ojek vs online ojek. The public never expected before that ojek/taxis, which are popularly
used by the public for the benefit of human mobility, have succeeded successfully enhanced
its usefulness with an internet-based application system. As a result, the public becomes
easier to get transportation services and even at very affordable prices. What is more
unexpected, online motorcycle taxi services are not limited as an alternative means of
transportation but also penetrate into the delivery service business (onlinedelivery order). In
24
9
other words, online technology has brought profound changes to human civilization and the
economy.
According to Kasali (2017) disruption is not Disruption only means the phenomenon
of today's change but also reflects the meaning of the phenomenon of tomorrow's change
(the future change). Christensen, a business administration expert from Harvard Business
School, explained that the era of disruption has disrupted or damaged pre-existing markets
but also encouraged the development of products or services that were unexpected by t h e
market, creating diverse consumers and having an impact on lower prices. Thus, the era of
disruption will continue to produce significant changes to respond to demands and needs.
Furthermore, Kasali (2017) added that changes in the era of disruption are essentially
not only in the way or strategy but also in the fundamental aspects of business. The domain
of the disruption era extends from cost structure, culture to industrial ideology. The
implication is that business management is no longer centered on individual ownership, but
becomes role sharing or collaboration or mutual cooperation. In the world of higher
education, we can see this disruption phenomenon from the development of collaborative
research between researchers from various disciplines and universities. Research is no longer
oriented towards problem solving but is encouraged to find potential problems and potential
economic value that can help society to anticipate various socio-economic and political
problems in the future.
Research Methods
This study is a literature review related to the challenges of higher education in the
Industry 4.0 era. The literature is explored in depth and discussed again in two sub-
discussions, namely first examining the challenges of the world of Higher Education in
United States in the Industry 4.0 era, and second about disruption in the Industry 4.0 era.
Results And Discussion
Facing various challenges and changes these challenges and changes, Higher
education continues to be challenged to continue to carry out its various roles, namely
education and teaching, development, and dissemination, as a repository of knowledge for
society. In this regard, there are at least three important things that need to be responded to.
First, universities must start implementing a hybrid teaching system. Here, universities must
be able to respond to the development of the role of technology. In this case, the application
25
0
of online learning or lecture technology, now known as Massive Open Online Courses
(MOOCs), should be considered. However, this way of learning and lecturing still cannot be
widely applied to subjects that require training in skills that depend on equipment in
laboratories or that require close communication with lecturers or supervisors in higher-level
and postgraduate courses attended by a small number of students. Secondly, it is necessary to
consider the establishment of an online lecture quality assurance agency. This institution can
be established among universities or by the government, which is tasked with providing
guarantees to the labor market regarding the ability of graduates to meet employment needs.
This kind of certification is needed, among others, if a student takes most of his academic
load from various sources. Third, organizing online dissemination of knowledge. In
dissemination, the type of knowledge delivered is very different from a lecture. In this case,
the material is prepared to shape students by equipping them with knowledge about practical
matters they face.
Referring to on There are five important elements that must be implemented to
encourage competitiveness in the global arena in the era of the Industrial Revolution 4.0,
namely the first preparation of a more innovative learning system in higher education such
as adjusting the learning curriculum, and improving student abilities in terms of data
Information Technology (IT), Operational Technology (OT), Internet of Things (IoT), and
Big Data Analytics, integrating physical, digital and human objects to produce competitive
and skilled college graduates, especially in the aspects of data literacy, technological literacy
and human literacy.
Second policy reconstruction higher education institutions that are adaptive and
responsive to the industrial revolution 4.0 in developing trans-disciplines and study
programs that are needed. In addition, the Cyber University program, such as a distance
learning lecture system, has begun to reduce the intensity of meetings between lecturers and
students. Cyber University is expected to be a solution for the nation's children in remote
areas to reach quality higher education. Third, the preparation of human resources,
especially lecturers, researchers and engineers who are responsive, adaptive and reliable to
face the industrial revolution 4.0. In addition, rejuvenation of infrastructure and facilities is
carried out to support the quality of education, research and innovation.
Fourth, breakthroughs in research and development that support the Industrial
25
1
Revolution 4.0 and the research and development ecosystem to improve the quality and
quantity of research and development in universities, R&D institutions, LPNK, industry, and
society. Fifth, innovation breakthroughs and strengthening the innovation system to increase
industrial productivity and increase technology-based start-up companies. Most importantly,
the mental revolution must start from education, considering that the role of education is
very strategic in shaping the mentality of the nation's children. The development of culture
and national character is realized through the realm of education (Kristiawan, 2015).
Conclusions
Based on the results of research obtained by researchers on the industrial revolution
4.0, it is declared as a disruptive era, which is an era of intense competition that can cause
the education system in United States to need changes to align with the education system in
developed countries and overcome the challenges of the world of education in the industrial
era 4.0. The challenges of the world of Higher Education in United States in this Industrial
era refer to the hope of having world-class universities and being able to survive and
develop according to the demands in the era of the industrial revolution 4.0.
Industrial Revolution 4.0
The Industrial Revolution 4.0 occurred when robots that are connected to computer
systems, equipped with machines learning algorithms that can learn and control the robot
itself without input from human operators is known as artificial intelligence (AI).
Furthermore, AI is connected to an internet-based society. In essence, the industrial
revolution 4.0 is the unification of the online world with the production industry, thus
becoming a digital industrial revolution (Xing and Marwala, 2016).
The Industrial Age 4.0 referred to in this paper is a term used to refer to an era in
which there is a combination of technologies that makes the physical, biological, and digital
dimensions difficult to distinguish (Scawab, 2016). The Industrial Age 4.0 is characterized
by massive digitalization and the use of artificial intelligence in various sectors of human
life, especially in the economic field (Scawab, 2016).
Disruption Era
Changes driven by innovations in science and technology can also occur in the world
of education, especially higher education. Developed countries, which have been the center
25
2
of scientific and technological development, have realized these changes. This condition
certainly needs to be addressed also in the higher education system in United States.
Disruptive changes subvert the prevailing system so that fundamental changes cannot
be ignored. This means that universities are also not free from the threat of being disrupted
if they do not immediately make changes and adjust their role in the world of education.
In fact, it is a battle between conventional taxis versus online taxis or conventional
ojek vs online ojek. The public never expected before that ojek/taxis, which are popularly
used by the public for the benefit of human mobility, have succeeded successfully enhanced
its usefulness with an internet-based application system. As a result, the public becomes
easier to get transportation services and even at very affordable prices. What is more
unexpected, online motorcycle taxi services are not limited as an alternative means of
transportation but also penetrate into the delivery service business (onlinedelivery order). In
other words, online technology has brought profound changes to human civilization and the
economy.
According to Kasali (2017) disruption is not Disruption only means the phenomenon
of today's change but also reflects the meaning of the phenomenon of tomorrow's change
(the future change). Christensen, a business administration expert from Harvard Business
School, explained that the era of disruption has disrupted or damaged pre-existing markets
but also encouraged the development of products or services that were unexpected by t h e
market, creating diverse consumers and having an impact on lower prices. Thus, the era of
disruption will continue to produce significant changes to respond to demands and needs.
Furthermore, Kasali (2017) added that changes in the era of disruption are essentially
not only in the way or strategy but also in the fundamental aspects of business. The domain
of the disruption era extends from cost structure, culture to industrial ideology. The
implication is that business management is no longer centered on individual ownership, but
becomes role sharing or collaboration or mutual cooperation. In the world of higher
education, we can see this disruption phenomenon from the development of collaborative
research between researchers from various disciplines and universities. Research is no longer
oriented towards problem solving but is encouraged to find potential problems and potential
economic value that can help society to anticipate various socio-economic and political
problems in the future.
25
3
Research Methods
This study is a literature review related to the challenges of higher education in the
Industry 4.0 era. The literature is explored in depth and discussed again in two sub-
discussions, namely first examining the challenges of the world of Higher Education in
United States in the Industry 4.0 era, and second about disruption in the Industry 4.0 era.
Results And Discussion
Facing various challenges and changes these challenges and changes, Higher
education continues to be challenged to continue to carry out its various roles, namely
education and teaching, development, and dissemination, as a repository of knowledge for
society. In this regard, there are at least three important things that need to be responded to.
First, universities must start implementing a hybrid teaching system. Here, universities must
be able to respond to the development of the role of technology. In this case, the application
of online learning or lecture technology, now known as Massive Open Online Courses
(MOOCs), should be considered. However, this way of learning and lecturing still cannot be
widely applied to subjects that require training in skills that depend on equipment in
laboratories or that require close communication with lecturers or supervisors in higher-level
and postgraduate courses attended by a small number of students. Secondly, it is necessary to
consider the establishment of an online lecture quality assurance agency. This institution can
be established among universities or by the government, which is tasked with providing
guarantees to the labor market regarding the ability of graduates to meet employment needs.
This kind of certification is needed, among others, if a student takes most of his academic
load from various sources. Third, organizing online dissemination of knowledge. In
dissemination, the type of knowledge delivered is very different from a lecture. In this case,
the material is prepared to shape students by equipping them with knowledge about practical
matters they face.
Referring to on There are five important elements that must be implemented to
encourage competitiveness in the global arena in the era of the Industrial Revolution 4.0,
namely the first preparation of a more innovative learning system in higher education such
as adjusting the learning curriculum, and improving student abilities in terms of data
Information Technology (IT), Operational Technology (OT), Internet of Things (IoT), and
Big Data Analytics, integrating physical, digital and human objects to produce competitive
25
4
and skilled college graduates, especially in the aspects of data literacy, technological literacy
and human literacy.
Second policy reconstruction higher education institutions that are adaptive and
responsive to the industrial revolution 4.0 in developing trans-disciplines and study
programs that are needed. In addition, the Cyber University program, such as a distance
learning lecture system, has begun to reduce the intensity of meetings between lecturers and
students. Cyber University is expected to be a solution for the nation's children in remote
areas to reach quality higher education. Third, the preparation of human resources,
especially lecturers, researchers and engineers who are responsive, adaptive and reliable to
face the industrial revolution 4.0. In addition, rejuvenation of infrastructure and facilities is
carried out to support the quality of education, research and innovation.
Fourth, breakthroughs in research and development that support the Industrial
Revolution 4.0 and the research and development ecosystem to improve the quality and
quantity of research and development in universities, R&D institutions, LPNK, industry, and
society. Fifth, innovation breakthroughs and strengthening the innovation system to increase
industrial productivity and increase technology-based start-up companies. Most importantly,
the mental revolution must start from education, considering that the role of education is
very strategic in shaping the mentality of the nation's children. The development of culture
and national character is realized through the realm of education (Kristiawan, 2015).
Conclusions
Based on the results of research obtained by researchers on the industrial revolution
4.0, it is declared as a disruptive era, which is an era of intense competition that can cause
the education system in United States to need changes to align with the education system in
developed countries and overcome the challenges of the world of education in the industrial
era 4.0. The challenges of the world of Higher Education in United States in this Industrial
era refer to the hope of having world-class universities and being able to survive and
develop according to the demands in the era of the industrial revolution 4.0.
Industrial Revolution 4.0
The Industrial Revolution 4.0 occurred when robots that are connected to computer
systems, equipped with machines learning algorithms that can learn and control the robot
25
5
itself without input from human operators is known as artificial intelligence (AI).
Furthermore, AI is connected to an internet-based society. In essence, the industrial
revolution 4.0 is the unification of the online world with the production industry, thus
becoming a digital industrial revolution (Xing and Marwala, 2016).
The Industrial Age 4.0 referred to in this paper is a term used to refer to an era in
which there is a combination of technologies that makes the physical, biological, and digital
dimensions difficult to distinguish (Scawab, 2016). The Industrial Age 4.0 is characterized
by massive digitalization and the use of artificial intelligence in various sectors of human
life, especially in the economic field (Scawab, 2016).
Disruption Era
Changes driven by innovations in science and technology can also occur in the world
of education, especially higher education. Developed countries, which have been the center
of scientific and technological development, have realized these changes. This condition
certainly needs to be addressed also in the higher education system in United States.
Disruptive changes subvert the prevailing system so that fundamental changes cannot
be ignored. This means that universities are also not free from the threat of being disrupted
if they do not immediately make changes and adjust their role in the world of education.
In fact, it is a battle between conventional taxis versus online taxis or conventional
ojek vs online ojek. The public never expected before that ojek/taxis, which are popularly
used by the public for the benefit of human mobility, have succeeded successfully enhanced
its usefulness with an internet-based application system. As a result, the public becomes
easier to get transportation services and even at very affordable prices. What is more
unexpected, online motorcycle taxi services are not limited as an alternative means of
transportation but also penetrate into the delivery service business (onlinedelivery order). In
other words, online technology has brought profound changes to human civilization and the
economy.
According to Kasali (2017) disruption is not Disruption only means the phenomenon
of today's change but also reflects the meaning of the phenomenon of tomorrow's change
(the future change). Christensen, a business administration expert from Harvard Business
School, explained that the era of disruption has disrupted or damaged pre-existing markets
25
6
but also encouraged the development of products or services that were unexpected by t h e
market, creating diverse consumers and having an impact on lower prices. Thus, the era of
disruption will continue to produce significant changes to respond to demands and needs.
Furthermore, Kasali (2017) added that changes in the era of disruption are essentially
not only in the way or strategy but also in the fundamental aspects of business. The domain
of the disruption era extends from cost structure, culture to industrial ideology. The
implication is that business management is no longer centered on individual ownership, but
becomes role sharing or collaboration or mutual cooperation. In the world of higher
education, we can see this disruption phenomenon from the development of collaborative
research between researchers from various disciplines and universities. Research is no longer
oriented towards problem solving but is encouraged to find potential problems and potential
economic value that can help society to anticipate various socio-economic and political
problems in the future.
Research Methods
This study is a literature review related to the challenges of higher education in the
Industry 4.0 era. The literature is explored in depth and discussed again in two sub-
discussions, namely first examining the challenges of the world of Higher Education in
United States in the Industry 4.0 era, and second about disruption in the Industry 4.0 era.
Results And Discussion
Facing various challenges and changes these challenges and changes, Higher
education continues to be challenged to continue to carry out its various roles, namely
education and teaching, development, and dissemination, as a repository of knowledge for
society. In this regard, there are at least three important things that need to be responded to.
First, universities must start implementing a hybrid teaching system. Here, universities must
be able to respond to the development of the role of technology. In this case, the application
of online learning or lecture technology, now known as Massive Open Online Courses
(MOOCs), should be considered. However, this way of learning and lecturing still cannot be
widely applied to subjects that require training in skills that depend on equipment in
laboratories or that require close communication with lecturers or supervisors in higher-level
and postgraduate courses attended by a small number of students. Secondly, it is necessary to
consider the establishment of an online lecture quality assurance agency. This institution can
25
7
be established among universities or by the government, which is tasked with providing
guarantees to the labor market regarding the ability of graduates to meet employment needs.
This kind of certification is needed, among others, if a student takes most of his academic
load from various sources. Third, organizing online dissemination of knowledge. In
dissemination, the type of knowledge delivered is very different from a lecture. In this case,
the material is prepared to shape students by equipping them with knowledge about practical
matters they face.
Referring to on There are five important elements that must be implemented to
encourage competitiveness in the global arena in the era of the Industrial Revolution 4.0,
namely the first preparation of a more innovative learning system in higher education such
as adjusting the learning curriculum, and improving student abilities in terms of data
Information Technology (IT), Operational Technology (OT), Internet of Things (IoT), and
Big Data Analytics, integrating physical, digital and human objects to produce competitive
and skilled college graduates, especially in the aspects of data literacy, technological literacy
and human literacy.
Second policy reconstruction higher education institutions that are adaptive and
responsive to the industrial revolution 4.0 in developing trans-disciplines and study
programs that are needed. In addition, the Cyber University program, such as a distance
learning lecture system, has begun to reduce the intensity of meetings between lecturers and
students. Cyber University is expected to be a solution for the nation's children in remote
areas to reach quality higher education. Third, the preparation of human resources,
especially lecturers, researchers and engineers who are responsive, adaptive and reliable to
face the industrial revolution 4.0. In addition, rejuvenation of infrastructure and facilities is
carried out to support the quality of education, research and innovation.
Fourth, breakthroughs in research and development that support the Industrial
Revolution 4.0 and the research and development ecosystem to improve the quality and
quantity of research and development in universities, R&D institutions, LPNK, industry, and
society. Fifth, innovation breakthroughs and strengthening the innovation system to increase
industrial productivity and increase technology-based start-up companies. Most importantly,
the mental revolution must start from education, considering that the role of education is
very strategic in shaping the mentality of the nation's children. The development of culture
25
8
and national character is realized through the realm of education (Kristiawan, 2015).
Conclusions
Based on the results of research obtained by researchers on the industrial revolution
4.0, it is declared as a disruptive era, which is an era of intense competition that can cause
the education system in United States to need changes to align with the education system in
developed countries and overcome the challenges of the world of education in the industrial
era 4.0. The challenges of the world of Higher Education in United States in this Industrial
era refer to the hope of having world-class universities and being able to survive and
develop according to the demands in the era of the industrial revolution 4.0.
Industrial Revolution 4.0
The Industrial Revolution 4.0 occurred when robots that are connected to computer
systems, equipped with machines learning algorithms that can learn and control the robot
itself without input from human operators is known as artificial intelligence (AI).
Furthermore, AI is connected to an internet-based society. In essence, the industrial
revolution 4.0 is the unification of the online world with the production industry, thus
becoming a digital industrial revolution (Xing and Marwala, 2016).
The Industrial Age 4.0 referred to in this paper is a term used to refer to an era in
which there is a combination of technologies that makes the physical, biological, and digital
dimensions difficult to distinguish (Scawab, 2016). The Industrial Age 4.0 is characterized
by massive digitalization and the use of artificial intelligence in various sectors of human
life, especially in the economic field (Scawab, 2016).
Disruption Era
Changes driven by innovations in science and technology can also occur in the world
of education, especially higher education. Developed countries, which have been the center
of scientific and technological development, have realized these changes. This condition
certainly needs to be addressed also in the higher education system in United States.
Disruptive changes subvert the prevailing system so that fundamental changes cannot
be ignored. This means that universities are also not free from the threat of being disrupted
if they do not immediately make changes and adjust their role in the world of education.
25
9
In fact, it is a battle between conventional taxis versus online taxis or conventional
ojek vs online ojek. The public never expected before that ojek/taxis, which are popularly
used by the public for the benefit of human mobility, have succeeded successfully enhanced
its usefulness with an internet-based application system. As a result, the public becomes
easier to get transportation services and even at very affordable prices. What is more
unexpected, online motorcycle taxi services are not limited as an alternative means of
transportation but also penetrate into the delivery service business (onlinedelivery order). In
other words, online technology has brought profound changes to human civilization and the
economy.
According to Kasali (2017) disruption is not Disruption only means the phenomenon
of today's change but also reflects the meaning of the phenomenon of tomorrow's change
(the future change). Christensen, a business administration expert from Harvard Business
School, explained that the era of disruption has disrupted or damaged pre-existing markets
but also encouraged the development of products or services that were unexpected by t h e
market, creating diverse consumers and having an impact on lower prices. Thus, the era of
disruption will continue to produce significant changes to respond to demands and needs.
Furthermore, Kasali (2017) added that changes in the era of disruption are essentially
not only in the way or strategy but also in the fundamental aspects of business. The domain
of the disruption era extends from cost structure, culture to industrial ideology. The
implication is that business management is no longer centered on individual ownership, but
becomes role sharing or collaboration or mutual cooperation. In the world of higher
education, we can see this disruption phenomenon from the development of collaborative
research between researchers from various disciplines and universities. Research is no longer
oriented towards problem solving but is encouraged to find potential problems and potential
economic value that can help society to anticipate various socio-economic and political
problems in the future.
Research Methods
This study is a literature review related to the challenges of higher education in the
Industry 4.0 era. The literature is explored in depth and discussed again in two sub-
discussions, namely first examining the challenges of the world of Higher Education in
United States in the Industry 4.0 era, and second about disruption in the Industry 4.0 era.
26
0
Results And Discussion
Facing various challenges and changes these challenges and changes, Higher
education continues to be challenged to continue to carry out its various roles, namely
education and teaching, development, and dissemination, as a repository of knowledge for
society. In this regard, there are at least three important things that need to be responded to.
First, universities must start implementing a hybrid teaching system. Here, universities must
be able to respond to the development of the role of technology. In this case, the application
of online learning or lecture technology, now known as Massive Open Online Courses
(MOOCs), should be considered. However, this way of learning and lecturing still cannot be
widely applied to subjects that require training in skills that depend on equipment in
laboratories or that require close communication with lecturers or supervisors in higher-level
and postgraduate courses attended by a small number of students. Secondly, it is necessary to
consider the establishment of an online lecture quality assurance agency. This institution can
be established among universities or by the government, which is tasked with providing
guarantees to the labor market regarding the ability of graduates to meet employment needs.
This kind of certification is needed, among others, if a student takes most of his academic
load from various sources. Third, organizing online dissemination of knowledge. In
dissemination, the type of knowledge delivered is very different from a lecture. In this case,
the material is prepared to shape students by equipping them with knowledge about practical
matters they face.
Referring to on There are five important elements that must be implemented to
encourage competitiveness in the global arena in the era of the Industrial Revolution 4.0,
namely the first preparation of a more innovative learning system in higher education such
as adjusting the learning curriculum, and improving student abilities in terms of data
Information Technology (IT), Operational Technology (OT), Internet of Things (IoT), and
Big Data Analytics, integrating physical, digital and human objects to produce competitive
and skilled college graduates, especially in the aspects of data literacy, technological literacy
and human literacy.
Second policy reconstruction higher education institutions that are adaptive and
responsive to the industrial revolution 4.0 in developing trans-disciplines and study
programs that are needed. In addition, the Cyber University program, such as a distance
26
1
learning lecture system, has begun to reduce the intensity of meetings between lecturers and
students. Cyber University is expected to be a solution for the nation's children in remote
areas to reach quality higher education. Third, the preparation of human resources,
especially lecturers, researchers and engineers who are responsive, adaptive and reliable to
face the industrial revolution 4.0. In addition, rejuvenation of infrastructure and facilities is
carried out to support the quality of education, research and innovation.
Fourth, breakthroughs in research and development that support the Industrial
Revolution 4.0 and the research and development ecosystem to improve the quality and
quantity of research and development in universities, R&D institutions, LPNK, industry, and
society. Fifth, innovation breakthroughs and strengthening the innovation system to increase
industrial productivity and increase technology-based start-up companies. Most importantly,
the mental revolution must start from education, considering that the role of education is
very strategic in shaping the mentality of the nation's children. The development of culture
and national character is realized through the realm of education (Kristiawan, 2015).
Conclusions
Based on the results of research obtained by researchers on the industrial revolution
4.0, it is declared as a disruptive era, which is an era of intense competition that can cause
the education system in United States to need changes to align with the education system in
developed countries and overcome the challenges of the world of education in the industrial
era 4.0. The challenges of the world of Higher Education in United States in this Industrial
era refer to the hope of having world-class universities and being able to survive and
develop according to the demands in the era of the industrial revolution 4.0.
Industrial Revolution 4.0
The Industrial Revolution 4.0 occurred when robots that are connected to computer
systems, equipped with machines learning algorithms that can learn and control the robot
itself without input from human operators is known as artificial intelligence (AI).
Furthermore, AI is connected to an internet-based society. In essence, the industrial
revolution 4.0 is the unification of the online world with the production industry, thus
becoming a digital industrial revolution (Xing and Marwala, 2016).
The Industrial Age 4.0 referred to in this paper is a term used to refer to an era in
26
2
which there is a combination of technologies that makes the physical, biological, and digital
dimensions difficult to distinguish (Scawab, 2016). The Industrial Age 4.0 is characterized
by massive digitalization and the use of artificial intelligence in various sectors of human
life, especially in the economic field (Scawab, 2016).
Disruption Era
Changes driven by innovations in science and technology can also occur in the world
of education, especially higher education. Developed countries, which have been the center
of scientific and technological development, have realized these changes. This condition
certainly needs to be addressed also in the higher education system in United States.
Disruptive changes subvert the prevailing system so that fundamental changes cannot
be ignored. This means that universities are also not free from the threat of being disrupted
if they do not immediately make changes and adjust their role in the world of education.
In fact, it is a battle between conventional taxis versus online taxis or conventional
ojek vs online ojek. The public never expected before that ojek/taxis, which are popularly
used by the public for the benefit of human mobility, have succeeded successfully enhanced
its usefulness with an internet-based application system. As a result, the public becomes
easier to get transportation services and even at very affordable prices. What is more
unexpected, online motorcycle taxi services are not limited as an alternative means of
transportation but also penetrate into the delivery service business (onlinedelivery order). In
other words, online technology has brought profound changes to human civilization and the
economy.
According to Kasali (2017) disruption is not Disruption only means the phenomenon
of today's change but also reflects the meaning of the phenomenon of tomorrow's change
(the future change). Christensen, a business administration expert from Harvard Business
School, explained that the era of disruption has disrupted or damaged pre-existing markets
but also encouraged the development of products or services that were unexpected by t h e
market, creating diverse consumers and having an impact on lower prices. Thus, the era of
disruption will continue to produce significant changes to respond to demands and needs.
Furthermore, Kasali (2017) added that changes in the era of disruption are essentially
not only in the way or strategy but also in the fundamental aspects of business. The domain
26
3
of the disruption era extends from cost structure, culture to industrial ideology. The
implication is that business management is no longer centered on individual ownership, but
becomes role sharing or collaboration or mutual cooperation. In the world of higher
education, we can see this disruption phenomenon from the development of collaborative
research between researchers from various disciplines and universities. Research is no longer
oriented towards problem solving but is encouraged to find potential problems and potential
economic value that can help society to anticipate various socio-economic and political
problems in the future.
Research Methods
This study is a literature review related to the challenges of higher education in the
Industry 4.0 era. The literature is explored in depth and discussed again in two sub-
discussions, namely first examining the challenges of the world of Higher Education in
United States in the Industry 4.0 era, and second about disruption in the Industry 4.0 era.
Results And Discussion
Facing various challenges and changes these challenges and changes, Higher
education continues to be challenged to continue to carry out its various roles, namely
education and teaching, development, and dissemination, as a repository of knowledge for
society. In this regard, there are at least three important things that need to be responded to.
First, universities must start implementing a hybrid teaching system. Here, universities must
be able to respond to the development of the role of technology. In this case, the application
of online learning or lecture technology, now known as Massive Open Online Courses
(MOOCs), should be considered. However, this way of learning and lecturing still cannot be
widely applied to subjects that require training in skills that depend on equipment in
laboratories or that require close communication with lecturers or supervisors in higher-level
and postgraduate courses attended by a small number of students. Secondly, it is necessary to
consider the establishment of an online lecture quality assurance agency. This institution can
be established among universities or by the government, which is tasked with providing
guarantees to the labor market regarding the ability of graduates to meet employment needs.
This kind of certification is needed, among others, if a student takes most of his academic
load from various sources. Third, organizing online dissemination of knowledge. In
dissemination, the type of knowledge delivered is very different from a lecture. In this case,
the material is prepared to shape students by equipping them with knowledge about practical
26
4
matters they face.
Referring to on There are five important elements that must be implemented to
encourage competitiveness in the global arena in the era of the Industrial Revolution 4.0,
namely the first preparation of a more innovative learning system in higher education such
as adjusting the learning curriculum, and improving student abilities in terms of data
Information Technology (IT), Operational Technology (OT), Internet of Things (IoT), and
Big Data Analytics, integrating physical, digital and human objects to produce competitive
and skilled college graduates, especially in the aspects of data literacy, technological literacy
and human literacy.
Second policy reconstruction higher education institutions that are adaptive and
responsive to the industrial revolution 4.0 in developing trans-disciplines and study
programs that are needed. In addition, the Cyber University program, such as a distance
learning lecture system, has begun to reduce the intensity of meetings between lecturers and
students. Cyber University is expected to be a solution for the nation's children in remote
areas to reach quality higher education. Third, the preparation of human resources,
especially lecturers, researchers and engineers who are responsive, adaptive and reliable to
face the industrial revolution 4.0. In addition, rejuvenation of infrastructure and facilities is
carried out to support the quality of education, research and innovation.
Fourth, breakthroughs in research and development that support the Industrial
Revolution 4.0 and the research and development ecosystem to improve the quality and
quantity of research and development in universities, R&D institutions, LPNK, industry, and
society. Fifth, innovation breakthroughs and strengthening the innovation system to increase
industrial productivity and increase technology-based start-up companies. Most importantly,
the mental revolution must start from education, considering that the role of education is
very strategic in shaping the mentality of the nation's children. The development of culture
and national character is realized through the realm of education (Kristiawan, 2015).
Conclusions
Based on the results of research obtained by researchers on the industrial revolution
4.0, it is declared as a disruptive era, which is an era of intense competition that can cause
the education system in United States to need changes to align with the education system in
26
5
developed countries and overcome the challenges of the world of education in the industrial
era 4.0. The challenges of the world of Higher Education in United States in this Industrial
era refer to the hope of having world-class universities and being able to survive and
develop according to the demands in the era of the industrial revolution 4.0.
Industrial Revolution 4.0
The Industrial Revolution 4.0 occurred when robots that are connected to computer
systems, equipped with machines learning algorithms that can learn and control the robot
itself without input from human operators is known as artificial intelligence (AI).
Furthermore, AI is connected to an internet-based society. In essence, the industrial
revolution 4.0 is the unification of the online world with the production industry, thus
becoming a digital industrial revolution (Xing and Marwala, 2016).
The Industrial Age 4.0 referred to in this paper is a term used to refer to an era in
which there is a combination of technologies that makes the physical, biological, and digital
dimensions difficult to distinguish (Scawab, 2016). The Industrial Age 4.0 is characterized
by massive digitalization and the use of artificial intelligence in various sectors of human
life, especially in the economic field (Scawab, 2016).
Disruption Era
Changes driven by innovations in science and technology can also occur in the world
of education, especially higher education. Developed countries, which have been the center
of scientific and technological development, have realized these changes. This condition
certainly needs to be addressed also in the higher education system in United States.
Disruptive changes subvert the prevailing system so that fundamental changes cannot
be ignored. This means that universities are also not free from the threat of being disrupted
if they do not immediately make changes and adjust their role in the world of education.
In fact, it is a battle between conventional taxis versus online taxis or conventional
ojek vs online ojek. The public never expected before that ojek/taxis, which are popularly
used by the public for the benefit of human mobility, have succeeded successfully enhanced
its usefulness with an internet-based application system. As a result, the public becomes
easier to get transportation services and even at very affordable prices. What is more
26
6
unexpected, online motorcycle taxi services are not limited as an alternative means of
transportation but also penetrate into the delivery service business (onlinedelivery order). In
other words, online technology has brought profound changes to human civilization and the
economy.
According to Kasali (2017) disruption is not Disruption only means the phenomenon
of today's change but also reflects the meaning of the phenomenon of tomorrow's change
(the future change). Christensen, a business administration expert from Harvard Business
School, explained that the era of disruption has disrupted or damaged pre-existing markets
but also encouraged the development of products or services that were unexpected by t h e
market, creating diverse consumers and having an impact on lower prices. Thus, the era of
disruption will continue to produce significant changes to respond to demands and needs.
Furthermore, Kasali (2017) added that changes in the era of disruption are essentially
not only in the way or strategy but also in the fundamental aspects of business. The domain
of the disruption era extends from cost structure, culture to industrial ideology. The
implication is that business management is no longer centered on individual ownership, but
becomes role sharing or collaboration or mutual cooperation. In the world of higher
education, we can see this disruption phenomenon from the development of collaborative
research between researchers from various disciplines and universities. Research is no longer
oriented towards problem solving but is encouraged to find potential problems and potential
economic value that can help society to anticipate various socio-economic and political
problems in the future.
Research Methods
This study is a literature review related to the challenges of higher education in the
Industry 4.0 era. The literature is explored in depth and discussed again in two sub-
discussions, namely first examining the challenges of the world of Higher Education in
United States in the Industry 4.0 era, and second about disruption in the Industry 4.0 era.
Results And Discussion
Facing various challenges and changes these challenges and changes, Higher
education continues to be challenged to continue to carry out its various roles, namely
education and teaching, development, and dissemination, as a repository of knowledge for
society. In this regard, there are at least three important things that need to be responded to.
26
7
First, universities must start implementing a hybrid teaching system. Here, universities must
be able to respond to the development of the role of technology. In this case, the application
of online learning or lecture technology, now known as Massive Open Online Courses
(MOOCs), should be considered. However, this way of learning and lecturing still cannot be
widely applied to subjects that require training in skills that depend on equipment in
laboratories or that require close communication with lecturers or supervisors in higher-level
and postgraduate courses attended by a small number of students. Secondly, it is necessary to
consider the establishment of an online lecture quality assurance agency. This institution can
be established among universities or by the government, which is tasked with providing
guarantees to the labor market regarding the ability of graduates to meet employment needs.
This kind of certification is needed, among others, if a student takes most of his academic
load from various sources. Third, organizing online dissemination of knowledge. In
dissemination, the type of knowledge delivered is very different from a lecture. In this case,
the material is prepared to shape students by equipping them with knowledge about practical
matters they face.
Referring to on There are five important elements that must be implemented to
encourage competitiveness in the global arena in the era of the Industrial Revolution 4.0,
namely the first preparation of a more innovative learning system in higher education such
as adjusting the learning curriculum, and improving student abilities in terms of data
Information Technology (IT), Operational Technology (OT), Internet of Things (IoT), and
Big Data Analytics, integrating physical, digital and human objects to produce competitive
and skilled college graduates, especially in the aspects of data literacy, technological literacy
and human literacy.
Second policy reconstruction higher education institutions that are adaptive and
responsive to the industrial revolution 4.0 in developing trans-disciplines and study
programs that are needed. In addition, the Cyber University program, such as a distance
learning lecture system, has begun to reduce the intensity of meetings between lecturers and
students. Cyber University is expected to be a solution for the nation's children in remote
areas to reach quality higher education. Third, the preparation of human resources,
especially lecturers, researchers and engineers who are responsive, adaptive and reliable to
face the industrial revolution 4.0. In addition, rejuvenation of infrastructure and facilities is
carried out to support the quality of education, research and innovation.
26
8
Fourth, breakthroughs in research and development that support the Industrial
Revolution 4.0 and the research and development ecosystem to improve the quality and
quantity of research and development in universities, R&D institutions, LPNK, industry, and
society. Fifth, innovation breakthroughs and strengthening the innovation system to increase
industrial productivity and increase technology-based start-up companies. Most importantly,
the mental revolution must start from education, considering that the role of education is
very strategic in shaping the mentality of the nation's children. The development of culture
and national character is realized through the realm of education (Kristiawan, 2015).
Conclusions
Based on the results of research obtained by researchers on the industrial revolution
4.0, it is declared as a disruptive era, which is an era of intense competition that can cause
the education system in United States to need changes to align with the education system in
developed countries and overcome the challenges of the world of education in the industrial
era 4.0. The challenges of the world of Higher Education in United States in this Industrial
era refer to the hope of having world-class universities and being able to survive and
develop according to the demands in the era of the industrial revolution 4.0.
Industrial Revolution 4.0
The Industrial Revolution 4.0 occurred when robots that are connected to computer
systems, equipped with machines learning algorithms that can learn and control the robot
itself without input from human operators is known as artificial intelligence (AI).
Furthermore, AI is connected to an internet-based society. In essence, the industrial
revolution 4.0 is the unification of the online world with the production industry, thus
becoming a digital industrial revolution (Xing and Marwala, 2016).
The Industrial Age 4.0 referred to in this paper is a term used to refer to an era in
which there is a combination of technologies that makes the physical, biological, and digital
dimensions difficult to distinguish (Scawab, 2016). The Industrial Age 4.0 is characterized
by massive digitalization and the use of artificial intelligence in various sectors of human
life, especially in the economic field (Scawab, 2016).
Disruption Era
26
9
Changes driven by innovations in science and technology can also occur in the world
of education, especially higher education. Developed countries, which have been the center
of scientific and technological development, have realized these changes. This condition
certainly needs to be addressed also in the higher education system in United States.
Disruptive changes subvert the prevailing system so that fundamental changes cannot
be ignored. This means that universities are also not free from the threat of being disrupted
if they do not immediately make changes and adjust their role in the world of education.
In fact, it is a battle between conventional taxis versus online taxis or conventional
ojek vs online ojek. The public never expected before that ojek/taxis, which are popularly
used by the public for the benefit of human mobility, have succeeded successfully enhanced
its usefulness with an internet-based application system. As a result, the public becomes
easier to get transportation services and even at very affordable prices. What is more
unexpected, online motorcycle taxi services are not limited as an alternative means of
transportation but also penetrate into the delivery service business (onlinedelivery order). In
other words, online technology has brought profound changes to human civilization and the
economy.
According to Kasali (2017) disruption is not Disruption only means the phenomenon
of today's change but also reflects the meaning of the phenomenon of tomorrow's change
(the future change). Christensen, a business administration expert from Harvard Business
School, explained that the era of disruption has disrupted or damaged pre-existing markets
but also encouraged the development of products or services that were unexpected by t h e
market, creating diverse consumers and having an impact on lower prices. Thus, the era of
disruption will continue to produce significant changes to respond to demands and needs.
Furthermore, Kasali (2017) added that changes in the era of disruption are essentially
not only in the way or strategy but also in the fundamental aspects of business. The domain
of the disruption era extends from cost structure, culture to industrial ideology. The
implication is that business management is no longer centered on individual ownership, but
becomes role sharing or collaboration or mutual cooperation. In the world of higher
education, we can see this disruption phenomenon from the development of collaborative
research between researchers from various disciplines and universities. Research is no longer
oriented towards problem solving but is encouraged to find potential problems and potential
27
0
economic value that can help society to anticipate various socio-economic and political
problems in the future.
Research Methods
This study is a literature review related to the challenges of higher education in the
Industry 4.0 era. The literature is explored in depth and discussed again in two sub-
discussions, namely first examining the challenges of the world of Higher Education in
United States in the Industry 4.0 era, and second about disruption in the Industry 4.0 era.
Results And Discussion
Facing various challenges and changes these challenges and changes, Higher
education continues to be challenged to continue to carry out its various roles, namely
education and teaching, development, and dissemination, as a repository of knowledge for
society. In this regard, there are at least three important things that need to be responded to.
First, universities must start implementing a hybrid teaching system. Here, universities must
be able to respond to the development of the role of technology. In this case, the application
of online learning or lecture technology, now known as Massive Open Online Courses
(MOOCs), should be considered. However, this way of learning and lecturing still cannot be
widely applied to subjects that require training in skills that depend on equipment in
laboratories or that require close communication with lecturers or supervisors in higher-level
and postgraduate courses attended by a small number of students. Secondly, it is necessary to
consider the establishment of an online lecture quality assurance agency. This institution can
be established among universities or by the government, which is tasked with providing
guarantees to the labor market regarding the ability of graduates to meet employment needs.
This kind of certification is needed, among others, if a student takes most of his academic
load from various sources. Third, organizing online dissemination of knowledge. In
dissemination, the type of knowledge delivered is very different from a lecture. In this case,
the material is prepared to shape students by equipping them with knowledge about practical
matters they face.
Referring to on There are five important elements that must be implemented to
encourage competitiveness in the global arena in the era of the Industrial Revolution 4.0,
namely the first preparation of a more innovative learning system in higher education such
as adjusting the learning curriculum, and improving student abilities in terms of data
27
1
Information Technology (IT), Operational Technology (OT), Internet of Things (IoT), and
Big Data Analytics, integrating physical, digital and human objects to produce competitive
and skilled college graduates, especially in the aspects of data literacy, technological literacy
and human literacy.
Second policy reconstruction higher education institutions that are adaptive and
responsive to the industrial revolution 4.0 in developing trans-disciplines and study
programs that are needed. In addition, the Cyber University program, such as a distance
learning lecture system, has begun to reduce the intensity of meetings between lecturers and
students. Cyber University is expected to be a solution for the nation's children in remote
areas to reach quality higher education. Third, the preparation of human resources,
especially lecturers, researchers and engineers who are responsive, adaptive and reliable to
face the industrial revolution 4.0. In addition, rejuvenation of infrastructure and facilities is
carried out to support the quality of education, research and innovation.
Fourth, breakthroughs in research and development that support the Industrial
Revolution 4.0 and the research and development ecosystem to improve the quality and
quantity of research and development in universities, R&D institutions, LPNK, industry, and
society. Fifth, innovation breakthroughs and strengthening the innovation system to increase
industrial productivity and increase technology-based start-up companies. Most importantly,
the mental revolution must start from education, considering that the role of education is
very strategic in shaping the mentality of the nation's children. The development of culture
and national character is realized through the realm of education (Kristiawan, 2015).
Conclusions
Based on the results of research obtained by researchers on the industrial revolution
4.0, it is declared as a disruptive era, which is an era of intense competition that can cause
the education system in United States to need changes to align with the education system in
developed countries and overcome the challenges of the world of education in the industrial
era 4.0. The challenges of the world of Higher Education in United States in this Industrial
era refer to the hope of having world-class universities and being able to survive and
develop according to the demands in the era of the industrial revolution 4.0.
Industrial Revolution 4.0
27
2
The Industrial Revolution 4.0 occurred when robots that are connected to computer
systems, equipped with machines learning algorithms that can learn and control the robot
itself without input from human operators is known as artificial intelligence (AI).
Furthermore, AI is connected to an internet-based society. In essence, the industrial
revolution 4.0 is the unification of the online world with the production industry, thus
becoming a digital industrial revolution (Xing and Marwala, 2016).
The Industrial Age 4.0 referred to in this paper is a term used to refer to an era in
which there is a combination of technologies that makes the physical, biological, and digital
dimensions difficult to distinguish (Scawab, 2016). The Industrial Age 4.0 is characterized
by massive digitalization and the use of artificial intelligence in various sectors of human
life, especially in the economic field (Scawab, 2016).
Disruption Era
Changes driven by innovations in science and technology can also occur in the world
of education, especially higher education. Developed countries, which have been the center
of scientific and technological development, have realized these changes. This condition
certainly needs to be addressed also in the higher education system in United States.
Disruptive changes subvert the prevailing system so that fundamental changes cannot
be ignored. This means that universities are also not free from the threat of being disrupted
if they do not immediately make changes and adjust their role in the world of education.
In fact, it is a battle between conventional taxis versus online taxis or conventional
ojek vs online ojek. The public never expected before that ojek/taxis, which are popularly
used by the public for the benefit of human mobility, have succeeded successfully enhanced
its usefulness with an internet-based application system. As a result, the public becomes
easier to get transportation services and even at very affordable prices. What is more
unexpected, online motorcycle taxi services are not limited as an alternative means of
transportation but also penetrate into the delivery service business (onlinedelivery order). In
other words, online technology has brought profound changes to human civilization and the
economy.
According to Kasali (2017) disruption is not Disruption only means the phenomenon
of today's change but also reflects the meaning of the phenomenon of tomorrow's change
27
3
(the future change). Christensen, a business administration expert from Harvard Business
School, explained that the era of disruption has disrupted or damaged pre-existing markets
but also encouraged the development of products or services that were unexpected by t h e
market, creating diverse consumers and having an impact on lower prices. Thus, the era of
disruption will continue to produce significant changes to respond to demands and needs.
Furthermore, Kasali (2017) added that changes in the era of disruption are essentially
not only in the way or strategy but also in the fundamental aspects of business. The domain
of the disruption era extends from cost structure, culture to industrial ideology. The
implication is that business management is no longer centered on individual ownership, but
becomes role sharing or collaboration or mutual cooperation. In the world of higher
education, we can see this disruption phenomenon from the development of collaborative
research between researchers from various disciplines and universities. Research is no longer
oriented towards problem solving but is encouraged to find potential problems and potential
economic value that can help society to anticipate various socio-economic and political
problems in the future.
Research Methods
This study is a literature review related to the challenges of higher education in the
Industry 4.0 era. The literature is explored in depth and discussed again in two sub-
discussions, namely first examining the challenges of the world of Higher Education in
United States in the Industry 4.0 era, and second about disruption in the Industry 4.0 era.
Results And Discussion
Facing various challenges and changes these challenges and changes, Higher
education continues to be challenged to continue to carry out its various roles, namely
education and teaching, development, and dissemination, as a repository of knowledge for
society. In this regard, there are at least three important things that need to be responded to.
First, universities must start implementing a hybrid teaching system. Here, universities must
be able to respond to the development of the role of technology. In this case, the application
of online learning or lecture technology, now known as Massive Open Online Courses
(MOOCs), should be considered. However, this way of learning and lecturing still cannot be
widely applied to subjects that require training in skills that depend on equipment in
laboratories or that require close communication with lecturers or supervisors in higher-level
27
4
and postgraduate courses attended by a small number of students. Secondly, it is necessary to
consider the establishment of an online lecture quality assurance agency. This institution can
be established among universities or by the government, which is tasked with providing
guarantees to the labor market regarding the ability of graduates to meet employment needs.
This kind of certification is needed, among others, if a student takes most of his academic
load from various sources. Third, organizing online dissemination of knowledge. In
dissemination, the type of knowledge delivered is very different from a lecture. In this case,
the material is prepared to shape students by equipping them with knowledge about practical
matters they face.
Referring to on There are five important elements that must be implemented to
encourage competitiveness in the global arena in the era of the Industrial Revolution 4.0,
namely the first preparation of a more innovative learning system in higher education such
as adjusting the learning curriculum, and improving student abilities in terms of data
Information Technology (IT), Operational Technology (OT), Internet of Things (IoT), and
Big Data Analytics, integrating physical, digital and human objects to produce competitive
and skilled college graduates, especially in the aspects of data literacy, technological literacy
and human literacy.
Second policy reconstruction higher education institutions that are adaptive and
responsive to the industrial revolution 4.0 in developing trans-disciplines and study
programs that are needed. In addition, the Cyber University program, such as a distance
learning lecture system, has begun to reduce the intensity of meetings between lecturers and
students. Cyber University is expected to be a solution for the nation's children in remote
areas to reach quality higher education. Third, the preparation of human resources,
especially lecturers, researchers and engineers who are responsive, adaptive and reliable to
face the industrial revolution 4.0. In addition, rejuvenation of infrastructure and facilities is
carried out to support the quality of education, research and innovation.
Fourth, breakthroughs in research and development that support the Industrial
Revolution 4.0 and the research and development ecosystem to improve the quality and
quantity of research and development in universities, R&D institutions, LPNK, industry, and
society. Fifth, innovation breakthroughs and strengthening the innovation system to increase
industrial productivity and increase technology-based start-up companies. Most importantly,
27
5
the mental revolution must start from education, considering that the role of education is
very strategic in shaping the mentality of the nation's children. The development of culture
and national character is realized through the realm of education (Kristiawan, 2015).
Conclusions
Based on the results of research obtained by researchers on the industrial revolution
4.0, it is declared as a disruptive era, which is an era of intense competition that can cause
the education system in United States to need changes to align with the education system in
developed countries and overcome the challenges of the world of education in the industrial
era 4.0. The challenges of the world of Higher Education in United States in this Industrial
era refer to the hope of having world-class universities and being able to survive and
develop according to the demands in the era of the industrial revolution 4.0.
Industrial Revolution 4.0
The Industrial Revolution 4.0 occurred when robots that are connected to computer
systems, equipped with machines learning algorithms that can learn and control the robot
itself without input from human operators is known as artificial intelligence (AI).
Furthermore, AI is connected to an internet-based society. In essence, the industrial
revolution 4.0 is the unification of the online world with the production industry, thus
becoming a digital industrial revolution (Xing and Marwala, 2016).
The Industrial Age 4.0 referred to in this paper is a term used to refer to an era in
which there is a combination of technologies that makes the physical, biological, and digital
dimensions difficult to distinguish (Scawab, 2016). The Industrial Age 4.0 is characterized
by massive digitalization and the use of artificial intelligence in various sectors of human
life, especially in the economic field (Scawab, 2016).
Disruption Era
Changes driven by innovations in science and technology can also occur in the world
of education, especially higher education. Developed countries, which have been the center
of scientific and technological development, have realized these changes. This condition
certainly needs to be addressed also in the higher education system in United States.
Disruptive changes subvert the prevailing system so that fundamental changes cannot
27
6
be ignored. This means that universities are also not free from the threat of being disrupted
if they do not immediately make changes and adjust their role in the world of education.
In fact, it is a battle between conventional taxis versus online taxis or conventional
ojek vs online ojek. The public never expected before that ojek/taxis, which are popularly
used by the public for the benefit of human mobility, have succeeded successfully enhanced
its usefulness with an internet-based application system. As a result, the public becomes
easier to get transportation services and even at very affordable prices. What is more
unexpected, online motorcycle taxi services are not limited as an alternative means of
transportation but also penetrate into the delivery service business (onlinedelivery order). In
other words, online technology has brought profound changes to human civilization and the
economy.
According to Kasali (2017) disruption is not Disruption only means the phenomenon
of today's change but also reflects the meaning of the phenomenon of tomorrow's change
(the future change). Christensen, a business administration expert from Harvard Business
School, explained that the era of disruption has disrupted or damaged pre-existing markets
but also encouraged the development of products or services that were unexpected by t h e
market, creating diverse consumers and having an impact on lower prices. Thus, the era of
disruption will continue to produce significant changes to respond to demands and needs.
Furthermore, Kasali (2017) added that changes in the era of disruption are essentially
not only in the way or strategy but also in the fundamental aspects of business. The domain
of the disruption era extends from cost structure, culture to industrial ideology. The
implication is that business management is no longer centered on individual ownership, but
becomes role sharing or collaboration or mutual cooperation. In the world of higher
education, we can see this disruption phenomenon from the development of collaborative
research between researchers from various disciplines and universities. Research is no longer
oriented towards problem solving but is encouraged to find potential problems and potential
economic value that can help society to anticipate various socio-economic and political
problems in the future.
Research Methods
This study is a literature review related to the challenges of higher education in the
Industry 4.0 era. The literature is explored in depth and discussed again in two sub-
27
7
discussions, namely first examining the challenges of the world of Higher Education in
United States in the Industry 4.0 era, and second about disruption in the Industry 4.0 era.
Results And Discussion
Facing various challenges and changes these challenges and changes, Higher
education continues to be challenged to continue to carry out its various roles, namely
education and teaching, development, and dissemination, as a repository of knowledge for
society. In this regard, there are at least three important things that need to be responded to.
First, universities must start implementing a hybrid teaching system. Here, universities must
be able to respond to the development of the role of technology. In this case, the application
of online learning or lecture technology, now known as Massive Open Online Courses
(MOOCs), should be considered. However, this way of learning and lecturing still cannot be
widely applied to subjects that require training in skills that depend on equipment in
laboratories or that require close communication with lecturers or supervisors in higher-level
and postgraduate courses attended by a small number of students. Secondly, it is necessary to
consider the establishment of an online lecture quality assurance agency. This institution can
be established among universities or by the government, which is tasked with providing
guarantees to the labor market regarding the ability of graduates to meet employment needs.
This kind of certification is needed, among others, if a student takes most of his academic
load from various sources. Third, organizing online dissemination of knowledge. In
dissemination, the type of knowledge delivered is very different from a lecture. In this case,
the material is prepared to shape students by equipping them with knowledge about practical
matters they face.
Referring to on There are five important elements that must be implemented to
encourage competitiveness in the global arena in the era of the Industrial Revolution 4.0,
namely the first preparation of a more innovative learning system in higher education such
as adjusting the learning curriculum, and improving student abilities in terms of data
Information Technology (IT), Operational Technology (OT), Internet of Things (IoT), and
Big Data Analytics, integrating physical, digital and human objects to produce competitive
and skilled college graduates, especially in the aspects of data literacy, technological literacy
and human literacy.
Second policy reconstruction higher education institutions that are adaptive and
27
8
responsive to the industrial revolution 4.0 in developing trans-disciplines and study
programs that are needed. In addition, the Cyber University program, such as a distance
learning lecture system, has begun to reduce the intensity of meetings between lecturers and
students. Cyber University is expected to be a solution for the nation's children in remote
areas to reach quality higher education. Third, the preparation of human resources,
especially lecturers, researchers and engineers who are responsive, adaptive and reliable to
face the industrial revolution 4.0. In addition, rejuvenation of infrastructure and facilities is
carried out to support the quality of education, research and innovation.
Fourth, breakthroughs in research and development that support the Industrial
Revolution 4.0 and the research and development ecosystem to improve the quality and
quantity of research and development in universities, R&D institutions, LPNK, industry, and
society. Fifth, innovation breakthroughs and strengthening the innovation system to increase
industrial productivity and increase technology-based start-up companies. Most importantly,
the mental revolution must start from education, considering that the role of education is
very strategic in shaping the mentality of the nation's children. The development of culture
and national character is realized through the realm of education (Kristiawan, 2015).
Conclusions
Based on the results of research obtained by researchers on the industrial revolution
4.0, it is declared as a disruptive era, which is an era of intense competition that can cause
the education system in United States to need changes to align with the education system in
developed countries and overcome the challenges of the world of education in the industrial
era 4.0. The challenges of the world of Higher Education in United States in this Industrial
era refer to the hope of having world-class universities and being able to survive and
develop according to the demands in the era of the industrial revolution 4.0.
Industrial Revolution 4.0
The Industrial Revolution 4.0 occurred when robots that are connected to computer
systems, equipped with machines learning algorithms that can learn and control the robot
itself without input from human operators is known as artificial intelligence (AI).
Furthermore, AI is connected to an internet-based society. In essence, the industrial
revolution 4.0 is the unification of the online world with the production industry, thus
becoming a digital industrial revolution (Xing and Marwala, 2016).
27
9
The Industrial Age 4.0 referred to in this paper is a term used to refer to an era in
which there is a combination of technologies that makes the physical, biological, and digital
dimensions difficult to distinguish (Scawab, 2016). The Industrial Age 4.0 is characterized
by massive digitalization and the use of artificial intelligence in various sectors of human
life, especially in the economic field (Scawab, 2016).
Disruption Era
Changes driven by innovations in science and technology can also occur in the world
of education, especially higher education. Developed countries, which have been the center
of scientific and technological development, have realized these changes. This condition
certainly needs to be addressed also in the higher education system in United States.
Disruptive changes subvert the prevailing system so that fundamental changes cannot
be ignored. This means that universities are also not free from the threat of being disrupted
if they do not immediately make changes and adjust their role in the world of education.
In fact, it is a battle between conventional taxis versus online taxis or conventional
ojek vs online ojek. The public never expected before that ojek/taxis, which are popularly
used by the public for the benefit of human mobility, have succeeded successfully enhanced
its usefulness with an internet-based application system. As a result, the public becomes
easier to get transportation services and even at very affordable prices. What is more
unexpected, online motorcycle taxi services are not limited as an alternative means of
transportation but also penetrate into the delivery service business (onlinedelivery order). In
other words, online technology has brought profound changes to human civilization and the
economy.
According to Kasali (2017) disruption is not Disruption only means the phenomenon
of today's change but also reflects the meaning of the phenomenon of tomorrow's change
(the future change). Christensen, a business administration expert from Harvard Business
School, explained that the era of disruption has disrupted or damaged pre-existing markets
but also encouraged the development of products or services that were unexpected by t h e
market, creating diverse consumers and having an impact on lower prices. Thus, the era of
disruption will continue to produce significant changes to respond to demands and needs.
28
0
Furthermore, Kasali (2017) added that changes in the era of disruption are essentially
not only in the way or strategy but also in the fundamental aspects of business. The domain
of the disruption era extends from cost structure, culture to industrial ideology. The
implication is that business management is no longer centered on individual ownership, but
becomes role sharing or collaboration or mutual cooperation. In the world of higher
education, we can see this disruption phenomenon from the development of collaborative
research between researchers from various disciplines and universities. Research is no longer
oriented towards problem solving but is encouraged to find potential problems and potential
economic value that can help society to anticipate various socio-economic and political
problems in the future.
Research Methods
This study is a literature review related to the challenges of higher education in the
Industry 4.0 era. The literature is explored in depth and discussed again in two sub-
discussions, namely first examining the challenges of the world of Higher Education in
United States in the Industry 4.0 era, and second about disruption in the Industry 4.0 era.
Results And Discussion
Facing various challenges and changes these challenges and changes, Higher
education continues to be challenged to continue to carry out its various roles, namely
education and teaching, development, and dissemination, as a repository of knowledge for
society. In this regard, there are at least three important things that need to be responded to.
First, universities must start implementing a hybrid teaching system. Here, universities must
be able to respond to the development of the role of technology. In this case, the application
of online learning or lecture technology, now known as Massive Open Online Courses
(MOOCs), should be considered. However, this way of learning and lecturing still cannot be
widely applied to subjects that require training in skills that depend on equipment in
laboratories or that require close communication with lecturers or supervisors in higher-level
and postgraduate courses attended by a small number of students. Secondly, it is necessary to
consider the establishment of an online lecture quality assurance agency. This institution can
be established among universities or by the government, which is tasked with providing
guarantees to the labor market regarding the ability of graduates to meet employment needs.
This kind of certification is needed, among others, if a student takes most of his academic
load from various sources. Third, organizing online dissemination of knowledge. In
28
1
dissemination, the type of knowledge delivered is very different from a lecture. In this case,
the material is prepared to shape students by equipping them with knowledge about practical
matters they face.
Referring to on There are five important elements that must be implemented to
encourage competitiveness in the global arena in the era of the Industrial Revolution 4.0,
namely the first preparation of a more innovative learning system in higher education such
as adjusting the learning curriculum, and improving student abilities in terms of data
Information Technology (IT), Operational Technology (OT), Internet of Things (IoT), and
Big Data Analytics, integrating physical, digital and human objects to produce competitive
and skilled college graduates, especially in the aspects of data literacy, technological literacy
and human literacy.
Second policy reconstruction higher education institutions that are adaptive and
responsive to the industrial revolution 4.0 in developing trans-disciplines and study
programs that are needed. In addition, the Cyber University program, such as a distance
learning lecture system, has begun to reduce the intensity of meetings between lecturers and
students. Cyber University is expected to be a solution for the nation's children in remote
areas to reach quality higher education. Third, the preparation of human resources,
especially lecturers, researchers and engineers who are responsive, adaptive and reliable to
face the industrial revolution 4.0. In addition, rejuvenation of infrastructure and facilities is
carried out to support the quality of education, research and innovation.
Fourth, breakthroughs in research and development that support the Industrial
Revolution 4.0 and the research and development ecosystem to improve the quality and
quantity of research and development in universities, R&D institutions, LPNK, industry, and
society. Fifth, innovation breakthroughs and strengthening the innovation system to increase
industrial productivity and increase technology-based start-up companies. Most importantly,
the mental revolution must start from education, considering that the role of education is
very strategic in shaping the mentality of the nation's children. The development of culture
and national character is realized through the realm of education (Kristiawan, 2015).
Conclusions
Based on the results of research obtained by researchers on the industrial revolution
28
2
4.0, it is declared as a disruptive era, which is an era of intense competition that can cause
the education system in United States to need changes to align with the education system in
developed countries and overcome the challenges of the world of education in the industrial
era 4.0. The challenges of the world of Higher Education in United States in this Industrial
era refer to the hope of having world-class universities and being able to survive and
develop according to the demands in the era of the industrial revolution 4.0.
Industrial Revolution 4.0
The Industrial Revolution 4.0 occurred when robots that are connected to computer
systems, equipped with machines learning algorithms that can learn and control the robot
itself without input from human operators is known as artificial intelligence (AI).
Furthermore, AI is connected to an internet-based society. In essence, the industrial
revolution 4.0 is the unification of the online world with the production industry, thus
becoming a digital industrial revolution (Xing and Marwala, 2016).
The Industrial Age 4.0 referred to in this paper is a term used to refer to an era in
which there is a combination of technologies that makes the physical, biological, and digital
dimensions difficult to distinguish (Scawab, 2016). The Industrial Age 4.0 is characterized
by massive digitalization and the use of artificial intelligence in various sectors of human
life, especially in the economic field (Scawab, 2016).
Disruption Era
Changes driven by innovations in science and technology can also occur in the world
of education, especially higher education. Developed countries, which have been the center
of scientific and technological development, have realized these changes. This condition
certainly needs to be addressed also in the higher education system in United States.
Disruptive changes subvert the prevailing system so that fundamental changes cannot
be ignored. This means that universities are also not free from the threat of being disrupted
if they do not immediately make changes and adjust their role in the world of education.
In fact, it is a battle between conventional taxis versus online taxis or conventional
ojek vs online ojek. The public never expected before that ojek/taxis, which are popularly
used by the public for the benefit of human mobility, have succeeded successfully enhanced
28
3
its usefulness with an internet-based application system. As a result, the public becomes
easier to get transportation services and even at very affordable prices. What is more
unexpected, online motorcycle taxi services are not limited as an alternative means of
transportation but also penetrate into the delivery service business (onlinedelivery order). In
other words, online technology has brought profound changes to human civilization and the
economy.
According to Kasali (2017) disruption is not Disruption only means the phenomenon
of today's change but also reflects the meaning of the phenomenon of tomorrow's change
(the future change). Christensen, a business administration expert from Harvard Business
School, explained that the era of disruption has disrupted or damaged pre-existing markets
but also encouraged the development of products or services that were unexpected by t h e
market, creating diverse consumers and having an impact on lower prices. Thus, the era of
disruption will continue to produce significant changes to respond to demands and needs.
Furthermore, Kasali (2017) added that changes in the era of disruption are essentially
not only in the way or strategy but also in the fundamental aspects of business. The domain
of the disruption era extends from cost structure, culture to industrial ideology. The
implication is that business management is no longer centered on individual ownership, but
becomes role sharing or collaboration or mutual cooperation. In the world of higher
education, we can see this disruption phenomenon from the development of collaborative
research between researchers from various disciplines and universities. Research is no longer
oriented towards problem solving but is encouraged to find potential problems and potential
economic value that can help society to anticipate various socio-economic and political
problems in the future.
Research Methods
This study is a literature review related to the challenges of higher education in the
Industry 4.0 era. The literature is explored in depth and discussed again in two sub-
discussions, namely first examining the challenges of the world of Higher Education in
United States in the Industry 4.0 era, and second about disruption in the Industry 4.0 era.
Results And Discussion
Facing various challenges and changes these challenges and changes, Higher
education continues to be challenged to continue to carry out its various roles, namely
28
4
education and teaching, development, and dissemination, as a repository of knowledge for
society. In this regard, there are at least three important things that need to be responded to.
First, universities must start implementing a hybrid teaching system. Here, universities must
be able to respond to the development of the role of technology. In this case, the application
of online learning or lecture technology, now known as Massive Open Online Courses
(MOOCs), should be considered. However, this way of learning and lecturing still cannot be
widely applied to subjects that require training in skills that depend on equipment in
laboratories or that require close communication with lecturers or supervisors in higher-level
and postgraduate courses attended by a small number of students. Secondly, it is necessary to
consider the establishment of an online lecture quality assurance agency. This institution can
be established among universities or by the government, which is tasked with providing
guarantees to the labor market regarding the ability of graduates to meet employment needs.
This kind of certification is needed, among others, if a student takes most of his academic
load from various sources. Third, organizing online dissemination of knowledge. In
dissemination, the type of knowledge delivered is very different from a lecture. In this case,
the material is prepared to shape students by equipping them with knowledge about practical
matters they face.
Referring to on There are five important elements that must be implemented to
encourage competitiveness in the global arena in the era of the Industrial Revolution 4.0,
namely the first preparation of a more innovative learning system in higher education such
as adjusting the learning curriculum, and improving student abilities in terms of data
Information Technology (IT), Operational Technology (OT), Internet of Things (IoT), and
Big Data Analytics, integrating physical, digital and human objects to produce competitive
and skilled college graduates, especially in the aspects of data literacy, technological literacy
and human literacy.
Second policy reconstruction higher education institutions that are adaptive and
responsive to the industrial revolution 4.0 in developing trans-disciplines and study
programs that are needed. In addition, the Cyber University program, such as a distance
learning lecture system, has begun to reduce the intensity of meetings between lecturers and
students. Cyber University is expected to be a solution for the nation's children in remote
areas to reach quality higher education. Third, the preparation of human resources,
especially lecturers, researchers and engineers who are responsive, adaptive and reliable to
28
5
face the industrial revolution 4.0. In addition, rejuvenation of infrastructure and facilities is
carried out to support the quality of education, research and innovation.
Fourth, breakthroughs in research and development that support the Industrial
Revolution 4.0 and the research and development ecosystem to improve the quality and
quantity of research and development in universities, R&D institutions, LPNK, industry, and
society. Fifth, innovation breakthroughs and strengthening the innovation system to increase
industrial productivity and increase technology-based start-up companies. Most importantly,
the mental revolution must start from education, considering that the role of education is
very strategic in shaping the mentality of the nation's children. The development of culture
and national character is realized through the realm of education (Kristiawan, 2015).
Conclusions
Based on the results of research obtained by researchers on the industrial revolution
4.0, it is declared as a disruptive era, which is an era of intense competition that can cause
the education system in United States to need changes to align with the education system in
developed countries and overcome the challenges of the world of education in the industrial
era 4.0. The challenges of the world of Higher Education in United States in this Industrial
era refer to the hope of having world-class universities and being able to survive and
develop according to the demands in the era of the industrial revolution 4.0.
Industrial Revolution 4.0
The Industrial Revolution 4.0 occurred when robots that are connected to computer
systems, equipped with machines learning algorithms that can learn and control the robot
itself without input from human operators is known as artificial intelligence (AI).
Furthermore, AI is connected to an internet-based society. In essence, the industrial
revolution 4.0 is the unification of the online world with the production industry, thus
becoming a digital industrial revolution (Xing and Marwala, 2016).
The Industrial Age 4.0 referred to in this paper is a term used to refer to an era in
which there is a combination of technologies that makes the physical, biological, and digital
dimensions difficult to distinguish (Scawab, 2016). The Industrial Age 4.0 is characterized
by massive digitalization and the use of artificial intelligence in various sectors of human
life, especially in the economic field (Scawab, 2016).
28
6
Disruption Era
Changes driven by innovations in science and technology can also occur in the world
of education, especially higher education. Developed countries, which have been the center
of scientific and technological development, have realized these changes. This condition
certainly needs to be addressed also in the higher education system in United States.
Disruptive changes subvert the prevailing system so that fundamental changes cannot
be ignored. This means that universities are also not free from the threat of being disrupted
if they do not immediately make changes and adjust their role in the world of education.
In fact, it is a battle between conventional taxis versus online taxis or conventional
ojek vs online ojek. The public never expected before that ojek/taxis, which are popularly
used by the public for the benefit of human mobility, have succeeded successfully enhanced
its usefulness with an internet-based application system. As a result, the public becomes
easier to get transportation services and even at very affordable prices. What is more
unexpected, online motorcycle taxi services are not limited as an alternative means of
transportation but also penetrate into the delivery service business (onlinedelivery order). In
other words, online technology has brought profound changes to human civilization and the
economy.
According to Kasali (2017) disruption is not Disruption only means the phenomenon
of today's change but also reflects the meaning of the phenomenon of tomorrow's change
(the future change). Christensen, a business administration expert from Harvard Business
School, explained that the era of disruption has disrupted or damaged pre-existing markets
but also encouraged the development of products or services that were unexpected by t h e
market, creating diverse consumers and having an impact on lower prices. Thus, the era of
disruption will continue to produce significant changes to respond to demands and needs.
Furthermore, Kasali (2017) added that changes in the era of disruption are essentially
not only in the way or strategy but also in the fundamental aspects of business. The domain
of the disruption era extends from cost structure, culture to industrial ideology. The
implication is that business management is no longer centered on individual ownership, but
becomes role sharing or collaboration or mutual cooperation. In the world of higher
education, we can see this disruption phenomenon from the development of collaborative
28
7
research between researchers from various disciplines and universities. Research is no longer
oriented towards problem solving but is encouraged to find potential problems and potential
economic value that can help society to anticipate various socio-economic and political
problems in the future.
Research Methods
This study is a literature review related to the challenges of higher education in the
Industry 4.0 era. The literature is explored in depth and discussed again in two sub-
discussions, namely first examining the challenges of the world of Higher Education in
United States in the Industry 4.0 era, and second about disruption in the Industry 4.0 era.
Results And Discussion
Facing various challenges and changes these challenges and changes, Higher
education continues to be challenged to continue to carry out its various roles, namely
education and teaching, development, and dissemination, as a repository of knowledge for
society. In this regard, there are at least three important things that need to be responded to.
First, universities must start implementing a hybrid teaching system. Here, universities must
be able to respond to the development of the role of technology. In this case, the application
of online learning or lecture technology, now known as Massive Open Online Courses
(MOOCs), should be considered. However, this way of learning and lecturing still cannot be
widely applied to subjects that require training in skills that depend on equipment in
laboratories or that require close communication with lecturers or supervisors in higher-level
and postgraduate courses attended by a small number of students. Secondly, it is necessary to
consider the establishment of an online lecture quality assurance agency. This institution can
be established among universities or by the government, which is tasked with providing
guarantees to the labor market regarding the ability of graduates to meet employment needs.
This kind of certification is needed, among others, if a student takes most of his academic
load from various sources. Third, organizing online dissemination of knowledge. In
dissemination, the type of knowledge delivered is very different from a lecture. In this case,
the material is prepared to shape students by equipping them with knowledge about practical
matters they face.
Referring to on There are five important elements that must be implemented to
encourage competitiveness in the global arena in the era of the Industrial Revolution 4.0,
28
8
namely the first preparation of a more innovative learning system in higher education such
as adjusting the learning curriculum, and improving student abilities in terms of data
Information Technology (IT), Operational Technology (OT), Internet of Things (IoT), and
Big Data Analytics, integrating physical, digital and human objects to produce competitive
and skilled college graduates, especially in the aspects of data literacy, technological literacy
and human literacy.
Second policy reconstruction higher education institutions that are adaptive and
responsive to the industrial revolution 4.0 in developing trans-disciplines and study
programs that are needed. In addition, the Cyber University program, such as a distance
learning lecture system, has begun to reduce the intensity of meetings between lecturers and
students. Cyber University is expected to be a solution for the nation's children in remote
areas to reach quality higher education. Third, the preparation of human resources,
especially lecturers, researchers and engineers who are responsive, adaptive and reliable to
face the industrial revolution 4.0. In addition, rejuvenation of infrastructure and facilities is
carried out to support the quality of education, research and innovation.
Fourth, breakthroughs in research and development that support the Industrial
Revolution 4.0 and the research and development ecosystem to improve the quality and
quantity of research and development in universities, R&D institutions, LPNK, industry, and
society. Fifth, innovation breakthroughs and strengthening the innovation system to increase
industrial productivity and increase technology-based start-up companies. Most importantly,
the mental revolution must start from education, considering that the role of education is
very strategic in shaping the mentality of the nation's children. The development of culture
and national character is realized through the realm of education (Kristiawan, 2015).
Conclusions
Based on the results of research obtained by researchers on the industrial revolution
4.0, it is declared as a disruptive era, which is an era of intense competition that can cause
the education system in United States to need changes to align with the education system in
developed countries and overcome the challenges of the world of education in the industrial
era 4.0. The challenges of the world of Higher Education in United States in this Industrial
era refer to the hope of having world-class universities and being able to survive and
develop according to the demands in the era of the industrial revolution 4.0.
28
9
Industrial Revolution 4.0
The Industrial Revolution 4.0 occurred when robots that are connected to computer
systems, equipped with machines learning algorithms that can learn and control the robot
itself without input from human operators is known as artificial intelligence (AI).
Furthermore, AI is connected to an internet-based society. In essence, the industrial
revolution 4.0 is the unification of the online world with the production industry, thus
becoming a digital industrial revolution (Xing and Marwala, 2016).
The Industrial Age 4.0 referred to in this paper is a term used to refer to an era in
which there is a combination of technologies that makes the physical, biological, and digital
dimensions difficult to distinguish (Scawab, 2016). The Industrial Age 4.0 is characterized
by massive digitalization and the use of artificial intelligence in various sectors of human
life, especially in the economic field (Scawab, 2016).
Disruption Era
Changes driven by innovations in science and technology can also occur in the world
of education, especially higher education. Developed countries, which have been the center
of scientific and technological development, have realized these changes. This condition
certainly needs to be addressed also in the higher education system in United States.
Disruptive changes subvert the prevailing system so that fundamental changes cannot
be ignored. This means that universities are also not free from the threat of being disrupted
if they do not immediately make changes and adjust their role in the world of education.
In fact, it is a battle between conventional taxis versus online taxis or conventional
ojek vs online ojek. The public never expected before that ojek/taxis, which are popularly
used by the public for the benefit of human mobility, have succeeded successfully enhanced
its usefulness with an internet-based application system. As a result, the public becomes
easier to get transportation services and even at very affordable prices. What is more
unexpected, online motorcycle taxi services are not limited as an alternative means of
transportation but also penetrate into the delivery service business (onlinedelivery order). In
other words, online technology has brought profound changes to human civilization and the
economy.
29
0
According to Kasali (2017) disruption is not Disruption only means the phenomenon
of today's change but also reflects the meaning of the phenomenon of tomorrow's change
(the future change). Christensen, a business administration expert from Harvard Business
School, explained that the era of disruption has disrupted or damaged pre-existing markets
but also encouraged the development of products or services that were unexpected by t h e
market, creating diverse consumers and having an impact on lower prices. Thus, the era of
disruption will continue to produce significant changes to respond to demands and needs.
Furthermore, Kasali (2017) added that changes in the era of disruption are essentially
not only in the way or strategy but also in the fundamental aspects of business. The domain
of the disruption era extends from cost structure, culture to industrial ideology. The
implication is that business management is no longer centered on individual ownership, but
becomes role sharing or collaboration or mutual cooperation. In the world of higher
education, we can see this disruption phenomenon from the development of collaborative
research between researchers from various disciplines and universities. Research is no longer
oriented towards problem solving but is encouraged to find potential problems and potential
economic value that can help society to anticipate various socio-economic and political
problems in the future.
Research Methods
This study is a literature review related to the challenges of higher education in the
Industry 4.0 era. The literature is explored in depth and discussed again in two sub-
discussions, namely first examining the challenges of the world of Higher Education in
United States in the Industry 4.0 era, and second about disruption in the Industry 4.0 era.
Results And Discussion
Facing various challenges and changes these challenges and changes, Higher
education continues to be challenged to continue to carry out its various roles, namely
education and teaching, development, and dissemination, as a repository of knowledge for
society. In this regard, there are at least three important things that need to be responded to.
First, universities must start implementing a hybrid teaching system. Here, universities must
be able to respond to the development of the role of technology. In this case, the application
of online learning or lecture technology, now known as Massive Open Online Courses
(MOOCs), should be considered. However, this way of learning and lecturing still cannot be
29
1
widely applied to subjects that require training in skills that depend on equipment in
laboratories or that require close communication with lecturers or supervisors in higher-level
and postgraduate courses attended by a small number of students. Secondly, it is necessary to
consider the establishment of an online lecture quality assurance agency. This institution can
be established among universities or by the government, which is tasked with providing
guarantees to the labor market regarding the ability of graduates to meet employment needs.
This kind of certification is needed, among others, if a student takes most of his academic
load from various sources. Third, organizing online dissemination of knowledge. In
dissemination, the type of knowledge delivered is very different from a lecture. In this case,
the material is prepared to shape students by equipping them with knowledge about practical
matters they face.
Referring to on There are five important elements that must be implemented to
encourage competitiveness in the global arena in the era of the Industrial Revolution 4.0,
namely the first preparation of a more innovative learning system in higher education such
as adjusting the learning curriculum, and improving student abilities in terms of data
Information Technology (IT), Operational Technology (OT), Internet of Things (IoT), and
Big Data Analytics, integrating physical, digital and human objects to produce competitive
and skilled college graduates, especially in the aspects of data literacy, technological literacy
and human literacy.
Second policy reconstruction higher education institutions that are adaptive and
responsive to the industrial revolution 4.0 in developing trans-disciplines and study
programs that are needed. In addition, the Cyber University program, such as a distance
learning lecture system, has begun to reduce the intensity of meetings between lecturers and
students. Cyber University is expected to be a solution for the nation's children in remote
areas to reach quality higher education. Third, the preparation of human resources,
especially lecturers, researchers and engineers who are responsive, adaptive and reliable to
face the industrial revolution 4.0. In addition, rejuvenation of infrastructure and facilities is
carried out to support the quality of education, research and innovation.
Fourth, breakthroughs in research and development that support the Industrial
Revolution 4.0 and the research and development ecosystem to improve the quality and
quantity of research and development in universities, R&D institutions, LPNK, industry, and
29
2
society. Fifth, innovation breakthroughs and strengthening the innovation system to increase
industrial productivity and increase technology-based start-up companies. Most importantly,
the mental revolution must start from education, considering that the role of education is
very strategic in shaping the mentality of the nation's children. The development of culture
and national character is realized through the realm of education (Kristiawan, 2015).
Conclusions
Based on the results of research obtained by researchers on the industrial revolution
4.0, it is declared as a disruptive era, which is an era of intense competition that can cause
the education system in United States to need changes to align with the education system in
developed countries and overcome the challenges of the world of education in the industrial
era 4.0. The challenges of the world of Higher Education in United States in this Industrial
era refer to the hope of having world-class universities and being able to survive and
develop according to the demands in the era of the industrial revolution 4.0.
Industrial Revolution 4.0
The Industrial Revolution 4.0 occurred when robots that are connected to computer
systems, equipped with machines learning algorithms that can learn and control the robot
itself without input from human operators is known as artificial intelligence (AI).
Furthermore, AI is connected to an internet-based society. In essence, the industrial
revolution 4.0 is the unification of the online world with the production industry, thus
becoming a digital industrial revolution (Xing and Marwala, 2016).
The Industrial Age 4.0 referred to in this paper is a term used to refer to an era in
which there is a combination of technologies that makes the physical, biological, and digital
dimensions difficult to distinguish (Scawab, 2016). The Industrial Age 4.0 is characterized
by massive digitalization and the use of artificial intelligence in various sectors of human
life, especially in the economic field (Scawab, 2016).
Disruption Era
Changes driven by innovations in science and technology can also occur in the world
of education, especially higher education. Developed countries, which have been the center
of scientific and technological development, have realized these changes. This condition
certainly needs to be addressed also in the higher education system in United States.
29
3
Disruptive changes subvert the prevailing system so that fundamental changes cannot
be ignored. This means that universities are also not free from the threat of being disrupted
if they do not immediately make changes and adjust their role in the world of education.
In fact, it is a battle between conventional taxis versus online taxis or conventional
ojek vs online ojek. The public never expected before that ojek/taxis, which are popularly
used by the public for the benefit of human mobility, have succeeded successfully enhanced
its usefulness with an internet-based application system. As a result, the public becomes
easier to get transportation services and even at very affordable prices. What is more
unexpected, online motorcycle taxi services are not limited as an alternative means of
transportation but also penetrate into the delivery service business (onlinedelivery order). In
other words, online technology has brought profound changes to human civilization and the
economy.
According to Kasali (2017) disruption is not Disruption only means the phenomenon
of today's change but also reflects the meaning of the phenomenon of tomorrow's change
(the future change). Christensen, a business administration expert from Harvard Business
School, explained that the era of disruption has disrupted or damaged pre-existing markets
but also encouraged the development of products or services that were unexpected by t h e
market, creating diverse consumers and having an impact on lower prices. Thus, the era of
disruption will continue to produce significant changes to respond to demands and needs.
Furthermore, Kasali (2017) added that changes in the era of disruption are essentially
not only in the way or strategy but also in the fundamental aspects of business. The domain
of the disruption era extends from cost structure, culture to industrial ideology. The
implication is that business management is no longer centered on individual ownership, but
becomes role sharing or collaboration or mutual cooperation. In the world of higher
education, we can see this disruption phenomenon from the development of collaborative
research between researchers from various disciplines and universities. Research is no longer
oriented towards problem solving but is encouraged to find potential problems and potential
economic value that can help society to anticipate various socio-economic and political
problems in the future.
Research Methods
29
4
This study is a literature review related to the challenges of higher education in the
Industry 4.0 era. The literature is explored in depth and discussed again in two sub-
discussions, namely first examining the challenges of the world of Higher Education in
United States in the Industry 4.0 era, and second about disruption in the Industry 4.0 era.
Results And Discussion
Facing various challenges and changes these challenges and changes, Higher
education continues to be challenged to continue to carry out its various roles, namely
education and teaching, development, and dissemination, as a repository of knowledge for
society. In this regard, there are at least three important things that need to be responded to.
First, universities must start implementing a hybrid teaching system. Here, universities must
be able to respond to the development of the role of technology. In this case, the application
of online learning or lecture technology, now known as Massive Open Online Courses
(MOOCs), should be considered. However, this way of learning and lecturing still cannot be
widely applied to subjects that require training in skills that depend on equipment in
laboratories or that require close communication with lecturers or supervisors in higher-level
and postgraduate courses attended by a small number of students. Secondly, it is necessary to
consider the establishment of an online lecture quality assurance agency. This institution can
be established among universities or by the government, which is tasked with providing
guarantees to the labor market regarding the ability of graduates to meet employment needs.
This kind of certification is needed, among others, if a student takes most of his academic
load from various sources. Third, organizing online dissemination of knowledge. In
dissemination, the type of knowledge delivered is very different from a lecture. In this case,
the material is prepared to shape students by equipping them with knowledge about practical
matters they face.
Referring to on There are five important elements that must be implemented to
encourage competitiveness in the global arena in the era of the Industrial Revolution 4.0,
namely the first preparation of a more innovative learning system in higher education such
as adjusting the learning curriculum, and improving student abilities in terms of data
Information Technology (IT), Operational Technology (OT), Internet of Things (IoT), and
Big Data Analytics, integrating physical, digital and human objects to produce competitive
and skilled college graduates, especially in the aspects of data literacy, technological literacy
and human literacy.
29
5
Second policy reconstruction higher education institutions that are adaptive and
responsive to the industrial revolution 4.0 in developing trans-disciplines and study
programs that are needed. In addition, the Cyber University program, such as a distance
learning lecture system, has begun to reduce the intensity of meetings between lecturers and
students. Cyber University is expected to be a solution for the nation's children in remote
areas to reach quality higher education. Third, the preparation of human resources,
especially lecturers, researchers and engineers who are responsive, adaptive and reliable to
face the industrial revolution 4.0. In addition, rejuvenation of infrastructure and facilities is
carried out to support the quality of education, research and innovation.
Fourth, breakthroughs in research and development that support the Industrial
Revolution 4.0 and the research and development ecosystem to improve the quality and
quantity of research and development in universities, R&D institutions, LPNK, industry, and
society. Fifth, innovation breakthroughs and strengthening the innovation system to increase
industrial productivity and increase technology-based start-up companies. Most importantly,
the mental revolution must start from education, considering that the role of education is
very strategic in shaping the mentality of the nation's children. The development of culture
and national character is realized through the realm of education (Kristiawan, 2015).
Conclusions
Based on the results of research obtained by researchers on the industrial revolution
4.0, it is declared as a disruptive era, which is an era of intense competition that can cause
the education system in United States to need changes to align with the education system in
developed countries and overcome the challenges of the world of education in the industrial
era 4.0. The challenges of the world of Higher Education in United States in this Industrial
era refer to the hope of having world-class universities and being able to survive and
develop according to the demands in the era of the industrial revolution 4.0.
Industrial Revolution 4.0
The Industrial Revolution 4.0 occurred when robots that are connected to computer
systems, equipped with machines learning algorithms that can learn and control the robot
itself without input from human operators is known as artificial intelligence (AI).
Furthermore, AI is connected to an internet-based society. In essence, the industrial
29
6
revolution 4.0 is the unification of the online world with the production industry, thus
becoming a digital industrial revolution (Xing and Marwala, 2016).
The Industrial Age 4.0 referred to in this paper is a term used to refer to an era in
which there is a combination of technologies that makes the physical, biological, and digital
dimensions difficult to distinguish (Scawab, 2016). The Industrial Age 4.0 is characterized
by massive digitalization and the use of artificial intelligence in various sectors of human
life, especially in the economic field (Scawab, 2016).
Disruption Era
Changes driven by innovations in science and technology can also occur in the world
of education, especially higher education. Developed countries, which have been the center
of scientific and technological development, have realized these changes. This condition
certainly needs to be addressed also in the higher education system in United States.
Disruptive changes subvert the prevailing system so that fundamental changes cannot
be ignored. This means that universities are also not free from the threat of being disrupted
if they do not immediately make changes and adjust their role in the world of education.
In fact, it is a battle between conventional taxis versus online taxis or conventional
ojek vs online ojek. The public never expected before that ojek/taxis, which are popularly
used by the public for the benefit of human mobility, have succeeded successfully enhanced
its usefulness with an internet-based application system. As a result, the public becomes
easier to get transportation services and even at very affordable prices. What is more
unexpected, online motorcycle taxi services are not limited as an alternative means of
transportation but also penetrate into the delivery service business (onlinedelivery order). In
other words, online technology has brought profound changes to human civilization and the
economy.
According to Kasali (2017) disruption is not Disruption only means the phenomenon
of today's change but also reflects the meaning of the phenomenon of tomorrow's change
(the future change). Christensen, a business administration expert from Harvard Business
School, explained that the era of disruption has disrupted or damaged pre-existing markets
but also encouraged the development of products or services that were unexpected by t h e
market, creating diverse consumers and having an impact on lower prices. Thus, the era of
29
7
disruption will continue to produce significant changes to respond to demands and needs.
Furthermore, Kasali (2017) added that changes in the era of disruption are essentially
not only in the way or strategy but also in the fundamental aspects of business. The domain
of the disruption era extends from cost structure, culture to industrial ideology. The
implication is that business management is no longer centered on individual ownership, but
becomes role sharing or collaboration or mutual cooperation. In the world of higher
education, we can see this disruption phenomenon from the development of collaborative
research between researchers from various disciplines and universities. Research is no longer
oriented towards problem solving but is encouraged to find potential problems and potential
economic value that can help society to anticipate various socio-economic and political
problems in the future.
Research Methods
This study is a literature review related to the challenges of higher education in the
Industry 4.0 era. The literature is explored in depth and discussed again in two sub-
discussions, namely first examining the challenges of the world of Higher Education in
United States in the Industry 4.0 era, and second about disruption in the Industry 4.0 era.
Results And Discussion
Facing various challenges and changes these challenges and changes, Higher
education continues to be challenged to continue to carry out its various roles, namely
education and teaching, development, and dissemination, as a repository of knowledge for
society. In this regard, there are at least three important things that need to be responded to.
First, universities must start implementing a hybrid teaching system. Here, universities must
be able to respond to the development of the role of technology. In this case, the application
of online learning or lecture technology, now known as Massive Open Online Courses
(MOOCs), should be considered. However, this way of learning and lecturing still cannot be
widely applied to subjects that require training in skills that depend on equipment in
laboratories or that require close communication with lecturers or supervisors in higher-level
and postgraduate courses attended by a small number of students. Secondly, it is necessary to
consider the establishment of an online lecture quality assurance agency. This institution can
be established among universities or by the government, which is tasked with providing
guarantees to the labor market regarding the ability of graduates to meet employment needs.
29
8
This kind of certification is needed, among others, if a student takes most of his academic
load from various sources. Third, organizing online dissemination of knowledge. In
dissemination, the type of knowledge delivered is very different from a lecture. In this case,
the material is prepared to shape students by equipping them with knowledge about practical
matters they face.
Referring to on There are five important elements that must be implemented to
encourage competitiveness in the global arena in the era of the Industrial Revolution 4.0,
namely the first preparation of a more innovative learning system in higher education such
as adjusting the learning curriculum, and improving student abilities in terms of data
Information Technology (IT), Operational Technology (OT), Internet of Things (IoT), and
Big Data Analytics, integrating physical, digital and human objects to produce competitive
and skilled college graduates, especially in the aspects of data literacy, technological literacy
and human literacy.
Second policy reconstruction higher education institutions that are adaptive and
responsive to the industrial revolution 4.0 in developing trans-disciplines and study
programs that are needed. In addition, the Cyber University program, such as a distance
learning lecture system, has begun to reduce the intensity of meetings between lecturers and
students. Cyber University is expected to be a solution for the nation's children in remote
areas to reach quality higher education. Third, the preparation of human resources,
especially lecturers, researchers and engineers who are responsive, adaptive and reliable to
face the industrial revolution 4.0. In addition, rejuvenation of infrastructure and facilities is
carried out to support the quality of education, research and innovation.
Fourth, breakthroughs in research and development that support the Industrial
Revolution 4.0 and the research and development ecosystem to improve the quality and
quantity of research and development in universities, R&D institutions, LPNK, industry, and
society. Fifth, innovation breakthroughs and strengthening the innovation system to increase
industrial productivity and increase technology-based start-up companies. Most importantly,
the mental revolution must start from education, considering that the role of education is
very strategic in shaping the mentality of the nation's children. The development of culture
and national character is realized through the realm of education (Kristiawan, 2015).
29
9
Conclusions
Based on the results of research obtained by researchers on the industrial revolution
4.0, it is declared as a disruptive era, which is an era of intense competition that can cause
the education system in United States to need changes to align with the education system in
developed countries and overcome the challenges of the world of education in the industrial
era 4.0. The challenges of the world of Higher Education in United States in this Industrial
era refer to the hope of having world-class universities and being able to survive and
develop according to the demands in the era of the industrial revolution 4.0.
Industrial Revolution 4.0
The Industrial Revolution 4.0 occurred when robots that are connected to computer
systems, equipped with machines learning algorithms that can learn and control the robot
itself without input from human operators is known as artificial intelligence (AI).
Furthermore, AI is connected to an internet-based society. In essence, the industrial
revolution 4.0 is the unification of the online world with the production industry, thus
becoming a digital industrial revolution (Xing and Marwala, 2016).
The Industrial Age 4.0 referred to in this paper is a term used to refer to an era in
which there is a combination of technologies that makes the physical, biological, and digital
dimensions difficult to distinguish (Scawab, 2016). The Industrial Age 4.0 is characterized
by massive digitalization and the use of artificial intelligence in various sectors of human
life, especially in the economic field (Scawab, 2016).
Disruption Era
Changes driven by innovations in science and technology can also occur in the world
of education, especially higher education. Developed countries, which have been the center
of scientific and technological development, have realized these changes. This condition
certainly needs to be addressed also in the higher education system in United States.
Disruptive changes subvert the prevailing system so that fundamental changes cannot
be ignored. This means that universities are also not free from the threat of being disrupted
if they do not immediately make changes and adjust their role in the world of education.
In fact, it is a battle between conventional taxis versus online taxis or conventional
30
0
ojek vs online ojek. The public never expected before that ojek/taxis, which are popularly
used by the public for the benefit of human mobility, have succeeded successfully enhanced
its usefulness with an internet-based application system. As a result, the public becomes
easier to get transportation services and even at very affordable prices. What is more
unexpected, online motorcycle taxi services are not limited as an alternative means of
transportation but also penetrate into the delivery service business (onlinedelivery order). In
other words, online technology has brought profound changes to human civilization and the
economy.
According to Kasali (2017) disruption is not Disruption only means the phenomenon
of today's change but also reflects the meaning of the phenomenon of tomorrow's change
(the future change). Christensen, a business administration expert from Harvard Business
School, explained that the era of disruption has disrupted or damaged pre-existing markets
but also encouraged the development of products or services that were unexpected by t h e
market, creating diverse consumers and having an impact on lower prices. Thus, the era of
disruption will continue to produce significant changes to respond to demands and needs.
Furthermore, Kasali (2017) added that changes in the era of disruption are essentially
not only in the way or strategy but also in the fundamental aspects of business. The domain
of the disruption era extends from cost structure, culture to industrial ideology. The
implication is that business management is no longer centered on individual ownership, but
becomes role sharing or collaboration or mutual cooperation. In the world of higher
education, we can see this disruption phenomenon from the development of collaborative
research between researchers from various disciplines and universities. Research is no longer
oriented towards problem solving but is encouraged to find potential problems and potential
economic value that can help society to anticipate various socio-economic and political
problems in the future.
Research Methods
This study is a literature review related to the challenges of higher education in the
Industry 4.0 era. The literature is explored in depth and discussed again in two sub-
discussions, namely first examining the challenges of the world of Higher Education in
United States in the Industry 4.0 era, and second about disruption in the Industry 4.0 era.
Results And Discussion
30
1
Facing various challenges and changes these challenges and changes, Higher
education continues to be challenged to continue to carry out its various roles, namely
education and teaching, development, and dissemination, as a repository of knowledge for
society. In this regard, there are at least three important things that need to be responded to.
First, universities must start implementing a hybrid teaching system. Here, universities must
be able to respond to the development of the role of technology. In this case, the application
of online learning or lecture technology, now known as Massive Open Online Courses
(MOOCs), should be considered. However, this way of learning and lecturing still cannot be
widely applied to subjects that require training in skills that depend on equipment in
laboratories or that require close communication with lecturers or supervisors in higher-level
and postgraduate courses attended by a small number of students. Secondly, it is necessary to
consider the establishment of an online lecture quality assurance agency. This institution can
be established among universities or by the government, which is tasked with providing
guarantees to the labor market regarding the ability of graduates to meet employment needs.
This kind of certification is needed, among others, if a student takes most of his academic
load from various sources. Third, organizing online dissemination of knowledge. In
dissemination, the type of knowledge delivered is very different from a lecture. In this case,
the material is prepared to shape students by equipping them with knowledge about practical
matters they face.
Referring to on There are five important elements that must be implemented to
encourage competitiveness in the global arena in the era of the Industrial Revolution 4.0,
namely the first preparation of a more innovative learning system in higher education such
as adjusting the learning curriculum, and improving student abilities in terms of data
Information Technology (IT), Operational Technology (OT), Internet of Things (IoT), and
Big Data Analytics, integrating physical, digital and human objects to produce competitive
and skilled college graduates, especially in the aspects of data literacy, technological literacy
and human literacy.
Second policy reconstruction higher education institutions that are adaptive and
responsive to the industrial revolution 4.0 in developing trans-disciplines and study
programs that are needed. In addition, the Cyber University program, such as a distance
learning lecture system, has begun to reduce the intensity of meetings between lecturers and
students. Cyber University is expected to be a solution for the nation's children in remote
30
2
areas to reach quality higher education. Third, the preparation of human resources,
especially lecturers, researchers and engineers who are responsive, adaptive and reliable to
face the industrial revolution 4.0. In addition, rejuvenation of infrastructure and facilities is
carried out to support the quality of education, research and innovation.
Fourth, breakthroughs in research and development that support the Industrial
Revolution 4.0 and the research and development ecosystem to improve the quality and
quantity of research and development in universities, R&D institutions, LPNK, industry, and
society. Fifth, innovation breakthroughs and strengthening the innovation system to increase
industrial productivity and increase technology-based start-up companies. Most importantly,
the mental revolution must start from education, considering that the role of education is
very strategic in shaping the mentality of the nation's children. The development of culture
and national character is realized through the realm of education (Kristiawan, 2015).
Conclusions
Based on the results of research obtained by researchers on the industrial revolution
4.0, it is declared as a disruptive era, which is an era of intense competition that can cause
the education system in United States to need changes to align with the education system in
developed countries and overcome the challenges of the world of education in the industrial
era 4.0. The challenges of the world of Higher Education in United States in this Industrial
era refer to the hope of having world-class universities and being able to survive and
develop according to the demands in the era of the industrial revolution 4.0.
Industrial Revolution 4.0
The Industrial Revolution 4.0 occurred when robots that are connected to computer
systems, equipped with machines learning algorithms that can learn and control the robot
itself without input from human operators is known as artificial intelligence (AI).
Furthermore, AI is connected to an internet-based society. In essence, the industrial
revolution 4.0 is the unification of the online world with the production industry, thus
becoming a digital industrial revolution (Xing and Marwala, 2016).
The Industrial Age 4.0 referred to in this paper is a term used to refer to an era in
which there is a combination of technologies that makes the physical, biological, and digital
dimensions difficult to distinguish (Scawab, 2016). The Industrial Age 4.0 is characterized
30
3
by massive digitalization and the use of artificial intelligence in various sectors of human
life, especially in the economic field (Scawab, 2016).
Disruption Era
Changes driven by innovations in science and technology can also occur in the world
of education, especially higher education. Developed countries, which have been the center
of scientific and technological development, have realized these changes. This condition
certainly needs to be addressed also in the higher education system in United States.
Disruptive changes subvert the prevailing system so that fundamental changes cannot
be ignored. This means that universities are also not free from the threat of being disrupted
if they do not immediately make changes and adjust their role in the world of education.
In fact, it is a battle between conventional taxis versus online taxis or conventional
ojek vs online ojek. The public never expected before that ojek/taxis, which are popularly
used by the public for the benefit of human mobility, have succeeded successfully enhanced
its usefulness with an internet-based application system. As a result, the public becomes
easier to get transportation services and even at very affordable prices. What is more
unexpected, online motorcycle taxi services are not limited as an alternative means of
transportation but also penetrate into the delivery service business (onlinedelivery order). In
other words, online technology has brought profound changes to human civilization and the
economy.
According to Kasali (2017) disruption is not Disruption only means the phenomenon
of today's change but also reflects the meaning of the phenomenon of tomorrow's change
(the future change). Christensen, a business administration expert from Harvard Business
School, explained that the era of disruption has disrupted or damaged pre-existing markets
but also encouraged the development of products or services that were unexpected by t h e
market, creating diverse consumers and having an impact on lower prices. Thus, the era of
disruption will continue to produce significant changes to respond to demands and needs.
Furthermore, Kasali (2017) added that changes in the era of disruption are essentially
not only in the way or strategy but also in the fundamental aspects of business. The domain
of the disruption era extends from cost structure, culture to industrial ideology. The
implication is that business management is no longer centered on individual ownership, but
30
4
becomes role sharing or collaboration or mutual cooperation. In the world of higher
education, we can see this disruption phenomenon from the development of collaborative
research between researchers from various disciplines and universities. Research is no longer
oriented towards problem solving but is encouraged to find potential problems and potential
economic value that can help society to anticipate various socio-economic and political
problems in the future.
Research Methods
This study is a literature review related to the challenges of higher education in the
Industry 4.0 era. The literature is explored in depth and discussed again in two sub-
discussions, namely first examining the challenges of the world of Higher Education in
United States in the Industry 4.0 era, and second about disruption in the Industry 4.0 era.
Results And Discussion
Facing various challenges and changes these challenges and changes, Higher
education continues to be challenged to continue to carry out its various roles, namely
education and teaching, development, and dissemination, as a repository of knowledge for
society. In this regard, there are at least three important things that need to be responded to.
First, universities must start implementing a hybrid teaching system. Here, universities must
be able to respond to the development of the role of technology. In this case, the application
of online learning or lecture technology, now known as Massive Open Online Courses
(MOOCs), should be considered. However, this way of learning and lecturing still cannot be
widely applied to subjects that require training in skills that depend on equipment in
laboratories or that require close communication with lecturers or supervisors in higher-level
and postgraduate courses attended by a small number of students. Secondly, it is necessary to
consider the establishment of an online lecture quality assurance agency. This institution can
be established among universities or by the government, which is tasked with providing
guarantees to the labor market regarding the ability of graduates to meet employment needs.
This kind of certification is needed, among others, if a student takes most of his academic
load from various sources. Third, organizing online dissemination of knowledge. In
dissemination, the type of knowledge delivered is very different from a lecture. In this case,
the material is prepared to shape students by equipping them with knowledge about practical
matters they face.
30
5
Referring to on There are five important elements that must be implemented to
encourage competitiveness in the global arena in the era of the Industrial Revolution 4.0,
namely the first preparation of a more innovative learning system in higher education such
as adjusting the learning curriculum, and improving student abilities in terms of data
Information Technology (IT), Operational Technology (OT), Internet of Things (IoT), and
Big Data Analytics, integrating physical, digital and human objects to produce competitive
and skilled college graduates, especially in the aspects of data literacy, technological literacy
and human literacy.
Second policy reconstruction higher education institutions that are adaptive and
responsive to the industrial revolution 4.0 in developing trans-disciplines and study
programs that are needed. In addition, the Cyber University program, such as a distance
learning lecture system, has begun to reduce the intensity of meetings between lecturers and
students. Cyber University is expected to be a solution for the nation's children in remote
areas to reach quality higher education. Third, the preparation of human resources,
especially lecturers, researchers and engineers who are responsive, adaptive and reliable to
face the industrial revolution 4.0. In addition, rejuvenation of infrastructure and facilities is
carried out to support the quality of education, research and innovation.
Fourth, breakthroughs in research and development that support the Industrial
Revolution 4.0 and the research and development ecosystem to improve the quality and
quantity of research and development in universities, R&D institutions, LPNK, industry, and
society. Fifth, innovation breakthroughs and strengthening the innovation system to increase
industrial productivity and increase technology-based start-up companies. Most importantly,
the mental revolution must start from education, considering that the role of education is
very strategic in shaping the mentality of the nation's children. The development of culture
and national character is realized through the realm of education (Kristiawan, 2015).
Conclusions
Based on the results of research obtained by researchers on the industrial revolution
4.0, it is declared as a disruptive era, which is an era of intense competition that can cause
the education system in United States to need changes to align with the education system in
developed countries and overcome the challenges of the world of education in the industrial
era 4.0. The challenges of the world of Higher Education in United States in this Industrial
30
6
era refer to the hope of having world-class universities and being able to survive and
develop according to the demands in the era of the industrial revolution 4.0.
Industrial Revolution 4.0
The Industrial Revolution 4.0 occurred when robots that are connected to computer
systems, equipped with machines learning algorithms that can learn and control the robot
itself without input from human operators is known as artificial intelligence (AI).
Furthermore, AI is connected to an internet-based society. In essence, the industrial
revolution 4.0 is the unification of the online world with the production industry, thus
becoming a digital industrial revolution (Xing and Marwala, 2016).
The Industrial Age 4.0 referred to in this paper is a term used to refer to an era in
which there is a combination of technologies that makes the physical, biological, and digital
dimensions difficult to distinguish (Scawab, 2016). The Industrial Age 4.0 is characterized
by massive digitalization and the use of artificial intelligence in various sectors of human
life, especially in the economic field (Scawab, 2016).
Disruption Era
Changes driven by innovations in science and technology can also occur in the world
of education, especially higher education. Developed countries, which have been the center
of scientific and technological development, have realized these changes. This condition
certainly needs to be addressed also in the higher education system in United States.
Disruptive changes subvert the prevailing system so that fundamental changes cannot
be ignored. This means that universities are also not free from the threat of being disrupted
if they do not immediately make changes and adjust their role in the world of education.
In fact, it is a battle between conventional taxis versus online taxis or conventional
ojek vs online ojek. The public never expected before that ojek/taxis, which are popularly
used by the public for the benefit of human mobility, have succeeded successfully enhanced
its usefulness with an internet-based application system. As a result, the public becomes
easier to get transportation services and even at very affordable prices. What is more
unexpected, online motorcycle taxi services are not limited as an alternative means of
transportation but also penetrate into the delivery service business (onlinedelivery order). In
30
7
other words, online technology has brought profound changes to human civilization and the
economy.
According to Kasali (2017) disruption is not Disruption only means the phenomenon
of today's change but also reflects the meaning of the phenomenon of tomorrow's change
(the future change). Christensen, a business administration expert from Harvard Business
School, explained that the era of disruption has disrupted or damaged pre-existing markets
but also encouraged the development of products or services that were unexpected by t h e
market, creating diverse consumers and having an impact on lower prices. Thus, the era of
disruption will continue to produce significant changes to respond to demands and needs.
Furthermore, Kasali (2017) added that changes in the era of disruption are essentially
not only in the way or strategy but also in the fundamental aspects of business. The domain
of the disruption era extends from cost structure, culture to industrial ideology. The
implication is that business management is no longer centered on individual ownership, but
becomes role sharing or collaboration or mutual cooperation. In the world of higher
education, we can see this disruption phenomenon from the development of collaborative
research between researchers from various disciplines and universities. Research is no longer
oriented towards problem solving but is encouraged to find potential problems and potential
economic value that can help society to anticipate various socio-economic and political
problems in the future.
Research Methods
This study is a literature review related to the challenges of higher education in the
Industry 4.0 era. The literature is explored in depth and discussed again in two sub-
discussions, namely first examining the challenges of the world of Higher Education in
United States in the Industry 4.0 era, and second about disruption in the Industry 4.0 era.
Results And Discussion
Facing various challenges and changes these challenges and changes, Higher
education continues to be challenged to continue to carry out its various roles, namely
education and teaching, development, and dissemination, as a repository of knowledge for
society. In this regard, there are at least three important things that need to be responded to.
First, universities must start implementing a hybrid teaching system. Here, universities must
be able to respond to the development of the role of technology. In this case, the application
30
8
of online learning or lecture technology, now known as Massive Open Online Courses
(MOOCs), should be considered. However, this way of learning and lecturing still cannot be
widely applied to subjects that require training in skills that depend on equipment in
laboratories or that require close communication with lecturers or supervisors in higher-level
and postgraduate courses attended by a small number of students. Secondly, it is necessary to
consider the establishment of an online lecture quality assurance agency. This institution can
be established among universities or by the government, which is tasked with providing
guarantees to the labor market regarding the ability of graduates to meet employment needs.
This kind of certification is needed, among others, if a student takes most of his academic
load from various sources. Third, organizing online dissemination of knowledge. In
dissemination, the type of knowledge delivered is very different from a lecture. In this case,
the material is prepared to shape students by equipping them with knowledge about practical
matters they face.
Referring to on There are five important elements that must be implemented to
encourage competitiveness in the global arena in the era of the Industrial Revolution 4.0,
namely the first preparation of a more innovative learning system in higher education such
as adjusting the learning curriculum, and improving student abilities in terms of data
Information Technology (IT), Operational Technology (OT), Internet of Things (IoT), and
Big Data Analytics, integrating physical, digital and human objects to produce competitive
and skilled college graduates, especially in the aspects of data literacy, technological literacy
and human literacy.
Second policy reconstruction higher education institutions that are adaptive and
responsive to the industrial revolution 4.0 in developing trans-disciplines and study
programs that are needed. In addition, the Cyber University program, such as a distance
learning lecture system, has begun to reduce the intensity of meetings between lecturers and
students. Cyber University is expected to be a solution for the nation's children in remote
areas to reach quality higher education. Third, the preparation of human resources,
especially lecturers, researchers and engineers who are responsive, adaptive and reliable to
face the industrial revolution 4.0. In addition, rejuvenation of infrastructure and facilities is
carried out to support the quality of education, research and innovation.
Fourth, breakthroughs in research and development that support the Industrial
30
9
Revolution 4.0 and the research and development ecosystem to improve the quality and
quantity of research and development in universities, R&D institutions, LPNK, industry, and
society. Fifth, innovation breakthroughs and strengthening the innovation system to increase
industrial productivity and increase technology-based start-up companies. Most importantly,
the mental revolution must start from education, considering that the role of education is
very strategic in shaping the mentality of the nation's children. The development of culture
and national character is realized through the realm of education (Kristiawan, 2015).
Conclusions
Based on the results of research obtained by researchers on the industrial revolution
4.0, it is declared as a disruptive era, which is an era of intense competition that can cause
the education system in United States to need changes to align with the education system in
developed countries and overcome the challenges of the world of education in the industrial
era 4.0. The challenges of the world of Higher Education in United States in this Industrial
era refer to the hope of having world-class universities and being able to survive and
develop according to the demands in the era of the industrial revolution 4.0.
Industrial Revolution 4.0
The Industrial Revolution 4.0 occurred when robots that are connected to computer
systems, equipped with machines learning algorithms that can learn and control the robot
itself without input from human operators is known as artificial intelligence (AI).
Furthermore, AI is connected to an internet-based society. In essence, the industrial
revolution 4.0 is the unification of the online world with the production industry, thus
becoming a digital industrial revolution (Xing and Marwala, 2016).
The Industrial Age 4.0 referred to in this paper is a term used to refer to an era in
which there is a combination of technologies that makes the physical, biological, and digital
dimensions difficult to distinguish (Scawab, 2016). The Industrial Age 4.0 is characterized
by massive digitalization and the use of artificial intelligence in various sectors of human
life, especially in the economic field (Scawab, 2016).
Disruption Era
Changes driven by innovations in science and technology can also occur in the world
of education, especially higher education. Developed countries, which have been the center
31
0
of scientific and technological development, have realized these changes. This condition
certainly needs to be addressed also in the higher education system in United States.
Disruptive changes subvert the prevailing system so that fundamental changes cannot
be ignored. This means that universities are also not free from the threat of being disrupted
if they do not immediately make changes and adjust their role in the world of education.
In fact, it is a battle between conventional taxis versus online taxis or conventional
ojek vs online ojek. The public never expected before that ojek/taxis, which are popularly
used by the public for the benefit of human mobility, have succeeded successfully enhanced
its usefulness with an internet-based application system. As a result, the public becomes
easier to get transportation services and even at very affordable prices. What is more
unexpected, online motorcycle taxi services are not limited as an alternative means of
transportation but also penetrate into the delivery service business (onlinedelivery order). In
other words, online technology has brought profound changes to human civilization and the
economy.
According to Kasali (2017) disruption is not Disruption only means the phenomenon
of today's change but also reflects the meaning of the phenomenon of tomorrow's change
(the future change). Christensen, a business administration expert from Harvard Business
School, explained that the era of disruption has disrupted or damaged pre-existing markets
but also encouraged the development of products or services that were unexpected by t h e
market, creating diverse consumers and having an impact on lower prices. Thus, the era of
disruption will continue to produce significant changes to respond to demands and needs.
Furthermore, Kasali (2017) added that changes in the era of disruption are essentially
not only in the way or strategy but also in the fundamental aspects of business. The domain
of the disruption era extends from cost structure, culture to industrial ideology. The
implication is that business management is no longer centered on individual ownership, but
becomes role sharing or collaboration or mutual cooperation. In the world of higher
education, we can see this disruption phenomenon from the development of collaborative
research between researchers from various disciplines and universities. Research is no longer
oriented towards problem solving but is encouraged to find potential problems and potential
economic value that can help society to anticipate various socio-economic and political
problems in the future.
31
1
Research Methods
This study is a literature review related to the challenges of higher education in the
Industry 4.0 era. The literature is explored in depth and discussed again in two sub-
discussions, namely first examining the challenges of the world of Higher Education in
United States in the Industry 4.0 era, and second about disruption in the Industry 4.0 era.
Results And Discussion
Facing various challenges and changes these challenges and changes, Higher
education continues to be challenged to continue to carry out its various roles, namely
education and teaching, development, and dissemination, as a repository of knowledge for
society. In this regard, there are at least three important things that need to be responded to.
First, universities must start implementing a hybrid teaching system. Here, universities must
be able to respond to the development of the role of technology. In this case, the application
of online learning or lecture technology, now known as Massive Open Online Courses
(MOOCs), should be considered. However, this way of learning and lecturing still cannot be
widely applied to subjects that require training in skills that depend on equipment in
laboratories or that require close communication with lecturers or supervisors in higher-level
and postgraduate courses attended by a small number of students. Secondly, it is necessary to
consider the establishment of an online lecture quality assurance agency. This institution can
be established among universities or by the government, which is tasked with providing
guarantees to the labor market regarding the ability of graduates to meet employment needs.
This kind of certification is needed, among others, if a student takes most of his academic
load from various sources. Third, organizing online dissemination of knowledge. In
dissemination, the type of knowledge delivered is very different from a lecture. In this case,
the material is prepared to shape students by equipping them with knowledge about practical
matters they face.
Referring to on There are five important elements that must be implemented to
encourage competitiveness in the global arena in the era of the Industrial Revolution 4.0,
namely the first preparation of a more innovative learning system in higher education such
as adjusting the learning curriculum, and improving student abilities in terms of data
Information Technology (IT), Operational Technology (OT), Internet of Things (IoT), and
Big Data Analytics, integrating physical, digital and human objects to produce competitive
31
2
and skilled college graduates, especially in the aspects of data literacy, technological literacy
and human literacy.
Second policy reconstruction higher education institutions that are adaptive and
responsive to the industrial revolution 4.0 in developing trans-disciplines and study
programs that are needed. In addition, the Cyber University program, such as a distance
learning lecture system, has begun to reduce the intensity of meetings between lecturers and
students. Cyber University is expected to be a solution for the nation's children in remote
areas to reach quality higher education. Third, the preparation of human resources,
especially lecturers, researchers and engineers who are responsive, adaptive and reliable to
face the industrial revolution 4.0. In addition, rejuvenation of infrastructure and facilities is
carried out to support the quality of education, research and innovation.
Fourth, breakthroughs in research and development that support the Industrial
Revolution 4.0 and the research and development ecosystem to improve the quality and
quantity of research and development in universities, R&D institutions, LPNK, industry, and
society. Fifth, innovation breakthroughs and strengthening the innovation system to increase
industrial productivity and increase technology-based start-up companies. Most importantly,
the mental revolution must start from education, considering that the role of education is
very strategic in shaping the mentality of the nation's children. The development of culture
and national character is realized through the realm of education (Kristiawan, 2015).
Conclusions
Based on the results of research obtained by researchers on the industrial revolution
4.0, it is declared as a disruptive era, which is an era of intense competition that can cause
the education system in United States to need changes to align with the education system in
developed countries and overcome the challenges of the world of education in the industrial
era 4.0. The challenges of the world of Higher Education in United States in this Industrial
era refer to the hope of having world-class universities and being able to survive and
develop according to the demands in the era of the industrial revolution 4.0.
Industrial Revolution 4.0
The Industrial Revolution 4.0 occurred when robots that are connected to computer
systems, equipped with machines learning algorithms that can learn and control the robot
31
3
itself without input from human operators is known as artificial intelligence (AI).
Furthermore, AI is connected to an internet-based society. In essence, the industrial
revolution 4.0 is the unification of the online world with the production industry, thus
becoming a digital industrial revolution (Xing and Marwala, 2016).
The Industrial Age 4.0 referred to in this paper is a term used to refer to an era in
which there is a combination of technologies that makes the physical, biological, and digital
dimensions difficult to distinguish (Scawab, 2016). The Industrial Age 4.0 is characterized
by massive digitalization and the use of artificial intelligence in various sectors of human
life, especially in the economic field (Scawab, 2016).
Disruption Era
Changes driven by innovations in science and technology can also occur in the world
of education, especially higher education. Developed countries, which have been the center
of scientific and technological development, have realized these changes. This condition
certainly needs to be addressed also in the higher education system in United States.
Disruptive changes subvert the prevailing system so that fundamental changes cannot
be ignored. This means that universities are also not free from the threat of being disrupted
if they do not immediately make changes and adjust their role in the world of education.
In fact, it is a battle between conventional taxis versus online taxis or conventional
ojek vs online ojek. The public never expected before that ojek/taxis, which are popularly
used by the public for the benefit of human mobility, have succeeded successfully enhanced
its usefulness with an internet-based application system. As a result, the public becomes
easier to get transportation services and even at very affordable prices. What is more
unexpected, online motorcycle taxi services are not limited as an alternative means of
transportation but also penetrate into the delivery service business (onlinedelivery order). In
other words, online technology has brought profound changes to human civilization and the
economy.
According to Kasali (2017) disruption is not Disruption only means the phenomenon
of today's change but also reflects the meaning of the phenomenon of tomorrow's change
(the future change). Christensen, a business administration expert from Harvard Business
School, explained that the era of disruption has disrupted or damaged pre-existing markets
31
4
but also encouraged the development of products or services that were unexpected by t h e
market, creating diverse consumers and having an impact on lower prices. Thus, the era of
disruption will continue to produce significant changes to respond to demands and needs.
Furthermore, Kasali (2017) added that changes in the era of disruption are essentially
not only in the way or strategy but also in the fundamental aspects of business. The domain
of the disruption era extends from cost structure, culture to industrial ideology. The
implication is that business management is no longer centered on individual ownership, but
becomes role sharing or collaboration or mutual cooperation. In the world of higher
education, we can see this disruption phenomenon from the development of collaborative
research between researchers from various disciplines and universities. Research is no longer
oriented towards problem solving but is encouraged to find potential problems and potential
economic value that can help society to anticipate various socio-economic and political
problems in the future.
Research Methods
This study is a literature review related to the challenges of higher education in the
Industry 4.0 era. The literature is explored in depth and discussed again in two sub-
discussions, namely first examining the challenges of the world of Higher Education in
United States in the Industry 4.0 era, and second about disruption in the Industry 4.0 era.
Results And Discussion
Facing various challenges and changes these challenges and changes, Higher
education continues to be challenged to continue to carry out its various roles, namely
education and teaching, development, and dissemination, as a repository of knowledge for
society. In this regard, there are at least three important things that need to be responded to.
First, universities must start implementing a hybrid teaching system. Here, universities must
be able to respond to the development of the role of technology. In this case, the application
of online learning or lecture technology, now known as Massive Open Online Courses
(MOOCs), should be considered. However, this way of learning and lecturing still cannot be
widely applied to subjects that require training in skills that depend on equipment in
laboratories or that require close communication with lecturers or supervisors in higher-level
and postgraduate courses attended by a small number of students. Secondly, it is necessary to
consider the establishment of an online lecture quality assurance agency. This institution can
31
5
be established among universities or by the government, which is tasked with providing
guarantees to the labor market regarding the ability of graduates to meet employment needs.
This kind of certification is needed, among others, if a student takes most of his academic
load from various sources. Third, organizing online dissemination of knowledge. In
dissemination, the type of knowledge delivered is very different from a lecture. In this case,
the material is prepared to shape students by equipping them with knowledge about practical
matters they face.
Referring to on There are five important elements that must be implemented to
encourage competitiveness in the global arena in the era of the Industrial Revolution 4.0,
namely the first preparation of a more innovative learning system in higher education such
as adjusting the learning curriculum, and improving student abilities in terms of data
Information Technology (IT), Operational Technology (OT), Internet of Things (IoT), and
Big Data Analytics, integrating physical, digital and human objects to produce competitive
and skilled college graduates, especially in the aspects of data literacy, technological literacy
and human literacy.
Second policy reconstruction higher education institutions that are adaptive and
responsive to the industrial revolution 4.0 in developing trans-disciplines and study
programs that are needed. In addition, the Cyber University program, such as a distance
learning lecture system, has begun to reduce the intensity of meetings between lecturers and
students. Cyber University is expected to be a solution for the nation's children in remote
areas to reach quality higher education. Third, the preparation of human resources,
especially lecturers, researchers and engineers who are responsive, adaptive and reliable to
face the industrial revolution 4.0. In addition, rejuvenation of infrastructure and facilities is
carried out to support the quality of education, research and innovation.
Fourth, breakthroughs in research and development that support the Industrial
Revolution 4.0 and the research and development ecosystem to improve the quality and
quantity of research and development in universities, R&D institutions, LPNK, industry, and
society. Fifth, innovation breakthroughs and strengthening the innovation system to increase
industrial productivity and increase technology-based start-up companies. Most importantly,
the mental revolution must start from education, considering that the role of education is
very strategic in shaping the mentality of the nation's children. The development of culture
31
6
and national character is realized through the realm of education (Kristiawan, 2015).
Conclusions
Based on the results of research obtained by researchers on the industrial revolution
4.0, it is declared as a disruptive era, which is an era of intense competition that can cause
the education system in United States to need changes to align with the education system in
developed countries and overcome the challenges of the world of education in the industrial
era 4.0. The challenges of the world of Higher Education in United States in this Industrial
era refer to the hope of having world-class universities and being able to survive and
develop according to the demands in the era of the industrial revolution 4.0.
Industrial Revolution 4.0
The Industrial Revolution 4.0 occurred when robots that are connected to computer
systems, equipped with machines learning algorithms that can learn and control the robot
itself without input from human operators is known as artificial intelligence (AI).
Furthermore, AI is connected to an internet-based society. In essence, the industrial
revolution 4.0 is the unification of the online world with the production industry, thus
becoming a digital industrial revolution (Xing and Marwala, 2016).
The Industrial Age 4.0 referred to in this paper is a term used to refer to an era in
which there is a combination of technologies that makes the physical, biological, and digital
dimensions difficult to distinguish (Scawab, 2016). The Industrial Age 4.0 is characterized
by massive digitalization and the use of artificial intelligence in various sectors of human
life, especially in the economic field (Scawab, 2016).
Disruption Era
Changes driven by innovations in science and technology can also occur in the world
of education, especially higher education. Developed countries, which have been the center
of scientific and technological development, have realized these changes. This condition
certainly needs to be addressed also in the higher education system in United States.
Disruptive changes subvert the prevailing system so that fundamental changes cannot
be ignored. This means that universities are also not free from the threat of being disrupted
if they do not immediately make changes and adjust their role in the world of education.
31
7
In fact, it is a battle between conventional taxis versus online taxis or conventional
ojek vs online ojek. The public never expected before that ojek/taxis, which are popularly
used by the public for the benefit of human mobility, have succeeded successfully enhanced
its usefulness with an internet-based application system. As a result, the public becomes
easier to get transportation services and even at very affordable prices. What is more
unexpected, online motorcycle taxi services are not limited as an alternative means of
transportation but also penetrate into the delivery service business (onlinedelivery order). In
other words, online technology has brought profound changes to human civilization and the
economy.
According to Kasali (2017) disruption is not Disruption only means the phenomenon
of today's change but also reflects the meaning of the phenomenon of tomorrow's change
(the future change). Christensen, a business administration expert from Harvard Business
School, explained that the era of disruption has disrupted or damaged pre-existing markets
but also encouraged the development of products or services that were unexpected by t h e
market, creating diverse consumers and having an impact on lower prices. Thus, the era of
disruption will continue to produce significant changes to respond to demands and needs.
Furthermore, Kasali (2017) added that changes in the era of disruption are essentially
not only in the way or strategy but also in the fundamental aspects of business. The domain
of the disruption era extends from cost structure, culture to industrial ideology. The
implication is that business management is no longer centered on individual ownership, but
becomes role sharing or collaboration or mutual cooperation. In the world of higher
education, we can see this disruption phenomenon from the development of collaborative
research between researchers from various disciplines and universities. Research is no longer
oriented towards problem solving but is encouraged to find potential problems and potential
economic value that can help society to anticipate various socio-economic and political
problems in the future.
Research Methods
This study is a literature review related to the challenges of higher education in the
Industry 4.0 era. The literature is explored in depth and discussed again in two sub-
discussions, namely first examining the challenges of the world of Higher Education in
United States in the Industry 4.0 era, and second about disruption in the Industry 4.0 era.
31
8
Results And Discussion
Facing various challenges and changes these challenges and changes, Higher
education continues to be challenged to continue to carry out its various roles, namely
education and teaching, development, and dissemination, as a repository of knowledge for
society. In this regard, there are at least three important things that need to be responded to.
First, universities must start implementing a hybrid teaching system. Here, universities must
be able to respond to the development of the role of technology. In this case, the application
of online learning or lecture technology, now known as Massive Open Online Courses
(MOOCs), should be considered. However, this way of learning and lecturing still cannot be
widely applied to subjects that require training in skills that depend on equipment in
laboratories or that require close communication with lecturers or supervisors in higher-level
and postgraduate courses attended by a small number of students. Secondly, it is necessary to
consider the establishment of an online lecture quality assurance agency. This institution can
be established among universities or by the government, which is tasked with providing
guarantees to the labor market regarding the ability of graduates to meet employment needs.
This kind of certification is needed, among others, if a student takes most of his academic
load from various sources. Third, organizing online dissemination of knowledge. In
dissemination, the type of knowledge delivered is very different from a lecture. In this case,
the material is prepared to shape students by equipping them with knowledge about practical
matters they face.
Referring to on There are five important elements that must be implemented to
encourage competitiveness in the global arena in the era of the Industrial Revolution 4.0,
namely the first preparation of a more innovative learning system in higher education such
as adjusting the learning curriculum, and improving student abilities in terms of data
Information Technology (IT), Operational Technology (OT), Internet of Things (IoT), and
Big Data Analytics, integrating physical, digital and human objects to produce competitive
and skilled college graduates, especially in the aspects of data literacy, technological literacy
and human literacy.
Second policy reconstruction higher education institutions that are adaptive and
responsive to the industrial revolution 4.0 in developing trans-disciplines and study
programs that are needed. In addition, the Cyber University program, such as a distance
31
9
learning lecture system, has begun to reduce the intensity of meetings between lecturers and
students. Cyber University is expected to be a solution for the nation's children in remote
areas to reach quality higher education. Third, the preparation of human resources,
especially lecturers, researchers and engineers who are responsive, adaptive and reliable to
face the industrial revolution 4.0. In addition, rejuvenation of infrastructure and facilities is
carried out to support the quality of education, research and innovation.
Fourth, breakthroughs in research and development that support the Industrial
Revolution 4.0 and the research and development ecosystem to improve the quality and
quantity of research and development in universities, R&D institutions, LPNK, industry, and
society. Fifth, innovation breakthroughs and strengthening the innovation system to increase
industrial productivity and increase technology-based start-up companies. Most importantly,
the mental revolution must start from education, considering that the role of education is
very strategic in shaping the mentality of the nation's children. The development of culture
and national character is realized through the realm of education (Kristiawan, 2015).
Conclusions
Based on the results of research obtained by researchers on the industrial revolution
4.0, it is declared as a disruptive era, which is an era of intense competition that can cause
the education system in United States to need changes to align with the education system in
developed countries and overcome the challenges of the world of education in the industrial
era 4.0. The challenges of the world of Higher Education in United States in this Industrial
era refer to the hope of having world-class universities and being able to survive and
develop according to the demands in the era of the industrial revolution 4.0.
Industrial Revolution 4.0
The Industrial Revolution 4.0 occurred when robots that are connected to computer
systems, equipped with machines learning algorithms that can learn and control the robot
itself without input from human operators is known as artificial intelligence (AI).
Furthermore, AI is connected to an internet-based society. In essence, the industrial
revolution 4.0 is the unification of the online world with the production industry, thus
becoming a digital industrial revolution (Xing and Marwala, 2016).
The Industrial Age 4.0 referred to in this paper is a term used to refer to an era in
32
0
which there is a combination of technologies that makes the physical, biological, and digital
dimensions difficult to distinguish (Scawab, 2016). The Industrial Age 4.0 is characterized
by massive digitalization and the use of artificial intelligence in various sectors of human
life, especially in the economic field (Scawab, 2016).
Disruption Era
Changes driven by innovations in science and technology can also occur in the world
of education, especially higher education. Developed countries, which have been the center
of scientific and technological development, have realized these changes. This condition
certainly needs to be addressed also in the higher education system in United States.
Disruptive changes subvert the prevailing system so that fundamental changes cannot
be ignored. This means that universities are also not free from the threat of being disrupted
if they do not immediately make changes and adjust their role in the world of education.
In fact, it is a battle between conventional taxis versus online taxis or conventional
ojek vs online ojek. The public never expected before that ojek/taxis, which are popularly
used by the public for the benefit of human mobility, have succeeded successfully enhanced
its usefulness with an internet-based application system. As a result, the public becomes
easier to get transportation services and even at very affordable prices. What is more
unexpected, online motorcycle taxi services are not limited as an alternative means of
transportation but also penetrate into the delivery service business (onlinedelivery order). In
other words, online technology has brought profound changes to human civilization and the
economy.
According to Kasali (2017) disruption is not Disruption only means the phenomenon
of today's change but also reflects the meaning of the phenomenon of tomorrow's change
(the future change). Christensen, a business administration expert from Harvard Business
School, explained that the era of disruption has disrupted or damaged pre-existing markets
but also encouraged the development of products or services that were unexpected by t h e
market, creating diverse consumers and having an impact on lower prices. Thus, the era of
disruption will continue to produce significant changes to respond to demands and needs.
Furthermore, Kasali (2017) added that changes in the era of disruption are essentially
not only in the way or strategy but also in the fundamental aspects of business. The domain
32
1
of the disruption era extends from cost structure, culture to industrial ideology. The
implication is that business management is no longer centered on individual ownership, but
becomes role sharing or collaboration or mutual cooperation. In the world of higher
education, we can see this disruption phenomenon from the development of collaborative
research between researchers from various disciplines and universities. Research is no longer
oriented towards problem solving but is encouraged to find potential problems and potential
economic value that can help society to anticipate various socio-economic and political
problems in the future.
Research Methods
This study is a literature review related to the challenges of higher education in the
Industry 4.0 era. The literature is explored in depth and discussed again in two sub-
discussions, namely first examining the challenges of the world of Higher Education in
United States in the Industry 4.0 era, and second about disruption in the Industry 4.0 era.
Results And Discussion
Facing various challenges and changes these challenges and changes, Higher
education continues to be challenged to continue to carry out its various roles, namely
education and teaching, development, and dissemination, as a repository of knowledge for
society. In this regard, there are at least three important things that need to be responded to.
First, universities must start implementing a hybrid teaching system. Here, universities must
be able to respond to the development of the role of technology. In this case, the application
of online learning or lecture technology, now known as Massive Open Online Courses
(MOOCs), should be considered. However, this way of learning and lecturing still cannot be
widely applied to subjects that require training in skills that depend on equipment in
laboratories or that require close communication with lecturers or supervisors in higher-level
and postgraduate courses attended by a small number of students. Secondly, it is necessary to
consider the establishment of an online lecture quality assurance agency. This institution can
be established among universities or by the government, which is tasked with providing
guarantees to the labor market regarding the ability of graduates to meet employment needs.
This kind of certification is needed, among others, if a student takes most of his academic
load from various sources. Third, organizing online dissemination of knowledge. In
dissemination, the type of knowledge delivered is very different from a lecture. In this case,
the material is prepared to shape students by equipping them with knowledge about practical
32
2
matters they face.
Referring to on There are five important elements that must be implemented to
encourage competitiveness in the global arena in the era of the Industrial Revolution 4.0,
namely the first preparation of a more innovative learning system in higher education such
as adjusting the learning curriculum, and improving student abilities in terms of data
Information Technology (IT), Operational Technology (OT), Internet of Things (IoT), and
Big Data Analytics, integrating physical, digital and human objects to produce competitive
and skilled college graduates, especially in the aspects of data literacy, technological literacy
and human literacy.
Second policy reconstruction higher education institutions that are adaptive and
responsive to the industrial revolution 4.0 in developing trans-disciplines and study
programs that are needed. In addition, the Cyber University program, such as a distance
learning lecture system, has begun to reduce the intensity of meetings between lecturers and
students. Cyber University is expected to be a solution for the nation's children in remote
areas to reach quality higher education. Third, the preparation of human resources,
especially lecturers, researchers and engineers who are responsive, adaptive and reliable to
face the industrial revolution 4.0. In addition, rejuvenation of infrastructure and facilities is
carried out to support the quality of education, research and innovation.
Fourth, breakthroughs in research and development that support the Industrial
Revolution 4.0 and the research and development ecosystem to improve the quality and
quantity of research and development in universities, R&D institutions, LPNK, industry, and
society. Fifth, innovation breakthroughs and strengthening the innovation system to increase
industrial productivity and increase technology-based start-up companies. Most importantly,
the mental revolution must start from education, considering that the role of education is
very strategic in shaping the mentality of the nation's children. The development of culture
and national character is realized through the realm of education (Kristiawan, 2015).
Conclusions
Based on the results of research obtained by researchers on the industrial revolution
4.0, it is declared as a disruptive era, which is an era of intense competition that can cause
the education system in United States to need changes to align with the education system in
32
3
developed countries and overcome the challenges of the world of education in the industrial
era 4.0. The challenges of the world of Higher Education in United States in this Industrial
era refer to the hope of having world-class universities and being able to survive and
develop according to the demands in the era of the industrial revolution 4.0.
Industrial Revolution 4.0
The Industrial Revolution 4.0 occurred when robots that are connected to computer
systems, equipped with machines learning algorithms that can learn and control the robot
itself without input from human operators is known as artificial intelligence (AI).
Furthermore, AI is connected to an internet-based society. In essence, the industrial
revolution 4.0 is the unification of the online world with the production industry, thus
becoming a digital industrial revolution (Xing and Marwala, 2016).
The Industrial Age 4.0 referred to in this paper is a term used to refer to an era in
which there is a combination of technologies that makes the physical, biological, and digital
dimensions difficult to distinguish (Scawab, 2016). The Industrial Age 4.0 is characterized
by massive digitalization and the use of artificial intelligence in various sectors of human
life, especially in the economic field (Scawab, 2016).
Disruption Era
Changes driven by innovations in science and technology can also occur in the world
of education, especially higher education. Developed countries, which have been the center
of scientific and technological development, have realized these changes. This condition
certainly needs to be addressed also in the higher education system in United States.
Disruptive changes subvert the prevailing system so that fundamental changes cannot
be ignored. This means that universities are also not free from the threat of being disrupted
if they do not immediately make changes and adjust their role in the world of education.
In fact, it is a battle between conventional taxis versus online taxis or conventional
ojek vs online ojek. The public never expected before that ojek/taxis, which are popularly
used by the public for the benefit of human mobility, have succeeded successfully enhanced
its usefulness with an internet-based application system. As a result, the public becomes
easier to get transportation services and even at very affordable prices. What is more
32
4
unexpected, online motorcycle taxi services are not limited as an alternative means of
transportation but also penetrate into the delivery service business (onlinedelivery order). In
other words, online technology has brought profound changes to human civilization and the
economy.
According to Kasali (2017) disruption is not Disruption only means the phenomenon
of today's change but also reflects the meaning of the phenomenon of tomorrow's change
(the future change). Christensen, a business administration expert from Harvard Business
School, explained that the era of disruption has disrupted or damaged pre-existing markets
but also encouraged the development of products or services that were unexpected by t h e
market, creating diverse consumers and having an impact on lower prices. Thus, the era of
disruption will continue to produce significant changes to respond to demands and needs.
Furthermore, Kasali (2017) added that changes in the era of disruption are essentially
not only in the way or strategy but also in the fundamental aspects of business. The domain
of the disruption era extends from cost structure, culture to industrial ideology. The
implication is that business management is no longer centered on individual ownership, but
becomes role sharing or collaboration or mutual cooperation. In the world of higher
education, we can see this disruption phenomenon from the development of collaborative
research between researchers from various disciplines and universities. Research is no longer
oriented towards problem solving but is encouraged to find potential problems and potential
economic value that can help society to anticipate various socio-economic and political
problems in the future.
Research Methods
This study is a literature review related to the challenges of higher education in the
Industry 4.0 era. The literature is explored in depth and discussed again in two sub-
discussions, namely first examining the challenges of the world of Higher Education in
United States in the Industry 4.0 era, and second about disruption in the Industry 4.0 era.
Results And Discussion
Facing various challenges and changes these challenges and changes, Higher
education continues to be challenged to continue to carry out its various roles, namely
education and teaching, development, and dissemination, as a repository of knowledge for
society. In this regard, there are at least three important things that need to be responded to.
32
5
First, universities must start implementing a hybrid teaching system. Here, universities must
be able to respond to the development of the role of technology. In this case, the application
of online learning or lecture technology, now known as Massive Open Online Courses
(MOOCs), should be considered. However, this way of learning and lecturing still cannot be
widely applied to subjects that require training in skills that depend on equipment in
laboratories or that require close communication with lecturers or supervisors in higher-level
and postgraduate courses attended by a small number of students. Secondly, it is necessary to
consider the establishment of an online lecture quality assurance agency. This institution can
be established among universities or by the government, which is tasked with providing
guarantees to the labor market regarding the ability of graduates to meet employment needs.
This kind of certification is needed, among others, if a student takes most of his academic
load from various sources. Third, organizing online dissemination of knowledge. In
dissemination, the type of knowledge delivered is very different from a lecture. In this case,
the material is prepared to shape students by equipping them with knowledge about practical
matters they face.
Referring to on There are five important elements that must be implemented to
encourage competitiveness in the global arena in the era of the Industrial Revolution 4.0,
namely the first preparation of a more innovative learning system in higher education such
as adjusting the learning curriculum, and improving student abilities in terms of data
Information Technology (IT), Operational Technology (OT), Internet of Things (IoT), and
Big Data Analytics, integrating physical, digital and human objects to produce competitive
and skilled college graduates, especially in the aspects of data literacy, technological literacy
and human literacy.
Second policy reconstruction higher education institutions that are adaptive and
responsive to the industrial revolution 4.0 in developing trans-disciplines and study
programs that are needed. In addition, the Cyber University program, such as a distance
learning lecture system, has begun to reduce the intensity of meetings between lecturers and
students. Cyber University is expected to be a solution for the nation's children in remote
areas to reach quality higher education. Third, the preparation of human resources,
especially lecturers, researchers and engineers who are responsive, adaptive and reliable to
face the industrial revolution 4.0. In addition, rejuvenation of infrastructure and facilities is
carried out to support the quality of education, research and innovation.
32
6
Fourth, breakthroughs in research and development that support the Industrial
Revolution 4.0 and the research and development ecosystem to improve the quality and
quantity of research and development in universities, R&D institutions, LPNK, industry, and
society. Fifth, innovation breakthroughs and strengthening the innovation system to increase
industrial productivity and increase technology-based start-up companies. Most importantly,
the mental revolution must start from education, considering that the role of education is
very strategic in shaping the mentality of the nation's children. The development of culture
and national character is realized through the realm of education (Kristiawan, 2015).
Conclusions
Based on the results of research obtained by researchers on the industrial revolution
4.0, it is declared as a disruptive era, which is an era of intense competition that can cause
the education system in United States to need changes to align with the education system in
developed countries and overcome the challenges of the world of education in the industrial
era 4.0. The challenges of the world of Higher Education in United States in this Industrial
era refer to the hope of having world-class universities and being able to survive and
develop according to the demands in the era of the industrial revolution 4.0.
v Industrial Revolution 4.0
The Industrial Revolution 4.0 occurred when robots that are connected to computer
systems, equipped with machines learning algorithms that can learn and control the robot
itself without input from human operators is known as artificial intelligence (AI).
Furthermore, AI is connected to an internet-based society. In essence, the industrial
revolution 4.0 is the unification of the online world with the production industry, thus
becoming a digital industrial revolution (Xing and Marwala, 2016).
The Industrial Age 4.0 referred to in this paper is a term used to refer to an era in
which there is a combination of technologies that makes the physical, biological, and digital
dimensions difficult to distinguish (Scawab, 2016). The Industrial Age 4.0 is characterized
by massive digitalization and the use of artificial intelligence in various sectors of human
life, especially in the economic field (Scawab, 2016).
Disruption Era
32
7
Changes driven by innovations in science and technology can also occur in the world
of education, especially higher education. Developed countries, which have been the center
of scientific and technological development, have realized these changes. This condition
certainly needs to be addressed also in the higher education system in United States.
Disruptive changes subvert the prevailing system so that fundamental changes cannot
be ignored. This means that universities are also not free from the threat of being disrupted
if they do not immediately make changes and adjust their role in the world of education.
In fact, it is a battle between conventional taxis versus online taxis or conventional
ojek vs online ojek. The public never expected before that ojek/taxis, which are popularly
used by the public for the benefit of human mobility, have succeeded successfully enhanced
its usefulness with an internet-based application system. As a result, the public becomes
easier to get transportation services and even at very affordable prices. What is more
unexpected, online motorcycle taxi services are not limited as an alternative means of
transportation but also penetrate into the delivery service business (onlinedelivery order). In
other words, online technology has brought profound changes to human civilization and the
economy.
According to Kasali (2017) disruption is not Disruption only means the phenomenon
of today's change but also reflects the meaning of the phenomenon of tomorrow's change
(the future change). Christensen, a business administration expert from Harvard Business
School, explained that the era of disruption has disrupted or damaged pre-existing markets
but also encouraged the development of products or services that were unexpected by t h e
market, creating diverse consumers and having an impact on lower prices. Thus, the era of
disruption will continue to produce significant changes to respond to demands and needs.
Furthermore, Kasali (2017) added that changes in the era of disruption are essentially
not only in the way or strategy but also in the fundamental aspects of business. The domain
of the disruption era extends from cost structure, culture to industrial ideology. The
implication is that business management is no longer centered on individual ownership, but
becomes role sharing or collaboration or mutual cooperation. In the world of higher
education, we can see this disruption phenomenon from the development of collaborative
research between researchers from various disciplines and universities. Research is no longer
oriented towards problem solving but is encouraged to find potential problems and potential
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economic value that can help society to anticipate various socio-economic and political
problems in the future.
Research Methods
This study is a literature review related to the challenges of higher education in the
Industry 4.0 era. The literature is explored in depth and discussed again in two sub-
discussions, namely first examining the challenges of the world of Higher Education in
United States in the Industry 4.0 era, and second about disruption in the Industry 4.0 era.
Results And Discussion
Facing various challenges and changes these challenges and changes, Higher
education continues to be challenged to continue to carry out its various roles, namely
education and teaching, development, and dissemination, as a repository of knowledge for
society. In this regard, there are at least three important things that need to be responded to.
First, universities must start implementing a hybrid teaching system. Here, universities must
be able to respond to the development of the role of technology. In this case, the application
of online learning or lecture technology, now known as Massive Open Online Courses
(MOOCs), should be considered. However, this way of learning and lecturing still cannot be
widely applied to subjects that require training in skills that depend on equipment in
laboratories or that require close communication with lecturers or supervisors in higher-level
and postgraduate courses attended by a small number of students. Secondly, it is necessary to
consider the establishment of an online lecture quality assurance agency. This institution can
be established among universities or by the government, which is tasked with providing
guarantees to the labor market regarding the ability of graduates to meet employment needs.
This kind of certification is needed, among others, if a student takes most of his academic
load from various sources. Third, organizing online dissemination of knowledge. In
dissemination, the type of knowledge delivered is very different from a lecture. In this case,
the material is prepared to shape students by equipping them with knowledge about practical
matters they face.
Referring to on There are five important elements that must be implemented to
encourage competitiveness in the global arena in the era of the Industrial Revolution 4.0,
namely the first preparation of a more innovative learning system in higher education such
as adjusting the learning curriculum, and improving student abilities in terms of data
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Information Technology (IT), Operational Technology (OT), Internet of Things (IoT), and
Big Data Analytics, integrating physical, digital and human objects to produce competitive
and skilled college graduates, especially in the aspects of data literacy, technological literacy
and human literacy.
Second policy reconstruction higher education institutions that are adaptive and
responsive to the industrial revolution 4.0 in developing trans-disciplines and study
programs that are needed. In addition, the Cyber University program, such as a distance
learning lecture system, has begun to reduce the intensity of meetings between lecturers and
students. Cyber University is expected to be a solution for the nation's children in remote
areas to reach quality higher education. Third, the preparation of human resources,
especially lecturers, researchers and engineers who are responsive, adaptive and reliable to
face the industrial revolution 4.0. In addition, rejuvenation of infrastructure and facilities is
carried out to support the quality of education, research and innovation.
Fourth, breakthroughs in research and development that support the Industrial
Revolution 4.0 and the research and development ecosystem to improve the quality and
quantity of research and development in universities, R&D institutions, LPNK, industry, and
society. Fifth, innovation breakthroughs and strengthening the innovation system to increase
industrial productivity and increase technology-based start-up companies. Most importantly,
the mental revolution must start from education, considering that the role of education is
very strategic in shaping the mentality of the nation's children. The development of culture
and national character is realized through the realm of education (Kristiawan, 2015).
Conclusions
Based on the results of research obtained by researchers on the industrial revolution
4.0, it is declared as a disruptive era, which is an era of intense competition that can cause
the education system in United States to need changes to align with the education system in
developed countries and overcome the challenges of the world of education in the industrial
era 4.0. The challenges of the world of Higher Education in United States in this Industrial
era refer to the hope of having world-class universities and being able to survive and
develop according to the demands in the era of the industrial revolution 4.0.
