INDUSTRIAL REVOLUTION 4.0 AND THE CHALLENGES OF SOCIAL CHANGE
Adam F. Henry
Arizona State University
Course
Professor Dania
April, 2024
Week 2
Introduction
Globalization has entered a new era called the Industrial Revolution 4.0. Klaus
(Shwab, 2016) through The Fourth Industrial Revolution states that the world has
experienced four stages of revolution, namely: 1) Industrial Revolution 1.0 occurred in the
18th century through the invention of the steam engine, allowing goods to be mass produced,
2) The Industrial Revolution 2.0 occurred in the 19th-20th centuries through the use of
electricity which made production costs cheap, 3) Industrial Revolution 3.0 occurred around
the 1970s through the use of computerization, and 4) Industrial Revolution 4.0 itself occurred
around the 2010s through intelligence engineering and the internet of things as the backbone
of human and machine movement and connectivity.
The Industrial Revolution 4.0 has fundamentally changed the way humans think, live,
and relate to one another. This era will disrupt human activities in various fields, not only in
technology, but also in other fields such as economics, social, and politics.
In the economic sector, we have seen how the transportation service sector from the
presence of taxis and online motorcycle taxis. The same thing also happens in the social and
political fields. Social interaction has become unlimited, due to easy access to the internet and
technology. Through the ease of digital access, people's behavior has shifted. Political action
can now be organized through social media-based movements with a particular political
ideology.
But behind the convenience offered, the Industrial Revolution 4.0 has various
negative impacts, including the threat of unemployment due to automation, natural damage
due to industrial exploitation, and the rise of hoaxes due to the easy dissemination of
information. Therefore, the key to dealing with the Industrial Revolution 4.0 is to prepare for
technological advances, while developing human resources from the humanities side so that
the negative impacts of technological developments can be minimized.
Globalization: Definition, History, And Development
Globalization is a world phenomenon whose definition is interpreted variously by
several world thinkers. There is no single definition of globalization. Moreover, attempts to
determine the definition are always fraught with problems, especially in the field of socio-
humanities (Kusumohamidjojo, 2009). In essence, globalization is a situation that refers to
the interconnection of economic and social systems. (Sandu, 2012)(Ritzer, 2010)
Until now there has been no historical review that precisely explains the periodization
of globalization. Globalization in some literature was triggered by the imperialist movement
by the West in Asia and Africa in the 15th century (Hopkin, 2002). In addition, globalization
also occurred when there was a large multinational company in 1897 that made world trade
possible.(Sandu, 2012).
Entering the 2000s, the term globalization (Fund, 2000) began to be widely used in
describing conditions in the modern era marked by free interaction between countries in
various fields, both social, economic culture, and of course technology. In this era,
interactions between countries are possible because of the ease of access caused by
technological advances.
(Friedman, 2006) notes that the history of globalization occurred in three periods:
Globalization 1.0, Globalization 2.0, and Globalization 3.0. Each periodization of
globalization always reveals the forces that make the world continuously change. The world
that is round and has a wide geography, in its development gradually becomes flat due to
several historical events, so that in the end it makes the earth flatter (The World Is Flat),
because there are no longer barriers that limit interactions.
Globalization 1.0. first took place from 1492, when Colombus set sail, opening trade
between the old world and the new world until around 1800. This process then made the
world shrink from large to medium size. The driving force in this era was determined by how
much muscle, how much horsepower, how much wind power, and how much steam power a
country had and how much creativity to utilize it. During this time, countries and
governments, usually fueled by religion, imperialism, or a combination of the two, broke
down walls and tried to encapsulate the world into one until global unification occurred.
Globalization 2.0 lasted from around 1800 to 2000 punctuated by the Great
Depression and World Wars I and II. This period shrank the world from medium size to small
size. In this era, the main actors of change or forces driving the process of global unification
were multinational corporations. These companies went global for markets and labor,
spearheaded by the Industrial Revolution and the expansion of capitalized companies from
the Netherlands and Britain. The forces driving this globalization were breakthroughs in
hardware, starting with steamships and trains, and later telephones and computers.
The process of globalization then reached its peak in Globalization 3.0. The difference
between this globalization and previous globalizations lies not only in the process of
shrinking and flattening the world, but also includes the driving force within it. The driving
force is the American and European individuals and businesses. Although in this case,
China's economy was the largest in the 18th century, it was the explorer countries and
Western companies that played a major role in globalization and the formation of its systems.
However, even this condition later shifted because the world was increasingly becoming flat
and was no longer driven by a country, but individuals. Globalization 3.0 then encourages
individuals to play and enter into it.
Friedman's view of the history of globalization shows that every era of globalization
always has an impact on changes in the system and social behavior of society. This is as
revealed by Alvin Toffler, (Toffler, 1980) in The Third Wave, which explains that the world's
progressivity develops in three waves: the agricultural era, the industrial era, and towards the
information era. In each era, the system and behavior of society change with the times.
The first wave of change was associated with the agricultural revolution, which
occurred around 8,000 years BC until around 1700. Before the agricultural revolution, the
social system of society was still in the form of small groups, often moving around. Moving
on, this group forages by hunting, fishing and foraging for food available in nature.
The second wave of change refers to the industrial revolution and takes place during
the development period from the 1700s to the present. In the United States, this wave peaked
in the mid-1950s but in many other parts of the world it is still ongoing. This period ended
the dominance of agricultural civilization and began the industrialization of society. The
technologies introduced during this wave were generally based on electromechanical
machines powered by non-renewable fossil fuels, causing widespread changes in the way
society was upgraded. Families became smaller, jobs shifted from farms to factories, and
education shifted from home education to organized education in the classroom.
This third wave of change is similar to the post-industrial age, a period that began
around the 19650s and continues to the present. This era is characterized by technological
advances that help speed up communication, calculation, and information dissemination. The
widespread availability of technologies such as computers, telecommunications, robots, and
biotechnics has also affected the social characteristics of society. Fundamental changes in
social behaviour can now be seen in the rise of alliances and organizations in cyberspace,
international mobility in terms of labour force and capital, and increased collaboration
between private and government.
Industrial Revolution 4.0 And Disruption
The history of globalization shows that every changing era has its own core (driver).
The descriptions of Friedman, Ritzer, and Toffler show that the movement of change is
always triggered by technological developments that gave birth to the era of the industrial
revolution 4.0, which not only does not only open up interaction widely but also disrupts
various fields of human life.
Disruptive was originally a phenomenon that occurred in the economic world,
especially in the business sector. Clayton (Christensen, 1997), a Harvard Business Professor,
calls it innovative disruption in The Innovator's Dilemma (Christensen, 1997).Disruptive
itself is a condition when a business is required to continue to innovate following
developments, so that businesses are not only to meet current needs, but can anticipate future
needs.
In the current era, disruption does not only apply to the business world. The
phenomenon of disruption has a major impact on various fields. Disruption does not only
change the business, but the fundamentals of the business (Khasali, 2018). Starting from the
cost structure to the culture, and even the ideology of an industry.
The business paradigm has shifted from an emphasis on owning to sharing
(collaboration). A clear example can be seen in the shift of retail businesses (physical stores)
into e-commerce that offers convenience in shopping, plus the spread of online taxis then
threatens the existence of conventional taxi businesses.
The phenomenon of disruption does not only occur in the business world, but has
spread to other fields such as education, government, culture, politics, and law. In the
political field, for example, political movements to gather mass through mass concentration
have been replaced by social media-based movements. The government sector is now also
challenged to implement bureaucracy effectively and efficiently based on e-governance.
The cultural sector has also been disrupted. The massive development of social media
has reconstructed the cultural structure of society. Social relations are now more closely built
in cyberspace, so relationships in the real world become relative. Finally, the legal field is
now also disrupted. Legal regulations must also follow In summary, in disruptive there will
be disruptive regulation, disruptive culture, disruptive mindset, and disruptive marketing.
(Khasali, 2018)
The Role Of Social Humanities
Disruption has rapidly changed the world order. Change no longer takes thousands of
years, as described in Charles Darwin's theory of evolution (Darwin, 2004) in On the Origin
of Species. The change only takes a very short time. In this fast-paced situation, what changes
is not only the phenomenon, for example, offline to online, real world to cyberspace, print
media to social media, and so on. However, values, social order and culture are also
changing.
The shift in values is reflected in the rampant events that have recently occurred. The
most pronounced impact occurs in the environmental and social fields. Data from the
Ministry of Environment and Forestry (KLHK) between July 2016-June 2017 shows that
there was forest deforestation of 497,000 hectares or 64.3% of the total forests in Indonesia.
Although KLHK claims a decrease from 2014 of 73.6%, this number is still quite large,
whereas America, which is an industrial country, is able to maintain its forest deforestation of
no more than 200,000 hectares per year.The environmental problems also do not stop there,
Indonesia is even categorized as the fourth dirtiest country in the world, according to the
results of research by the International Earth Science Information Network in 2015.
The destruction of nature does not only occur due to waste generated from the
production process. Behind it, there is a shift in the human paradigm in viewing nature
(Prasetyo, 2018). In this case, Max Weber stated that since modernity proliferated, humans
have only used "instrumental reason", which then treats nature as something that can be used,
with results that can be directed (Tempo, 2010). As a result, the modern world and ecological
destruction are rapidly converging. Humans become detached from nature, and live in
another reality. This alienation makes the relationship between humans and nature only a
subject and object: humans (subject) who control nature (object).
In addition to environmental issues, the industrial revolution will also leave behind
issues related to the loss of social humanities values. The millennial generation, the
generation born around 1980-2000s, has shown symptoms of mental degradation.
Consumerist lifestyles, unlimited freedom, and the loss of ethical behavior on social media
are a series of examples of such degradation. Rhenald Kasali (Khasali, 2018) calls millennials
the strawberry generation, which is described as an attractive but fragile generation that lacks
a strong mentality and values.
The original spirit of technological advancement was to make human life easier. Since
the invention of machines and the start of the automation era, production has multiplied,
cutting down on time and costs. However, in the end, all this convenience has had a major
human impact, as it has significantly reduced the use of human labor. As a result, there has
been an increase in unemployment. It is precisely at this point that there is a need for a
development paradigm that not only improves human capabilities in the field of technology,
but also needs to improve the mentality of the people themselves.
In an effort to build character, the role of social humanities is needed. It is unfortunate
that on several occasions, the humanities are considered a second class science that does not
have a significant impact in the era of the industrial revolution 4.0. In fact, if traced further,
the development of science (science) that produces technological advances today originated
from rationality that was fostered by the humanities. The movement was reflected in the birth
of the modern era in the XVII century (Hardiman, 2004). At that time, the era of the rise of
the ratio had began, thus allowing humanity to think freely apart from shackling theological
doctrines.
In the 18th century there was a major change in the way people thought. This was marked by
the secularization of science so that there was a separation between body and soul which was
studied separately. The body was treated as material and explained as well as natural
phenomena. Natural science is separated from social science and humanities. Towards the
end of the 20th century, the progress of science and technology accelerated, resulting in the
technologicalization of life and livelihood (Jacob, 1988).
Technology is developing on its own and is becoming increasingly detached, leaving
religion and ethics, law, social sciences and humanities far behind. Therefore, there must be
an effort to integrate technology education with the humanities. Knowledge of nature and life
is incomplete without knowledge of why things happen, how they happen, how they develop,
and how they should be. Hard technology is not complete without soft technology (Jacob,
1988).
Conclusions
Research on Industrial Revolution 4.0 and the Challenges of Social Change has
shown that globalization is not only a phenomenon that impacts the technological field, but
has disrupted various other fields such as social, legal, and economic. The consequences of
this disruption have drastically changed the world order.
The problems that occur today cannot be solved in the same way as in the concept of
the past. The Industrial Revolution 4.0 cannot only be faced with technological development
without involving social dynamics in it.
In addition to preparing superior competitiveness, it is necessary to build public
awareness and maturity in responding to the development of the world today, especially in
the post truth era, when information flows rapidly without clarity of truth. It is necessary to
formulate a national policy strategy through awareness and maturity of thinking.
In facing the industrial revolution 4.0, the researcher argues that there are two ways to
go: First, preparing the implementation of education that links and matches between human
resources and the needs of the times in the era of the industrial revolution. Second, in addition
to preparing link and match education, the prepared human resources must also be equipped
with human values education taught by the social humanities.
When the exact sciences play a role in developing technology empirically, the
humanities still play a role in maintaining the quality of its people (software/users). If this
happens, then technological progress as a biological child of science can have a positive
impact on human civilization itself.
Globalization: Definition, History, And Development
Globalization is a world phenomenon whose definition is interpreted variously by
several world thinkers. There is no single definition of globalization. Moreover, attempts to
determine the definition are always fraught with problems, especially in the field of socio-
humanities (Kusumohamidjojo, 2009). In essence, globalization is a situation that refers to
the interconnection of economic and social systems. (Sandu, 2012)(Ritzer, 2010)
Until now there has been no historical review that precisely explains the periodization
of globalization. Globalization in some literature was triggered by the imperialist movement
by the West in Asia and Africa in the 15th century (Hopkin, 2002). In addition, globalization
also occurred when there was a large multinational company in 1897 that made world trade
possible.(Sandu, 2012).
Entering the 2000s, the term globalization (Fund, 2000) began to be widely used in
describing conditions in the modern era marked by free interaction between countries in
various fields, both social, economic culture, and of course technology. In this era,
interactions between countries are possible because of the ease of access caused by
technological advances.
(Friedman, 2006) notes that the history of globalization occurred in three periods:
Globalization 1.0, Globalization 2.0, and Globalization 3.0. Each periodization of
globalization always reveals the forces that make the world continuously change. The world
that is round and has a wide geography, in its development gradually becomes flat due to
several historical events, so that in the end it makes the earth flatter (The World Is Flat),
because there are no longer barriers that limit interactions.
Globalization 1.0. first took place from 1492, when Colombus set sail, opening trade
between the old world and the new world until around 1800. This process then made the
world shrink from large to medium size. The driving force in this era was determined by how
much muscle, how much horsepower, how much wind power, and how much steam power a
country had and how much creativity to utilize it. During this time, countries and
governments, usually fueled by religion, imperialism, or a combination of the two, broke
down walls and tried to encapsulate the world into one until global unification occurred.
Globalization 2.0 lasted from around 1800 to 2000 punctuated by the Great
Depression and World Wars I and II. This period shrank the world from medium size to small
size. In this era, the main actors of change or forces driving the process of global unification
were multinational corporations. These companies went global for markets and labor,
spearheaded by the Industrial Revolution and the expansion of capitalized companies from
the Netherlands and Britain. The forces driving this globalization were breakthroughs in
hardware, starting with steamships and trains, and later telephones and computers.
The process of globalization then reached its peak in Globalization 3.0. The difference
between this globalization and previous globalizations lies not only in the process of
shrinking and flattening the world, but also includes the driving force within it. The driving
force is the American and European individuals and businesses. Although in this case,
China's economy was the largest in the 18th century, it was the explorer countries and
Western companies that played a major role in globalization and the formation of its systems.
However, even this condition later shifted because the world was increasingly becoming flat
and was no longer driven by a country, but individuals. Globalization 3.0 then encourages
individuals to play and enter into it.
Friedman's view of the history of globalization shows that every era of globalization
always has an impact on changes in the system and social behavior of society. This is as
revealed by Alvin Toffler, (Toffler, 1980) in The Third Wave, which explains that the world's
progressivity develops in three waves: the agricultural era, the industrial era, and towards the
information era. In each era, the system and behavior of society change with the times.
The first wave of change was associated with the agricultural revolution, which
occurred around 8,000 years BC until around 1700. Before the agricultural revolution, the
social system of society was still in the form of small groups, often moving around. Moving
on, this group forages by hunting, fishing and foraging for food available in nature.
The second wave of change refers to the industrial revolution and takes place during
the development period from the 1700s to the present. In the United States, this wave peaked
in the mid-1950s but in many other parts of the world it is still ongoing. This period ended
the dominance of agricultural civilization and began the industrialization of society. The
technologies introduced during this wave were generally based on electromechanical
machines powered by non-renewable fossil fuels, causing widespread changes in the way
society was upgraded. Families became smaller, jobs shifted from farms to factories, and
education shifted from home education to organized education in the classroom.
This third wave of change is similar to the post-industrial age, a period that began
around the 19650s and continues to the present. This era is characterized by technological
advances that help speed up communication, calculation, and information dissemination. The
widespread availability of technologies such as computers, telecommunications, robots, and
biotechnics has also affected the social characteristics of society. Fundamental changes in
social behaviour can now be seen in the rise of alliances and organizations in cyberspace,
international mobility in terms of labour force and capital, and increased collaboration
between private and government.
Industrial Revolution 4.0 And Disruption
The history of globalization shows that every changing era has its own core (driver).
The descriptions of Friedman, Ritzer, and Toffler show that the movement of change is
always triggered by technological developments that gave birth to the era of the industrial
revolution 4.0, which not only does not only open up interaction widely but also disrupts
various fields of human life.
Disruptive was originally a phenomenon that occurred in the economic world,
especially in the business sector. Clayton (Christensen, 1997), a Harvard Business Professor,
calls it innovative disruption in The Innovator's Dilemma (Christensen, 1997).Disruptive
itself is a condition when a business is required to continue to innovate following
developments, so that businesses are not only to meet current needs, but can anticipate future
needs.
In the current era, disruption does not only apply to the business world. The
phenomenon of disruption has a major impact on various fields. Disruption does not only
change the business, but the fundamentals of the business (Khasali, 2018). Starting from the
cost structure to the culture, and even the ideology of an industry.
The business paradigm has shifted from an emphasis on owning to sharing
(collaboration). A clear example can be seen in the shift of retail businesses (physical stores)
into e-commerce that offers convenience in shopping, plus the spread of online taxis then
threatens the existence of conventional taxi businesses.
The phenomenon of disruption does not only occur in the business world, but has
spread to other fields such as education, government, culture, politics, and law. In the
political field, for example, political movements to gather mass through mass concentration
have been replaced by social media-based movements. The government sector is now also
challenged to implement bureaucracy effectively and efficiently based on e-governance.
The cultural sector has also been disrupted. The massive development of social media
has reconstructed the cultural structure of society. Social relations are now more closely built
in cyberspace, so relationships in the real world become relative. Finally, the legal field is
now also disrupted. Legal regulations must also follow In summary, in disruptive there will
be disruptive regulation, disruptive culture, disruptive mindset, and disruptive marketing.
(Khasali, 2018)
The Role Of Social Humanities
Disruption has rapidly changed the world order. Change no longer takes thousands of
years, as described in Charles Darwin's theory of evolution (Darwin, 2004) in On the Origin
of Species. The change only takes a very short time. In this fast-paced situation, what changes
is not only the phenomenon, for example, offline to online, real world to cyberspace, print
media to social media, and so on. However, values, social order and culture are also
changing.
The shift in values is reflected in the rampant events that have recently occurred. The
most pronounced impact occurs in the environmental and social fields. Data from the
Ministry of Environment and Forestry (KLHK) between July 2016-June 2017 shows that
there was forest deforestation of 497,000 hectares or 64.3% of the total forests in Indonesia.
Although KLHK claims a decrease from 2014 of 73.6%, this number is still quite large,
whereas America, which is an industrial country, is able to maintain its forest deforestation of
no more than 200,000 hectares per year.The environmental problems also do not stop there,
Indonesia is even categorized as the fourth dirtiest country in the world, according to the
results of research by the International Earth Science Information Network in 2015.
The destruction of nature does not only occur due to waste generated from the
production process. Behind it, there is a shift in the human paradigm in viewing nature
(Prasetyo, 2018). In this case, Max Weber stated that since modernity proliferated, humans
have only used "instrumental reason", which then treats nature as something that can be used,
with results that can be directed (Tempo, 2010). As a result, the modern world and ecological
destruction are rapidly converging. Humans become detached from nature, and live in
another reality. This alienation makes the relationship between humans and nature only a
subject and object: humans (subject) who control nature (object).
In addition to environmental issues, the industrial revolution will also leave behind
issues related to the loss of social humanities values. The millennial generation, the
generation born around 1980-2000s, has shown symptoms of mental degradation.
Consumerist lifestyles, unlimited freedom, and the loss of ethical behavior on social media
are a series of examples of such degradation. Rhenald Kasali (Khasali, 2018) calls millennials
the strawberry generation, which is described as an attractive but fragile generation that lacks
a strong mentality and values.
The original spirit of technological advancement was to make human life easier. Since
the invention of machines and the start of the automation era, production has multiplied,
cutting down on time and costs. However, in the end, all this convenience has had a major
human impact, as it has significantly reduced the use of human labor. As a result, there has
been an increase in unemployment. It is precisely at this point that there is a need for a
development paradigm that not only improves human capabilities in the field of technology,
but also needs to improve the mentality of the people themselves.
In an effort to build character, the role of social humanities is needed. It is unfortunate
that on several occasions, the humanities are considered a second class science that does not
have a significant impact in the era of the industrial revolution 4.0. In fact, if traced further,
the development of science (science) that produces technological advances today originated
from rationality that was fostered by the humanities. The movement was reflected in the birth
of the modern era in the XVII century (Hardiman, 2004). At that time, the era of the rise of
the ratio had began, thus allowing humanity to think freely apart from shackling theological
doctrines.
In the 18th century there was a major change in the way people thought. This was marked by
the secularization of science so that there was a separation between body and soul which was
studied separately. The body was treated as material and explained as well as natural
phenomena. Natural science is separated from social science and humanities. Towards the
end of the 20th century, the progress of science and technology accelerated, resulting in the
technologicalization of life and livelihood (Jacob, 1988).
Technology is developing on its own and is becoming increasingly detached, leaving
religion and ethics, law, social sciences and humanities far behind. Therefore, there must be
an effort to integrate technology education with the humanities. Knowledge of nature and life
is incomplete without knowledge of why things happen, how they happen, how they develop,
and how they should be. Hard technology is not complete without soft technology (Jacob,
1988).
Conclusions
Research on Industrial Revolution 4.0 and the Challenges of Social Change has
shown that globalization is not only a phenomenon that impacts the technological field, but
has disrupted various other fields such as social, legal, and economic. The consequences of
this disruption have drastically changed the world order.
The problems that occur today cannot be solved in the same way as in the concept of
the past. The Industrial Revolution 4.0 cannot only be faced with technological development
without involving social dynamics in it.
In addition to preparing superior competitiveness, it is necessary to build public
awareness and maturity in responding to the development of the world today, especially in
the post truth era, when information flows rapidly without clarity of truth. It is necessary to
formulate a national policy strategy through awareness and maturity of thinking.
In facing the industrial revolution 4.0, the researcher argues that there are two ways to
go: First, preparing the implementation of education that links and matches between human
resources and the needs of the times in the era of the industrial revolution. Second, in addition
to preparing link and match education, the prepared human resources must also be equipped
with human values education taught by the social humanities.
When the exact sciences play a role in developing technology empirically, the
humanities still play a role in maintaining the quality of its people (software/users). If this
happens, then technological progress as a biological child of science can have a positive
impact on human civilization itself.
Globalization: Definition, History, And Development
Globalization is a world phenomenon whose definition is interpreted variously by
several world thinkers. There is no single definition of globalization. Moreover, attempts to
determine the definition are always fraught with problems, especially in the field of socio-
humanities (Kusumohamidjojo, 2009). In essence, globalization is a situation that refers to
the interconnection of economic and social systems. (Sandu, 2012)(Ritzer, 2010)
Until now there has been no historical review that precisely explains the periodization
of globalization. Globalization in some literature was triggered by the imperialist movement
by the West in Asia and Africa in the 15th century (Hopkin, 2002). In addition, globalization
also occurred when there was a large multinational company in 1897 that made world trade
possible.(Sandu, 2012).
Entering the 2000s, the term globalization (Fund, 2000) began to be widely used in
describing conditions in the modern era marked by free interaction between countries in
various fields, both social, economic culture, and of course technology. In this era,
interactions between countries are possible because of the ease of access caused by
technological advances.
(Friedman, 2006) notes that the history of globalization occurred in three periods:
Globalization 1.0, Globalization 2.0, and Globalization 3.0. Each periodization of
globalization always reveals the forces that make the world continuously change. The world
that is round and has a wide geography, in its development gradually becomes flat due to
several historical events, so that in the end it makes the earth flatter (The World Is Flat),
because there are no longer barriers that limit interactions.
Globalization 1.0. first took place from 1492, when Colombus set sail, opening trade
between the old world and the new world until around 1800. This process then made the
world shrink from large to medium size. The driving force in this era was determined by how
much muscle, how much horsepower, how much wind power, and how much steam power a
country had and how much creativity to utilize it. During this time, countries and
governments, usually fueled by religion, imperialism, or a combination of the two, broke
down walls and tried to encapsulate the world into one until global unification occurred.
Globalization 2.0 lasted from around 1800 to 2000 punctuated by the Great
Depression and World Wars I and II. This period shrank the world from medium size to small
size. In this era, the main actors of change or forces driving the process of global unification
were multinational corporations. These companies went global for markets and labor,
spearheaded by the Industrial Revolution and the expansion of capitalized companies from
the Netherlands and Britain. The forces driving this globalization were breakthroughs in
hardware, starting with steamships and trains, and later telephones and computers.
The process of globalization then reached its peak in Globalization 3.0. The difference
between this globalization and previous globalizations lies not only in the process of
shrinking and flattening the world, but also includes the driving force within it. The driving
force is the American and European individuals and businesses. Although in this case,
China's economy was the largest in the 18th century, it was the explorer countries and
Western companies that played a major role in globalization and the formation of its systems.
However, even this condition later shifted because the world was increasingly becoming flat
and was no longer driven by a country, but individuals. Globalization 3.0 then encourages
individuals to play and enter into it.
Friedman's view of the history of globalization shows that every era of globalization
always has an impact on changes in the system and social behavior of society. This is as
revealed by Alvin Toffler, (Toffler, 1980) in The Third Wave, which explains that the world's
progressivity develops in three waves: the agricultural era, the industrial era, and towards the
information era. In each era, the system and behavior of society change with the times.
The first wave of change was associated with the agricultural revolution, which
occurred around 8,000 years BC until around 1700. Before the agricultural revolution, the
social system of society was still in the form of small groups, often moving around. Moving
on, this group forages by hunting, fishing and foraging for food available in nature.
The second wave of change refers to the industrial revolution and takes place during
the development period from the 1700s to the present. In the United States, this wave peaked
in the mid-1950s but in many other parts of the world it is still ongoing. This period ended
the dominance of agricultural civilization and began the industrialization of society. The
technologies introduced during this wave were generally based on electromechanical
machines powered by non-renewable fossil fuels, causing widespread changes in the way
society was upgraded. Families became smaller, jobs shifted from farms to factories, and
education shifted from home education to organized education in the classroom.
This third wave of change is similar to the post-industrial age, a period that began
around the 19650s and continues to the present. This era is characterized by technological
advances that help speed up communication, calculation, and information dissemination. The
widespread availability of technologies such as computers, telecommunications, robots, and
biotechnics has also affected the social characteristics of society. Fundamental changes in
social behaviour can now be seen in the rise of alliances and organizations in cyberspace,
international mobility in terms of labour force and capital, and increased collaboration
between private and government.
Industrial Revolution 4.0 And Disruption
The history of globalization shows that every changing era has its own core (driver).
The descriptions of Friedman, Ritzer, and Toffler show that the movement of change is
always triggered by technological developments that gave birth to the era of the industrial
revolution 4.0, which not only does not only open up interaction widely but also disrupts
various fields of human life.
Disruptive was originally a phenomenon that occurred in the economic world,
especially in the business sector. Clayton (Christensen, 1997), a Harvard Business Professor,
calls it innovative disruption in The Innovator's Dilemma (Christensen, 1997).Disruptive
itself is a condition when a business is required to continue to innovate following
developments, so that businesses are not only to meet current needs, but can anticipate future
needs.
In the current era, disruption does not only apply to the business world. The
phenomenon of disruption has a major impact on various fields. Disruption does not only
change the business, but the fundamentals of the business (Khasali, 2018). Starting from the
cost structure to the culture, and even the ideology of an industry.
The business paradigm has shifted from an emphasis on owning to sharing
(collaboration). A clear example can be seen in the shift of retail businesses (physical stores)
into e-commerce that offers convenience in shopping, plus the spread of online taxis then
threatens the existence of conventional taxi businesses.
The phenomenon of disruption does not only occur in the business world, but has
spread to other fields such as education, government, culture, politics, and law. In the
political field, for example, political movements to gather mass through mass concentration
have been replaced by social media-based movements. The government sector is now also
challenged to implement bureaucracy effectively and efficiently based on e-governance.
The cultural sector has also been disrupted. The massive development of social media
has reconstructed the cultural structure of society. Social relations are now more closely built
in cyberspace, so relationships in the real world become relative. Finally, the legal field is
now also disrupted. Legal regulations must also follow In summary, in disruptive there will
be disruptive regulation, disruptive culture, disruptive mindset, and disruptive marketing.
(Khasali, 2018)
The Role Of Social Humanities
Disruption has rapidly changed the world order. Change no longer takes thousands of
years, as described in Charles Darwin's theory of evolution (Darwin, 2004) in On the Origin
of Species. The change only takes a very short time. In this fast-paced situation, what changes
is not only the phenomenon, for example, offline to online, real world to cyberspace, print
media to social media, and so on. However, values, social order and culture are also
changing.
The shift in values is reflected in the rampant events that have recently occurred. The
most pronounced impact occurs in the environmental and social fields. Data from the
Ministry of Environment and Forestry (KLHK) between July 2016-June 2017 shows that
there was forest deforestation of 497,000 hectares or 64.3% of the total forests in Indonesia.
Although KLHK claims a decrease from 2014 of 73.6%, this number is still quite large,
whereas America, which is an industrial country, is able to maintain its forest deforestation of
no more than 200,000 hectares per year.The environmental problems also do not stop there,
Indonesia is even categorized as the fourth dirtiest country in the world, according to the
results of research by the International Earth Science Information Network in 2015.
The destruction of nature does not only occur due to waste generated from the
production process. Behind it, there is a shift in the human paradigm in viewing nature
(Prasetyo, 2018). In this case, Max Weber stated that since modernity proliferated, humans
have only used "instrumental reason", which then treats nature as something that can be used,
with results that can be directed (Tempo, 2010). As a result, the modern world and ecological
destruction are rapidly converging. Humans become detached from nature, and live in
another reality. This alienation makes the relationship between humans and nature only a
subject and object: humans (subject) who control nature (object).
In addition to environmental issues, the industrial revolution will also leave behind
issues related to the loss of social humanities values. The millennial generation, the
generation born around 1980-2000s, has shown symptoms of mental degradation.
Consumerist lifestyles, unlimited freedom, and the loss of ethical behavior on social media
are a series of examples of such degradation. Rhenald Kasali (Khasali, 2018) calls millennials
the strawberry generation, which is described as an attractive but fragile generation that lacks
a strong mentality and values.
The original spirit of technological advancement was to make human life easier. Since
the invention of machines and the start of the automation era, production has multiplied,
cutting down on time and costs. However, in the end, all this convenience has had a major
human impact, as it has significantly reduced the use of human labor. As a result, there has
been an increase in unemployment. It is precisely at this point that there is a need for a
development paradigm that not only improves human capabilities in the field of technology,
but also needs to improve the mentality of the people themselves.
In an effort to build character, the role of social humanities is needed. It is unfortunate
that on several occasions, the humanities are considered a second class science that does not
have a significant impact in the era of the industrial revolution 4.0. In fact, if traced further,
the development of science (science) that produces technological advances today originated
from rationality that was fostered by the humanities. The movement was reflected in the birth
of the modern era in the XVII century (Hardiman, 2004). At that time, the era of the rise of
the ratio had began, thus allowing humanity to think freely apart from shackling theological
doctrines.
In the 18th century there was a major change in the way people thought. This was marked by
the secularization of science so that there was a separation between body and soul which was
studied separately. The body was treated as material and explained as well as natural
phenomena. Natural science is separated from social science and humanities. Towards the
end of the 20th century, the progress of science and technology accelerated, resulting in the
technologicalization of life and livelihood (Jacob, 1988).
Technology is developing on its own and is becoming increasingly detached, leaving
religion and ethics, law, social sciences and humanities far behind. Therefore, there must be
an effort to integrate technology education with the humanities. Knowledge of nature and life
is incomplete without knowledge of why things happen, how they happen, how they develop,
and how they should be. Hard technology is not complete without soft technology (Jacob,
1988).
Conclusions
Research on Industrial Revolution 4.0 and the Challenges of Social Change has
shown that globalization is not only a phenomenon that impacts the technological field, but
has disrupted various other fields such as social, legal, and economic. The consequences of
this disruption have drastically changed the world order.
The problems that occur today cannot be solved in the same way as in the concept of
the past. The Industrial Revolution 4.0 cannot only be faced with technological development
without involving social dynamics in it.
In addition to preparing superior competitiveness, it is necessary to build public
awareness and maturity in responding to the development of the world today, especially in
the post truth era, when information flows rapidly without clarity of truth. It is necessary to
formulate a national policy strategy through awareness and maturity of thinking.
In facing the industrial revolution 4.0, the researcher argues that there are two ways to
go: First, preparing the implementation of education that links and matches between human
resources and the needs of the times in the era of the industrial revolution. Second, in addition
to preparing link and match education, the prepared human resources must also be equipped
with human values education taught by the social humanities.
When the exact sciences play a role in developing technology empirically, the
humanities still play a role in maintaining the quality of its people (software/users). If this
happens, then technological progress as a biological child of science can have a positive
impact on human civilization itself.
Globalization: Definition, History, And Development
Globalization is a world phenomenon whose definition is interpreted variously by
several world thinkers. There is no single definition of globalization. Moreover, attempts to
determine the definition are always fraught with problems, especially in the field of socio-
humanities (Kusumohamidjojo, 2009). In essence, globalization is a situation that refers to
the interconnection of economic and social systems. (Sandu, 2012)(Ritzer, 2010)
Until now there has been no historical review that precisely explains the periodization
of globalization. Globalization in some literature was triggered by the imperialist movement
by the West in Asia and Africa in the 15th century (Hopkin, 2002). In addition, globalization
also occurred when there was a large multinational company in 1897 that made world trade
possible.(Sandu, 2012).
Entering the 2000s, the term globalization (Fund, 2000) began to be widely used in
describing conditions in the modern era marked by free interaction between countries in
various fields, both social, economic culture, and of course technology. In this era,
interactions between countries are possible because of the ease of access caused by
technological advances.
(Friedman, 2006) notes that the history of globalization occurred in three periods:
Globalization 1.0, Globalization 2.0, and Globalization 3.0. Each periodization of
globalization always reveals the forces that make the world continuously change. The world
that is round and has a wide geography, in its development gradually becomes flat due to
several historical events, so that in the end it makes the earth flatter (The World Is Flat),
because there are no longer barriers that limit interactions.
Globalization 1.0. first took place from 1492, when Colombus set sail, opening trade
between the old world and the new world until around 1800. This process then made the
world shrink from large to medium size. The driving force in this era was determined by how
much muscle, how much horsepower, how much wind power, and how much steam power a
country had and how much creativity to utilize it. During this time, countries and
governments, usually fueled by religion, imperialism, or a combination of the two, broke
down walls and tried to encapsulate the world into one until global unification occurred.
Globalization 2.0 lasted from around 1800 to 2000 punctuated by the Great
Depression and World Wars I and II. This period shrank the world from medium size to small
size. In this era, the main actors of change or forces driving the process of global unification
were multinational corporations. These companies went global for markets and labor,
spearheaded by the Industrial Revolution and the expansion of capitalized companies from
the Netherlands and Britain. The forces driving this globalization were breakthroughs in
hardware, starting with steamships and trains, and later telephones and computers.
The process of globalization then reached its peak in Globalization 3.0. The difference
between this globalization and previous globalizations lies not only in the process of
shrinking and flattening the world, but also includes the driving force within it. The driving
force is the American and European individuals and businesses. Although in this case,
China's economy was the largest in the 18th century, it was the explorer countries and
Western companies that played a major role in globalization and the formation of its systems.
However, even this condition later shifted because the world was increasingly becoming flat
and was no longer driven by a country, but individuals. Globalization 3.0 then encourages
individuals to play and enter into it.
Friedman's view of the history of globalization shows that every era of globalization
always has an impact on changes in the system and social behavior of society. This is as
revealed by Alvin Toffler, (Toffler, 1980) in The Third Wave, which explains that the world's
progressivity develops in three waves: the agricultural era, the industrial era, and towards the
information era. In each era, the system and behavior of society change with the times.
The first wave of change was associated with the agricultural revolution, which
occurred around 8,000 years BC until around 1700. Before the agricultural revolution, the
social system of society was still in the form of small groups, often moving around. Moving
on, this group forages by hunting, fishing and foraging for food available in nature.
The second wave of change refers to the industrial revolution and takes place during
the development period from the 1700s to the present. In the United States, this wave peaked
in the mid-1950s but in many other parts of the world it is still ongoing. This period ended
the dominance of agricultural civilization and began the industrialization of society. The
technologies introduced during this wave were generally based on electromechanical
machines powered by non-renewable fossil fuels, causing widespread changes in the way
society was upgraded. Families became smaller, jobs shifted from farms to factories, and
education shifted from home education to organized education in the classroom.
This third wave of change is similar to the post-industrial age, a period that began
around the 19650s and continues to the present. This era is characterized by technological
advances that help speed up communication, calculation, and information dissemination. The
widespread availability of technologies such as computers, telecommunications, robots, and
biotechnics has also affected the social characteristics of society. Fundamental changes in
social behaviour can now be seen in the rise of alliances and organizations in cyberspace,
international mobility in terms of labour force and capital, and increased collaboration
between private and government.
Industrial Revolution 4.0 And Disruption
The history of globalization shows that every changing era has its own core (driver).
The descriptions of Friedman, Ritzer, and Toffler show that the movement of change is
always triggered by technological developments that gave birth to the era of the industrial
revolution 4.0, which not only does not only open up interaction widely but also disrupts
various fields of human life.
Disruptive was originally a phenomenon that occurred in the economic world,
especially in the business sector. Clayton (Christensen, 1997), a Harvard Business Professor,
calls it innovative disruption in The Innovator's Dilemma (Christensen, 1997).Disruptive
itself is a condition when a business is required to continue to innovate following
developments, so that businesses are not only to meet current needs, but can anticipate future
needs.
In the current era, disruption does not only apply to the business world. The
phenomenon of disruption has a major impact on various fields. Disruption does not only
change the business, but the fundamentals of the business (Khasali, 2018). Starting from the
cost structure to the culture, and even the ideology of an industry.
The business paradigm has shifted from an emphasis on owning to sharing
(collaboration). A clear example can be seen in the shift of retail businesses (physical stores)
into e-commerce that offers convenience in shopping, plus the spread of online taxis then
threatens the existence of conventional taxi businesses.
The phenomenon of disruption does not only occur in the business world, but has
spread to other fields such as education, government, culture, politics, and law. In the
political field, for example, political movements to gather mass through mass concentration
have been replaced by social media-based movements. The government sector is now also
challenged to implement bureaucracy effectively and efficiently based on e-governance.
The cultural sector has also been disrupted. The massive development of social media
has reconstructed the cultural structure of society. Social relations are now more closely built
in cyberspace, so relationships in the real world become relative. Finally, the legal field is
now also disrupted. Legal regulations must also follow In summary, in disruptive there will
be disruptive regulation, disruptive culture, disruptive mindset, and disruptive marketing.
(Khasali, 2018)
The Role Of Social Humanities
Disruption has rapidly changed the world order. Change no longer takes thousands of
years, as described in Charles Darwin's theory of evolution (Darwin, 2004) in On the Origin
of Species. The change only takes a very short time. In this fast-paced situation, what changes
is not only the phenomenon, for example, offline to online, real world to cyberspace, print
media to social media, and so on. However, values, social order and culture are also
changing.
The shift in values is reflected in the rampant events that have recently occurred. The
most pronounced impact occurs in the environmental and social fields. Data from the
Ministry of Environment and Forestry (KLHK) between July 2016-June 2017 shows that
there was forest deforestation of 497,000 hectares or 64.3% of the total forests in Indonesia.
Although KLHK claims a decrease from 2014 of 73.6%, this number is still quite large,
whereas America, which is an industrial country, is able to maintain its forest deforestation of
no more than 200,000 hectares per year.The environmental problems also do not stop there,
Indonesia is even categorized as the fourth dirtiest country in the world, according to the
results of research by the International Earth Science Information Network in 2015.
The destruction of nature does not only occur due to waste generated from the
production process. Behind it, there is a shift in the human paradigm in viewing nature
(Prasetyo, 2018). In this case, Max Weber stated that since modernity proliferated, humans
have only used "instrumental reason", which then treats nature as something that can be used,
with results that can be directed (Tempo, 2010). As a result, the modern world and ecological
destruction are rapidly converging. Humans become detached from nature, and live in
another reality. This alienation makes the relationship between humans and nature only a
subject and object: humans (subject) who control nature (object).
In addition to environmental issues, the industrial revolution will also leave behind
issues related to the loss of social humanities values. The millennial generation, the
generation born around 1980-2000s, has shown symptoms of mental degradation.
Consumerist lifestyles, unlimited freedom, and the loss of ethical behavior on social media
are a series of examples of such degradation. Rhenald Kasali (Khasali, 2018) calls millennials
the strawberry generation, which is described as an attractive but fragile generation that lacks
a strong mentality and values.
The original spirit of technological advancement was to make human life easier. Since
the invention of machines and the start of the automation era, production has multiplied,
cutting down on time and costs. However, in the end, all this convenience has had a major
human impact, as it has significantly reduced the use of human labor. As a result, there has
been an increase in unemployment. It is precisely at this point that there is a need for a
development paradigm that not only improves human capabilities in the field of technology,
but also needs to improve the mentality of the people themselves.
In an effort to build character, the role of social humanities is needed. It is unfortunate
that on several occasions, the humanities are considered a second class science that does not
have a significant impact in the era of the industrial revolution 4.0. In fact, if traced further,
the development of science (science) that produces technological advances today originated
from rationality that was fostered by the humanities. The movement was reflected in the birth
of the modern era in the XVII century (Hardiman, 2004). At that time, the era of the rise of
the ratio had began, thus allowing humanity to think freely apart from shackling theological
doctrines.
In the 18th century there was a major change in the way people thought. This was marked by
the secularization of science so that there was a separation between body and soul which was
studied separately. The body was treated as material and explained as well as natural
phenomena. Natural science is separated from social science and humanities. Towards the
end of the 20th century, the progress of science and technology accelerated, resulting in the
technologicalization of life and livelihood (Jacob, 1988).
Technology is developing on its own and is becoming increasingly detached, leaving
religion and ethics, law, social sciences and humanities far behind. Therefore, there must be
an effort to integrate technology education with the humanities. Knowledge of nature and life
is incomplete without knowledge of why things happen, how they happen, how they develop,
and how they should be. Hard technology is not complete without soft technology (Jacob,
1988).
Conclusions
Research on Industrial Revolution 4.0 and the Challenges of Social Change has
shown that globalization is not only a phenomenon that impacts the technological field, but
has disrupted various other fields such as social, legal, and economic. The consequences of
this disruption have drastically changed the world order.
The problems that occur today cannot be solved in the same way as in the concept of
the past. The Industrial Revolution 4.0 cannot only be faced with technological development
without involving social dynamics in it.
In addition to preparing superior competitiveness, it is necessary to build public
awareness and maturity in responding to the development of the world today, especially in
the post truth era, when information flows rapidly without clarity of truth. It is necessary to
formulate a national policy strategy through awareness and maturity of thinking.
In facing the industrial revolution 4.0, the researcher argues that there are two ways to
go: First, preparing the implementation of education that links and matches between human
resources and the needs of the times in the era of the industrial revolution. Second, in addition
to preparing link and match education, the prepared human resources must also be equipped
with human values education taught by the social humanities.
When the exact sciences play a role in developing technology empirically, the
humanities still play a role in maintaining the quality of its people (software/users). If this
happens, then technological progress as a biological child of science can have a positive
impact on human civilization itself.
Globalization: Definition, History, And Development
Globalization is a world phenomenon whose definition is interpreted variously by
several world thinkers. There is no single definition of globalization. Moreover, attempts to
determine the definition are always fraught with problems, especially in the field of socio-
humanities (Kusumohamidjojo, 2009). In essence, globalization is a situation that refers to
the interconnection of economic and social systems. (Sandu, 2012)(Ritzer, 2010)
Until now there has been no historical review that precisely explains the periodization
of globalization. Globalization in some literature was triggered by the imperialist movement
by the West in Asia and Africa in the 15th century (Hopkin, 2002). In addition, globalization
also occurred when there was a large multinational company in 1897 that made world trade
possible.(Sandu, 2012).
Entering the 2000s, the term globalization (Fund, 2000) began to be widely used in
describing conditions in the modern era marked by free interaction between countries in
various fields, both social, economic culture, and of course technology. In this era,
interactions between countries are possible because of the ease of access caused by
technological advances.
(Friedman, 2006) notes that the history of globalization occurred in three periods:
Globalization 1.0, Globalization 2.0, and Globalization 3.0. Each periodization of
globalization always reveals the forces that make the world continuously change. The world
that is round and has a wide geography, in its development gradually becomes flat due to
several historical events, so that in the end it makes the earth flatter (The World Is Flat),
because there are no longer barriers that limit interactions.
Globalization 1.0. first took place from 1492, when Colombus set sail, opening trade
between the old world and the new world until around 1800. This process then made the
world shrink from large to medium size. The driving force in this era was determined by how
much muscle, how much horsepower, how much wind power, and how much steam power a
country had and how much creativity to utilize it. During this time, countries and
governments, usually fueled by religion, imperialism, or a combination of the two, broke
down walls and tried to encapsulate the world into one until global unification occurred.
Globalization 2.0 lasted from around 1800 to 2000 punctuated by the Great
Depression and World Wars I and II. This period shrank the world from medium size to small
size. In this era, the main actors of change or forces driving the process of global unification
were multinational corporations. These companies went global for markets and labor,
spearheaded by the Industrial Revolution and the expansion of capitalized companies from
the Netherlands and Britain. The forces driving this globalization were breakthroughs in
hardware, starting with steamships and trains, and later telephones and computers.
The process of globalization then reached its peak in Globalization 3.0. The difference
between this globalization and previous globalizations lies not only in the process of
shrinking and flattening the world, but also includes the driving force within it. The driving
force is the American and European individuals and businesses. Although in this case,
China's economy was the largest in the 18th century, it was the explorer countries and
Western companies that played a major role in globalization and the formation of its systems.
However, even this condition later shifted because the world was increasingly becoming flat
and was no longer driven by a country, but individuals. Globalization 3.0 then encourages
individuals to play and enter into it.
Friedman's view of the history of globalization shows that every era of globalization
always has an impact on changes in the system and social behavior of society. This is as
revealed by Alvin Toffler, (Toffler, 1980) in The Third Wave, which explains that the world's
progressivity develops in three waves: the agricultural era, the industrial era, and towards the
information era. In each era, the system and behavior of society change with the times.
The first wave of change was associated with the agricultural revolution, which
occurred around 8,000 years BC until around 1700. Before the agricultural revolution, the
social system of society was still in the form of small groups, often moving around. Moving
on, this group forages by hunting, fishing and foraging for food available in nature.
The second wave of change refers to the industrial revolution and takes place during
the development period from the 1700s to the present. In the United States, this wave peaked
in the mid-1950s but in many other parts of the world it is still ongoing. This period ended
the dominance of agricultural civilization and began the industrialization of society. The
technologies introduced during this wave were generally based on electromechanical
machines powered by non-renewable fossil fuels, causing widespread changes in the way
society was upgraded. Families became smaller, jobs shifted from farms to factories, and
education shifted from home education to organized education in the classroom.
This third wave of change is similar to the post-industrial age, a period that began
around the 19650s and continues to the present. This era is characterized by technological
advances that help speed up communication, calculation, and information dissemination. The
widespread availability of technologies such as computers, telecommunications, robots, and
biotechnics has also affected the social characteristics of society. Fundamental changes in
social behaviour can now be seen in the rise of alliances and organizations in cyberspace,
international mobility in terms of labour force and capital, and increased collaboration
between private and government.
Industrial Revolution 4.0 And Disruption
The history of globalization shows that every changing era has its own core (driver).
The descriptions of Friedman, Ritzer, and Toffler show that the movement of change is
always triggered by technological developments that gave birth to the era of the industrial
revolution 4.0, which not only does not only open up interaction widely but also disrupts
various fields of human life.
Disruptive was originally a phenomenon that occurred in the economic world,
especially in the business sector. Clayton (Christensen, 1997), a Harvard Business Professor,
calls it innovative disruption in The Innovator's Dilemma (Christensen, 1997).Disruptive
itself is a condition when a business is required to continue to innovate following
developments, so that businesses are not only to meet current needs, but can anticipate future
needs.
In the current era, disruption does not only apply to the business world. The
phenomenon of disruption has a major impact on various fields. Disruption does not only
change the business, but the fundamentals of the business (Khasali, 2018). Starting from the
cost structure to the culture, and even the ideology of an industry.
The business paradigm has shifted from an emphasis on owning to sharing
(collaboration). A clear example can be seen in the shift of retail businesses (physical stores)
into e-commerce that offers convenience in shopping, plus the spread of online taxis then
threatens the existence of conventional taxi businesses.
The phenomenon of disruption does not only occur in the business world, but has
spread to other fields such as education, government, culture, politics, and law. In the
political field, for example, political movements to gather mass through mass concentration
have been replaced by social media-based movements. The government sector is now also
challenged to implement bureaucracy effectively and efficiently based on e-governance.
The cultural sector has also been disrupted. The massive development of social media
has reconstructed the cultural structure of society. Social relations are now more closely built
in cyberspace, so relationships in the real world become relative. Finally, the legal field is
now also disrupted. Legal regulations must also follow In summary, in disruptive there will
be disruptive regulation, disruptive culture, disruptive mindset, and disruptive marketing.
(Khasali, 2018)
The Role Of Social Humanities
Disruption has rapidly changed the world order. Change no longer takes thousands of
years, as described in Charles Darwin's theory of evolution (Darwin, 2004) in On the Origin
of Species. The change only takes a very short time. In this fast-paced situation, what changes
is not only the phenomenon, for example, offline to online, real world to cyberspace, print
media to social media, and so on. However, values, social order and culture are also
changing.
The shift in values is reflected in the rampant events that have recently occurred. The
most pronounced impact occurs in the environmental and social fields. Data from the
Ministry of Environment and Forestry (KLHK) between July 2016-June 2017 shows that
there was forest deforestation of 497,000 hectares or 64.3% of the total forests in Indonesia.
Although KLHK claims a decrease from 2014 of 73.6%, this number is still quite large,
whereas America, which is an industrial country, is able to maintain its forest deforestation of
no more than 200,000 hectares per year.The environmental problems also do not stop there,
Indonesia is even categorized as the fourth dirtiest country in the world, according to the
results of research by the International Earth Science Information Network in 2015.
The destruction of nature does not only occur due to waste generated from the
production process. Behind it, there is a shift in the human paradigm in viewing nature
(Prasetyo, 2018). In this case, Max Weber stated that since modernity proliferated, humans
have only used "instrumental reason", which then treats nature as something that can be used,
with results that can be directed (Tempo, 2010). As a result, the modern world and ecological
destruction are rapidly converging. Humans become detached from nature, and live in
another reality. This alienation makes the relationship between humans and nature only a
subject and object: humans (subject) who control nature (object).
In addition to environmental issues, the industrial revolution will also leave behind
issues related to the loss of social humanities values. The millennial generation, the
generation born around 1980-2000s, has shown symptoms of mental degradation.
Consumerist lifestyles, unlimited freedom, and the loss of ethical behavior on social media
are a series of examples of such degradation. Rhenald Kasali (Khasali, 2018) calls millennials
the strawberry generation, which is described as an attractive but fragile generation that lacks
a strong mentality and values.
The original spirit of technological advancement was to make human life easier. Since
the invention of machines and the start of the automation era, production has multiplied,
cutting down on time and costs. However, in the end, all this convenience has had a major
human impact, as it has significantly reduced the use of human labor. As a result, there has
been an increase in unemployment. It is precisely at this point that there is a need for a
development paradigm that not only improves human capabilities in the field of technology,
but also needs to improve the mentality of the people themselves.
In an effort to build character, the role of social humanities is needed. It is unfortunate
that on several occasions, the humanities are considered a second class science that does not
have a significant impact in the era of the industrial revolution 4.0. In fact, if traced further,
the development of science (science) that produces technological advances today originated
from rationality that was fostered by the humanities. The movement was reflected in the birth
of the modern era in the XVII century (Hardiman, 2004). At that time, the era of the rise of
the ratio had began, thus allowing humanity to think freely apart from shackling theological
doctrines.
In the 18th century there was a major change in the way people thought. This was marked by
the secularization of science so that there was a separation between body and soul which was
studied separately. The body was treated as material and explained as well as natural
phenomena. Natural science is separated from social science and humanities. Towards the
end of the 20th century, the progress of science and technology accelerated, resulting in the
technologicalization of life and livelihood (Jacob, 1988).
Technology is developing on its own and is becoming increasingly detached, leaving
religion and ethics, law, social sciences and humanities far behind. Therefore, there must be
an effort to integrate technology education with the humanities. Knowledge of nature and life
is incomplete without knowledge of why things happen, how they happen, how they develop,
and how they should be. Hard technology is not complete without soft technology (Jacob,
1988).
Conclusions
Research on Industrial Revolution 4.0 and the Challenges of Social Change has
shown that globalization is not only a phenomenon that impacts the technological field, but
has disrupted various other fields such as social, legal, and economic. The consequences of
this disruption have drastically changed the world order.
The problems that occur today cannot be solved in the same way as in the concept of
the past. The Industrial Revolution 4.0 cannot only be faced with technological development
without involving social dynamics in it.
In addition to preparing superior competitiveness, it is necessary to build public
awareness and maturity in responding to the development of the world today, especially in
the post truth era, when information flows rapidly without clarity of truth. It is necessary to
formulate a national policy strategy through awareness and maturity of thinking.
In facing the industrial revolution 4.0, the researcher argues that there are two ways to
go: First, preparing the implementation of education that links and matches between human
resources and the needs of the times in the era of the industrial revolution. Second, in addition
to preparing link and match education, the prepared human resources must also be equipped
with human values education taught by the social humanities.
When the exact sciences play a role in developing technology empirically, the
humanities still play a role in maintaining the quality of its people (software/users). If this
happens, then technological progress as a biological child of science can have a positive
impact on human civilization itself.
Globalization: Definition, History, And Development
Globalization is a world phenomenon whose definition is interpreted variously by
several world thinkers. There is no single definition of globalization. Moreover, attempts to
determine the definition are always fraught with problems, especially in the field of socio-
humanities (Kusumohamidjojo, 2009). In essence, globalization is a situation that refers to
the interconnection of economic and social systems. (Sandu, 2012)(Ritzer, 2010)
Until now there has been no historical review that precisely explains the periodization
of globalization. Globalization in some literature was triggered by the imperialist movement
by the West in Asia and Africa in the 15th century (Hopkin, 2002). In addition, globalization
also occurred when there was a large multinational company in 1897 that made world trade
possible.(Sandu, 2012).
Entering the 2000s, the term globalization (Fund, 2000) began to be widely used in
describing conditions in the modern era marked by free interaction between countries in
various fields, both social, economic culture, and of course technology. In this era,
interactions between countries are possible because of the ease of access caused by
technological advances.
(Friedman, 2006) notes that the history of globalization occurred in three periods:
Globalization 1.0, Globalization 2.0, and Globalization 3.0. Each periodization of
globalization always reveals the forces that make the world continuously change. The world
that is round and has a wide geography, in its development gradually becomes flat due to
several historical events, so that in the end it makes the earth flatter (The World Is Flat),
because there are no longer barriers that limit interactions.
Globalization 1.0. first took place from 1492, when Colombus set sail, opening trade
between the old world and the new world until around 1800. This process then made the
world shrink from large to medium size. The driving force in this era was determined by how
much muscle, how much horsepower, how much wind power, and how much steam power a
country had and how much creativity to utilize it. During this time, countries and
governments, usually fueled by religion, imperialism, or a combination of the two, broke
down walls and tried to encapsulate the world into one until global unification occurred.
Globalization 2.0 lasted from around 1800 to 2000 punctuated by the Great
Depression and World Wars I and II. This period shrank the world from medium size to small
size. In this era, the main actors of change or forces driving the process of global unification
were multinational corporations. These companies went global for markets and labor,
spearheaded by the Industrial Revolution and the expansion of capitalized companies from
the Netherlands and Britain. The forces driving this globalization were breakthroughs in
hardware, starting with steamships and trains, and later telephones and computers.
The process of globalization then reached its peak in Globalization 3.0. The difference
between this globalization and previous globalizations lies not only in the process of
shrinking and flattening the world, but also includes the driving force within it. The driving
force is the American and European individuals and businesses. Although in this case,
China's economy was the largest in the 18th century, it was the explorer countries and
Western companies that played a major role in globalization and the formation of its systems.
However, even this condition later shifted because the world was increasingly becoming flat
and was no longer driven by a country, but individuals. Globalization 3.0 then encourages
individuals to play and enter into it.
Friedman's view of the history of globalization shows that every era of globalization
always has an impact on changes in the system and social behavior of society. This is as
revealed by Alvin Toffler, (Toffler, 1980) in The Third Wave, which explains that the world's
progressivity develops in three waves: the agricultural era, the industrial era, and towards the
information era. In each era, the system and behavior of society change with the times.
The first wave of change was associated with the agricultural revolution, which
occurred around 8,000 years BC until around 1700. Before the agricultural revolution, the
social system of society was still in the form of small groups, often moving around. Moving
on, this group forages by hunting, fishing and foraging for food available in nature.
The second wave of change refers to the industrial revolution and takes place during
the development period from the 1700s to the present. In the United States, this wave peaked
in the mid-1950s but in many other parts of the world it is still ongoing. This period ended
the dominance of agricultural civilization and began the industrialization of society. The
technologies introduced during this wave were generally based on electromechanical
machines powered by non-renewable fossil fuels, causing widespread changes in the way
society was upgraded. Families became smaller, jobs shifted from farms to factories, and
education shifted from home education to organized education in the classroom.
This third wave of change is similar to the post-industrial age, a period that began
around the 19650s and continues to the present. This era is characterized by technological
advances that help speed up communication, calculation, and information dissemination. The
widespread availability of technologies such as computers, telecommunications, robots, and
biotechnics has also affected the social characteristics of society. Fundamental changes in
social behaviour can now be seen in the rise of alliances and organizations in cyberspace,
international mobility in terms of labour force and capital, and increased collaboration
between private and government.
Industrial Revolution 4.0 And Disruption
The history of globalization shows that every changing era has its own core (driver).
The descriptions of Friedman, Ritzer, and Toffler show that the movement of change is
always triggered by technological developments that gave birth to the era of the industrial
revolution 4.0, which not only does not only open up interaction widely but also disrupts
various fields of human life.
Disruptive was originally a phenomenon that occurred in the economic world,
especially in the business sector. Clayton (Christensen, 1997), a Harvard Business Professor,
calls it innovative disruption in The Innovator's Dilemma (Christensen, 1997).Disruptive
itself is a condition when a business is required to continue to innovate following
developments, so that businesses are not only to meet current needs, but can anticipate future
needs.
In the current era, disruption does not only apply to the business world. The
phenomenon of disruption has a major impact on various fields. Disruption does not only
change the business, but the fundamentals of the business (Khasali, 2018). Starting from the
cost structure to the culture, and even the ideology of an industry.
The business paradigm has shifted from an emphasis on owning to sharing
(collaboration). A clear example can be seen in the shift of retail businesses (physical stores)
into e-commerce that offers convenience in shopping, plus the spread of online taxis then
threatens the existence of conventional taxi businesses.
The phenomenon of disruption does not only occur in the business world, but has
spread to other fields such as education, government, culture, politics, and law. In the
political field, for example, political movements to gather mass through mass concentration
have been replaced by social media-based movements. The government sector is now also
challenged to implement bureaucracy effectively and efficiently based on e-governance.
The cultural sector has also been disrupted. The massive development of social media
has reconstructed the cultural structure of society. Social relations are now more closely built
in cyberspace, so relationships in the real world become relative. Finally, the legal field is
now also disrupted. Legal regulations must also follow In summary, in disruptive there will
be disruptive regulation, disruptive culture, disruptive mindset, and disruptive marketing.
(Khasali, 2018)
The Role Of Social Humanities
Disruption has rapidly changed the world order. Change no longer takes thousands of
years, as described in Charles Darwin's theory of evolution (Darwin, 2004) in On the Origin
of Species. The change only takes a very short time. In this fast-paced situation, what changes
is not only the phenomenon, for example, offline to online, real world to cyberspace, print
media to social media, and so on. However, values, social order and culture are also
changing.
The shift in values is reflected in the rampant events that have recently occurred. The
most pronounced impact occurs in the environmental and social fields. Data from the
Ministry of Environment and Forestry (KLHK) between July 2016-June 2017 shows that
there was forest deforestation of 497,000 hectares or 64.3% of the total forests in Indonesia.
Although KLHK claims a decrease from 2014 of 73.6%, this number is still quite large,
whereas America, which is an industrial country, is able to maintain its forest deforestation of
no more than 200,000 hectares per year.The environmental problems also do not stop there,
Indonesia is even categorized as the fourth dirtiest country in the world, according to the
results of research by the International Earth Science Information Network in 2015.
The destruction of nature does not only occur due to waste generated from the
production process. Behind it, there is a shift in the human paradigm in viewing nature
(Prasetyo, 2018). In this case, Max Weber stated that since modernity proliferated, humans
have only used "instrumental reason", which then treats nature as something that can be used,
with results that can be directed (Tempo, 2010). As a result, the modern world and ecological
destruction are rapidly converging. Humans become detached from nature, and live in
another reality. This alienation makes the relationship between humans and nature only a
subject and object: humans (subject) who control nature (object).
In addition to environmental issues, the industrial revolution will also leave behind
issues related to the loss of social humanities values. The millennial generation, the
generation born around 1980-2000s, has shown symptoms of mental degradation.
Consumerist lifestyles, unlimited freedom, and the loss of ethical behavior on social media
are a series of examples of such degradation. Rhenald Kasali (Khasali, 2018) calls millennials
the strawberry generation, which is described as an attractive but fragile generation that lacks
a strong mentality and values.
The original spirit of technological advancement was to make human life easier. Since
the invention of machines and the start of the automation era, production has multiplied,
cutting down on time and costs. However, in the end, all this convenience has had a major
human impact, as it has significantly reduced the use of human labor. As a result, there has
been an increase in unemployment. It is precisely at this point that there is a need for a
development paradigm that not only improves human capabilities in the field of technology,
but also needs to improve the mentality of the people themselves.
In an effort to build character, the role of social humanities is needed. It is unfortunate
that on several occasions, the humanities are considered a second class science that does not
have a significant impact in the era of the industrial revolution 4.0. In fact, if traced further,
the development of science (science) that produces technological advances today originated
from rationality that was fostered by the humanities. The movement was reflected in the birth
of the modern era in the XVII century (Hardiman, 2004). At that time, the era of the rise of
the ratio had began, thus allowing humanity to think freely apart from shackling theological
doctrines.
In the 18th century there was a major change in the way people thought. This was marked by
the secularization of science so that there was a separation between body and soul which was
studied separately. The body was treated as material and explained as well as natural
phenomena. Natural science is separated from social science and humanities. Towards the
end of the 20th century, the progress of science and technology accelerated, resulting in the
technologicalization of life and livelihood (Jacob, 1988).
Technology is developing on its own and is becoming increasingly detached, leaving
religion and ethics, law, social sciences and humanities far behind. Therefore, there must be
an effort to integrate technology education with the humanities. Knowledge of nature and life
is incomplete without knowledge of why things happen, how they happen, how they develop,
and how they should be. Hard technology is not complete without soft technology (Jacob,
1988).
Conclusions
Research on Industrial Revolution 4.0 and the Challenges of Social Change has
shown that globalization is not only a phenomenon that impacts the technological field, but
has disrupted various other fields such as social, legal, and economic. The consequences of
this disruption have drastically changed the world order.
The problems that occur today cannot be solved in the same way as in the concept of
the past. The Industrial Revolution 4.0 cannot only be faced with technological development
without involving social dynamics in it.
In addition to preparing superior competitiveness, it is necessary to build public
awareness and maturity in responding to the development of the world today, especially in
the post truth era, when information flows rapidly without clarity of truth. It is necessary to
formulate a national policy strategy through awareness and maturity of thinking.
In facing the industrial revolution 4.0, the researcher argues that there are two ways to
go: First, preparing the implementation of education that links and matches between human
resources and the needs of the times in the era of the industrial revolution. Second, in addition
to preparing link and match education, the prepared human resources must also be equipped
with human values education taught by the social humanities.
When the exact sciences play a role in developing technology empirically, the
humanities still play a role in maintaining the quality of its people (software/users). If this
happens, then technological progress as a biological child of science can have a positive
impact on human civilization itself.
Globalization: Definition, History, And Development
Globalization is a world phenomenon whose definition is interpreted variously by
several world thinkers. There is no single definition of globalization. Moreover, attempts to
determine the definition are always fraught with problems, especially in the field of socio-
humanities (Kusumohamidjojo, 2009). In essence, globalization is a situation that refers to
the interconnection of economic and social systems. (Sandu, 2012)(Ritzer, 2010)
Until now there has been no historical review that precisely explains the periodization
of globalization. Globalization in some literature was triggered by the imperialist movement
by the West in Asia and Africa in the 15th century (Hopkin, 2002). In addition, globalization
also occurred when there was a large multinational company in 1897 that made world trade
possible.(Sandu, 2012).
Entering the 2000s, the term globalization (Fund, 2000) began to be widely used in
describing conditions in the modern era marked by free interaction between countries in
various fields, both social, economic culture, and of course technology. In this era,
interactions between countries are possible because of the ease of access caused by
technological advances.
(Friedman, 2006) notes that the history of globalization occurred in three periods:
Globalization 1.0, Globalization 2.0, and Globalization 3.0. Each periodization of
globalization always reveals the forces that make the world continuously change. The world
that is round and has a wide geography, in its development gradually becomes flat due to
several historical events, so that in the end it makes the earth flatter (The World Is Flat),
because there are no longer barriers that limit interactions.
Globalization 1.0. first took place from 1492, when Colombus set sail, opening trade
between the old world and the new world until around 1800. This process then made the
world shrink from large to medium size. The driving force in this era was determined by how
much muscle, how much horsepower, how much wind power, and how much steam power a
country had and how much creativity to utilize it. During this time, countries and
governments, usually fueled by religion, imperialism, or a combination of the two, broke
down walls and tried to encapsulate the world into one until global unification occurred.
Globalization 2.0 lasted from around 1800 to 2000 punctuated by the Great
Depression and World Wars I and II. This period shrank the world from medium size to small
size. In this era, the main actors of change or forces driving the process of global unification
were multinational corporations. These companies went global for markets and labor,
spearheaded by the Industrial Revolution and the expansion of capitalized companies from
the Netherlands and Britain. The forces driving this globalization were breakthroughs in
hardware, starting with steamships and trains, and later telephones and computers.
The process of globalization then reached its peak in Globalization 3.0. The difference
between this globalization and previous globalizations lies not only in the process of
shrinking and flattening the world, but also includes the driving force within it. The driving
force is the American and European individuals and businesses. Although in this case,
China's economy was the largest in the 18th century, it was the explorer countries and
Western companies that played a major role in globalization and the formation of its systems.
However, even this condition later shifted because the world was increasingly becoming flat
and was no longer driven by a country, but individuals. Globalization 3.0 then encourages
individuals to play and enter into it.
Friedman's view of the history of globalization shows that every era of globalization
always has an impact on changes in the system and social behavior of society. This is as
revealed by Alvin Toffler, (Toffler, 1980) in The Third Wave, which explains that the world's
progressivity develops in three waves: the agricultural era, the industrial era, and towards the
information era. In each era, the system and behavior of society change with the times.
The first wave of change was associated with the agricultural revolution, which
occurred around 8,000 years BC until around 1700. Before the agricultural revolution, the
social system of society was still in the form of small groups, often moving around. Moving
on, this group forages by hunting, fishing and foraging for food available in nature.
The second wave of change refers to the industrial revolution and takes place during
the development period from the 1700s to the present. In the United States, this wave peaked
in the mid-1950s but in many other parts of the world it is still ongoing. This period ended
the dominance of agricultural civilization and began the industrialization of society. The
technologies introduced during this wave were generally based on electromechanical
machines powered by non-renewable fossil fuels, causing widespread changes in the way
society was upgraded. Families became smaller, jobs shifted from farms to factories, and
education shifted from home education to organized education in the classroom.
This third wave of change is similar to the post-industrial age, a period that began
around the 19650s and continues to the present. This era is characterized by technological
advances that help speed up communication, calculation, and information dissemination. The
widespread availability of technologies such as computers, telecommunications, robots, and
biotechnics has also affected the social characteristics of society. Fundamental changes in
social behaviour can now be seen in the rise of alliances and organizations in cyberspace,
international mobility in terms of labour force and capital, and increased collaboration
between private and government.
Industrial Revolution 4.0 And Disruption
The history of globalization shows that every changing era has its own core (driver).
The descriptions of Friedman, Ritzer, and Toffler show that the movement of change is
always triggered by technological developments that gave birth to the era of the industrial
revolution 4.0, which not only does not only open up interaction widely but also disrupts
various fields of human life.
Disruptive was originally a phenomenon that occurred in the economic world,
especially in the business sector. Clayton (Christensen, 1997), a Harvard Business Professor,
calls it innovative disruption in The Innovator's Dilemma (Christensen, 1997).Disruptive
itself is a condition when a business is required to continue to innovate following
developments, so that businesses are not only to meet current needs, but can anticipate future
needs.
In the current era, disruption does not only apply to the business world. The
phenomenon of disruption has a major impact on various fields. Disruption does not only
change the business, but the fundamentals of the business (Khasali, 2018). Starting from the
cost structure to the culture, and even the ideology of an industry.
The business paradigm has shifted from an emphasis on owning to sharing
(collaboration). A clear example can be seen in the shift of retail businesses (physical stores)
into e-commerce that offers convenience in shopping, plus the spread of online taxis then
threatens the existence of conventional taxi businesses.
The phenomenon of disruption does not only occur in the business world, but has
spread to other fields such as education, government, culture, politics, and law. In the
political field, for example, political movements to gather mass through mass concentration
have been replaced by social media-based movements. The government sector is now also
challenged to implement bureaucracy effectively and efficiently based on e-governance.
The cultural sector has also been disrupted. The massive development of social media
has reconstructed the cultural structure of society. Social relations are now more closely built
in cyberspace, so relationships in the real world become relative. Finally, the legal field is
now also disrupted. Legal regulations must also follow In summary, in disruptive there will
be disruptive regulation, disruptive culture, disruptive mindset, and disruptive marketing.
(Khasali, 2018)
The Role Of Social Humanities
Disruption has rapidly changed the world order. Change no longer takes thousands of
years, as described in Charles Darwin's theory of evolution (Darwin, 2004) in On the Origin
of Species. The change only takes a very short time. In this fast-paced situation, what changes
is not only the phenomenon, for example, offline to online, real world to cyberspace, print
media to social media, and so on. However, values, social order and culture are also
changing.
The shift in values is reflected in the rampant events that have recently occurred. The
most pronounced impact occurs in the environmental and social fields. Data from the
Ministry of Environment and Forestry (KLHK) between July 2016-June 2017 shows that
there was forest deforestation of 497,000 hectares or 64.3% of the total forests in Indonesia.
Although KLHK claims a decrease from 2014 of 73.6%, this number is still quite large,
whereas America, which is an industrial country, is able to maintain its forest deforestation of
no more than 200,000 hectares per year.The environmental problems also do not stop there,
Indonesia is even categorized as the fourth dirtiest country in the world, according to the
results of research by the International Earth Science Information Network in 2015.
The destruction of nature does not only occur due to waste generated from the
production process. Behind it, there is a shift in the human paradigm in viewing nature
(Prasetyo, 2018). In this case, Max Weber stated that since modernity proliferated, humans
have only used "instrumental reason", which then treats nature as something that can be used,
with results that can be directed (Tempo, 2010). As a result, the modern world and ecological
destruction are rapidly converging. Humans become detached from nature, and live in
another reality. This alienation makes the relationship between humans and nature only a
subject and object: humans (subject) who control nature (object).
In addition to environmental issues, the industrial revolution will also leave behind
issues related to the loss of social humanities values. The millennial generation, the
generation born around 1980-2000s, has shown symptoms of mental degradation.
Consumerist lifestyles, unlimited freedom, and the loss of ethical behavior on social media
are a series of examples of such degradation. Rhenald Kasali (Khasali, 2018) calls millennials
the strawberry generation, which is described as an attractive but fragile generation that lacks
a strong mentality and values.
The original spirit of technological advancement was to make human life easier. Since
the invention of machines and the start of the automation era, production has multiplied,
cutting down on time and costs. However, in the end, all this convenience has had a major
human impact, as it has significantly reduced the use of human labor. As a result, there has
been an increase in unemployment. It is precisely at this point that there is a need for a
development paradigm that not only improves human capabilities in the field of technology,
but also needs to improve the mentality of the people themselves.
In an effort to build character, the role of social humanities is needed. It is unfortunate
that on several occasions, the humanities are considered a second class science that does not
have a significant impact in the era of the industrial revolution 4.0. In fact, if traced further,
the development of science (science) that produces technological advances today originated
from rationality that was fostered by the humanities. The movement was reflected in the birth
of the modern era in the XVII century (Hardiman, 2004). At that time, the era of the rise of
the ratio had began, thus allowing humanity to think freely apart from shackling theological
doctrines.
In the 18th century there was a major change in the way people thought. This was marked by
the secularization of science so that there was a separation between body and soul which was
studied separately. The body was treated as material and explained as well as natural
phenomena. Natural science is separated from social science and humanities. Towards the
end of the 20th century, the progress of science and technology accelerated, resulting in the
technologicalization of life and livelihood (Jacob, 1988).
Technology is developing on its own and is becoming increasingly detached, leaving
religion and ethics, law, social sciences and humanities far behind. Therefore, there must be
an effort to integrate technology education with the humanities. Knowledge of nature and life
is incomplete without knowledge of why things happen, how they happen, how they develop,
and how they should be. Hard technology is not complete without soft technology (Jacob,
1988).
Conclusions
Research on Industrial Revolution 4.0 and the Challenges of Social Change has
shown that globalization is not only a phenomenon that impacts the technological field, but
has disrupted various other fields such as social, legal, and economic. The consequences of
this disruption have drastically changed the world order.
The problems that occur today cannot be solved in the same way as in the concept of
the past. The Industrial Revolution 4.0 cannot only be faced with technological development
without involving social dynamics in it.
In addition to preparing superior competitiveness, it is necessary to build public
awareness and maturity in responding to the development of the world today, especially in
the post truth era, when information flows rapidly without clarity of truth. It is necessary to
formulate a national policy strategy through awareness and maturity of thinking.
In facing the industrial revolution 4.0, the researcher argues that there are two ways to
go: First, preparing the implementation of education that links and matches between human
resources and the needs of the times in the era of the industrial revolution. Second, in addition
to preparing link and match education, the prepared human resources must also be equipped
with human values education taught by the social humanities.
When the exact sciences play a role in developing technology empirically, the
humanities still play a role in maintaining the quality of its people (software/users). If this
happens, then technological progress as a biological child of science can have a positive
impact on human civilization itself.
Globalization: Definition, History, And Development
Globalization is a world phenomenon whose definition is interpreted variously by
several world thinkers. There is no single definition of globalization. Moreover, attempts to
determine the definition are always fraught with problems, especially in the field of socio-
humanities (Kusumohamidjojo, 2009). In essence, globalization is a situation that refers to
the interconnection of economic and social systems. (Sandu, 2012)(Ritzer, 2010)
Until now there has been no historical review that precisely explains the periodization
of globalization. Globalization in some literature was triggered by the imperialist movement
by the West in Asia and Africa in the 15th century (Hopkin, 2002). In addition, globalization
also occurred when there was a large multinational company in 1897 that made world trade
possible.(Sandu, 2012).
Entering the 2000s, the term globalization (Fund, 2000) began to be widely used in
describing conditions in the modern era marked by free interaction between countries in
various fields, both social, economic culture, and of course technology. In this era,
interactions between countries are possible because of the ease of access caused by
technological advances.
(Friedman, 2006) notes that the history of globalization occurred in three periods:
Globalization 1.0, Globalization 2.0, and Globalization 3.0. Each periodization of
globalization always reveals the forces that make the world continuously change. The world
that is round and has a wide geography, in its development gradually becomes flat due to
several historical events, so that in the end it makes the earth flatter (The World Is Flat),
because there are no longer barriers that limit interactions.
Globalization 1.0. first took place from 1492, when Colombus set sail, opening trade
between the old world and the new world until around 1800. This process then made the
world shrink from large to medium size. The driving force in this era was determined by how
much muscle, how much horsepower, how much wind power, and how much steam power a
country had and how much creativity to utilize it. During this time, countries and
governments, usually fueled by religion, imperialism, or a combination of the two, broke
down walls and tried to encapsulate the world into one until global unification occurred.
Globalization 2.0 lasted from around 1800 to 2000 punctuated by the Great
Depression and World Wars I and II. This period shrank the world from medium size to small
size. In this era, the main actors of change or forces driving the process of global unification
were multinational corporations. These companies went global for markets and labor,
spearheaded by the Industrial Revolution and the expansion of capitalized companies from
the Netherlands and Britain. The forces driving this globalization were breakthroughs in
hardware, starting with steamships and trains, and later telephones and computers.
The process of globalization then reached its peak in Globalization 3.0. The difference
between this globalization and previous globalizations lies not only in the process of
shrinking and flattening the world, but also includes the driving force within it. The driving
force is the American and European individuals and businesses. Although in this case,
China's economy was the largest in the 18th century, it was the explorer countries and
Western companies that played a major role in globalization and the formation of its systems.
However, even this condition later shifted because the world was increasingly becoming flat
and was no longer driven by a country, but individuals. Globalization 3.0 then encourages
individuals to play and enter into it.
Friedman's view of the history of globalization shows that every era of globalization
always has an impact on changes in the system and social behavior of society. This is as
revealed by Alvin Toffler, (Toffler, 1980) in The Third Wave, which explains that the world's
progressivity develops in three waves: the agricultural era, the industrial era, and towards the
information era. In each era, the system and behavior of society change with the times.
The first wave of change was associated with the agricultural revolution, which
occurred around 8,000 years BC until around 1700. Before the agricultural revolution, the
social system of society was still in the form of small groups, often moving around. Moving
on, this group forages by hunting, fishing and foraging for food available in nature.
The second wave of change refers to the industrial revolution and takes place during
the development period from the 1700s to the present. In the United States, this wave peaked
in the mid-1950s but in many other parts of the world it is still ongoing. This period ended
the dominance of agricultural civilization and began the industrialization of society. The
technologies introduced during this wave were generally based on electromechanical
machines powered by non-renewable fossil fuels, causing widespread changes in the way
society was upgraded. Families became smaller, jobs shifted from farms to factories, and
education shifted from home education to organized education in the classroom.
This third wave of change is similar to the post-industrial age, a period that began
around the 19650s and continues to the present. This era is characterized by technological
advances that help speed up communication, calculation, and information dissemination. The
widespread availability of technologies such as computers, telecommunications, robots, and
biotechnics has also affected the social characteristics of society. Fundamental changes in
social behaviour can now be seen in the rise of alliances and organizations in cyberspace,
international mobility in terms of labour force and capital, and increased collaboration
between private and government.
Industrial Revolution 4.0 And Disruption
The history of globalization shows that every changing era has its own core (driver).
The descriptions of Friedman, Ritzer, and Toffler show that the movement of change is
always triggered by technological developments that gave birth to the era of the industrial
revolution 4.0, which not only does not only open up interaction widely but also disrupts
various fields of human life.
Disruptive was originally a phenomenon that occurred in the economic world,
especially in the business sector. Clayton (Christensen, 1997), a Harvard Business Professor,
calls it innovative disruption in The Innovator's Dilemma (Christensen, 1997).Disruptive
itself is a condition when a business is required to continue to innovate following
developments, so that businesses are not only to meet current needs, but can anticipate future
needs.
In the current era, disruption does not only apply to the business world. The
phenomenon of disruption has a major impact on various fields. Disruption does not only
change the business, but the fundamentals of the business (Khasali, 2018). Starting from the
cost structure to the culture, and even the ideology of an industry.
The business paradigm has shifted from an emphasis on owning to sharing
(collaboration). A clear example can be seen in the shift of retail businesses (physical stores)
into e-commerce that offers convenience in shopping, plus the spread of online taxis then
threatens the existence of conventional taxi businesses.
The phenomenon of disruption does not only occur in the business world, but has
spread to other fields such as education, government, culture, politics, and law. In the
political field, for example, political movements to gather mass through mass concentration
have been replaced by social media-based movements. The government sector is now also
challenged to implement bureaucracy effectively and efficiently based on e-governance.
The cultural sector has also been disrupted. The massive development of social media
has reconstructed the cultural structure of society. Social relations are now more closely built
in cyberspace, so relationships in the real world become relative. Finally, the legal field is
now also disrupted. Legal regulations must also follow In summary, in disruptive there will
be disruptive regulation, disruptive culture, disruptive mindset, and disruptive marketing.
(Khasali, 2018)
The Role Of Social Humanities
Disruption has rapidly changed the world order. Change no longer takes thousands of
years, as described in Charles Darwin's theory of evolution (Darwin, 2004) in On the Origin
of Species. The change only takes a very short time. In this fast-paced situation, what changes
is not only the phenomenon, for example, offline to online, real world to cyberspace, print
media to social media, and so on. However, values, social order and culture are also
changing.
The shift in values is reflected in the rampant events that have recently occurred. The
most pronounced impact occurs in the environmental and social fields. Data from the
Ministry of Environment and Forestry (KLHK) between July 2016-June 2017 shows that
there was forest deforestation of 497,000 hectares or 64.3% of the total forests in Indonesia.
Although KLHK claims a decrease from 2014 of 73.6%, this number is still quite large,
whereas America, which is an industrial country, is able to maintain its forest deforestation of
no more than 200,000 hectares per year.The environmental problems also do not stop there,
Indonesia is even categorized as the fourth dirtiest country in the world, according to the
results of research by the International Earth Science Information Network in 2015.
The destruction of nature does not only occur due to waste generated from the
production process. Behind it, there is a shift in the human paradigm in viewing nature
(Prasetyo, 2018). In this case, Max Weber stated that since modernity proliferated, humans
have only used "instrumental reason", which then treats nature as something that can be used,
with results that can be directed (Tempo, 2010). As a result, the modern world and ecological
destruction are rapidly converging. Humans become detached from nature, and live in
another reality. This alienation makes the relationship between humans and nature only a
subject and object: humans (subject) who control nature (object).
In addition to environmental issues, the industrial revolution will also leave behind
issues related to the loss of social humanities values. The millennial generation, the
generation born around 1980-2000s, has shown symptoms of mental degradation.
Consumerist lifestyles, unlimited freedom, and the loss of ethical behavior on social media
are a series of examples of such degradation. Rhenald Kasali (Khasali, 2018) calls millennials
the strawberry generation, which is described as an attractive but fragile generation that lacks
a strong mentality and values.
The original spirit of technological advancement was to make human life easier. Since
the invention of machines and the start of the automation era, production has multiplied,
cutting down on time and costs. However, in the end, all this convenience has had a major
human impact, as it has significantly reduced the use of human labor. As a result, there has
been an increase in unemployment. It is precisely at this point that there is a need for a
development paradigm that not only improves human capabilities in the field of technology,
but also needs to improve the mentality of the people themselves.
In an effort to build character, the role of social humanities is needed. It is unfortunate
that on several occasions, the humanities are considered a second class science that does not
have a significant impact in the era of the industrial revolution 4.0. In fact, if traced further,
the development of science (science) that produces technological advances today originated
from rationality that was fostered by the humanities. The movement was reflected in the birth
of the modern era in the XVII century (Hardiman, 2004). At that time, the era of the rise of
the ratio had began, thus allowing humanity to think freely apart from shackling theological
doctrines.
In the 18th century there was a major change in the way people thought. This was marked by
the secularization of science so that there was a separation between body and soul which was
studied separately. The body was treated as material and explained as well as natural
phenomena. Natural science is separated from social science and humanities. Towards the
end of the 20th century, the progress of science and technology accelerated, resulting in the
technologicalization of life and livelihood (Jacob, 1988).
Technology is developing on its own and is becoming increasingly detached, leaving
religion and ethics, law, social sciences and humanities far behind. Therefore, there must be
an effort to integrate technology education with the humanities. Knowledge of nature and life
is incomplete without knowledge of why things happen, how they happen, how they develop,
and how they should be. Hard technology is not complete without soft technology (Jacob,
1988).
Conclusions
Research on Industrial Revolution 4.0 and the Challenges of Social Change has
shown that globalization is not only a phenomenon that impacts the technological field, but
has disrupted various other fields such as social, legal, and economic. The consequences of
this disruption have drastically changed the world order.
The problems that occur today cannot be solved in the same way as in the concept of
the past. The Industrial Revolution 4.0 cannot only be faced with technological development
without involving social dynamics in it.
In addition to preparing superior competitiveness, it is necessary to build public
awareness and maturity in responding to the development of the world today, especially in
the post truth era, when information flows rapidly without clarity of truth. It is necessary to
formulate a national policy strategy through awareness and maturity of thinking.
In facing the industrial revolution 4.0, the researcher argues that there are two ways to
go: First, preparing the implementation of education that links and matches between human
resources and the needs of the times in the era of the industrial revolution. Second, in addition
to preparing link and match education, the prepared human resources must also be equipped
with human values education taught by the social humanities.
When the exact sciences play a role in developing technology empirically, the
humanities still play a role in maintaining the quality of its people (software/users). If this
happens, then technological progress as a biological child of science can have a positive
impact on human civilization itself.
Globalization: Definition, History, And Development
Globalization is a world phenomenon whose definition is interpreted variously by
several world thinkers. There is no single definition of globalization. Moreover, attempts to
determine the definition are always fraught with problems, especially in the field of socio-
humanities (Kusumohamidjojo, 2009). In essence, globalization is a situation that refers to
the interconnection of economic and social systems. (Sandu, 2012)(Ritzer, 2010)
Until now there has been no historical review that precisely explains the periodization
of globalization. Globalization in some literature was triggered by the imperialist movement
by the West in Asia and Africa in the 15th century (Hopkin, 2002). In addition, globalization
also occurred when there was a large multinational company in 1897 that made world trade
possible.(Sandu, 2012).
Entering the 2000s, the term globalization (Fund, 2000) began to be widely used in
describing conditions in the modern era marked by free interaction between countries in
various fields, both social, economic culture, and of course technology. In this era,
interactions between countries are possible because of the ease of access caused by
technological advances.
(Friedman, 2006) notes that the history of globalization occurred in three periods:
Globalization 1.0, Globalization 2.0, and Globalization 3.0. Each periodization of
globalization always reveals the forces that make the world continuously change. The world
that is round and has a wide geography, in its development gradually becomes flat due to
several historical events, so that in the end it makes the earth flatter (The World Is Flat),
because there are no longer barriers that limit interactions.
Globalization 1.0. first took place from 1492, when Colombus set sail, opening trade
between the old world and the new world until around 1800. This process then made the
world shrink from large to medium size. The driving force in this era was determined by how
much muscle, how much horsepower, how much wind power, and how much steam power a
country had and how much creativity to utilize it. During this time, countries and
governments, usually fueled by religion, imperialism, or a combination of the two, broke
down walls and tried to encapsulate the world into one until global unification occurred.
Globalization 2.0 lasted from around 1800 to 2000 punctuated by the Great
Depression and World Wars I and II. This period shrank the world from medium size to small
size. In this era, the main actors of change or forces driving the process of global unification
were multinational corporations. These companies went global for markets and labor,
spearheaded by the Industrial Revolution and the expansion of capitalized companies from
the Netherlands and Britain. The forces driving this globalization were breakthroughs in
hardware, starting with steamships and trains, and later telephones and computers.
The process of globalization then reached its peak in Globalization 3.0. The difference
between this globalization and previous globalizations lies not only in the process of
shrinking and flattening the world, but also includes the driving force within it. The driving
force is the American and European individuals and businesses. Although in this case,
China's economy was the largest in the 18th century, it was the explorer countries and
Western companies that played a major role in globalization and the formation of its systems.
However, even this condition later shifted because the world was increasingly becoming flat
and was no longer driven by a country, but individuals. Globalization 3.0 then encourages
individuals to play and enter into it.
Friedman's view of the history of globalization shows that every era of globalization
always has an impact on changes in the system and social behavior of society. This is as
revealed by Alvin Toffler, (Toffler, 1980) in The Third Wave, which explains that the world's
progressivity develops in three waves: the agricultural era, the industrial era, and towards the
information era. In each era, the system and behavior of society change with the times.
The first wave of change was associated with the agricultural revolution, which
occurred around 8,000 years BC until around 1700. Before the agricultural revolution, the
social system of society was still in the form of small groups, often moving around. Moving
on, this group forages by hunting, fishing and foraging for food available in nature.
The second wave of change refers to the industrial revolution and takes place during
the development period from the 1700s to the present. In the United States, this wave peaked
in the mid-1950s but in many other parts of the world it is still ongoing. This period ended
the dominance of agricultural civilization and began the industrialization of society. The
technologies introduced during this wave were generally based on electromechanical
machines powered by non-renewable fossil fuels, causing widespread changes in the way
society was upgraded. Families became smaller, jobs shifted from farms to factories, and
education shifted from home education to organized education in the classroom.
This third wave of change is similar to the post-industrial age, a period that began
around the 19650s and continues to the present. This era is characterized by technological
advances that help speed up communication, calculation, and information dissemination. The
widespread availability of technologies such as computers, telecommunications, robots, and
biotechnics has also affected the social characteristics of society. Fundamental changes in
social behaviour can now be seen in the rise of alliances and organizations in cyberspace,
international mobility in terms of labour force and capital, and increased collaboration
between private and government.
Industrial Revolution 4.0 And Disruption
The history of globalization shows that every changing era has its own core (driver).
The descriptions of Friedman, Ritzer, and Toffler show that the movement of change is
always triggered by technological developments that gave birth to the era of the industrial
revolution 4.0, which not only does not only open up interaction widely but also disrupts
various fields of human life.
Disruptive was originally a phenomenon that occurred in the economic world,
especially in the business sector. Clayton (Christensen, 1997), a Harvard Business Professor,
calls it innovative disruption in The Innovator's Dilemma (Christensen, 1997).Disruptive
itself is a condition when a business is required to continue to innovate following
developments, so that businesses are not only to meet current needs, but can anticipate future
needs.
In the current era, disruption does not only apply to the business world. The
phenomenon of disruption has a major impact on various fields. Disruption does not only
change the business, but the fundamentals of the business (Khasali, 2018). Starting from the
cost structure to the culture, and even the ideology of an industry.
The business paradigm has shifted from an emphasis on owning to sharing
(collaboration). A clear example can be seen in the shift of retail businesses (physical stores)
into e-commerce that offers convenience in shopping, plus the spread of online taxis then
threatens the existence of conventional taxi businesses.
The phenomenon of disruption does not only occur in the business world, but has
spread to other fields such as education, government, culture, politics, and law. In the
political field, for example, political movements to gather mass through mass concentration
have been replaced by social media-based movements. The government sector is now also
challenged to implement bureaucracy effectively and efficiently based on e-governance.
The cultural sector has also been disrupted. The massive development of social media
has reconstructed the cultural structure of society. Social relations are now more closely built
in cyberspace, so relationships in the real world become relative. Finally, the legal field is
now also disrupted. Legal regulations must also follow In summary, in disruptive there will
be disruptive regulation, disruptive culture, disruptive mindset, and disruptive marketing.
(Khasali, 2018)
The Role Of Social Humanities
Disruption has rapidly changed the world order. Change no longer takes thousands of
years, as described in Charles Darwin's theory of evolution (Darwin, 2004) in On the Origin
of Species. The change only takes a very short time. In this fast-paced situation, what changes
is not only the phenomenon, for example, offline to online, real world to cyberspace, print
media to social media, and so on. However, values, social order and culture are also
changing.
The shift in values is reflected in the rampant events that have recently occurred. The
most pronounced impact occurs in the environmental and social fields. Data from the
Ministry of Environment and Forestry (KLHK) between July 2016-June 2017 shows that
there was forest deforestation of 497,000 hectares or 64.3% of the total forests in Indonesia.
Although KLHK claims a decrease from 2014 of 73.6%, this number is still quite large,
whereas America, which is an industrial country, is able to maintain its forest deforestation of
no more than 200,000 hectares per year.The environmental problems also do not stop there,
Indonesia is even categorized as the fourth dirtiest country in the world, according to the
results of research by the International Earth Science Information Network in 2015.
The destruction of nature does not only occur due to waste generated from the
production process. Behind it, there is a shift in the human paradigm in viewing nature
(Prasetyo, 2018). In this case, Max Weber stated that since modernity proliferated, humans
have only used "instrumental reason", which then treats nature as something that can be used,
with results that can be directed (Tempo, 2010). As a result, the modern world and ecological
destruction are rapidly converging. Humans become detached from nature, and live in
another reality. This alienation makes the relationship between humans and nature only a
subject and object: humans (subject) who control nature (object).
In addition to environmental issues, the industrial revolution will also leave behind
issues related to the loss of social humanities values. The millennial generation, the
generation born around 1980-2000s, has shown symptoms of mental degradation.
Consumerist lifestyles, unlimited freedom, and the loss of ethical behavior on social media
are a series of examples of such degradation. Rhenald Kasali (Khasali, 2018) calls millennials
the strawberry generation, which is described as an attractive but fragile generation that lacks
a strong mentality and values.
The original spirit of technological advancement was to make human life easier. Since
the invention of machines and the start of the automation era, production has multiplied,
cutting down on time and costs. However, in the end, all this convenience has had a major
human impact, as it has significantly reduced the use of human labor. As a result, there has
been an increase in unemployment. It is precisely at this point that there is a need for a
development paradigm that not only improves human capabilities in the field of technology,
but also needs to improve the mentality of the people themselves.
In an effort to build character, the role of social humanities is needed. It is unfortunate
that on several occasions, the humanities are considered a second class science that does not
have a significant impact in the era of the industrial revolution 4.0. In fact, if traced further,
the development of science (science) that produces technological advances today originated
from rationality that was fostered by the humanities. The movement was reflected in the birth
of the modern era in the XVII century (Hardiman, 2004). At that time, the era of the rise of
the ratio had began, thus allowing humanity to think freely apart from shackling theological
doctrines.
In the 18th century there was a major change in the way people thought. This was marked by
the secularization of science so that there was a separation between body and soul which was
studied separately. The body was treated as material and explained as well as natural
phenomena. Natural science is separated from social science and humanities. Towards the
end of the 20th century, the progress of science and technology accelerated, resulting in the
technologicalization of life and livelihood (Jacob, 1988).
Technology is developing on its own and is becoming increasingly detached, leaving
religion and ethics, law, social sciences and humanities far behind. Therefore, there must be
an effort to integrate technology education with the humanities. Knowledge of nature and life
is incomplete without knowledge of why things happen, how they happen, how they develop,
and how they should be. Hard technology is not complete without soft technology (Jacob,
1988).
Conclusions
Research on Industrial Revolution 4.0 and the Challenges of Social Change has
shown that globalization is not only a phenomenon that impacts the technological field, but
has disrupted various other fields such as social, legal, and economic. The consequences of
this disruption have drastically changed the world order.
The problems that occur today cannot be solved in the same way as in the concept of
the past. The Industrial Revolution 4.0 cannot only be faced with technological development
without involving social dynamics in it.
In addition to preparing superior competitiveness, it is necessary to build public
awareness and maturity in responding to the development of the world today, especially in
the post truth era, when information flows rapidly without clarity of truth. It is necessary to
formulate a national policy strategy through awareness and maturity of thinking.
In facing the industrial revolution 4.0, the researcher argues that there are two ways to
go: First, preparing the implementation of education that links and matches between human
resources and the needs of the times in the era of the industrial revolution. Second, in addition
to preparing link and match education, the prepared human resources must also be equipped
with human values education taught by the social humanities.
When the exact sciences play a role in developing technology empirically, the
humanities still play a role in maintaining the quality of its people (software/users). If this
happens, then technological progress as a biological child of science can have a positive
impact on human civilization itself.
Globalization: Definition, History, And Development
Globalization is a world phenomenon whose definition is interpreted variously by
several world thinkers. There is no single definition of globalization. Moreover, attempts to
determine the definition are always fraught with problems, especially in the field of socio-
humanities (Kusumohamidjojo, 2009). In essence, globalization is a situation that refers to
the interconnection of economic and social systems. (Sandu, 2012)(Ritzer, 2010)
Until now there has been no historical review that precisely explains the periodization
of globalization. Globalization in some literature was triggered by the imperialist movement
by the West in Asia and Africa in the 15th century (Hopkin, 2002). In addition, globalization
also occurred when there was a large multinational company in 1897 that made world trade
possible.(Sandu, 2012).
Entering the 2000s, the term globalization (Fund, 2000) began to be widely used in
describing conditions in the modern era marked by free interaction between countries in
various fields, both social, economic culture, and of course technology. In this era,
interactions between countries are possible because of the ease of access caused by
technological advances.
(Friedman, 2006) notes that the history of globalization occurred in three periods:
Globalization 1.0, Globalization 2.0, and Globalization 3.0. Each periodization of
globalization always reveals the forces that make the world continuously change. The world
that is round and has a wide geography, in its development gradually becomes flat due to
several historical events, so that in the end it makes the earth flatter (The World Is Flat),
because there are no longer barriers that limit interactions.
Globalization 1.0. first took place from 1492, when Colombus set sail, opening trade
between the old world and the new world until around 1800. This process then made the
world shrink from large to medium size. The driving force in this era was determined by how
much muscle, how much horsepower, how much wind power, and how much steam power a
country had and how much creativity to utilize it. During this time, countries and
governments, usually fueled by religion, imperialism, or a combination of the two, broke
down walls and tried to encapsulate the world into one until global unification occurred.
Globalization 2.0 lasted from around 1800 to 2000 punctuated by the Great
Depression and World Wars I and II. This period shrank the world from medium size to small
size. In this era, the main actors of change or forces driving the process of global unification
were multinational corporations. These companies went global for markets and labor,
spearheaded by the Industrial Revolution and the expansion of capitalized companies from
the Netherlands and Britain. The forces driving this globalization were breakthroughs in
hardware, starting with steamships and trains, and later telephones and computers.
The process of globalization then reached its peak in Globalization 3.0. The difference
between this globalization and previous globalizations lies not only in the process of
shrinking and flattening the world, but also includes the driving force within it. The driving
force is the American and European individuals and businesses. Although in this case,
China's economy was the largest in the 18th century, it was the explorer countries and
Western companies that played a major role in globalization and the formation of its systems.
However, even this condition later shifted because the world was increasingly becoming flat
and was no longer driven by a country, but individuals. Globalization 3.0 then encourages
individuals to play and enter into it.
Friedman's view of the history of globalization shows that every era of globalization
always has an impact on changes in the system and social behavior of society. This is as
revealed by Alvin Toffler, (Toffler, 1980) in The Third Wave, which explains that the world's
progressivity develops in three waves: the agricultural era, the industrial era, and towards the
information era. In each era, the system and behavior of society change with the times.
The first wave of change was associated with the agricultural revolution, which
occurred around 8,000 years BC until around 1700. Before the agricultural revolution, the
social system of society was still in the form of small groups, often moving around. Moving
on, this group forages by hunting, fishing and foraging for food available in nature.
The second wave of change refers to the industrial revolution and takes place during
the development period from the 1700s to the present. In the United States, this wave peaked
in the mid-1950s but in many other parts of the world it is still ongoing. This period ended
the dominance of agricultural civilization and began the industrialization of society. The
technologies introduced during this wave were generally based on electromechanical
machines powered by non-renewable fossil fuels, causing widespread changes in the way
society was upgraded. Families became smaller, jobs shifted from farms to factories, and
education shifted from home education to organized education in the classroom.
This third wave of change is similar to the post-industrial age, a period that began
around the 19650s and continues to the present. This era is characterized by technological
advances that help speed up communication, calculation, and information dissemination. The
widespread availability of technologies such as computers, telecommunications, robots, and
biotechnics has also affected the social characteristics of society. Fundamental changes in
social behaviour can now be seen in the rise of alliances and organizations in cyberspace,
international mobility in terms of labour force and capital, and increased collaboration
between private and government.
Industrial Revolution 4.0 And Disruption
The history of globalization shows that every changing era has its own core (driver).
The descriptions of Friedman, Ritzer, and Toffler show that the movement of change is
always triggered by technological developments that gave birth to the era of the industrial
revolution 4.0, which not only does not only open up interaction widely but also disrupts
various fields of human life.
Disruptive was originally a phenomenon that occurred in the economic world,
especially in the business sector. Clayton (Christensen, 1997), a Harvard Business Professor,
calls it innovative disruption in The Innovator's Dilemma (Christensen, 1997).Disruptive
itself is a condition when a business is required to continue to innovate following
developments, so that businesses are not only to meet current needs, but can anticipate future
needs.
In the current era, disruption does not only apply to the business world. The
phenomenon of disruption has a major impact on various fields. Disruption does not only
change the business, but the fundamentals of the business (Khasali, 2018). Starting from the
cost structure to the culture, and even the ideology of an industry.
The business paradigm has shifted from an emphasis on owning to sharing
(collaboration). A clear example can be seen in the shift of retail businesses (physical stores)
into e-commerce that offers convenience in shopping, plus the spread of online taxis then
threatens the existence of conventional taxi businesses.
The phenomenon of disruption does not only occur in the business world, but has
spread to other fields such as education, government, culture, politics, and law. In the
political field, for example, political movements to gather mass through mass concentration
have been replaced by social media-based movements. The government sector is now also
challenged to implement bureaucracy effectively and efficiently based on e-governance.
The cultural sector has also been disrupted. The massive development of social media
has reconstructed the cultural structure of society. Social relations are now more closely built
in cyberspace, so relationships in the real world become relative. Finally, the legal field is
now also disrupted. Legal regulations must also follow In summary, in disruptive there will
be disruptive regulation, disruptive culture, disruptive mindset, and disruptive marketing.
(Khasali, 2018)
The Role Of Social Humanities
Disruption has rapidly changed the world order. Change no longer takes thousands of
years, as described in Charles Darwin's theory of evolution (Darwin, 2004) in On the Origin
of Species. The change only takes a very short time. In this fast-paced situation, what changes
is not only the phenomenon, for example, offline to online, real world to cyberspace, print
media to social media, and so on. However, values, social order and culture are also
changing.
The shift in values is reflected in the rampant events that have recently occurred. The
most pronounced impact occurs in the environmental and social fields. Data from the
Ministry of Environment and Forestry (KLHK) between July 2016-June 2017 shows that
there was forest deforestation of 497,000 hectares or 64.3% of the total forests in Indonesia.
Although KLHK claims a decrease from 2014 of 73.6%, this number is still quite large,
whereas America, which is an industrial country, is able to maintain its forest deforestation of
no more than 200,000 hectares per year.The environmental problems also do not stop there,
Indonesia is even categorized as the fourth dirtiest country in the world, according to the
results of research by the International Earth Science Information Network in 2015.
The destruction of nature does not only occur due to waste generated from the
production process. Behind it, there is a shift in the human paradigm in viewing nature
(Prasetyo, 2018). In this case, Max Weber stated that since modernity proliferated, humans
have only used "instrumental reason", which then treats nature as something that can be used,
with results that can be directed (Tempo, 2010). As a result, the modern world and ecological
destruction are rapidly converging. Humans become detached from nature, and live in
another reality. This alienation makes the relationship between humans and nature only a
subject and object: humans (subject) who control nature (object).
In addition to environmental issues, the industrial revolution will also leave behind
issues related to the loss of social humanities values. The millennial generation, the
generation born around 1980-2000s, has shown symptoms of mental degradation.
Consumerist lifestyles, unlimited freedom, and the loss of ethical behavior on social media
are a series of examples of such degradation. Rhenald Kasali (Khasali, 2018) calls millennials
the strawberry generation, which is described as an attractive but fragile generation that lacks
a strong mentality and values.
The original spirit of technological advancement was to make human life easier. Since
the invention of machines and the start of the automation era, production has multiplied,
cutting down on time and costs. However, in the end, all this convenience has had a major
human impact, as it has significantly reduced the use of human labor. As a result, there has
been an increase in unemployment. It is precisely at this point that there is a need for a
development paradigm that not only improves human capabilities in the field of technology,
but also needs to improve the mentality of the people themselves.
In an effort to build character, the role of social humanities is needed. It is unfortunate
that on several occasions, the humanities are considered a second class science that does not
have a significant impact in the era of the industrial revolution 4.0. In fact, if traced further,
the development of science (science) that produces technological advances today originated
from rationality that was fostered by the humanities. The movement was reflected in the birth
of the modern era in the XVII century (Hardiman, 2004). At that time, the era of the rise of
the ratio had began, thus allowing humanity to think freely apart from shackling theological
doctrines.
In the 18th century there was a major change in the way people thought. This was marked by
the secularization of science so that there was a separation between body and soul which was
studied separately. The body was treated as material and explained as well as natural
phenomena. Natural science is separated from social science and humanities. Towards the
end of the 20th century, the progress of science and technology accelerated, resulting in the
technologicalization of life and livelihood (Jacob, 1988).
Technology is developing on its own and is becoming increasingly detached, leaving
religion and ethics, law, social sciences and humanities far behind. Therefore, there must be
an effort to integrate technology education with the humanities. Knowledge of nature and life
is incomplete without knowledge of why things happen, how they happen, how they develop,
and how they should be. Hard technology is not complete without soft technology (Jacob,
1988).
Conclusions
Research on Industrial Revolution 4.0 and the Challenges of Social Change has
shown that globalization is not only a phenomenon that impacts the technological field, but
has disrupted various other fields such as social, legal, and economic. The consequences of
this disruption have drastically changed the world order.
The problems that occur today cannot be solved in the same way as in the concept of
the past. The Industrial Revolution 4.0 cannot only be faced with technological development
without involving social dynamics in it.
In addition to preparing superior competitiveness, it is necessary to build public
awareness and maturity in responding to the development of the world today, especially in
the post truth era, when information flows rapidly without clarity of truth. It is necessary to
formulate a national policy strategy through awareness and maturity of thinking.
In facing the industrial revolution 4.0, the researcher argues that there are two ways to
go: First, preparing the implementation of education that links and matches between human
resources and the needs of the times in the era of the industrial revolution. Second, in addition
to preparing link and match education, the prepared human resources must also be equipped
with human values education taught by the social humanities.
When the exact sciences play a role in developing technology empirically, the
humanities still play a role in maintaining the quality of its people (software/users). If this
happens, then technological progress as a biological child of science can have a positive
impact on human civilization itself.
Globalization: Definition, History, And Development
Globalization is a world phenomenon whose definition is interpreted variously by
several world thinkers. There is no single definition of globalization. Moreover, attempts to
determine the definition are always fraught with problems, especially in the field of socio-
humanities (Kusumohamidjojo, 2009). In essence, globalization is a situation that refers to
the interconnection of economic and social systems. (Sandu, 2012)(Ritzer, 2010)
Until now there has been no historical review that precisely explains the periodization
of globalization. Globalization in some literature was triggered by the imperialist movement
by the West in Asia and Africa in the 15th century (Hopkin, 2002). In addition, globalization
also occurred when there was a large multinational company in 1897 that made world trade
possible.(Sandu, 2012).
Entering the 2000s, the term globalization (Fund, 2000) began to be widely used in
describing conditions in the modern era marked by free interaction between countries in
various fields, both social, economic culture, and of course technology. In this era,
interactions between countries are possible because of the ease of access caused by
technological advances.
(Friedman, 2006) notes that the history of globalization occurred in three periods:
Globalization 1.0, Globalization 2.0, and Globalization 3.0. Each periodization of
globalization always reveals the forces that make the world continuously change. The world
that is round and has a wide geography, in its development gradually becomes flat due to
several historical events, so that in the end it makes the earth flatter (The World Is Flat),
because there are no longer barriers that limit interactions.
Globalization 1.0. first took place from 1492, when Colombus set sail, opening trade
between the old world and the new world until around 1800. This process then made the
world shrink from large to medium size. The driving force in this era was determined by how
much muscle, how much horsepower, how much wind power, and how much steam power a
country had and how much creativity to utilize it. During this time, countries and
governments, usually fueled by religion, imperialism, or a combination of the two, broke
down walls and tried to encapsulate the world into one until global unification occurred.
Globalization 2.0 lasted from around 1800 to 2000 punctuated by the Great
Depression and World Wars I and II. This period shrank the world from medium size to small
size. In this era, the main actors of change or forces driving the process of global unification
were multinational corporations. These companies went global for markets and labor,
spearheaded by the Industrial Revolution and the expansion of capitalized companies from
the Netherlands and Britain. The forces driving this globalization were breakthroughs in
hardware, starting with steamships and trains, and later telephones and computers.
The process of globalization then reached its peak in Globalization 3.0. The difference
between this globalization and previous globalizations lies not only in the process of
shrinking and flattening the world, but also includes the driving force within it. The driving
force is the American and European individuals and businesses. Although in this case,
China's economy was the largest in the 18th century, it was the explorer countries and
Western companies that played a major role in globalization and the formation of its systems.
However, even this condition later shifted because the world was increasingly becoming flat
and was no longer driven by a country, but individuals. Globalization 3.0 then encourages
individuals to play and enter into it.
Friedman's view of the history of globalization shows that every era of globalization
always has an impact on changes in the system and social behavior of society. This is as
revealed by Alvin Toffler, (Toffler, 1980) in The Third Wave, which explains that the world's
progressivity develops in three waves: the agricultural era, the industrial era, and towards the
information era. In each era, the system and behavior of society change with the times.
The first wave of change was associated with the agricultural revolution, which
occurred around 8,000 years BC until around 1700. Before the agricultural revolution, the
social system of society was still in the form of small groups, often moving around. Moving
on, this group forages by hunting, fishing and foraging for food available in nature.
The second wave of change refers to the industrial revolution and takes place during
the development period from the 1700s to the present. In the United States, this wave peaked
in the mid-1950s but in many other parts of the world it is still ongoing. This period ended
the dominance of agricultural civilization and began the industrialization of society. The
technologies introduced during this wave were generally based on electromechanical
machines powered by non-renewable fossil fuels, causing widespread changes in the way
society was upgraded. Families became smaller, jobs shifted from farms to factories, and
education shifted from home education to organized education in the classroom.
This third wave of change is similar to the post-industrial age, a period that began
around the 19650s and continues to the present. This era is characterized by technological
advances that help speed up communication, calculation, and information dissemination. The
widespread availability of technologies such as computers, telecommunications, robots, and
biotechnics has also affected the social characteristics of society. Fundamental changes in
social behaviour can now be seen in the rise of alliances and organizations in cyberspace,
international mobility in terms of labour force and capital, and increased collaboration
between private and government.
Industrial Revolution 4.0 And Disruption
The history of globalization shows that every changing era has its own core (driver).
The descriptions of Friedman, Ritzer, and Toffler show that the movement of change is
always triggered by technological developments that gave birth to the era of the industrial
revolution 4.0, which not only does not only open up interaction widely but also disrupts
various fields of human life.
Disruptive was originally a phenomenon that occurred in the economic world,
especially in the business sector. Clayton (Christensen, 1997), a Harvard Business Professor,
calls it innovative disruption in The Innovator's Dilemma (Christensen, 1997).Disruptive
itself is a condition when a business is required to continue to innovate following
developments, so that businesses are not only to meet current needs, but can anticipate future
needs.
In the current era, disruption does not only apply to the business world. The
phenomenon of disruption has a major impact on various fields. Disruption does not only
change the business, but the fundamentals of the business (Khasali, 2018). Starting from the
cost structure to the culture, and even the ideology of an industry.
The business paradigm has shifted from an emphasis on owning to sharing
(collaboration). A clear example can be seen in the shift of retail businesses (physical stores)
into e-commerce that offers convenience in shopping, plus the spread of online taxis then
threatens the existence of conventional taxi businesses.
The phenomenon of disruption does not only occur in the business world, but has
spread to other fields such as education, government, culture, politics, and law. In the
political field, for example, political movements to gather mass through mass concentration
have been replaced by social media-based movements. The government sector is now also
challenged to implement bureaucracy effectively and efficiently based on e-governance.
The cultural sector has also been disrupted. The massive development of social media
has reconstructed the cultural structure of society. Social relations are now more closely built
in cyberspace, so relationships in the real world become relative. Finally, the legal field is
now also disrupted. Legal regulations must also follow In summary, in disruptive there will
be disruptive regulation, disruptive culture, disruptive mindset, and disruptive marketing.
(Khasali, 2018)
The Role Of Social Humanities
Disruption has rapidly changed the world order. Change no longer takes thousands of
years, as described in Charles Darwin's theory of evolution (Darwin, 2004) in On the Origin
of Species. The change only takes a very short time. In this fast-paced situation, what changes
is not only the phenomenon, for example, offline to online, real world to cyberspace, print
media to social media, and so on. However, values, social order and culture are also
changing.
The shift in values is reflected in the rampant events that have recently occurred. The
most pronounced impact occurs in the environmental and social fields. Data from the
Ministry of Environment and Forestry (KLHK) between July 2016-June 2017 shows that
there was forest deforestation of 497,000 hectares or 64.3% of the total forests in Indonesia.
Although KLHK claims a decrease from 2014 of 73.6%, this number is still quite large,
whereas America, which is an industrial country, is able to maintain its forest deforestation of
no more than 200,000 hectares per year.The environmental problems also do not stop there,
Indonesia is even categorized as the fourth dirtiest country in the world, according to the
results of research by the International Earth Science Information Network in 2015.
The destruction of nature does not only occur due to waste generated from the
production process. Behind it, there is a shift in the human paradigm in viewing nature
(Prasetyo, 2018). In this case, Max Weber stated that since modernity proliferated, humans
have only used "instrumental reason", which then treats nature as something that can be used,
with results that can be directed (Tempo, 2010). As a result, the modern world and ecological
destruction are rapidly converging. Humans become detached from nature, and live in
another reality. This alienation makes the relationship between humans and nature only a
subject and object: humans (subject) who control nature (object).
In addition to environmental issues, the industrial revolution will also leave behind
issues related to the loss of social humanities values. The millennial generation, the
generation born around 1980-2000s, has shown symptoms of mental degradation.
Consumerist lifestyles, unlimited freedom, and the loss of ethical behavior on social media
are a series of examples of such degradation. Rhenald Kasali (Khasali, 2018) calls millennials
the strawberry generation, which is described as an attractive but fragile generation that lacks
a strong mentality and values.
The original spirit of technological advancement was to make human life easier. Since
the invention of machines and the start of the automation era, production has multiplied,
cutting down on time and costs. However, in the end, all this convenience has had a major
human impact, as it has significantly reduced the use of human labor. As a result, there has
been an increase in unemployment. It is precisely at this point that there is a need for a
development paradigm that not only improves human capabilities in the field of technology,
but also needs to improve the mentality of the people themselves.
In an effort to build character, the role of social humanities is needed. It is unfortunate
that on several occasions, the humanities are considered a second class science that does not
have a significant impact in the era of the industrial revolution 4.0. In fact, if traced further,
the development of science (science) that produces technological advances today originated
from rationality that was fostered by the humanities. The movement was reflected in the birth
of the modern era in the XVII century (Hardiman, 2004). At that time, the era of the rise of
the ratio had began, thus allowing humanity to think freely apart from shackling theological
doctrines.
In the 18th century there was a major change in the way people thought. This was marked by
the secularization of science so that there was a separation between body and soul which was
studied separately. The body was treated as material and explained as well as natural
phenomena. Natural science is separated from social science and humanities. Towards the
end of the 20th century, the progress of science and technology accelerated, resulting in the
technologicalization of life and livelihood (Jacob, 1988).
Technology is developing on its own and is becoming increasingly detached, leaving
religion and ethics, law, social sciences and humanities far behind. Therefore, there must be
an effort to integrate technology education with the humanities. Knowledge of nature and life
is incomplete without knowledge of why things happen, how they happen, how they develop,
and how they should be. Hard technology is not complete without soft technology (Jacob,
1988).
Conclusions
Research on Industrial Revolution 4.0 and the Challenges of Social Change has
shown that globalization is not only a phenomenon that impacts the technological field, but
has disrupted various other fields such as social, legal, and economic. The consequences of
this disruption have drastically changed the world order.
The problems that occur today cannot be solved in the same way as in the concept of
the past. The Industrial Revolution 4.0 cannot only be faced with technological development
without involving social dynamics in it.
In addition to preparing superior competitiveness, it is necessary to build public
awareness and maturity in responding to the development of the world today, especially in
the post truth era, when information flows rapidly without clarity of truth. It is necessary to
formulate a national policy strategy through awareness and maturity of thinking.
In facing the industrial revolution 4.0, the researcher argues that there are two ways to
go: First, preparing the implementation of education that links and matches between human
resources and the needs of the times in the era of the industrial revolution. Second, in addition
to preparing link and match education, the prepared human resources must also be equipped
with human values education taught by the social humanities.
When the exact sciences play a role in developing technology empirically, the
humanities still play a role in maintaining the quality of its people (software/users). If this
happens, then technological progress as a biological child of science can have a positive
impact on human civilization itself.
Globalization: Definition, History, And Development
Globalization is a world phenomenon whose definition is interpreted variously by
several world thinkers. There is no single definition of globalization. Moreover, attempts to
determine the definition are always fraught with problems, especially in the field of socio-
humanities (Kusumohamidjojo, 2009). In essence, globalization is a situation that refers to
the interconnection of economic and social systems. (Sandu, 2012)(Ritzer, 2010)
Until now there has been no historical review that precisely explains the periodization
of globalization. Globalization in some literature was triggered by the imperialist movement
by the West in Asia and Africa in the 15th century (Hopkin, 2002). In addition, globalization
also occurred when there was a large multinational company in 1897 that made world trade
possible.(Sandu, 2012).
Entering the 2000s, the term globalization (Fund, 2000) began to be widely used in
describing conditions in the modern era marked by free interaction between countries in
various fields, both social, economic culture, and of course technology. In this era,
interactions between countries are possible because of the ease of access caused by
technological advances.
(Friedman, 2006) notes that the history of globalization occurred in three periods:
Globalization 1.0, Globalization 2.0, and Globalization 3.0. Each periodization of
globalization always reveals the forces that make the world continuously change. The world
that is round and has a wide geography, in its development gradually becomes flat due to
several historical events, so that in the end it makes the earth flatter (The World Is Flat),
because there are no longer barriers that limit interactions.
Globalization 1.0. first took place from 1492, when Colombus set sail, opening trade
between the old world and the new world until around 1800. This process then made the
world shrink from large to medium size. The driving force in this era was determined by how
much muscle, how much horsepower, how much wind power, and how much steam power a
country had and how much creativity to utilize it. During this time, countries and
governments, usually fueled by religion, imperialism, or a combination of the two, broke
down walls and tried to encapsulate the world into one until global unification occurred.
Globalization 2.0 lasted from around 1800 to 2000 punctuated by the Great
Depression and World Wars I and II. This period shrank the world from medium size to small
size. In this era, the main actors of change or forces driving the process of global unification
were multinational corporations. These companies went global for markets and labor,
spearheaded by the Industrial Revolution and the expansion of capitalized companies from
the Netherlands and Britain. The forces driving this globalization were breakthroughs in
hardware, starting with steamships and trains, and later telephones and computers.
The process of globalization then reached its peak in Globalization 3.0. The difference
between this globalization and previous globalizations lies not only in the process of
shrinking and flattening the world, but also includes the driving force within it. The driving
force is the American and European individuals and businesses. Although in this case,
China's economy was the largest in the 18th century, it was the explorer countries and
Western companies that played a major role in globalization and the formation of its systems.
However, even this condition later shifted because the world was increasingly becoming flat
and was no longer driven by a country, but individuals. Globalization 3.0 then encourages
individuals to play and enter into it.
Friedman's view of the history of globalization shows that every era of globalization
always has an impact on changes in the system and social behavior of society. This is as
revealed by Alvin Toffler, (Toffler, 1980) in The Third Wave, which explains that the world's
progressivity develops in three waves: the agricultural era, the industrial era, and towards the
information era. In each era, the system and behavior of society change with the times.
The first wave of change was associated with the agricultural revolution, which
occurred around 8,000 years BC until around 1700. Before the agricultural revolution, the
social system of society was still in the form of small groups, often moving around. Moving
on, this group forages by hunting, fishing and foraging for food available in nature.
The second wave of change refers to the industrial revolution and takes place during
the development period from the 1700s to the present. In the United States, this wave peaked
in the mid-1950s but in many other parts of the world it is still ongoing. This period ended
the dominance of agricultural civilization and began the industrialization of society. The
technologies introduced during this wave were generally based on electromechanical
machines powered by non-renewable fossil fuels, causing widespread changes in the way
society was upgraded. Families became smaller, jobs shifted from farms to factories, and
education shifted from home education to organized education in the classroom.
This third wave of change is similar to the post-industrial age, a period that began
around the 19650s and continues to the present. This era is characterized by technological
advances that help speed up communication, calculation, and information dissemination. The
widespread availability of technologies such as computers, telecommunications, robots, and
biotechnics has also affected the social characteristics of society. Fundamental changes in
social behaviour can now be seen in the rise of alliances and organizations in cyberspace,
international mobility in terms of labour force and capital, and increased collaboration
between private and government.
Industrial Revolution 4.0 And Disruption
The history of globalization shows that every changing era has its own core (driver).
The descriptions of Friedman, Ritzer, and Toffler show that the movement of change is
always triggered by technological developments that gave birth to the era of the industrial
revolution 4.0, which not only does not only open up interaction widely but also disrupts
various fields of human life.
Disruptive was originally a phenomenon that occurred in the economic world,
especially in the business sector. Clayton (Christensen, 1997), a Harvard Business Professor,
calls it innovative disruption in The Innovator's Dilemma (Christensen, 1997).Disruptive
itself is a condition when a business is required to continue to innovate following
developments, so that businesses are not only to meet current needs, but can anticipate future
needs.
In the current era, disruption does not only apply to the business world. The
phenomenon of disruption has a major impact on various fields. Disruption does not only
change the business, but the fundamentals of the business (Khasali, 2018). Starting from the
cost structure to the culture, and even the ideology of an industry.
The business paradigm has shifted from an emphasis on owning to sharing
(collaboration). A clear example can be seen in the shift of retail businesses (physical stores)
into e-commerce that offers convenience in shopping, plus the spread of online taxis then
threatens the existence of conventional taxi businesses.
The phenomenon of disruption does not only occur in the business world, but has
spread to other fields such as education, government, culture, politics, and law. In the
political field, for example, political movements to gather mass through mass concentration
have been replaced by social media-based movements. The government sector is now also
challenged to implement bureaucracy effectively and efficiently based on e-governance.
The cultural sector has also been disrupted. The massive development of social media
has reconstructed the cultural structure of society. Social relations are now more closely built
in cyberspace, so relationships in the real world become relative. Finally, the legal field is
now also disrupted. Legal regulations must also follow In summary, in disruptive there will
be disruptive regulation, disruptive culture, disruptive mindset, and disruptive marketing.
(Khasali, 2018)
The Role Of Social Humanities
Disruption has rapidly changed the world order. Change no longer takes thousands of
years, as described in Charles Darwin's theory of evolution (Darwin, 2004) in On the Origin
of Species. The change only takes a very short time. In this fast-paced situation, what changes
is not only the phenomenon, for example, offline to online, real world to cyberspace, print
media to social media, and so on. However, values, social order and culture are also
changing.
The shift in values is reflected in the rampant events that have recently occurred. The
most pronounced impact occurs in the environmental and social fields. Data from the
Ministry of Environment and Forestry (KLHK) between July 2016-June 2017 shows that
there was forest deforestation of 497,000 hectares or 64.3% of the total forests in Indonesia.
Although KLHK claims a decrease from 2014 of 73.6%, this number is still quite large,
whereas America, which is an industrial country, is able to maintain its forest deforestation of
no more than 200,000 hectares per year.The environmental problems also do not stop there,
Indonesia is even categorized as the fourth dirtiest country in the world, according to the
results of research by the International Earth Science Information Network in 2015.
The destruction of nature does not only occur due to waste generated from the
production process. Behind it, there is a shift in the human paradigm in viewing nature
(Prasetyo, 2018). In this case, Max Weber stated that since modernity proliferated, humans
have only used "instrumental reason", which then treats nature as something that can be used,
with results that can be directed (Tempo, 2010). As a result, the modern world and ecological
destruction are rapidly converging. Humans become detached from nature, and live in
another reality. This alienation makes the relationship between humans and nature only a
subject and object: humans (subject) who control nature (object).
In addition to environmental issues, the industrial revolution will also leave behind
issues related to the loss of social humanities values. The millennial generation, the
generation born around 1980-2000s, has shown symptoms of mental degradation.
Consumerist lifestyles, unlimited freedom, and the loss of ethical behavior on social media
are a series of examples of such degradation. Rhenald Kasali (Khasali, 2018) calls millennials
the strawberry generation, which is described as an attractive but fragile generation that lacks
a strong mentality and values.
The original spirit of technological advancement was to make human life easier. Since
the invention of machines and the start of the automation era, production has multiplied,
cutting down on time and costs. However, in the end, all this convenience has had a major
human impact, as it has significantly reduced the use of human labor. As a result, there has
been an increase in unemployment. It is precisely at this point that there is a need for a
development paradigm that not only improves human capabilities in the field of technology,
but also needs to improve the mentality of the people themselves.
In an effort to build character, the role of social humanities is needed. It is unfortunate
that on several occasions, the humanities are considered a second class science that does not
have a significant impact in the era of the industrial revolution 4.0. In fact, if traced further,
the development of science (science) that produces technological advances today originated
from rationality that was fostered by the humanities. The movement was reflected in the birth
of the modern era in the XVII century (Hardiman, 2004). At that time, the era of the rise of
the ratio had began, thus allowing humanity to think freely apart from shackling theological
doctrines.
In the 18th century there was a major change in the way people thought. This was marked by
the secularization of science so that there was a separation between body and soul which was
studied separately. The body was treated as material and explained as well as natural
phenomena. Natural science is separated from social science and humanities. Towards the
end of the 20th century, the progress of science and technology accelerated, resulting in the
technologicalization of life and livelihood (Jacob, 1988).
Technology is developing on its own and is becoming increasingly detached, leaving
religion and ethics, law, social sciences and humanities far behind. Therefore, there must be
an effort to integrate technology education with the humanities. Knowledge of nature and life
is incomplete without knowledge of why things happen, how they happen, how they develop,
and how they should be. Hard technology is not complete without soft technology (Jacob,
1988).
Conclusions
Research on Industrial Revolution 4.0 and the Challenges of Social Change has
shown that globalization is not only a phenomenon that impacts the technological field, but
has disrupted various other fields such as social, legal, and economic. The consequences of
this disruption have drastically changed the world order.
The problems that occur today cannot be solved in the same way as in the concept of
the past. The Industrial Revolution 4.0 cannot only be faced with technological development
without involving social dynamics in it.
In addition to preparing superior competitiveness, it is necessary to build public
awareness and maturity in responding to the development of the world today, especially in
the post truth era, when information flows rapidly without clarity of truth. It is necessary to
formulate a national policy strategy through awareness and maturity of thinking.
In facing the industrial revolution 4.0, the researcher argues that there are two ways to
go: First, preparing the implementation of education that links and matches between human
resources and the needs of the times in the era of the industrial revolution. Second, in addition
to preparing link and match education, the prepared human resources must also be equipped
with human values education taught by the social humanities.
When the exact sciences play a role in developing technology empirically, the
humanities still play a role in maintaining the quality of its people (software/users). If this
happens, then technological progress as a biological child of science can have a positive
impact on human civilization itself.
Globalization: Definition, History, And Development
Globalization is a world phenomenon whose definition is interpreted variously by
several world thinkers. There is no single definition of globalization. Moreover, attempts to
determine the definition are always fraught with problems, especially in the field of socio-
humanities (Kusumohamidjojo, 2009). In essence, globalization is a situation that refers to
the interconnection of economic and social systems. (Sandu, 2012)(Ritzer, 2010)
Until now there has been no historical review that precisely explains the periodization
of globalization. Globalization in some literature was triggered by the imperialist movement
by the West in Asia and Africa in the 15th century (Hopkin, 2002). In addition, globalization
also occurred when there was a large multinational company in 1897 that made world trade
possible.(Sandu, 2012).
Entering the 2000s, the term globalization (Fund, 2000) began to be widely used in
describing conditions in the modern era marked by free interaction between countries in
various fields, both social, economic culture, and of course technology. In this era,
interactions between countries are possible because of the ease of access caused by
technological advances.
(Friedman, 2006) notes that the history of globalization occurred in three periods:
Globalization 1.0, Globalization 2.0, and Globalization 3.0. Each periodization of
globalization always reveals the forces that make the world continuously change. The world
that is round and has a wide geography, in its development gradually becomes flat due to
several historical events, so that in the end it makes the earth flatter (The World Is Flat),
because there are no longer barriers that limit interactions.
Globalization 1.0. first took place from 1492, when Colombus set sail, opening trade
between the old world and the new world until around 1800. This process then made the
world shrink from large to medium size. The driving force in this era was determined by how
much muscle, how much horsepower, how much wind power, and how much steam power a
country had and how much creativity to utilize it. During this time, countries and
governments, usually fueled by religion, imperialism, or a combination of the two, broke
down walls and tried to encapsulate the world into one until global unification occurred.
Globalization 2.0 lasted from around 1800 to 2000 punctuated by the Great
Depression and World Wars I and II. This period shrank the world from medium size to small
size. In this era, the main actors of change or forces driving the process of global unification
were multinational corporations. These companies went global for markets and labor,
spearheaded by the Industrial Revolution and the expansion of capitalized companies from
the Netherlands and Britain. The forces driving this globalization were breakthroughs in
hardware, starting with steamships and trains, and later telephones and computers.
The process of globalization then reached its peak in Globalization 3.0. The difference
between this globalization and previous globalizations lies not only in the process of
shrinking and flattening the world, but also includes the driving force within it. The driving
force is the American and European individuals and businesses. Although in this case,
China's economy was the largest in the 18th century, it was the explorer countries and
Western companies that played a major role in globalization and the formation of its systems.
However, even this condition later shifted because the world was increasingly becoming flat
and was no longer driven by a country, but individuals. Globalization 3.0 then encourages
individuals to play and enter into it.
Friedman's view of the history of globalization shows that every era of globalization
always has an impact on changes in the system and social behavior of society. This is as
revealed by Alvin Toffler, (Toffler, 1980) in The Third Wave, which explains that the world's
progressivity develops in three waves: the agricultural era, the industrial era, and towards the
information era. In each era, the system and behavior of society change with the times.
The first wave of change was associated with the agricultural revolution, which
occurred around 8,000 years BC until around 1700. Before the agricultural revolution, the
social system of society was still in the form of small groups, often moving around. Moving
on, this group forages by hunting, fishing and foraging for food available in nature.
The second wave of change refers to the industrial revolution and takes place during
the development period from the 1700s to the present. In the United States, this wave peaked
in the mid-1950s but in many other parts of the world it is still ongoing. This period ended
the dominance of agricultural civilization and began the industrialization of society. The
technologies introduced during this wave were generally based on electromechanical
machines powered by non-renewable fossil fuels, causing widespread changes in the way
society was upgraded. Families became smaller, jobs shifted from farms to factories, and
education shifted from home education to organized education in the classroom.
This third wave of change is similar to the post-industrial age, a period that began
around the 19650s and continues to the present. This era is characterized by technological
advances that help speed up communication, calculation, and information dissemination. The
widespread availability of technologies such as computers, telecommunications, robots, and
biotechnics has also affected the social characteristics of society. Fundamental changes in
social behaviour can now be seen in the rise of alliances and organizations in cyberspace,
international mobility in terms of labour force and capital, and increased collaboration
between private and government.
Industrial Revolution 4.0 And Disruption
The history of globalization shows that every changing era has its own core (driver).
The descriptions of Friedman, Ritzer, and Toffler show that the movement of change is
always triggered by technological developments that gave birth to the era of the industrial
revolution 4.0, which not only does not only open up interaction widely but also disrupts
various fields of human life.
Disruptive was originally a phenomenon that occurred in the economic world,
especially in the business sector. Clayton (Christensen, 1997), a Harvard Business Professor,
calls it innovative disruption in The Innovator's Dilemma (Christensen, 1997).Disruptive
itself is a condition when a business is required to continue to innovate following
developments, so that businesses are not only to meet current needs, but can anticipate future
needs.
In the current era, disruption does not only apply to the business world. The
phenomenon of disruption has a major impact on various fields. Disruption does not only
change the business, but the fundamentals of the business (Khasali, 2018). Starting from the
cost structure to the culture, and even the ideology of an industry.
The business paradigm has shifted from an emphasis on owning to sharing
(collaboration). A clear example can be seen in the shift of retail businesses (physical stores)
into e-commerce that offers convenience in shopping, plus the spread of online taxis then
threatens the existence of conventional taxi businesses.
The phenomenon of disruption does not only occur in the business world, but has
spread to other fields such as education, government, culture, politics, and law. In the
political field, for example, political movements to gather mass through mass concentration
have been replaced by social media-based movements. The government sector is now also
challenged to implement bureaucracy effectively and efficiently based on e-governance.
The cultural sector has also been disrupted. The massive development of social media
has reconstructed the cultural structure of society. Social relations are now more closely built
in cyberspace, so relationships in the real world become relative. Finally, the legal field is
now also disrupted. Legal regulations must also follow In summary, in disruptive there will
be disruptive regulation, disruptive culture, disruptive mindset, and disruptive marketing.
(Khasali, 2018)
The Role Of Social Humanities
Disruption has rapidly changed the world order. Change no longer takes thousands of
years, as described in Charles Darwin's theory of evolution (Darwin, 2004) in On the Origin
of Species. The change only takes a very short time. In this fast-paced situation, what changes
is not only the phenomenon, for example, offline to online, real world to cyberspace, print
media to social media, and so on. However, values, social order and culture are also
changing.
The shift in values is reflected in the rampant events that have recently occurred. The
most pronounced impact occurs in the environmental and social fields. Data from the
Ministry of Environment and Forestry (KLHK) between July 2016-June 2017 shows that
there was forest deforestation of 497,000 hectares or 64.3% of the total forests in Indonesia.
Although KLHK claims a decrease from 2014 of 73.6%, this number is still quite large,
whereas America, which is an industrial country, is able to maintain its forest deforestation of
no more than 200,000 hectares per year.The environmental problems also do not stop there,
Indonesia is even categorized as the fourth dirtiest country in the world, according to the
results of research by the International Earth Science Information Network in 2015.
The destruction of nature does not only occur due to waste generated from the
production process. Behind it, there is a shift in the human paradigm in viewing nature
(Prasetyo, 2018). In this case, Max Weber stated that since modernity proliferated, humans
have only used "instrumental reason", which then treats nature as something that can be used,
with results that can be directed (Tempo, 2010). As a result, the modern world and ecological
destruction are rapidly converging. Humans become detached from nature, and live in
another reality. This alienation makes the relationship between humans and nature only a
subject and object: humans (subject) who control nature (object).
In addition to environmental issues, the industrial revolution will also leave behind
issues related to the loss of social humanities values. The millennial generation, the
generation born around 1980-2000s, has shown symptoms of mental degradation.
Consumerist lifestyles, unlimited freedom, and the loss of ethical behavior on social media
are a series of examples of such degradation. Rhenald Kasali (Khasali, 2018) calls millennials
the strawberry generation, which is described as an attractive but fragile generation that lacks
a strong mentality and values.
The original spirit of technological advancement was to make human life easier. Since
the invention of machines and the start of the automation era, production has multiplied,
cutting down on time and costs. However, in the end, all this convenience has had a major
human impact, as it has significantly reduced the use of human labor. As a result, there has
been an increase in unemployment. It is precisely at this point that there is a need for a
development paradigm that not only improves human capabilities in the field of technology,
but also needs to improve the mentality of the people themselves.
In an effort to build character, the role of social humanities is needed. It is unfortunate
that on several occasions, the humanities are considered a second class science that does not
have a significant impact in the era of the industrial revolution 4.0. In fact, if traced further,
the development of science (science) that produces technological advances today originated
from rationality that was fostered by the humanities. The movement was reflected in the birth
of the modern era in the XVII century (Hardiman, 2004). At that time, the era of the rise of
the ratio had began, thus allowing humanity to think freely apart from shackling theological
doctrines.
In the 18th century there was a major change in the way people thought. This was marked by
the secularization of science so that there was a separation between body and soul which was
studied separately. The body was treated as material and explained as well as natural
phenomena. Natural science is separated from social science and humanities. Towards the
end of the 20th century, the progress of science and technology accelerated, resulting in the
technologicalization of life and livelihood (Jacob, 1988).
Technology is developing on its own and is becoming increasingly detached, leaving
religion and ethics, law, social sciences and humanities far behind. Therefore, there must be
an effort to integrate technology education with the humanities. Knowledge of nature and life
is incomplete without knowledge of why things happen, how they happen, how they develop,
and how they should be. Hard technology is not complete without soft technology (Jacob,
1988).
Conclusions
Research on Industrial Revolution 4.0 and the Challenges of Social Change has
shown that globalization is not only a phenomenon that impacts the technological field, but
has disrupted various other fields such as social, legal, and economic. The consequences of
this disruption have drastically changed the world order.
The problems that occur today cannot be solved in the same way as in the concept of
the past. The Industrial Revolution 4.0 cannot only be faced with technological development
without involving social dynamics in it.
In addition to preparing superior competitiveness, it is necessary to build public
awareness and maturity in responding to the development of the world today, especially in
the post truth era, when information flows rapidly without clarity of truth. It is necessary to
formulate a national policy strategy through awareness and maturity of thinking.
In facing the industrial revolution 4.0, the researcher argues that there are two ways to
go: First, preparing the implementation of education that links and matches between human
resources and the needs of the times in the era of the industrial revolution. Second, in addition
to preparing link and match education, the prepared human resources must also be equipped
with human values education taught by the social humanities.
When the exact sciences play a role in developing technology empirically, the
humanities still play a role in maintaining the quality of its people (software/users). If this
happens, then technological progress as a biological child of science can have a positive
impact on human civilization itself.
Globalization: Definition, History, And Development
Globalization is a world phenomenon whose definition is interpreted variously by
several world thinkers. There is no single definition of globalization. Moreover, attempts to
determine the definition are always fraught with problems, especially in the field of socio-
humanities (Kusumohamidjojo, 2009). In essence, globalization is a situation that refers to
the interconnection of economic and social systems. (Sandu, 2012)(Ritzer, 2010)
Until now there has been no historical review that precisely explains the periodization
of globalization. Globalization in some literature was triggered by the imperialist movement
by the West in Asia and Africa in the 15th century (Hopkin, 2002). In addition, globalization
also occurred when there was a large multinational company in 1897 that made world trade
possible.(Sandu, 2012).
Entering the 2000s, the term globalization (Fund, 2000) began to be widely used in
describing conditions in the modern era marked by free interaction between countries in
various fields, both social, economic culture, and of course technology. In this era,
interactions between countries are possible because of the ease of access caused by
technological advances.
(Friedman, 2006) notes that the history of globalization occurred in three periods:
Globalization 1.0, Globalization 2.0, and Globalization 3.0. Each periodization of
globalization always reveals the forces that make the world continuously change. The world
that is round and has a wide geography, in its development gradually becomes flat due to
several historical events, so that in the end it makes the earth flatter (The World Is Flat),
because there are no longer barriers that limit interactions.
Globalization 1.0. first took place from 1492, when Colombus set sail, opening trade
between the old world and the new world until around 1800. This process then made the
world shrink from large to medium size. The driving force in this era was determined by how
much muscle, how much horsepower, how much wind power, and how much steam power a
country had and how much creativity to utilize it. During this time, countries and
governments, usually fueled by religion, imperialism, or a combination of the two, broke
down walls and tried to encapsulate the world into one until global unification occurred.
Globalization 2.0 lasted from around 1800 to 2000 punctuated by the Great
Depression and World Wars I and II. This period shrank the world from medium size to small
size. In this era, the main actors of change or forces driving the process of global unification
were multinational corporations. These companies went global for markets and labor,
spearheaded by the Industrial Revolution and the expansion of capitalized companies from
the Netherlands and Britain. The forces driving this globalization were breakthroughs in
hardware, starting with steamships and trains, and later telephones and computers.
The process of globalization then reached its peak in Globalization 3.0. The difference
between this globalization and previous globalizations lies not only in the process of
shrinking and flattening the world, but also includes the driving force within it. The driving
force is the American and European individuals and businesses. Although in this case,
China's economy was the largest in the 18th century, it was the explorer countries and
Western companies that played a major role in globalization and the formation of its systems.
However, even this condition later shifted because the world was increasingly becoming flat
and was no longer driven by a country, but individuals. Globalization 3.0 then encourages
individuals to play and enter into it.
Friedman's view of the history of globalization shows that every era of globalization
always has an impact on changes in the system and social behavior of society. This is as
revealed by Alvin Toffler, (Toffler, 1980) in The Third Wave, which explains that the world's
progressivity develops in three waves: the agricultural era, the industrial era, and towards the
information era. In each era, the system and behavior of society change with the times.
The first wave of change was associated with the agricultural revolution, which
occurred around 8,000 years BC until around 1700. Before the agricultural revolution, the
social system of society was still in the form of small groups, often moving around. Moving
on, this group forages by hunting, fishing and foraging for food available in nature.
The second wave of change refers to the industrial revolution and takes place during
the development period from the 1700s to the present. In the United States, this wave peaked
in the mid-1950s but in many other parts of the world it is still ongoing. This period ended
the dominance of agricultural civilization and began the industrialization of society. The
technologies introduced during this wave were generally based on electromechanical
machines powered by non-renewable fossil fuels, causing widespread changes in the way
society was upgraded. Families became smaller, jobs shifted from farms to factories, and
education shifted from home education to organized education in the classroom.
This third wave of change is similar to the post-industrial age, a period that began
around the 19650s and continues to the present. This era is characterized by technological
advances that help speed up communication, calculation, and information dissemination. The
widespread availability of technologies such as computers, telecommunications, robots, and
biotechnics has also affected the social characteristics of society. Fundamental changes in
social behaviour can now be seen in the rise of alliances and organizations in cyberspace,
international mobility in terms of labour force and capital, and increased collaboration
between private and government.
Industrial Revolution 4.0 And Disruption
The history of globalization shows that every changing era has its own core (driver).
The descriptions of Friedman, Ritzer, and Toffler show that the movement of change is
always triggered by technological developments that gave birth to the era of the industrial
revolution 4.0, which not only does not only open up interaction widely but also disrupts
various fields of human life.
Disruptive was originally a phenomenon that occurred in the economic world,
especially in the business sector. Clayton (Christensen, 1997), a Harvard Business Professor,
calls it innovative disruption in The Innovator's Dilemma (Christensen, 1997).Disruptive
itself is a condition when a business is required to continue to innovate following
developments, so that businesses are not only to meet current needs, but can anticipate future
needs.
In the current era, disruption does not only apply to the business world. The
phenomenon of disruption has a major impact on various fields. Disruption does not only
change the business, but the fundamentals of the business (Khasali, 2018). Starting from the
cost structure to the culture, and even the ideology of an industry.
The business paradigm has shifted from an emphasis on owning to sharing
(collaboration). A clear example can be seen in the shift of retail businesses (physical stores)
into e-commerce that offers convenience in shopping, plus the spread of online taxis then
threatens the existence of conventional taxi businesses.
The phenomenon of disruption does not only occur in the business world, but has
spread to other fields such as education, government, culture, politics, and law. In the
political field, for example, political movements to gather mass through mass concentration
have been replaced by social media-based movements. The government sector is now also
challenged to implement bureaucracy effectively and efficiently based on e-governance.
The cultural sector has also been disrupted. The massive development of social media
has reconstructed the cultural structure of society. Social relations are now more closely built
in cyberspace, so relationships in the real world become relative. Finally, the legal field is
now also disrupted. Legal regulations must also follow In summary, in disruptive there will
be disruptive regulation, disruptive culture, disruptive mindset, and disruptive marketing.
(Khasali, 2018)
The Role Of Social Humanities
Disruption has rapidly changed the world order. Change no longer takes thousands of
years, as described in Charles Darwin's theory of evolution (Darwin, 2004) in On the Origin
of Species. The change only takes a very short time. In this fast-paced situation, what changes
is not only the phenomenon, for example, offline to online, real world to cyberspace, print
media to social media, and so on. However, values, social order and culture are also
changing.
The shift in values is reflected in the rampant events that have recently occurred. The
most pronounced impact occurs in the environmental and social fields. Data from the
Ministry of Environment and Forestry (KLHK) between July 2016-June 2017 shows that
there was forest deforestation of 497,000 hectares or 64.3% of the total forests in Indonesia.
Although KLHK claims a decrease from 2014 of 73.6%, this number is still quite large,
whereas America, which is an industrial country, is able to maintain its forest deforestation of
no more than 200,000 hectares per year.The environmental problems also do not stop there,
Indonesia is even categorized as the fourth dirtiest country in the world, according to the
results of research by the International Earth Science Information Network in 2015.
The destruction of nature does not only occur due to waste generated from the
production process. Behind it, there is a shift in the human paradigm in viewing nature
(Prasetyo, 2018). In this case, Max Weber stated that since modernity proliferated, humans
have only used "instrumental reason", which then treats nature as something that can be used,
with results that can be directed (Tempo, 2010). As a result, the modern world and ecological
destruction are rapidly converging. Humans become detached from nature, and live in
another reality. This alienation makes the relationship between humans and nature only a
subject and object: humans (subject) who control nature (object).
In addition to environmental issues, the industrial revolution will also leave behind
issues related to the loss of social humanities values. The millennial generation, the
generation born around 1980-2000s, has shown symptoms of mental degradation.
Consumerist lifestyles, unlimited freedom, and the loss of ethical behavior on social media
are a series of examples of such degradation. Rhenald Kasali (Khasali, 2018) calls millennials
the strawberry generation, which is described as an attractive but fragile generation that lacks
a strong mentality and values.
The original spirit of technological advancement was to make human life easier. Since
the invention of machines and the start of the automation era, production has multiplied,
cutting down on time and costs. However, in the end, all this convenience has had a major
human impact, as it has significantly reduced the use of human labor. As a result, there has
been an increase in unemployment. It is precisely at this point that there is a need for a
development paradigm that not only improves human capabilities in the field of technology,
but also needs to improve the mentality of the people themselves.
In an effort to build character, the role of social humanities is needed. It is unfortunate
that on several occasions, the humanities are considered a second class science that does not
have a significant impact in the era of the industrial revolution 4.0. In fact, if traced further,
the development of science (science) that produces technological advances today originated
from rationality that was fostered by the humanities. The movement was reflected in the birth
of the modern era in the XVII century (Hardiman, 2004). At that time, the era of the rise of
the ratio had began, thus allowing humanity to think freely apart from shackling theological
doctrines.
In the 18th century there was a major change in the way people thought. This was marked by
the secularization of science so that there was a separation between body and soul which was
studied separately. The body was treated as material and explained as well as natural
phenomena. Natural science is separated from social science and humanities. Towards the
end of the 20th century, the progress of science and technology accelerated, resulting in the
technologicalization of life and livelihood (Jacob, 1988).
Technology is developing on its own and is becoming increasingly detached, leaving
religion and ethics, law, social sciences and humanities far behind. Therefore, there must be
an effort to integrate technology education with the humanities. Knowledge of nature and life
is incomplete without knowledge of why things happen, how they happen, how they develop,
and how they should be. Hard technology is not complete without soft technology (Jacob,
1988).
Conclusions
Research on Industrial Revolution 4.0 and the Challenges of Social Change has
shown that globalization is not only a phenomenon that impacts the technological field, but
has disrupted various other fields such as social, legal, and economic. The consequences of
this disruption have drastically changed the world order.
The problems that occur today cannot be solved in the same way as in the concept of
the past. The Industrial Revolution 4.0 cannot only be faced with technological development
without involving social dynamics in it.
In addition to preparing superior competitiveness, it is necessary to build public
awareness and maturity in responding to the development of the world today, especially in
the post truth era, when information flows rapidly without clarity of truth. It is necessary to
formulate a national policy strategy through awareness and maturity of thinking.
In facing the industrial revolution 4.0, the researcher argues that there are two ways to
go: First, preparing the implementation of education that links and matches between human
resources and the needs of the times in the era of the industrial revolution. Second, in addition
to preparing link and match education, the prepared human resources must also be equipped
with human values education taught by the social humanities.
When the exact sciences play a role in developing technology empirically, the
humanities still play a role in maintaining the quality of its people (software/users). If this
happens, then technological progress as a biological child of science can have a positive
impact on human civilization itself.
Globalization: Definition, History, And Development
Globalization is a world phenomenon whose definition is interpreted variously by
several world thinkers. There is no single definition of globalization. Moreover, attempts to
determine the definition are always fraught with problems, especially in the field of socio-
humanities (Kusumohamidjojo, 2009). In essence, globalization is a situation that refers to
the interconnection of economic and social systems. (Sandu, 2012)(Ritzer, 2010)
Until now there has been no historical review that precisely explains the periodization
of globalization. Globalization in some literature was triggered by the imperialist movement
by the West in Asia and Africa in the 15th century (Hopkin, 2002). In addition, globalization
also occurred when there was a large multinational company in 1897 that made world trade
possible.(Sandu, 2012).
Entering the 2000s, the term globalization (Fund, 2000) began to be widely used in
describing conditions in the modern era marked by free interaction between countries in
various fields, both social, economic culture, and of course technology. In this era,
interactions between countries are possible because of the ease of access caused by
technological advances.
(Friedman, 2006) notes that the history of globalization occurred in three periods:
Globalization 1.0, Globalization 2.0, and Globalization 3.0. Each periodization of
globalization always reveals the forces that make the world continuously change. The world
that is round and has a wide geography, in its development gradually becomes flat due to
several historical events, so that in the end it makes the earth flatter (The World Is Flat),
because there are no longer barriers that limit interactions.
Globalization 1.0. first took place from 1492, when Colombus set sail, opening trade
between the old world and the new world until around 1800. This process then made the
world shrink from large to medium size. The driving force in this era was determined by how
much muscle, how much horsepower, how much wind power, and how much steam power a
country had and how much creativity to utilize it. During this time, countries and
governments, usually fueled by religion, imperialism, or a combination of the two, broke
down walls and tried to encapsulate the world into one until global unification occurred.
Globalization 2.0 lasted from around 1800 to 2000 punctuated by the Great
Depression and World Wars I and II. This period shrank the world from medium size to small
size. In this era, the main actors of change or forces driving the process of global unification
were multinational corporations. These companies went global for markets and labor,
spearheaded by the Industrial Revolution and the expansion of capitalized companies from
the Netherlands and Britain. The forces driving this globalization were breakthroughs in
hardware, starting with steamships and trains, and later telephones and computers.
The process of globalization then reached its peak in Globalization 3.0. The difference
between this globalization and previous globalizations lies not only in the process of
shrinking and flattening the world, but also includes the driving force within it. The driving
force is the American and European individuals and businesses. Although in this case,
China's economy was the largest in the 18th century, it was the explorer countries and
Western companies that played a major role in globalization and the formation of its systems.
However, even this condition later shifted because the world was increasingly becoming flat
and was no longer driven by a country, but individuals. Globalization 3.0 then encourages
individuals to play and enter into it.
Friedman's view of the history of globalization shows that every era of globalization
always has an impact on changes in the system and social behavior of society. This is as
revealed by Alvin Toffler, (Toffler, 1980) in The Third Wave, which explains that the world's
progressivity develops in three waves: the agricultural era, the industrial era, and towards the
information era. In each era, the system and behavior of society change with the times.
The first wave of change was associated with the agricultural revolution, which
occurred around 8,000 years BC until around 1700. Before the agricultural revolution, the
social system of society was still in the form of small groups, often moving around. Moving
on, this group forages by hunting, fishing and foraging for food available in nature.
The second wave of change refers to the industrial revolution and takes place during
the development period from the 1700s to the present. In the United States, this wave peaked
in the mid-1950s but in many other parts of the world it is still ongoing. This period ended
the dominance of agricultural civilization and began the industrialization of society. The
technologies introduced during this wave were generally based on electromechanical
machines powered by non-renewable fossil fuels, causing widespread changes in the way
society was upgraded. Families became smaller, jobs shifted from farms to factories, and
education shifted from home education to organized education in the classroom.
This third wave of change is similar to the post-industrial age, a period that began
around the 19650s and continues to the present. This era is characterized by technological
advances that help speed up communication, calculation, and information dissemination. The
widespread availability of technologies such as computers, telecommunications, robots, and
biotechnics has also affected the social characteristics of society. Fundamental changes in
social behaviour can now be seen in the rise of alliances and organizations in cyberspace,
international mobility in terms of labour force and capital, and increased collaboration
between private and government.
Industrial Revolution 4.0 And Disruption
The history of globalization shows that every changing era has its own core (driver).
The descriptions of Friedman, Ritzer, and Toffler show that the movement of change is
always triggered by technological developments that gave birth to the era of the industrial
revolution 4.0, which not only does not only open up interaction widely but also disrupts
various fields of human life.
Disruptive was originally a phenomenon that occurred in the economic world,
especially in the business sector. Clayton (Christensen, 1997), a Harvard Business Professor,
calls it innovative disruption in The Innovator's Dilemma (Christensen, 1997).Disruptive
itself is a condition when a business is required to continue to innovate following
developments, so that businesses are not only to meet current needs, but can anticipate future
needs.
In the current era, disruption does not only apply to the business world. The
phenomenon of disruption has a major impact on various fields. Disruption does not only
change the business, but the fundamentals of the business (Khasali, 2018). Starting from the
cost structure to the culture, and even the ideology of an industry.
The business paradigm has shifted from an emphasis on owning to sharing
(collaboration). A clear example can be seen in the shift of retail businesses (physical stores)
into e-commerce that offers convenience in shopping, plus the spread of online taxis then
threatens the existence of conventional taxi businesses.
The phenomenon of disruption does not only occur in the business world, but has
spread to other fields such as education, government, culture, politics, and law. In the
political field, for example, political movements to gather mass through mass concentration
have been replaced by social media-based movements. The government sector is now also
challenged to implement bureaucracy effectively and efficiently based on e-governance.
The cultural sector has also been disrupted. The massive development of social media
has reconstructed the cultural structure of society. Social relations are now more closely built
in cyberspace, so relationships in the real world become relative. Finally, the legal field is
now also disrupted. Legal regulations must also follow In summary, in disruptive there will
be disruptive regulation, disruptive culture, disruptive mindset, and disruptive marketing.
(Khasali, 2018)
The Role Of Social Humanities
Disruption has rapidly changed the world order. Change no longer takes thousands of
years, as described in Charles Darwin's theory of evolution (Darwin, 2004) in On the Origin
of Species. The change only takes a very short time. In this fast-paced situation, what changes
is not only the phenomenon, for example, offline to online, real world to cyberspace, print
media to social media, and so on. However, values, social order and culture are also
changing.
The shift in values is reflected in the rampant events that have recently occurred. The
most pronounced impact occurs in the environmental and social fields. Data from the
Ministry of Environment and Forestry (KLHK) between July 2016-June 2017 shows that
there was forest deforestation of 497,000 hectares or 64.3% of the total forests in Indonesia.
Although KLHK claims a decrease from 2014 of 73.6%, this number is still quite large,
whereas America, which is an industrial country, is able to maintain its forest deforestation of
no more than 200,000 hectares per year.The environmental problems also do not stop there,
Indonesia is even categorized as the fourth dirtiest country in the world, according to the
results of research by the International Earth Science Information Network in 2015.
The destruction of nature does not only occur due to waste generated from the
production process. Behind it, there is a shift in the human paradigm in viewing nature
(Prasetyo, 2018). In this case, Max Weber stated that since modernity proliferated, humans
have only used "instrumental reason", which then treats nature as something that can be used,
with results that can be directed (Tempo, 2010). As a result, the modern world and ecological
destruction are rapidly converging. Humans become detached from nature, and live in
another reality. This alienation makes the relationship between humans and nature only a
subject and object: humans (subject) who control nature (object).
In addition to environmental issues, the industrial revolution will also leave behind
issues related to the loss of social humanities values. The millennial generation, the
generation born around 1980-2000s, has shown symptoms of mental degradation.
Consumerist lifestyles, unlimited freedom, and the loss of ethical behavior on social media
are a series of examples of such degradation. Rhenald Kasali (Khasali, 2018) calls millennials
the strawberry generation, which is described as an attractive but fragile generation that lacks
a strong mentality and values.
The original spirit of technological advancement was to make human life easier. Since
the invention of machines and the start of the automation era, production has multiplied,
cutting down on time and costs. However, in the end, all this convenience has had a major
human impact, as it has significantly reduced the use of human labor. As a result, there has
been an increase in unemployment. It is precisely at this point that there is a need for a
development paradigm that not only improves human capabilities in the field of technology,
but also needs to improve the mentality of the people themselves.
In an effort to build character, the role of social humanities is needed. It is unfortunate
that on several occasions, the humanities are considered a second class science that does not
have a significant impact in the era of the industrial revolution 4.0. In fact, if traced further,
the development of science (science) that produces technological advances today originated
from rationality that was fostered by the humanities. The movement was reflected in the birth
of the modern era in the XVII century (Hardiman, 2004). At that time, the era of the rise of
the ratio had began, thus allowing humanity to think freely apart from shackling theological
doctrines.
In the 18th century there was a major change in the way people thought. This was marked by
the secularization of science so that there was a separation between body and soul which was
studied separately. The body was treated as material and explained as well as natural
phenomena. Natural science is separated from social science and humanities. Towards the
end of the 20th century, the progress of science and technology accelerated, resulting in the
technologicalization of life and livelihood (Jacob, 1988).
Technology is developing on its own and is becoming increasingly detached, leaving
religion and ethics, law, social sciences and humanities far behind. Therefore, there must be
an effort to integrate technology education with the humanities. Knowledge of nature and life
is incomplete without knowledge of why things happen, how they happen, how they develop,
and how they should be. Hard technology is not complete without soft technology (Jacob,
1988).
Conclusions
Research on Industrial Revolution 4.0 and the Challenges of Social Change has
shown that globalization is not only a phenomenon that impacts the technological field, but
has disrupted various other fields such as social, legal, and economic. The consequences of
this disruption have drastically changed the world order.
The problems that occur today cannot be solved in the same way as in the concept of
the past. The Industrial Revolution 4.0 cannot only be faced with technological development
without involving social dynamics in it.
In addition to preparing superior competitiveness, it is necessary to build public
awareness and maturity in responding to the development of the world today, especially in
the post truth era, when information flows rapidly without clarity of truth. It is necessary to
formulate a national policy strategy through awareness and maturity of thinking.
In facing the industrial revolution 4.0, the researcher argues that there are two ways to
go: First, preparing the implementation of education that links and matches between human
resources and the needs of the times in the era of the industrial revolution. Second, in addition
to preparing link and match education, the prepared human resources must also be equipped
with human values education taught by the social humanities.
When the exact sciences play a role in developing technology empirically, the
humanities still play a role in maintaining the quality of its people (software/users). If this
happens, then technological progress as a biological child of science can have a positive
impact on human civilization itself.
Globalization: Definition, History, And Development
Globalization is a world phenomenon whose definition is interpreted variously by
several world thinkers. There is no single definition of globalization. Moreover, attempts to
determine the definition are always fraught with problems, especially in the field of socio-
humanities (Kusumohamidjojo, 2009). In essence, globalization is a situation that refers to
the interconnection of economic and social systems. (Sandu, 2012)(Ritzer, 2010)
Until now there has been no historical review that precisely explains the periodization
of globalization. Globalization in some literature was triggered by the imperialist movement
by the West in Asia and Africa in the 15th century (Hopkin, 2002). In addition, globalization
also occurred when there was a large multinational company in 1897 that made world trade
possible.(Sandu, 2012).
Entering the 2000s, the term globalization (Fund, 2000) began to be widely used in
describing conditions in the modern era marked by free interaction between countries in
various fields, both social, economic culture, and of course technology. In this era,
interactions between countries are possible because of the ease of access caused by
technological advances.
(Friedman, 2006) notes that the history of globalization occurred in three periods:
Globalization 1.0, Globalization 2.0, and Globalization 3.0. Each periodization of
globalization always reveals the forces that make the world continuously change. The world
that is round and has a wide geography, in its development gradually becomes flat due to
several historical events, so that in the end it makes the earth flatter (The World Is Flat),
because there are no longer barriers that limit interactions.
Globalization 1.0. first took place from 1492, when Colombus set sail, opening trade
between the old world and the new world until around 1800. This process then made the
world shrink from large to medium size. The driving force in this era was determined by how
much muscle, how much horsepower, how much wind power, and how much steam power a
country had and how much creativity to utilize it. During this time, countries and
governments, usually fueled by religion, imperialism, or a combination of the two, broke
down walls and tried to encapsulate the world into one until global unification occurred.
Globalization 2.0 lasted from around 1800 to 2000 punctuated by the Great
Depression and World Wars I and II. This period shrank the world from medium size to small
size. In this era, the main actors of change or forces driving the process of global unification
were multinational corporations. These companies went global for markets and labor,
spearheaded by the Industrial Revolution and the expansion of capitalized companies from
the Netherlands and Britain. The forces driving this globalization were breakthroughs in
hardware, starting with steamships and trains, and later telephones and computers.
The process of globalization then reached its peak in Globalization 3.0. The difference
between this globalization and previous globalizations lies not only in the process of
shrinking and flattening the world, but also includes the driving force within it. The driving
force is the American and European individuals and businesses. Although in this case,
China's economy was the largest in the 18th century, it was the explorer countries and
Western companies that played a major role in globalization and the formation of its systems.
However, even this condition later shifted because the world was increasingly becoming flat
and was no longer driven by a country, but individuals. Globalization 3.0 then encourages
individuals to play and enter into it.
Friedman's view of the history of globalization shows that every era of globalization
always has an impact on changes in the system and social behavior of society. This is as
revealed by Alvin Toffler, (Toffler, 1980) in The Third Wave, which explains that the world's
progressivity develops in three waves: the agricultural era, the industrial era, and towards the
information era. In each era, the system and behavior of society change with the times.
The first wave of change was associated with the agricultural revolution, which
occurred around 8,000 years BC until around 1700. Before the agricultural revolution, the
social system of society was still in the form of small groups, often moving around. Moving
on, this group forages by hunting, fishing and foraging for food available in nature.
The second wave of change refers to the industrial revolution and takes place during
the development period from the 1700s to the present. In the United States, this wave peaked
in the mid-1950s but in many other parts of the world it is still ongoing. This period ended
the dominance of agricultural civilization and began the industrialization of society. The
technologies introduced during this wave were generally based on electromechanical
machines powered by non-renewable fossil fuels, causing widespread changes in the way
society was upgraded. Families became smaller, jobs shifted from farms to factories, and
education shifted from home education to organized education in the classroom.
This third wave of change is similar to the post-industrial age, a period that began
around the 19650s and continues to the present. This era is characterized by technological
advances that help speed up communication, calculation, and information dissemination. The
widespread availability of technologies such as computers, telecommunications, robots, and
biotechnics has also affected the social characteristics of society. Fundamental changes in
social behaviour can now be seen in the rise of alliances and organizations in cyberspace,
international mobility in terms of labour force and capital, and increased collaboration
between private and government.
Industrial Revolution 4.0 And Disruption
The history of globalization shows that every changing era has its own core (driver).
The descriptions of Friedman, Ritzer, and Toffler show that the movement of change is
always triggered by technological developments that gave birth to the era of the industrial
revolution 4.0, which not only does not only open up interaction widely but also disrupts
various fields of human life.
Disruptive was originally a phenomenon that occurred in the economic world,
especially in the business sector. Clayton (Christensen, 1997), a Harvard Business Professor,
calls it innovative disruption in The Innovator's Dilemma (Christensen, 1997).Disruptive
itself is a condition when a business is required to continue to innovate following
developments, so that businesses are not only to meet current needs, but can anticipate future
needs.
In the current era, disruption does not only apply to the business world. The
phenomenon of disruption has a major impact on various fields. Disruption does not only
change the business, but the fundamentals of the business (Khasali, 2018). Starting from the
cost structure to the culture, and even the ideology of an industry.
The business paradigm has shifted from an emphasis on owning to sharing
(collaboration). A clear example can be seen in the shift of retail businesses (physical stores)
into e-commerce that offers convenience in shopping, plus the spread of online taxis then
threatens the existence of conventional taxi businesses.
The phenomenon of disruption does not only occur in the business world, but has
spread to other fields such as education, government, culture, politics, and law. In the
political field, for example, political movements to gather mass through mass concentration
have been replaced by social media-based movements. The government sector is now also
challenged to implement bureaucracy effectively and efficiently based on e-governance.
The cultural sector has also been disrupted. The massive development of social media
has reconstructed the cultural structure of society. Social relations are now more closely built
in cyberspace, so relationships in the real world become relative. Finally, the legal field is
now also disrupted. Legal regulations must also follow In summary, in disruptive there will
be disruptive regulation, disruptive culture, disruptive mindset, and disruptive marketing.
(Khasali, 2018)
The Role Of Social Humanities
Disruption has rapidly changed the world order. Change no longer takes thousands of
years, as described in Charles Darwin's theory of evolution (Darwin, 2004) in On the Origin
of Species. The change only takes a very short time. In this fast-paced situation, what changes
is not only the phenomenon, for example, offline to online, real world to cyberspace, print
media to social media, and so on. However, values, social order and culture are also
changing.
The shift in values is reflected in the rampant events that have recently occurred. The
most pronounced impact occurs in the environmental and social fields. Data from the
Ministry of Environment and Forestry (KLHK) between July 2016-June 2017 shows that
there was forest deforestation of 497,000 hectares or 64.3% of the total forests in Indonesia.
Although KLHK claims a decrease from 2014 of 73.6%, this number is still quite large,
whereas America, which is an industrial country, is able to maintain its forest deforestation of
no more than 200,000 hectares per year.The environmental problems also do not stop there,
Indonesia is even categorized as the fourth dirtiest country in the world, according to the
results of research by the International Earth Science Information Network in 2015.
The destruction of nature does not only occur due to waste generated from the
production process. Behind it, there is a shift in the human paradigm in viewing nature
(Prasetyo, 2018). In this case, Max Weber stated that since modernity proliferated, humans
have only used "instrumental reason", which then treats nature as something that can be used,
with results that can be directed (Tempo, 2010). As a result, the modern world and ecological
destruction are rapidly converging. Humans become detached from nature, and live in
another reality. This alienation makes the relationship between humans and nature only a
subject and object: humans (subject) who control nature (object).
In addition to environmental issues, the industrial revolution will also leave behind
issues related to the loss of social humanities values. The millennial generation, the
generation born around 1980-2000s, has shown symptoms of mental degradation.
Consumerist lifestyles, unlimited freedom, and the loss of ethical behavior on social media
are a series of examples of such degradation. Rhenald Kasali (Khasali, 2018) calls millennials
the strawberry generation, which is described as an attractive but fragile generation that lacks
a strong mentality and values.
The original spirit of technological advancement was to make human life easier. Since
the invention of machines and the start of the automation era, production has multiplied,
cutting down on time and costs. However, in the end, all this convenience has had a major
human impact, as it has significantly reduced the use of human labor. As a result, there has
been an increase in unemployment. It is precisely at this point that there is a need for a
development paradigm that not only improves human capabilities in the field of technology,
but also needs to improve the mentality of the people themselves.
In an effort to build character, the role of social humanities is needed. It is unfortunate
that on several occasions, the humanities are considered a second class science that does not
have a significant impact in the era of the industrial revolution 4.0. In fact, if traced further,
the development of science (science) that produces technological advances today originated
from rationality that was fostered by the humanities. The movement was reflected in the birth
of the modern era in the XVII century (Hardiman, 2004). At that time, the era of the rise of
the ratio had began, thus allowing humanity to think freely apart from shackling theological
doctrines.
In the 18th century there was a major change in the way people thought. This was marked by
the secularization of science so that there was a separation between body and soul which was
studied separately. The body was treated as material and explained as well as natural
phenomena. Natural science is separated from social science and humanities. Towards the
end of the 20th century, the progress of science and technology accelerated, resulting in the
technologicalization of life and livelihood (Jacob, 1988).
Technology is developing on its own and is becoming increasingly detached, leaving
religion and ethics, law, social sciences and humanities far behind. Therefore, there must be
an effort to integrate technology education with the humanities. Knowledge of nature and life
is incomplete without knowledge of why things happen, how they happen, how they develop,
and how they should be. Hard technology is not complete without soft technology (Jacob,
1988).
Conclusions
Research on Industrial Revolution 4.0 and the Challenges of Social Change has
shown that globalization is not only a phenomenon that impacts the technological field, but
has disrupted various other fields such as social, legal, and economic. The consequences of
this disruption have drastically changed the world order.
The problems that occur today cannot be solved in the same way as in the concept of
the past. The Industrial Revolution 4.0 cannot only be faced with technological development
without involving social dynamics in it.
In addition to preparing superior competitiveness, it is necessary to build public
awareness and maturity in responding to the development of the world today, especially in
the post truth era, when information flows rapidly without clarity of truth. It is necessary to
formulate a national policy strategy through awareness and maturity of thinking.
In facing the industrial revolution 4.0, the researcher argues that there are two ways to
go: First, preparing the implementation of education that links and matches between human
resources and the needs of the times in the era of the industrial revolution. Second, in addition
to preparing link and match education, the prepared human resources must also be equipped
with human values education taught by the social humanities.
When the exact sciences play a role in developing technology empirically, the
humanities still play a role in maintaining the quality of its people (software/users). If this
happens, then technological progress as a biological child of science can have a positive
impact on human civilization itself.
Globalization: Definition, History, And Development
Globalization is a world phenomenon whose definition is interpreted variously by
several world thinkers. There is no single definition of globalization. Moreover, attempts to
determine the definition are always fraught with problems, especially in the field of socio-
humanities (Kusumohamidjojo, 2009). In essence, globalization is a situation that refers to
the interconnection of economic and social systems. (Sandu, 2012)(Ritzer, 2010)
Until now there has been no historical review that precisely explains the periodization
of globalization. Globalization in some literature was triggered by the imperialist movement
by the West in Asia and Africa in the 15th century (Hopkin, 2002). In addition, globalization
also occurred when there was a large multinational company in 1897 that made world trade
possible.(Sandu, 2012).
Entering the 2000s, the term globalization (Fund, 2000) began to be widely used in
describing conditions in the modern era marked by free interaction between countries in
various fields, both social, economic culture, and of course technology. In this era,
interactions between countries are possible because of the ease of access caused by
technological advances.
(Friedman, 2006) notes that the history of globalization occurred in three periods:
Globalization 1.0, Globalization 2.0, and Globalization 3.0. Each periodization of
globalization always reveals the forces that make the world continuously change. The world
that is round and has a wide geography, in its development gradually becomes flat due to
several historical events, so that in the end it makes the earth flatter (The World Is Flat),
because there are no longer barriers that limit interactions.
Globalization 1.0. first took place from 1492, when Colombus set sail, opening trade
between the old world and the new world until around 1800. This process then made the
world shrink from large to medium size. The driving force in this era was determined by how
much muscle, how much horsepower, how much wind power, and how much steam power a
country had and how much creativity to utilize it. During this time, countries and
governments, usually fueled by religion, imperialism, or a combination of the two, broke
down walls and tried to encapsulate the world into one until global unification occurred.
Globalization 2.0 lasted from around 1800 to 2000 punctuated by the Great
Depression and World Wars I and II. This period shrank the world from medium size to small
size. In this era, the main actors of change or forces driving the process of global unification
were multinational corporations. These companies went global for markets and labor,
spearheaded by the Industrial Revolution and the expansion of capitalized companies from
the Netherlands and Britain. The forces driving this globalization were breakthroughs in
hardware, starting with steamships and trains, and later telephones and computers.
The process of globalization then reached its peak in Globalization 3.0. The difference
between this globalization and previous globalizations lies not only in the process of
shrinking and flattening the world, but also includes the driving force within it. The driving
force is the American and European individuals and businesses. Although in this case,
China's economy was the largest in the 18th century, it was the explorer countries and
Western companies that played a major role in globalization and the formation of its systems.
However, even this condition later shifted because the world was increasingly becoming flat
and was no longer driven by a country, but individuals. Globalization 3.0 then encourages
individuals to play and enter into it.
Friedman's view of the history of globalization shows that every era of globalization
always has an impact on changes in the system and social behavior of society. This is as
revealed by Alvin Toffler, (Toffler, 1980) in The Third Wave, which explains that the world's
progressivity develops in three waves: the agricultural era, the industrial era, and towards the
information era. In each era, the system and behavior of society change with the times.
The first wave of change was associated with the agricultural revolution, which
occurred around 8,000 years BC until around 1700. Before the agricultural revolution, the
social system of society was still in the form of small groups, often moving around. Moving
on, this group forages by hunting, fishing and foraging for food available in nature.
The second wave of change refers to the industrial revolution and takes place during
the development period from the 1700s to the present. In the United States, this wave peaked
in the mid-1950s but in many other parts of the world it is still ongoing. This period ended
the dominance of agricultural civilization and began the industrialization of society. The
technologies introduced during this wave were generally based on electromechanical
machines powered by non-renewable fossil fuels, causing widespread changes in the way
society was upgraded. Families became smaller, jobs shifted from farms to factories, and
education shifted from home education to organized education in the classroom.
This third wave of change is similar to the post-industrial age, a period that began
around the 19650s and continues to the present. This era is characterized by technological
advances that help speed up communication, calculation, and information dissemination. The
widespread availability of technologies such as computers, telecommunications, robots, and
biotechnics has also affected the social characteristics of society. Fundamental changes in
social behaviour can now be seen in the rise of alliances and organizations in cyberspace,
international mobility in terms of labour force and capital, and increased collaboration
between private and government.
Industrial Revolution 4.0 And Disruption
The history of globalization shows that every changing era has its own core (driver).
The descriptions of Friedman, Ritzer, and Toffler show that the movement of change is
always triggered by technological developments that gave birth to the era of the industrial
revolution 4.0, which not only does not only open up interaction widely but also disrupts
various fields of human life.
Disruptive was originally a phenomenon that occurred in the economic world,
especially in the business sector. Clayton (Christensen, 1997), a Harvard Business Professor,
calls it innovative disruption in The Innovator's Dilemma (Christensen, 1997).Disruptive
itself is a condition when a business is required to continue to innovate following
developments, so that businesses are not only to meet current needs, but can anticipate future
needs.
In the current era, disruption does not only apply to the business world. The
phenomenon of disruption has a major impact on various fields. Disruption does not only
change the business, but the fundamentals of the business (Khasali, 2018). Starting from the
cost structure to the culture, and even the ideology of an industry.
The business paradigm has shifted from an emphasis on owning to sharing
(collaboration). A clear example can be seen in the shift of retail businesses (physical stores)
into e-commerce that offers convenience in shopping, plus the spread of online taxis then
threatens the existence of conventional taxi businesses.
The phenomenon of disruption does not only occur in the business world, but has
spread to other fields such as education, government, culture, politics, and law. In the
political field, for example, political movements to gather mass through mass concentration
have been replaced by social media-based movements. The government sector is now also
challenged to implement bureaucracy effectively and efficiently based on e-governance.
The cultural sector has also been disrupted. The massive development of social media
has reconstructed the cultural structure of society. Social relations are now more closely built
in cyberspace, so relationships in the real world become relative. Finally, the legal field is
now also disrupted. Legal regulations must also follow In summary, in disruptive there will
be disruptive regulation, disruptive culture, disruptive mindset, and disruptive marketing.
(Khasali, 2018)
The Role Of Social Humanities
Disruption has rapidly changed the world order. Change no longer takes thousands of
years, as described in Charles Darwin's theory of evolution (Darwin, 2004) in On the Origin
of Species. The change only takes a very short time. In this fast-paced situation, what changes
is not only the phenomenon, for example, offline to online, real world to cyberspace, print
media to social media, and so on. However, values, social order and culture are also
changing.
The shift in values is reflected in the rampant events that have recently occurred. The
most pronounced impact occurs in the environmental and social fields. Data from the
Ministry of Environment and Forestry (KLHK) between July 2016-June 2017 shows that
there was forest deforestation of 497,000 hectares or 64.3% of the total forests in Indonesia.
Although KLHK claims a decrease from 2014 of 73.6%, this number is still quite large,
whereas America, which is an industrial country, is able to maintain its forest deforestation of
no more than 200,000 hectares per year.The environmental problems also do not stop there,
Indonesia is even categorized as the fourth dirtiest country in the world, according to the
results of research by the International Earth Science Information Network in 2015.
The destruction of nature does not only occur due to waste generated from the
production process. Behind it, there is a shift in the human paradigm in viewing nature
(Prasetyo, 2018). In this case, Max Weber stated that since modernity proliferated, humans
have only used "instrumental reason", which then treats nature as something that can be used,
with results that can be directed (Tempo, 2010). As a result, the modern world and ecological
destruction are rapidly converging. Humans become detached from nature, and live in
another reality. This alienation makes the relationship between humans and nature only a
subject and object: humans (subject) who control nature (object).
In addition to environmental issues, the industrial revolution will also leave behind
issues related to the loss of social humanities values. The millennial generation, the
generation born around 1980-2000s, has shown symptoms of mental degradation.
Consumerist lifestyles, unlimited freedom, and the loss of ethical behavior on social media
are a series of examples of such degradation. Rhenald Kasali (Khasali, 2018) calls millennials
the strawberry generation, which is described as an attractive but fragile generation that lacks
a strong mentality and values.
The original spirit of technological advancement was to make human life easier. Since
the invention of machines and the start of the automation era, production has multiplied,
cutting down on time and costs. However, in the end, all this convenience has had a major
human impact, as it has significantly reduced the use of human labor. As a result, there has
been an increase in unemployment. It is precisely at this point that there is a need for a
development paradigm that not only improves human capabilities in the field of technology,
but also needs to improve the mentality of the people themselves.
In an effort to build character, the role of social humanities is needed. It is unfortunate
that on several occasions, the humanities are considered a second class science that does not
have a significant impact in the era of the industrial revolution 4.0. In fact, if traced further,
the development of science (science) that produces technological advances today originated
from rationality that was fostered by the humanities. The movement was reflected in the birth
of the modern era in the XVII century (Hardiman, 2004). At that time, the era of the rise of
the ratio had began, thus allowing humanity to think freely apart from shackling theological
doctrines.
In the 18th century there was a major change in the way people thought. This was marked by
the secularization of science so that there was a separation between body and soul which was
studied separately. The body was treated as material and explained as well as natural
phenomena. Natural science is separated from social science and humanities. Towards the
end of the 20th century, the progress of science and technology accelerated, resulting in the
technologicalization of life and livelihood (Jacob, 1988).
Technology is developing on its own and is becoming increasingly detached, leaving
religion and ethics, law, social sciences and humanities far behind. Therefore, there must be
an effort to integrate technology education with the humanities. Knowledge of nature and life
is incomplete without knowledge of why things happen, how they happen, how they develop,
and how they should be. Hard technology is not complete without soft technology (Jacob,
1988).
Conclusions
Research on Industrial Revolution 4.0 and the Challenges of Social Change has
shown that globalization is not only a phenomenon that impacts the technological field, but
has disrupted various other fields such as social, legal, and economic. The consequences of
this disruption have drastically changed the world order.
The problems that occur today cannot be solved in the same way as in the concept of
the past. The Industrial Revolution 4.0 cannot only be faced with technological development
without involving social dynamics in it.
In addition to preparing superior competitiveness, it is necessary to build public
awareness and maturity in responding to the development of the world today, especially in
the post truth era, when information flows rapidly without clarity of truth. It is necessary to
formulate a national policy strategy through awareness and maturity of thinking.
In facing the industrial revolution 4.0, the researcher argues that there are two ways to
go: First, preparing the implementation of education that links and matches between human
resources and the needs of the times in the era of the industrial revolution. Second, in addition
to preparing link and match education, the prepared human resources must also be equipped
with human values education taught by the social humanities.
When the exact sciences play a role in developing technology empirically, the
humanities still play a role in maintaining the quality of its people (software/users). If this
happens, then technological progress as a biological child of science can have a positive
impact on human civilization itself.
Globalization: Definition, History, And Development
Globalization is a world phenomenon whose definition is interpreted variously by
several world thinkers. There is no single definition of globalization. Moreover, attempts to
determine the definition are always fraught with problems, especially in the field of socio-
humanities (Kusumohamidjojo, 2009). In essence, globalization is a situation that refers to
the interconnection of economic and social systems. (Sandu, 2012)(Ritzer, 2010)
Until now there has been no historical review that precisely explains the periodization
of globalization. Globalization in some literature was triggered by the imperialist movement
by the West in Asia and Africa in the 15th century (Hopkin, 2002). In addition, globalization
also occurred when there was a large multinational company in 1897 that made world trade
possible.(Sandu, 2012).
Entering the 2000s, the term globalization (Fund, 2000) began to be widely used in
describing conditions in the modern era marked by free interaction between countries in
various fields, both social, economic culture, and of course technology. In this era,
interactions between countries are possible because of the ease of access caused by
technological advances.
(Friedman, 2006) notes that the history of globalization occurred in three periods:
Globalization 1.0, Globalization 2.0, and Globalization 3.0. Each periodization of
globalization always reveals the forces that make the world continuously change. The world
that is round and has a wide geography, in its development gradually becomes flat due to
several historical events, so that in the end it makes the earth flatter (The World Is Flat),
because there are no longer barriers that limit interactions.
Globalization 1.0. first took place from 1492, when Colombus set sail, opening trade
between the old world and the new world until around 1800. This process then made the
world shrink from large to medium size. The driving force in this era was determined by how
much muscle, how much horsepower, how much wind power, and how much steam power a
country had and how much creativity to utilize it. During this time, countries and
governments, usually fueled by religion, imperialism, or a combination of the two, broke
down walls and tried to encapsulate the world into one until global unification occurred.
Globalization 2.0 lasted from around 1800 to 2000 punctuated by the Great
Depression and World Wars I and II. This period shrank the world from medium size to small
size. In this era, the main actors of change or forces driving the process of global unification
were multinational corporations. These companies went global for markets and labor,
spearheaded by the Industrial Revolution and the expansion of capitalized companies from
the Netherlands and Britain. The forces driving this globalization were breakthroughs in
hardware, starting with steamships and trains, and later telephones and computers.
The process of globalization then reached its peak in Globalization 3.0. The difference
between this globalization and previous globalizations lies not only in the process of
shrinking and flattening the world, but also includes the driving force within it. The driving
force is the American and European individuals and businesses. Although in this case,
China's economy was the largest in the 18th century, it was the explorer countries and
Western companies that played a major role in globalization and the formation of its systems.
However, even this condition later shifted because the world was increasingly becoming flat
and was no longer driven by a country, but individuals. Globalization 3.0 then encourages
individuals to play and enter into it.
Friedman's view of the history of globalization shows that every era of globalization
always has an impact on changes in the system and social behavior of society. This is as
revealed by Alvin Toffler, (Toffler, 1980) in The Third Wave, which explains that the world's
progressivity develops in three waves: the agricultural era, the industrial era, and towards the
information era. In each era, the system and behavior of society change with the times.
The first wave of change was associated with the agricultural revolution, which
occurred around 8,000 years BC until around 1700. Before the agricultural revolution, the
social system of society was still in the form of small groups, often moving around. Moving
on, this group forages by hunting, fishing and foraging for food available in nature.
The second wave of change refers to the industrial revolution and takes place during
the development period from the 1700s to the present. In the United States, this wave peaked
in the mid-1950s but in many other parts of the world it is still ongoing. This period ended
the dominance of agricultural civilization and began the industrialization of society. The
technologies introduced during this wave were generally based on electromechanical
machines powered by non-renewable fossil fuels, causing widespread changes in the way
society was upgraded. Families became smaller, jobs shifted from farms to factories, and
education shifted from home education to organized education in the classroom.
This third wave of change is similar to the post-industrial age, a period that began
around the 19650s and continues to the present. This era is characterized by technological
advances that help speed up communication, calculation, and information dissemination. The
widespread availability of technologies such as computers, telecommunications, robots, and
biotechnics has also affected the social characteristics of society. Fundamental changes in
social behaviour can now be seen in the rise of alliances and organizations in cyberspace,
international mobility in terms of labour force and capital, and increased collaboration
between private and government.
Industrial Revolution 4.0 And Disruption
The history of globalization shows that every changing era has its own core (driver).
The descriptions of Friedman, Ritzer, and Toffler show that the movement of change is
always triggered by technological developments that gave birth to the era of the industrial
revolution 4.0, which not only does not only open up interaction widely but also disrupts
various fields of human life.
Disruptive was originally a phenomenon that occurred in the economic world,
especially in the business sector. Clayton (Christensen, 1997), a Harvard Business Professor,
calls it innovative disruption in The Innovator's Dilemma (Christensen, 1997).Disruptive
itself is a condition when a business is required to continue to innovate following
developments, so that businesses are not only to meet current needs, but can anticipate future
needs.
In the current era, disruption does not only apply to the business world. The
phenomenon of disruption has a major impact on various fields. Disruption does not only
change the business, but the fundamentals of the business (Khasali, 2018). Starting from the
cost structure to the culture, and even the ideology of an industry.
The business paradigm has shifted from an emphasis on owning to sharing
(collaboration). A clear example can be seen in the shift of retail businesses (physical stores)
into e-commerce that offers convenience in shopping, plus the spread of online taxis then
threatens the existence of conventional taxi businesses.
The phenomenon of disruption does not only occur in the business world, but has
spread to other fields such as education, government, culture, politics, and law. In the
political field, for example, political movements to gather mass through mass concentration
have been replaced by social media-based movements. The government sector is now also
challenged to implement bureaucracy effectively and efficiently based on e-governance.
The cultural sector has also been disrupted. The massive development of social media
has reconstructed the cultural structure of society. Social relations are now more closely built
in cyberspace, so relationships in the real world become relative. Finally, the legal field is
now also disrupted. Legal regulations must also follow In summary, in disruptive there will
be disruptive regulation, disruptive culture, disruptive mindset, and disruptive marketing.
(Khasali, 2018)
The Role Of Social Humanities
Disruption has rapidly changed the world order. Change no longer takes thousands of
years, as described in Charles Darwin's theory of evolution (Darwin, 2004) in On the Origin
of Species. The change only takes a very short time. In this fast-paced situation, what changes
is not only the phenomenon, for example, offline to online, real world to cyberspace, print
media to social media, and so on. However, values, social order and culture are also
changing.
The shift in values is reflected in the rampant events that have recently occurred. The
most pronounced impact occurs in the environmental and social fields. Data from the
Ministry of Environment and Forestry (KLHK) between July 2016-June 2017 shows that
there was forest deforestation of 497,000 hectares or 64.3% of the total forests in Indonesia.
Although KLHK claims a decrease from 2014 of 73.6%, this number is still quite large,
whereas America, which is an industrial country, is able to maintain its forest deforestation of
no more than 200,000 hectares per year.The environmental problems also do not stop there,
Indonesia is even categorized as the fourth dirtiest country in the world, according to the
results of research by the International Earth Science Information Network in 2015.
The destruction of nature does not only occur due to waste generated from the
production process. Behind it, there is a shift in the human paradigm in viewing nature
(Prasetyo, 2018). In this case, Max Weber stated that since modernity proliferated, humans
have only used "instrumental reason", which then treats nature as something that can be used,
with results that can be directed (Tempo, 2010). As a result, the modern world and ecological
destruction are rapidly converging. Humans become detached from nature, and live in
another reality. This alienation makes the relationship between humans and nature only a
subject and object: humans (subject) who control nature (object).
In addition to environmental issues, the industrial revolution will also leave behind
issues related to the loss of social humanities values. The millennial generation, the
generation born around 1980-2000s, has shown symptoms of mental degradation.
Consumerist lifestyles, unlimited freedom, and the loss of ethical behavior on social media
are a series of examples of such degradation. Rhenald Kasali (Khasali, 2018) calls millennials
the strawberry generation, which is described as an attractive but fragile generation that lacks
a strong mentality and values.
The original spirit of technological advancement was to make human life easier. Since
the invention of machines and the start of the automation era, production has multiplied,
cutting down on time and costs. However, in the end, all this convenience has had a major
human impact, as it has significantly reduced the use of human labor. As a result, there has
been an increase in unemployment. It is precisely at this point that there is a need for a
development paradigm that not only improves human capabilities in the field of technology,
but also needs to improve the mentality of the people themselves.
In an effort to build character, the role of social humanities is needed. It is unfortunate
that on several occasions, the humanities are considered a second class science that does not
have a significant impact in the era of the industrial revolution 4.0. In fact, if traced further,
the development of science (science) that produces technological advances today originated
from rationality that was fostered by the humanities. The movement was reflected in the birth
of the modern era in the XVII century (Hardiman, 2004). At that time, the era of the rise of
the ratio had began, thus allowing humanity to think freely apart from shackling theological
doctrines.
In the 18th century there was a major change in the way people thought. This was marked by
the secularization of science so that there was a separation between body and soul which was
studied separately. The body was treated as material and explained as well as natural
phenomena. Natural science is separated from social science and humanities. Towards the
end of the 20th century, the progress of science and technology accelerated, resulting in the
technologicalization of life and livelihood (Jacob, 1988).
Technology is developing on its own and is becoming increasingly detached, leaving
religion and ethics, law, social sciences and humanities far behind. Therefore, there must be
an effort to integrate technology education with the humanities. Knowledge of nature and life
is incomplete without knowledge of why things happen, how they happen, how they develop,
and how they should be. Hard technology is not complete without soft technology (Jacob,
1988).
Conclusions
Research on Industrial Revolution 4.0 and the Challenges of Social Change has
shown that globalization is not only a phenomenon that impacts the technological field, but
has disrupted various other fields such as social, legal, and economic. The consequences of
this disruption have drastically changed the world order.
The problems that occur today cannot be solved in the same way as in the concept of
the past. The Industrial Revolution 4.0 cannot only be faced with technological development
without involving social dynamics in it.
In addition to preparing superior competitiveness, it is necessary to build public
awareness and maturity in responding to the development of the world today, especially in
the post truth era, when information flows rapidly without clarity of truth. It is necessary to
formulate a national policy strategy through awareness and maturity of thinking.
In facing the industrial revolution 4.0, the researcher argues that there are two ways to
go: First, preparing the implementation of education that links and matches between human
resources and the needs of the times in the era of the industrial revolution. Second, in addition
to preparing link and match education, the prepared human resources must also be equipped
with human values education taught by the social humanities.
When the exact sciences play a role in developing technology empirically, the
humanities still play a role in maintaining the quality of its people (software/users). If this
happens, then technological progress as a biological child of science can have a positive
impact on human civilization itself.
Globalization: Definition, History, And Development
Globalization is a world phenomenon whose definition is interpreted variously by
several world thinkers. There is no single definition of globalization. Moreover, attempts to
determine the definition are always fraught with problems, especially in the field of socio-
humanities (Kusumohamidjojo, 2009). In essence, globalization is a situation that refers to
the interconnection of economic and social systems. (Sandu, 2012)(Ritzer, 2010)
Until now there has been no historical review that precisely explains the periodization
of globalization. Globalization in some literature was triggered by the imperialist movement
by the West in Asia and Africa in the 15th century (Hopkin, 2002). In addition, globalization
also occurred when there was a large multinational company in 1897 that made world trade
possible.(Sandu, 2012).
Entering the 2000s, the term globalization (Fund, 2000) began to be widely used in
describing conditions in the modern era marked by free interaction between countries in
various fields, both social, economic culture, and of course technology. In this era,
interactions between countries are possible because of the ease of access caused by
technological advances.
(Friedman, 2006) notes that the history of globalization occurred in three periods:
Globalization 1.0, Globalization 2.0, and Globalization 3.0. Each periodization of
globalization always reveals the forces that make the world continuously change. The world
that is round and has a wide geography, in its development gradually becomes flat due to
several historical events, so that in the end it makes the earth flatter (The World Is Flat),
because there are no longer barriers that limit interactions.
Globalization 1.0. first took place from 1492, when Colombus set sail, opening trade
between the old world and the new world until around 1800. This process then made the
world shrink from large to medium size. The driving force in this era was determined by how
much muscle, how much horsepower, how much wind power, and how much steam power a
country had and how much creativity to utilize it. During this time, countries and
governments, usually fueled by religion, imperialism, or a combination of the two, broke
down walls and tried to encapsulate the world into one until global unification occurred.
Globalization 2.0 lasted from around 1800 to 2000 punctuated by the Great
Depression and World Wars I and II. This period shrank the world from medium size to small
size. In this era, the main actors of change or forces driving the process of global unification
were multinational corporations. These companies went global for markets and labor,
spearheaded by the Industrial Revolution and the expansion of capitalized companies from
the Netherlands and Britain. The forces driving this globalization were breakthroughs in
hardware, starting with steamships and trains, and later telephones and computers.
The process of globalization then reached its peak in Globalization 3.0. The difference
between this globalization and previous globalizations lies not only in the process of
shrinking and flattening the world, but also includes the driving force within it. The driving
force is the American and European individuals and businesses. Although in this case,
China's economy was the largest in the 18th century, it was the explorer countries and
Western companies that played a major role in globalization and the formation of its systems.
However, even this condition later shifted because the world was increasingly becoming flat
and was no longer driven by a country, but individuals. Globalization 3.0 then encourages
individuals to play and enter into it.
Friedman's view of the history of globalization shows that every era of globalization
always has an impact on changes in the system and social behavior of society. This is as
revealed by Alvin Toffler, (Toffler, 1980) in The Third Wave, which explains that the world's
progressivity develops in three waves: the agricultural era, the industrial era, and towards the
information era. In each era, the system and behavior of society change with the times.
The first wave of change was associated with the agricultural revolution, which
occurred around 8,000 years BC until around 1700. Before the agricultural revolution, the
social system of society was still in the form of small groups, often moving around. Moving
on, this group forages by hunting, fishing and foraging for food available in nature.
The second wave of change refers to the industrial revolution and takes place during
the development period from the 1700s to the present. In the United States, this wave peaked
in the mid-1950s but in many other parts of the world it is still ongoing. This period ended
the dominance of agricultural civilization and began the industrialization of society. The
technologies introduced during this wave were generally based on electromechanical
machines powered by non-renewable fossil fuels, causing widespread changes in the way
society was upgraded. Families became smaller, jobs shifted from farms to factories, and
education shifted from home education to organized education in the classroom.
This third wave of change is similar to the post-industrial age, a period that began
around the 19650s and continues to the present. This era is characterized by technological
advances that help speed up communication, calculation, and information dissemination. The
widespread availability of technologies such as computers, telecommunications, robots, and
biotechnics has also affected the social characteristics of society. Fundamental changes in
social behaviour can now be seen in the rise of alliances and organizations in cyberspace,
international mobility in terms of labour force and capital, and increased collaboration
between private and government.
Industrial Revolution 4.0 And Disruption
The history of globalization shows that every changing era has its own core (driver).
The descriptions of Friedman, Ritzer, and Toffler show that the movement of change is
always triggered by technological developments that gave birth to the era of the industrial
revolution 4.0, which not only does not only open up interaction widely but also disrupts
various fields of human life.
Disruptive was originally a phenomenon that occurred in the economic world,
especially in the business sector. Clayton (Christensen, 1997), a Harvard Business Professor,
calls it innovative disruption in The Innovator's Dilemma (Christensen, 1997).Disruptive
itself is a condition when a business is required to continue to innovate following
developments, so that businesses are not only to meet current needs, but can anticipate future
needs.
In the current era, disruption does not only apply to the business world. The
phenomenon of disruption has a major impact on various fields. Disruption does not only
change the business, but the fundamentals of the business (Khasali, 2018). Starting from the
cost structure to the culture, and even the ideology of an industry.
The business paradigm has shifted from an emphasis on owning to sharing
(collaboration). A clear example can be seen in the shift of retail businesses (physical stores)
into e-commerce that offers convenience in shopping, plus the spread of online taxis then
threatens the existence of conventional taxi businesses.
The phenomenon of disruption does not only occur in the business world, but has
spread to other fields such as education, government, culture, politics, and law. In the
political field, for example, political movements to gather mass through mass concentration
have been replaced by social media-based movements. The government sector is now also
challenged to implement bureaucracy effectively and efficiently based on e-governance.
The cultural sector has also been disrupted. The massive development of social media
has reconstructed the cultural structure of society. Social relations are now more closely built
in cyberspace, so relationships in the real world become relative. Finally, the legal field is
now also disrupted. Legal regulations must also follow In summary, in disruptive there will
be disruptive regulation, disruptive culture, disruptive mindset, and disruptive marketing.
(Khasali, 2018)
The Role Of Social Humanities
Disruption has rapidly changed the world order. Change no longer takes thousands of
years, as described in Charles Darwin's theory of evolution (Darwin, 2004) in On the Origin
of Species. The change only takes a very short time. In this fast-paced situation, what changes
is not only the phenomenon, for example, offline to online, real world to cyberspace, print
media to social media, and so on. However, values, social order and culture are also
changing.
The shift in values is reflected in the rampant events that have recently occurred. The
most pronounced impact occurs in the environmental and social fields. Data from the
Ministry of Environment and Forestry (KLHK) between July 2016-June 2017 shows that
there was forest deforestation of 497,000 hectares or 64.3% of the total forests in Indonesia.
Although KLHK claims a decrease from 2014 of 73.6%, this number is still quite large,
whereas America, which is an industrial country, is able to maintain its forest deforestation of
no more than 200,000 hectares per year.The environmental problems also do not stop there,
Indonesia is even categorized as the fourth dirtiest country in the world, according to the
results of research by the International Earth Science Information Network in 2015.
The destruction of nature does not only occur due to waste generated from the
production process. Behind it, there is a shift in the human paradigm in viewing nature
(Prasetyo, 2018). In this case, Max Weber stated that since modernity proliferated, humans
have only used "instrumental reason", which then treats nature as something that can be used,
with results that can be directed (Tempo, 2010). As a result, the modern world and ecological
destruction are rapidly converging. Humans become detached from nature, and live in
another reality. This alienation makes the relationship between humans and nature only a
subject and object: humans (subject) who control nature (object).
In addition to environmental issues, the industrial revolution will also leave behind
issues related to the loss of social humanities values. The millennial generation, the
generation born around 1980-2000s, has shown symptoms of mental degradation.
Consumerist lifestyles, unlimited freedom, and the loss of ethical behavior on social media
are a series of examples of such degradation. Rhenald Kasali (Khasali, 2018) calls millennials
the strawberry generation, which is described as an attractive but fragile generation that lacks
a strong mentality and values.
The original spirit of technological advancement was to make human life easier. Since
the invention of machines and the start of the automation era, production has multiplied,
cutting down on time and costs. However, in the end, all this convenience has had a major
human impact, as it has significantly reduced the use of human labor. As a result, there has
been an increase in unemployment. It is precisely at this point that there is a need for a
development paradigm that not only improves human capabilities in the field of technology,
but also needs to improve the mentality of the people themselves.
In an effort to build character, the role of social humanities is needed. It is unfortunate
that on several occasions, the humanities are considered a second class science that does not
have a significant impact in the era of the industrial revolution 4.0. In fact, if traced further,
the development of science (science) that produces technological advances today originated
from rationality that was fostered by the humanities. The movement was reflected in the birth
of the modern era in the XVII century (Hardiman, 2004). At that time, the era of the rise of
the ratio had began, thus allowing humanity to think freely apart from shackling theological
doctrines.
In the 18th century there was a major change in the way people thought. This was marked by
the secularization of science so that there was a separation between body and soul which was
studied separately. The body was treated as material and explained as well as natural
phenomena. Natural science is separated from social science and humanities. Towards the
end of the 20th century, the progress of science and technology accelerated, resulting in the
technologicalization of life and livelihood (Jacob, 1988).
Technology is developing on its own and is becoming increasingly detached, leaving
religion and ethics, law, social sciences and humanities far behind. Therefore, there must be
an effort to integrate technology education with the humanities. Knowledge of nature and life
is incomplete without knowledge of why things happen, how they happen, how they develop,
and how they should be. Hard technology is not complete without soft technology (Jacob,
1988).
Conclusions
Research on Industrial Revolution 4.0 and the Challenges of Social Change has
shown that globalization is not only a phenomenon that impacts the technological field, but
has disrupted various other fields such as social, legal, and economic. The consequences of
this disruption have drastically changed the world order.
The problems that occur today cannot be solved in the same way as in the concept of
the past. The Industrial Revolution 4.0 cannot only be faced with technological development
without involving social dynamics in it.
In addition to preparing superior competitiveness, it is necessary to build public
awareness and maturity in responding to the development of the world today, especially in
the post truth era, when information flows rapidly without clarity of truth. It is necessary to
formulate a national policy strategy through awareness and maturity of thinking.
In facing the industrial revolution 4.0, the researcher argues that there are two ways to
go: First, preparing the implementation of education that links and matches between human
resources and the needs of the times in the era of the industrial revolution. Second, in addition
to preparing link and match education, the prepared human resources must also be equipped
with human values education taught by the social humanities.
When the exact sciences play a role in developing technology empirically, the
humanities still play a role in maintaining the quality of its people (software/users). If this
happens, then technological progress as a biological child of science can have a positive
impact on human civilization itself.
Globalization: Definition, History, And Development
Globalization is a world phenomenon whose definition is interpreted variously by
several world thinkers. There is no single definition of globalization. Moreover, attempts to
determine the definition are always fraught with problems, especially in the field of socio-
humanities (Kusumohamidjojo, 2009). In essence, globalization is a situation that refers to
the interconnection of economic and social systems. (Sandu, 2012)(Ritzer, 2010)
Until now there has been no historical review that precisely explains the periodization
of globalization. Globalization in some literature was triggered by the imperialist movement
by the West in Asia and Africa in the 15th century (Hopkin, 2002). In addition, globalization
also occurred when there was a large multinational company in 1897 that made world trade
possible.(Sandu, 2012).
Entering the 2000s, the term globalization (Fund, 2000) began to be widely used in
describing conditions in the modern era marked by free interaction between countries in
various fields, both social, economic culture, and of course technology. In this era,
interactions between countries are possible because of the ease of access caused by
technological advances.
(Friedman, 2006) notes that the history of globalization occurred in three periods:
Globalization 1.0, Globalization 2.0, and Globalization 3.0. Each periodization of
globalization always reveals the forces that make the world continuously change. The world
that is round and has a wide geography, in its development gradually becomes flat due to
several historical events, so that in the end it makes the earth flatter (The World Is Flat),
because there are no longer barriers that limit interactions.
Globalization 1.0. first took place from 1492, when Colombus set sail, opening trade
between the old world and the new world until around 1800. This process then made the
world shrink from large to medium size. The driving force in this era was determined by how
much muscle, how much horsepower, how much wind power, and how much steam power a
country had and how much creativity to utilize it. During this time, countries and
governments, usually fueled by religion, imperialism, or a combination of the two, broke
down walls and tried to encapsulate the world into one until global unification occurred.
Globalization 2.0 lasted from around 1800 to 2000 punctuated by the Great
Depression and World Wars I and II. This period shrank the world from medium size to small
size. In this era, the main actors of change or forces driving the process of global unification
were multinational corporations. These companies went global for markets and labor,
spearheaded by the Industrial Revolution and the expansion of capitalized companies from
the Netherlands and Britain. The forces driving this globalization were breakthroughs in
hardware, starting with steamships and trains, and later telephones and computers.
The process of globalization then reached its peak in Globalization 3.0. The difference
between this globalization and previous globalizations lies not only in the process of
shrinking and flattening the world, but also includes the driving force within it. The driving
force is the American and European individuals and businesses. Although in this case,
China's economy was the largest in the 18th century, it was the explorer countries and
Western companies that played a major role in globalization and the formation of its systems.
However, even this condition later shifted because the world was increasingly becoming flat
and was no longer driven by a country, but individuals. Globalization 3.0 then encourages
individuals to play and enter into it.
Friedman's view of the history of globalization shows that every era of globalization
always has an impact on changes in the system and social behavior of society. This is as
revealed by Alvin Toffler, (Toffler, 1980) in The Third Wave, which explains that the world's
progressivity develops in three waves: the agricultural era, the industrial era, and towards the
information era. In each era, the system and behavior of society change with the times.
The first wave of change was associated with the agricultural revolution, which
occurred around 8,000 years BC until around 1700. Before the agricultural revolution, the
social system of society was still in the form of small groups, often moving around. Moving
on, this group forages by hunting, fishing and foraging for food available in nature.
The second wave of change refers to the industrial revolution and takes place during
the development period from the 1700s to the present. In the United States, this wave peaked
in the mid-1950s but in many other parts of the world it is still ongoing. This period ended
the dominance of agricultural civilization and began the industrialization of society. The
technologies introduced during this wave were generally based on electromechanical
machines powered by non-renewable fossil fuels, causing widespread changes in the way
society was upgraded. Families became smaller, jobs shifted from farms to factories, and
education shifted from home education to organized education in the classroom.
This third wave of change is similar to the post-industrial age, a period that began
around the 19650s and continues to the present. This era is characterized by technological
advances that help speed up communication, calculation, and information dissemination. The
widespread availability of technologies such as computers, telecommunications, robots, and
biotechnics has also affected the social characteristics of society. Fundamental changes in
social behaviour can now be seen in the rise of alliances and organizations in cyberspace,
international mobility in terms of labour force and capital, and increased collaboration
between private and government.
Industrial Revolution 4.0 And Disruption
The history of globalization shows that every changing era has its own core (driver).
The descriptions of Friedman, Ritzer, and Toffler show that the movement of change is
always triggered by technological developments that gave birth to the era of the industrial
revolution 4.0, which not only does not only open up interaction widely but also disrupts
various fields of human life.
Disruptive was originally a phenomenon that occurred in the economic world,
especially in the business sector. Clayton (Christensen, 1997), a Harvard Business Professor,
calls it innovative disruption in The Innovator's Dilemma (Christensen, 1997).Disruptive
itself is a condition when a business is required to continue to innovate following
developments, so that businesses are not only to meet current needs, but can anticipate future
needs.
In the current era, disruption does not only apply to the business world. The
phenomenon of disruption has a major impact on various fields. Disruption does not only
change the business, but the fundamentals of the business (Khasali, 2018). Starting from the
cost structure to the culture, and even the ideology of an industry.
The business paradigm has shifted from an emphasis on owning to sharing
(collaboration). A clear example can be seen in the shift of retail businesses (physical stores)
into e-commerce that offers convenience in shopping, plus the spread of online taxis then
threatens the existence of conventional taxi businesses.
The phenomenon of disruption does not only occur in the business world, but has
spread to other fields such as education, government, culture, politics, and law. In the
political field, for example, political movements to gather mass through mass concentration
have been replaced by social media-based movements. The government sector is now also
challenged to implement bureaucracy effectively and efficiently based on e-governance.
The cultural sector has also been disrupted. The massive development of social media
has reconstructed the cultural structure of society. Social relations are now more closely built
in cyberspace, so relationships in the real world become relative. Finally, the legal field is
now also disrupted. Legal regulations must also follow In summary, in disruptive there will
be disruptive regulation, disruptive culture, disruptive mindset, and disruptive marketing.
(Khasali, 2018)
The Role Of Social Humanities
Disruption has rapidly changed the world order. Change no longer takes thousands of
years, as described in Charles Darwin's theory of evolution (Darwin, 2004) in On the Origin
of Species. The change only takes a very short time. In this fast-paced situation, what changes
is not only the phenomenon, for example, offline to online, real world to cyberspace, print
media to social media, and so on. However, values, social order and culture are also
changing.
The shift in values is reflected in the rampant events that have recently occurred. The
most pronounced impact occurs in the environmental and social fields. Data from the
Ministry of Environment and Forestry (KLHK) between July 2016-June 2017 shows that
there was forest deforestation of 497,000 hectares or 64.3% of the total forests in Indonesia.
Although KLHK claims a decrease from 2014 of 73.6%, this number is still quite large,
whereas America, which is an industrial country, is able to maintain its forest deforestation of
no more than 200,000 hectares per year.The environmental problems also do not stop there,
Indonesia is even categorized as the fourth dirtiest country in the world, according to the
results of research by the International Earth Science Information Network in 2015.
The destruction of nature does not only occur due to waste generated from the
production process. Behind it, there is a shift in the human paradigm in viewing nature
(Prasetyo, 2018). In this case, Max Weber stated that since modernity proliferated, humans
have only used "instrumental reason", which then treats nature as something that can be used,
with results that can be directed (Tempo, 2010). As a result, the modern world and ecological
destruction are rapidly converging. Humans become detached from nature, and live in
another reality. This alienation makes the relationship between humans and nature only a
subject and object: humans (subject) who control nature (object).
In addition to environmental issues, the industrial revolution will also leave behind
issues related to the loss of social humanities values. The millennial generation, the
generation born around 1980-2000s, has shown symptoms of mental degradation.
Consumerist lifestyles, unlimited freedom, and the loss of ethical behavior on social media
are a series of examples of such degradation. Rhenald Kasali (Khasali, 2018) calls millennials
the strawberry generation, which is described as an attractive but fragile generation that lacks
a strong mentality and values.
The original spirit of technological advancement was to make human life easier. Since
the invention of machines and the start of the automation era, production has multiplied,
cutting down on time and costs. However, in the end, all this convenience has had a major
human impact, as it has significantly reduced the use of human labor. As a result, there has
been an increase in unemployment. It is precisely at this point that there is a need for a
development paradigm that not only improves human capabilities in the field of technology,
but also needs to improve the mentality of the people themselves.
In an effort to build character, the role of social humanities is needed. It is unfortunate
that on several occasions, the humanities are considered a second class science that does not
have a significant impact in the era of the industrial revolution 4.0. In fact, if traced further,
the development of science (science) that produces technological advances today originated
from rationality that was fostered by the humanities. The movement was reflected in the birth
of the modern era in the XVII century (Hardiman, 2004). At that time, the era of the rise of
the ratio had began, thus allowing humanity to think freely apart from shackling theological
doctrines.
In the 18th century there was a major change in the way people thought. This was marked by
the secularization of science so that there was a separation between body and soul which was
studied separately. The body was treated as material and explained as well as natural
phenomena. Natural science is separated from social science and humanities. Towards the
end of the 20th century, the progress of science and technology accelerated, resulting in the
technologicalization of life and livelihood (Jacob, 1988).
Technology is developing on its own and is becoming increasingly detached, leaving
religion and ethics, law, social sciences and humanities far behind. Therefore, there must be
an effort to integrate technology education with the humanities. Knowledge of nature and life
is incomplete without knowledge of why things happen, how they happen, how they develop,
and how they should be. Hard technology is not complete without soft technology (Jacob,
1988).
Conclusions
Research on Industrial Revolution 4.0 and the Challenges of Social Change has
shown that globalization is not only a phenomenon that impacts the technological field, but
has disrupted various other fields such as social, legal, and economic. The consequences of
this disruption have drastically changed the world order.
The problems that occur today cannot be solved in the same way as in the concept of
the past. The Industrial Revolution 4.0 cannot only be faced with technological development
without involving social dynamics in it.
In addition to preparing superior competitiveness, it is necessary to build public
awareness and maturity in responding to the development of the world today, especially in
the post truth era, when information flows rapidly without clarity of truth. It is necessary to
formulate a national policy strategy through awareness and maturity of thinking.
In facing the industrial revolution 4.0, the researcher argues that there are two ways to
go: First, preparing the implementation of education that links and matches between human
resources and the needs of the times in the era of the industrial revolution. Second, in addition
to preparing link and match education, the prepared human resources must also be equipped
with human values education taught by the social humanities.
When the exact sciences play a role in developing technology empirically, the
humanities still play a role in maintaining the quality of its people (software/users). If this
happens, then technological progress as a biological child of science can have a positive
impact on human civilization itself.
Globalization: Definition, History, And Development
Globalization is a world phenomenon whose definition is interpreted variously by
several world thinkers. There is no single definition of globalization. Moreover, attempts to
determine the definition are always fraught with problems, especially in the field of socio-
humanities (Kusumohamidjojo, 2009). In essence, globalization is a situation that refers to
the interconnection of economic and social systems. (Sandu, 2012)(Ritzer, 2010)
Until now there has been no historical review that precisely explains the periodization
of globalization. Globalization in some literature was triggered by the imperialist movement
by the West in Asia and Africa in the 15th century (Hopkin, 2002). In addition, globalization
also occurred when there was a large multinational company in 1897 that made world trade
possible.(Sandu, 2012).
Entering the 2000s, the term globalization (Fund, 2000) began to be widely used in
describing conditions in the modern era marked by free interaction between countries in
various fields, both social, economic culture, and of course technology. In this era,
interactions between countries are possible because of the ease of access caused by
technological advances.
(Friedman, 2006) notes that the history of globalization occurred in three periods:
Globalization 1.0, Globalization 2.0, and Globalization 3.0. Each periodization of
globalization always reveals the forces that make the world continuously change. The world
that is round and has a wide geography, in its development gradually becomes flat due to
several historical events, so that in the end it makes the earth flatter (The World Is Flat),
because there are no longer barriers that limit interactions.
Globalization 1.0. first took place from 1492, when Colombus set sail, opening trade
between the old world and the new world until around 1800. This process then made the
world shrink from large to medium size. The driving force in this era was determined by how
much muscle, how much horsepower, how much wind power, and how much steam power a
country had and how much creativity to utilize it. During this time, countries and
governments, usually fueled by religion, imperialism, or a combination of the two, broke
down walls and tried to encapsulate the world into one until global unification occurred.
Globalization 2.0 lasted from around 1800 to 2000 punctuated by the Great
Depression and World Wars I and II. This period shrank the world from medium size to small
size. In this era, the main actors of change or forces driving the process of global unification
were multinational corporations. These companies went global for markets and labor,
spearheaded by the Industrial Revolution and the expansion of capitalized companies from
the Netherlands and Britain. The forces driving this globalization were breakthroughs in
hardware, starting with steamships and trains, and later telephones and computers.
The process of globalization then reached its peak in Globalization 3.0. The difference
between this globalization and previous globalizations lies not only in the process of
shrinking and flattening the world, but also includes the driving force within it. The driving
force is the American and European individuals and businesses. Although in this case,
China's economy was the largest in the 18th century, it was the explorer countries and
Western companies that played a major role in globalization and the formation of its systems.
However, even this condition later shifted because the world was increasingly becoming flat
and was no longer driven by a country, but individuals. Globalization 3.0 then encourages
individuals to play and enter into it.
Friedman's view of the history of globalization shows that every era of globalization
always has an impact on changes in the system and social behavior of society. This is as
revealed by Alvin Toffler, (Toffler, 1980) in The Third Wave, which explains that the world's
progressivity develops in three waves: the agricultural era, the industrial era, and towards the
information era. In each era, the system and behavior of society change with the times.
The first wave of change was associated with the agricultural revolution, which
occurred around 8,000 years BC until around 1700. Before the agricultural revolution, the
social system of society was still in the form of small groups, often moving around. Moving
on, this group forages by hunting, fishing and foraging for food available in nature.
The second wave of change refers to the industrial revolution and takes place during
the development period from the 1700s to the present. In the United States, this wave peaked
in the mid-1950s but in many other parts of the world it is still ongoing. This period ended
the dominance of agricultural civilization and began the industrialization of society. The
technologies introduced during this wave were generally based on electromechanical
machines powered by non-renewable fossil fuels, causing widespread changes in the way
society was upgraded. Families became smaller, jobs shifted from farms to factories, and
education shifted from home education to organized education in the classroom.
This third wave of change is similar to the post-industrial age, a period that began
around the 19650s and continues to the present. This era is characterized by technological
advances that help speed up communication, calculation, and information dissemination. The
widespread availability of technologies such as computers, telecommunications, robots, and
biotechnics has also affected the social characteristics of society. Fundamental changes in
social behaviour can now be seen in the rise of alliances and organizations in cyberspace,
international mobility in terms of labour force and capital, and increased collaboration
between private and government.
Industrial Revolution 4.0 And Disruption
The history of globalization shows that every changing era has its own core (driver).
The descriptions of Friedman, Ritzer, and Toffler show that the movement of change is
always triggered by technological developments that gave birth to the era of the industrial
revolution 4.0, which not only does not only open up interaction widely but also disrupts
various fields of human life.
Disruptive was originally a phenomenon that occurred in the economic world,
especially in the business sector. Clayton (Christensen, 1997), a Harvard Business Professor,
calls it innovative disruption in The Innovator's Dilemma (Christensen, 1997).Disruptive
itself is a condition when a business is required to continue to innovate following
developments, so that businesses are not only to meet current needs, but can anticipate future
needs.
In the current era, disruption does not only apply to the business world. The
phenomenon of disruption has a major impact on various fields. Disruption does not only
change the business, but the fundamentals of the business (Khasali, 2018). Starting from the
cost structure to the culture, and even the ideology of an industry.
The business paradigm has shifted from an emphasis on owning to sharing
(collaboration). A clear example can be seen in the shift of retail businesses (physical stores)
into e-commerce that offers convenience in shopping, plus the spread of online taxis then
threatens the existence of conventional taxi businesses.
The phenomenon of disruption does not only occur in the business world, but has
spread to other fields such as education, government, culture, politics, and law. In the
political field, for example, political movements to gather mass through mass concentration
have been replaced by social media-based movements. The government sector is now also
challenged to implement bureaucracy effectively and efficiently based on e-governance.
The cultural sector has also been disrupted. The massive development of social media
has reconstructed the cultural structure of society. Social relations are now more closely built
in cyberspace, so relationships in the real world become relative. Finally, the legal field is
now also disrupted. Legal regulations must also follow In summary, in disruptive there will
be disruptive regulation, disruptive culture, disruptive mindset, and disruptive marketing.
(Khasali, 2018)
The Role Of Social Humanities
Disruption has rapidly changed the world order. Change no longer takes thousands of
years, as described in Charles Darwin's theory of evolution (Darwin, 2004) in On the Origin
of Species. The change only takes a very short time. In this fast-paced situation, what changes
is not only the phenomenon, for example, offline to online, real world to cyberspace, print
media to social media, and so on. However, values, social order and culture are also
changing.
The shift in values is reflected in the rampant events that have recently occurred. The
most pronounced impact occurs in the environmental and social fields. Data from the
Ministry of Environment and Forestry (KLHK) between July 2016-June 2017 shows that
there was forest deforestation of 497,000 hectares or 64.3% of the total forests in Indonesia.
Although KLHK claims a decrease from 2014 of 73.6%, this number is still quite large,
whereas America, which is an industrial country, is able to maintain its forest deforestation of
no more than 200,000 hectares per year.The environmental problems also do not stop there,
Indonesia is even categorized as the fourth dirtiest country in the world, according to the
results of research by the International Earth Science Information Network in 2015.
The destruction of nature does not only occur due to waste generated from the
production process. Behind it, there is a shift in the human paradigm in viewing nature
(Prasetyo, 2018). In this case, Max Weber stated that since modernity proliferated, humans
have only used "instrumental reason", which then treats nature as something that can be used,
with results that can be directed (Tempo, 2010). As a result, the modern world and ecological
destruction are rapidly converging. Humans become detached from nature, and live in
another reality. This alienation makes the relationship between humans and nature only a
subject and object: humans (subject) who control nature (object).
In addition to environmental issues, the industrial revolution will also leave behind
issues related to the loss of social humanities values. The millennial generation, the
generation born around 1980-2000s, has shown symptoms of mental degradation.
Consumerist lifestyles, unlimited freedom, and the loss of ethical behavior on social media
are a series of examples of such degradation. Rhenald Kasali (Khasali, 2018) calls millennials
the strawberry generation, which is described as an attractive but fragile generation that lacks
a strong mentality and values.
The original spirit of technological advancement was to make human life easier. Since
the invention of machines and the start of the automation era, production has multiplied,
cutting down on time and costs. However, in the end, all this convenience has had a major
human impact, as it has significantly reduced the use of human labor. As a result, there has
been an increase in unemployment. It is precisely at this point that there is a need for a
development paradigm that not only improves human capabilities in the field of technology,
but also needs to improve the mentality of the people themselves.
In an effort to build character, the role of social humanities is needed. It is unfortunate
that on several occasions, the humanities are considered a second class science that does not
have a significant impact in the era of the industrial revolution 4.0. In fact, if traced further,
the development of science (science) that produces technological advances today originated
from rationality that was fostered by the humanities. The movement was reflected in the birth
of the modern era in the XVII century (Hardiman, 2004). At that time, the era of the rise of
the ratio had began, thus allowing humanity to think freely apart from shackling theological
doctrines.
In the 18th century there was a major change in the way people thought. This was marked by
the secularization of science so that there was a separation between body and soul which was
studied separately. The body was treated as material and explained as well as natural
phenomena. Natural science is separated from social science and humanities. Towards the
end of the 20th century, the progress of science and technology accelerated, resulting in the
technologicalization of life and livelihood (Jacob, 1988).
Technology is developing on its own and is becoming increasingly detached, leaving
religion and ethics, law, social sciences and humanities far behind. Therefore, there must be
an effort to integrate technology education with the humanities. Knowledge of nature and life
is incomplete without knowledge of why things happen, how they happen, how they develop,
and how they should be. Hard technology is not complete without soft technology (Jacob,
1988).
Conclusions
Research on Industrial Revolution 4.0 and the Challenges of Social Change has
shown that globalization is not only a phenomenon that impacts the technological field, but
has disrupted various other fields such as social, legal, and economic. The consequences of
this disruption have drastically changed the world order.
The problems that occur today cannot be solved in the same way as in the concept of
the past. The Industrial Revolution 4.0 cannot only be faced with technological development
without involving social dynamics in it.
In addition to preparing superior competitiveness, it is necessary to build public
awareness and maturity in responding to the development of the world today, especially in
the post truth era, when information flows rapidly without clarity of truth. It is necessary to
formulate a national policy strategy through awareness and maturity of thinking.
In facing the industrial revolution 4.0, the researcher argues that there are two ways to
go: First, preparing the implementation of education that links and matches between human
resources and the needs of the times in the era of the industrial revolution. Second, in addition
to preparing link and match education, the prepared human resources must also be equipped
with human values education taught by the social humanities.
When the exact sciences play a role in developing technology empirically, the
humanities still play a role in maintaining the quality of its people (software/users). If this
happens, then technological progress as a biological child of science can have a positive
impact on human civilization itself.
Globalization: Definition, History, And Development
Globalization is a world phenomenon whose definition is interpreted variously by
several world thinkers. There is no single definition of globalization. Moreover, attempts to
determine the definition are always fraught with problems, especially in the field of socio-
humanities (Kusumohamidjojo, 2009). In essence, globalization is a situation that refers to
the interconnection of economic and social systems. (Sandu, 2012)(Ritzer, 2010)
Until now there has been no historical review that precisely explains the periodization
of globalization. Globalization in some literature was triggered by the imperialist movement
by the West in Asia and Africa in the 15th century (Hopkin, 2002). In addition, globalization
also occurred when there was a large multinational company in 1897 that made world trade
possible.(Sandu, 2012).
Entering the 2000s, the term globalization (Fund, 2000) began to be widely used in
describing conditions in the modern era marked by free interaction between countries in
various fields, both social, economic culture, and of course technology. In this era,
interactions between countries are possible because of the ease of access caused by
technological advances.
(Friedman, 2006) notes that the history of globalization occurred in three periods:
Globalization 1.0, Globalization 2.0, and Globalization 3.0. Each periodization of
globalization always reveals the forces that make the world continuously change. The world
that is round and has a wide geography, in its development gradually becomes flat due to
several historical events, so that in the end it makes the earth flatter (The World Is Flat),
because there are no longer barriers that limit interactions.
Globalization 1.0. first took place from 1492, when Colombus set sail, opening trade
between the old world and the new world until around 1800. This process then made the
world shrink from large to medium size. The driving force in this era was determined by how
much muscle, how much horsepower, how much wind power, and how much steam power a
country had and how much creativity to utilize it. During this time, countries and
governments, usually fueled by religion, imperialism, or a combination of the two, broke
down walls and tried to encapsulate the world into one until global unification occurred.
Globalization 2.0 lasted from around 1800 to 2000 punctuated by the Great
Depression and World Wars I and II. This period shrank the world from medium size to small
size. In this era, the main actors of change or forces driving the process of global unification
were multinational corporations. These companies went global for markets and labor,
spearheaded by the Industrial Revolution and the expansion of capitalized companies from
the Netherlands and Britain. The forces driving this globalization were breakthroughs in
hardware, starting with steamships and trains, and later telephones and computers.
The process of globalization then reached its peak in Globalization 3.0. The difference
between this globalization and previous globalizations lies not only in the process of
shrinking and flattening the world, but also includes the driving force within it. The driving
force is the American and European individuals and businesses. Although in this case,
China's economy was the largest in the 18th century, it was the explorer countries and
Western companies that played a major role in globalization and the formation of its systems.
However, even this condition later shifted because the world was increasingly becoming flat
and was no longer driven by a country, but individuals. Globalization 3.0 then encourages
individuals to play and enter into it.
Friedman's view of the history of globalization shows that every era of globalization
always has an impact on changes in the system and social behavior of society. This is as
revealed by Alvin Toffler, (Toffler, 1980) in The Third Wave, which explains that the world's
progressivity develops in three waves: the agricultural era, the industrial era, and towards the
information era. In each era, the system and behavior of society change with the times.
The first wave of change was associated with the agricultural revolution, which
occurred around 8,000 years BC until around 1700. Before the agricultural revolution, the
social system of society was still in the form of small groups, often moving around. Moving
on, this group forages by hunting, fishing and foraging for food available in nature.
The second wave of change refers to the industrial revolution and takes place during
the development period from the 1700s to the present. In the United States, this wave peaked
in the mid-1950s but in many other parts of the world it is still ongoing. This period ended
the dominance of agricultural civilization and began the industrialization of society. The
technologies introduced during this wave were generally based on electromechanical
machines powered by non-renewable fossil fuels, causing widespread changes in the way
society was upgraded. Families became smaller, jobs shifted from farms to factories, and
education shifted from home education to organized education in the classroom.
This third wave of change is similar to the post-industrial age, a period that began
around the 19650s and continues to the present. This era is characterized by technological
advances that help speed up communication, calculation, and information dissemination. The
widespread availability of technologies such as computers, telecommunications, robots, and
biotechnics has also affected the social characteristics of society. Fundamental changes in
social behaviour can now be seen in the rise of alliances and organizations in cyberspace,
international mobility in terms of labour force and capital, and increased collaboration
between private and government.
Industrial Revolution 4.0 And Disruption
The history of globalization shows that every changing era has its own core (driver).
The descriptions of Friedman, Ritzer, and Toffler show that the movement of change is
always triggered by technological developments that gave birth to the era of the industrial
revolution 4.0, which not only does not only open up interaction widely but also disrupts
various fields of human life.
Disruptive was originally a phenomenon that occurred in the economic world,
especially in the business sector. Clayton (Christensen, 1997), a Harvard Business Professor,
calls it innovative disruption in The Innovator's Dilemma (Christensen, 1997).Disruptive
itself is a condition when a business is required to continue to innovate following
developments, so that businesses are not only to meet current needs, but can anticipate future
needs.
In the current era, disruption does not only apply to the business world. The
phenomenon of disruption has a major impact on various fields. Disruption does not only
change the business, but the fundamentals of the business (Khasali, 2018). Starting from the
cost structure to the culture, and even the ideology of an industry.
The business paradigm has shifted from an emphasis on owning to sharing
(collaboration). A clear example can be seen in the shift of retail businesses (physical stores)
into e-commerce that offers convenience in shopping, plus the spread of online taxis then
threatens the existence of conventional taxi businesses.
The phenomenon of disruption does not only occur in the business world, but has
spread to other fields such as education, government, culture, politics, and law. In the
political field, for example, political movements to gather mass through mass concentration
have been replaced by social media-based movements. The government sector is now also
challenged to implement bureaucracy effectively and efficiently based on e-governance.
The cultural sector has also been disrupted. The massive development of social media
has reconstructed the cultural structure of society. Social relations are now more closely built
in cyberspace, so relationships in the real world become relative. Finally, the legal field is
now also disrupted. Legal regulations must also follow In summary, in disruptive there will
be disruptive regulation, disruptive culture, disruptive mindset, and disruptive marketing.
(Khasali, 2018)
The Role Of Social Humanities
Disruption has rapidly changed the world order. Change no longer takes thousands of
years, as described in Charles Darwin's theory of evolution (Darwin, 2004) in On the Origin
of Species. The change only takes a very short time. In this fast-paced situation, what changes
is not only the phenomenon, for example, offline to online, real world to cyberspace, print
media to social media, and so on. However, values, social order and culture are also
changing.
The shift in values is reflected in the rampant events that have recently occurred. The
most pronounced impact occurs in the environmental and social fields. Data from the
Ministry of Environment and Forestry (KLHK) between July 2016-June 2017 shows that
there was forest deforestation of 497,000 hectares or 64.3% of the total forests in Indonesia.
Although KLHK claims a decrease from 2014 of 73.6%, this number is still quite large,
whereas America, which is an industrial country, is able to maintain its forest deforestation of
no more than 200,000 hectares per year.The environmental problems also do not stop there,
Indonesia is even categorized as the fourth dirtiest country in the world, according to the
results of research by the International Earth Science Information Network in 2015.
The destruction of nature does not only occur due to waste generated from the
production process. Behind it, there is a shift in the human paradigm in viewing nature
(Prasetyo, 2018). In this case, Max Weber stated that since modernity proliferated, humans
have only used "instrumental reason", which then treats nature as something that can be used,
with results that can be directed (Tempo, 2010). As a result, the modern world and ecological
destruction are rapidly converging. Humans become detached from nature, and live in
another reality. This alienation makes the relationship between humans and nature only a
subject and object: humans (subject) who control nature (object).
In addition to environmental issues, the industrial revolution will also leave behind
issues related to the loss of social humanities values. The millennial generation, the
generation born around 1980-2000s, has shown symptoms of mental degradation.
Consumerist lifestyles, unlimited freedom, and the loss of ethical behavior on social media
are a series of examples of such degradation. Rhenald Kasali (Khasali, 2018) calls millennials
the strawberry generation, which is described as an attractive but fragile generation that lacks
a strong mentality and values.
The original spirit of technological advancement was to make human life easier. Since
the invention of machines and the start of the automation era, production has multiplied,
cutting down on time and costs. However, in the end, all this convenience has had a major
human impact, as it has significantly reduced the use of human labor. As a result, there has
been an increase in unemployment. It is precisely at this point that there is a need for a
development paradigm that not only improves human capabilities in the field of technology,
but also needs to improve the mentality of the people themselves.
In an effort to build character, the role of social humanities is needed. It is unfortunate
that on several occasions, the humanities are considered a second class science that does not
have a significant impact in the era of the industrial revolution 4.0. In fact, if traced further,
the development of science (science) that produces technological advances today originated
from rationality that was fostered by the humanities. The movement was reflected in the birth
of the modern era in the XVII century (Hardiman, 2004). At that time, the era of the rise of
the ratio had began, thus allowing humanity to think freely apart from shackling theological
doctrines.
In the 18th century there was a major change in the way people thought. This was marked by
the secularization of science so that there was a separation between body and soul which was
studied separately. The body was treated as material and explained as well as natural
phenomena. Natural science is separated from social science and humanities. Towards the
end of the 20th century, the progress of science and technology accelerated, resulting in the
technologicalization of life and livelihood (Jacob, 1988).
Technology is developing on its own and is becoming increasingly detached, leaving
religion and ethics, law, social sciences and humanities far behind. Therefore, there must be
an effort to integrate technology education with the humanities. Knowledge of nature and life
is incomplete without knowledge of why things happen, how they happen, how they develop,
and how they should be. Hard technology is not complete without soft technology (Jacob,
1988).
Conclusions
Research on Industrial Revolution 4.0 and the Challenges of Social Change has
shown that globalization is not only a phenomenon that impacts the technological field, but
has disrupted various other fields such as social, legal, and economic. The consequences of
this disruption have drastically changed the world order.
The problems that occur today cannot be solved in the same way as in the concept of
the past. The Industrial Revolution 4.0 cannot only be faced with technological development
without involving social dynamics in it.
In addition to preparing superior competitiveness, it is necessary to build public
awareness and maturity in responding to the development of the world today, especially in
the post truth era, when information flows rapidly without clarity of truth. It is necessary to
formulate a national policy strategy through awareness and maturity of thinking.
In facing the industrial revolution 4.0, the researcher argues that there are two ways to
go: First, preparing the implementation of education that links and matches between human
resources and the needs of the times in the era of the industrial revolution. Second, in addition
to preparing link and match education, the prepared human resources must also be equipped
with human values education taught by the social humanities.
When the exact sciences play a role in developing technology empirically, the
humanities still play a role in maintaining the quality of its people (software/users). If this
happens, then technological progress as a biological child of science can have a positive
impact on human civilization itself.
Globalization: Definition, History, And Development
Globalization is a world phenomenon whose definition is interpreted variously by
several world thinkers. There is no single definition of globalization. Moreover, attempts to
determine the definition are always fraught with problems, especially in the field of socio-
humanities (Kusumohamidjojo, 2009). In essence, globalization is a situation that refers to
the interconnection of economic and social systems. (Sandu, 2012)(Ritzer, 2010)
Until now there has been no historical review that precisely explains the periodization
of globalization. Globalization in some literature was triggered by the imperialist movement
by the West in Asia and Africa in the 15th century (Hopkin, 2002). In addition, globalization
also occurred when there was a large multinational company in 1897 that made world trade
possible.(Sandu, 2012).
Entering the 2000s, the term globalization (Fund, 2000) began to be widely used in
describing conditions in the modern era marked by free interaction between countries in
various fields, both social, economic culture, and of course technology. In this era,
interactions between countries are possible because of the ease of access caused by
technological advances.
(Friedman, 2006) notes that the history of globalization occurred in three periods:
Globalization 1.0, Globalization 2.0, and Globalization 3.0. Each periodization of
globalization always reveals the forces that make the world continuously change. The world
that is round and has a wide geography, in its development gradually becomes flat due to
several historical events, so that in the end it makes the earth flatter (The World Is Flat),
because there are no longer barriers that limit interactions.
Globalization 1.0. first took place from 1492, when Colombus set sail, opening trade
between the old world and the new world until around 1800. This process then made the
world shrink from large to medium size. The driving force in this era was determined by how
much muscle, how much horsepower, how much wind power, and how much steam power a
country had and how much creativity to utilize it. During this time, countries and
governments, usually fueled by religion, imperialism, or a combination of the two, broke
down walls and tried to encapsulate the world into one until global unification occurred.
Globalization 2.0 lasted from around 1800 to 2000 punctuated by the Great
Depression and World Wars I and II. This period shrank the world from medium size to small
size. In this era, the main actors of change or forces driving the process of global unification
were multinational corporations. These companies went global for markets and labor,
spearheaded by the Industrial Revolution and the expansion of capitalized companies from
the Netherlands and Britain. The forces driving this globalization were breakthroughs in
hardware, starting with steamships and trains, and later telephones and computers.
The process of globalization then reached its peak in Globalization 3.0. The difference
between this globalization and previous globalizations lies not only in the process of
shrinking and flattening the world, but also includes the driving force within it. The driving
force is the American and European individuals and businesses. Although in this case,
China's economy was the largest in the 18th century, it was the explorer countries and
Western companies that played a major role in globalization and the formation of its systems.
However, even this condition later shifted because the world was increasingly becoming flat
and was no longer driven by a country, but individuals. Globalization 3.0 then encourages
individuals to play and enter into it.
Friedman's view of the history of globalization shows that every era of globalization
always has an impact on changes in the system and social behavior of society. This is as
revealed by Alvin Toffler, (Toffler, 1980) in The Third Wave, which explains that the world's
progressivity develops in three waves: the agricultural era, the industrial era, and towards the
information era. In each era, the system and behavior of society change with the times.
The first wave of change was associated with the agricultural revolution, which
occurred around 8,000 years BC until around 1700. Before the agricultural revolution, the
social system of society was still in the form of small groups, often moving around. Moving
on, this group forages by hunting, fishing and foraging for food available in nature.
The second wave of change refers to the industrial revolution and takes place during
the development period from the 1700s to the present. In the United States, this wave peaked
in the mid-1950s but in many other parts of the world it is still ongoing. This period ended
the dominance of agricultural civilization and began the industrialization of society. The
technologies introduced during this wave were generally based on electromechanical
machines powered by non-renewable fossil fuels, causing widespread changes in the way
society was upgraded. Families became smaller, jobs shifted from farms to factories, and
education shifted from home education to organized education in the classroom.
This third wave of change is similar to the post-industrial age, a period that began
around the 19650s and continues to the present. This era is characterized by technological
advances that help speed up communication, calculation, and information dissemination. The
widespread availability of technologies such as computers, telecommunications, robots, and
biotechnics has also affected the social characteristics of society. Fundamental changes in
social behaviour can now be seen in the rise of alliances and organizations in cyberspace,
international mobility in terms of labour force and capital, and increased collaboration
between private and government.
Industrial Revolution 4.0 And Disruption
The history of globalization shows that every changing era has its own core (driver).
The descriptions of Friedman, Ritzer, and Toffler show that the movement of change is
always triggered by technological developments that gave birth to the era of the industrial
revolution 4.0, which not only does not only open up interaction widely but also disrupts
various fields of human life.
Disruptive was originally a phenomenon that occurred in the economic world,
especially in the business sector. Clayton (Christensen, 1997), a Harvard Business Professor,
calls it innovative disruption in The Innovator's Dilemma (Christensen, 1997).Disruptive
itself is a condition when a business is required to continue to innovate following
developments, so that businesses are not only to meet current needs, but can anticipate future
needs.
In the current era, disruption does not only apply to the business world. The
phenomenon of disruption has a major impact on various fields. Disruption does not only
change the business, but the fundamentals of the business (Khasali, 2018). Starting from the
cost structure to the culture, and even the ideology of an industry.
The business paradigm has shifted from an emphasis on owning to sharing
(collaboration). A clear example can be seen in the shift of retail businesses (physical stores)
into e-commerce that offers convenience in shopping, plus the spread of online taxis then
threatens the existence of conventional taxi businesses.
The phenomenon of disruption does not only occur in the business world, but has
spread to other fields such as education, government, culture, politics, and law. In the
political field, for example, political movements to gather mass through mass concentration
have been replaced by social media-based movements. The government sector is now also
challenged to implement bureaucracy effectively and efficiently based on e-governance.
The cultural sector has also been disrupted. The massive development of social media
has reconstructed the cultural structure of society. Social relations are now more closely built
in cyberspace, so relationships in the real world become relative. Finally, the legal field is
now also disrupted. Legal regulations must also follow In summary, in disruptive there will
be disruptive regulation, disruptive culture, disruptive mindset, and disruptive marketing.
(Khasali, 2018)
The Role Of Social Humanities
Disruption has rapidly changed the world order. Change no longer takes thousands of
years, as described in Charles Darwin's theory of evolution (Darwin, 2004) in On the Origin
of Species. The change only takes a very short time. In this fast-paced situation, what changes
is not only the phenomenon, for example, offline to online, real world to cyberspace, print
media to social media, and so on. However, values, social order and culture are also
changing.
The shift in values is reflected in the rampant events that have recently occurred. The
most pronounced impact occurs in the environmental and social fields. Data from the
Ministry of Environment and Forestry (KLHK) between July 2016-June 2017 shows that
there was forest deforestation of 497,000 hectares or 64.3% of the total forests in Indonesia.
Although KLHK claims a decrease from 2014 of 73.6%, this number is still quite large,
whereas America, which is an industrial country, is able to maintain its forest deforestation of
no more than 200,000 hectares per year.The environmental problems also do not stop there,
Indonesia is even categorized as the fourth dirtiest country in the world, according to the
results of research by the International Earth Science Information Network in 2015.
The destruction of nature does not only occur due to waste generated from the
production process. Behind it, there is a shift in the human paradigm in viewing nature
(Prasetyo, 2018). In this case, Max Weber stated that since modernity proliferated, humans
have only used "instrumental reason", which then treats nature as something that can be used,
with results that can be directed (Tempo, 2010). As a result, the modern world and ecological
destruction are rapidly converging. Humans become detached from nature, and live in
another reality. This alienation makes the relationship between humans and nature only a
subject and object: humans (subject) who control nature (object).
In addition to environmental issues, the industrial revolution will also leave behind
issues related to the loss of social humanities values. The millennial generation, the
generation born around 1980-2000s, has shown symptoms of mental degradation.
Consumerist lifestyles, unlimited freedom, and the loss of ethical behavior on social media
are a series of examples of such degradation. Rhenald Kasali (Khasali, 2018) calls millennials
the strawberry generation, which is described as an attractive but fragile generation that lacks
a strong mentality and values.
The original spirit of technological advancement was to make human life easier. Since
the invention of machines and the start of the automation era, production has multiplied,
cutting down on time and costs. However, in the end, all this convenience has had a major
human impact, as it has significantly reduced the use of human labor. As a result, there has
been an increase in unemployment. It is precisely at this point that there is a need for a
development paradigm that not only improves human capabilities in the field of technology,
but also needs to improve the mentality of the people themselves.
In an effort to build character, the role of social humanities is needed. It is unfortunate
that on several occasions, the humanities are considered a second class science that does not
have a significant impact in the era of the industrial revolution 4.0. In fact, if traced further,
the development of science (science) that produces technological advances today originated
from rationality that was fostered by the humanities. The movement was reflected in the birth
of the modern era in the XVII century (Hardiman, 2004). At that time, the era of the rise of
the ratio had began, thus allowing humanity to think freely apart from shackling theological
doctrines.
In the 18th century there was a major change in the way people thought. This was marked by
the secularization of science so that there was a separation between body and soul which was
studied separately. The body was treated as material and explained as well as natural
phenomena. Natural science is separated from social science and humanities. Towards the
end of the 20th century, the progress of science and technology accelerated, resulting in the
technologicalization of life and livelihood (Jacob, 1988).
Technology is developing on its own and is becoming increasingly detached, leaving
religion and ethics, law, social sciences and humanities far behind. Therefore, there must be
an effort to integrate technology education with the humanities. Knowledge of nature and life
is incomplete without knowledge of why things happen, how they happen, how they develop,
and how they should be. Hard technology is not complete without soft technology (Jacob,
1988).
Conclusions
Research on Industrial Revolution 4.0 and the Challenges of Social Change has
shown that globalization is not only a phenomenon that impacts the technological field, but
has disrupted various other fields such as social, legal, and economic. The consequences of
this disruption have drastically changed the world order.
The problems that occur today cannot be solved in the same way as in the concept of
the past. The Industrial Revolution 4.0 cannot only be faced with technological development
without involving social dynamics in it.
In addition to preparing superior competitiveness, it is necessary to build public
awareness and maturity in responding to the development of the world today, especially in
the post truth era, when information flows rapidly without clarity of truth. It is necessary to
formulate a national policy strategy through awareness and maturity of thinking.
In facing the industrial revolution 4.0, the researcher argues that there are two ways to
go: First, preparing the implementation of education that links and matches between human
resources and the needs of the times in the era of the industrial revolution. Second, in addition
to preparing link and match education, the prepared human resources must also be equipped
with human values education taught by the social humanities.
When the exact sciences play a role in developing technology empirically, the
humanities still play a role in maintaining the quality of its people (software/users). If this
happens, then technological progress as a biological child of science can have a positive
impact on human civilization itself.
Globalization: Definition, History, And Development
Globalization is a world phenomenon whose definition is interpreted variously by
several world thinkers. There is no single definition of globalization. Moreover, attempts to
determine the definition are always fraught with problems, especially in the field of socio-
humanities (Kusumohamidjojo, 2009). In essence, globalization is a situation that refers to
the interconnection of economic and social systems. (Sandu, 2012)(Ritzer, 2010)
Until now there has been no historical review that precisely explains the periodization
of globalization. Globalization in some literature was triggered by the imperialist movement
by the West in Asia and Africa in the 15th century (Hopkin, 2002). In addition, globalization
also occurred when there was a large multinational company in 1897 that made world trade
possible.(Sandu, 2012).
Entering the 2000s, the term globalization (Fund, 2000) began to be widely used in
describing conditions in the modern era marked by free interaction between countries in
various fields, both social, economic culture, and of course technology. In this era,
interactions between countries are possible because of the ease of access caused by
technological advances.
(Friedman, 2006) notes that the history of globalization occurred in three periods:
Globalization 1.0, Globalization 2.0, and Globalization 3.0. Each periodization of
globalization always reveals the forces that make the world continuously change. The world
that is round and has a wide geography, in its development gradually becomes flat due to
several historical events, so that in the end it makes the earth flatter (The World Is Flat),
because there are no longer barriers that limit interactions.
Globalization 1.0. first took place from 1492, when Colombus set sail, opening trade
between the old world and the new world until around 1800. This process then made the
world shrink from large to medium size. The driving force in this era was determined by how
much muscle, how much horsepower, how much wind power, and how much steam power a
country had and how much creativity to utilize it. During this time, countries and
governments, usually fueled by religion, imperialism, or a combination of the two, broke
down walls and tried to encapsulate the world into one until global unification occurred.
Globalization 2.0 lasted from around 1800 to 2000 punctuated by the Great
Depression and World Wars I and II. This period shrank the world from medium size to small
size. In this era, the main actors of change or forces driving the process of global unification
were multinational corporations. These companies went global for markets and labor,
spearheaded by the Industrial Revolution and the expansion of capitalized companies from
the Netherlands and Britain. The forces driving this globalization were breakthroughs in
hardware, starting with steamships and trains, and later telephones and computers.
The process of globalization then reached its peak in Globalization 3.0. The difference
between this globalization and previous globalizations lies not only in the process of
shrinking and flattening the world, but also includes the driving force within it. The driving
force is the American and European individuals and businesses. Although in this case,
China's economy was the largest in the 18th century, it was the explorer countries and
Western companies that played a major role in globalization and the formation of its systems.
However, even this condition later shifted because the world was increasingly becoming flat
and was no longer driven by a country, but individuals. Globalization 3.0 then encourages
individuals to play and enter into it.
Friedman's view of the history of globalization shows that every era of globalization
always has an impact on changes in the system and social behavior of society. This is as
revealed by Alvin Toffler, (Toffler, 1980) in The Third Wave, which explains that the world's
progressivity develops in three waves: the agricultural era, the industrial era, and towards the
information era. In each era, the system and behavior of society change with the times.
The first wave of change was associated with the agricultural revolution, which
occurred around 8,000 years BC until around 1700. Before the agricultural revolution, the
social system of society was still in the form of small groups, often moving around. Moving
on, this group forages by hunting, fishing and foraging for food available in nature.
The second wave of change refers to the industrial revolution and takes place during
the development period from the 1700s to the present. In the United States, this wave peaked
in the mid-1950s but in many other parts of the world it is still ongoing. This period ended
the dominance of agricultural civilization and began the industrialization of society. The
technologies introduced during this wave were generally based on electromechanical
machines powered by non-renewable fossil fuels, causing widespread changes in the way
society was upgraded. Families became smaller, jobs shifted from farms to factories, and
education shifted from home education to organized education in the classroom.
This third wave of change is similar to the post-industrial age, a period that began
around the 19650s and continues to the present. This era is characterized by technological
advances that help speed up communication, calculation, and information dissemination. The
widespread availability of technologies such as computers, telecommunications, robots, and
biotechnics has also affected the social characteristics of society. Fundamental changes in
social behaviour can now be seen in the rise of alliances and organizations in cyberspace,
international mobility in terms of labour force and capital, and increased collaboration
between private and government.
Industrial Revolution 4.0 And Disruption
The history of globalization shows that every changing era has its own core (driver).
The descriptions of Friedman, Ritzer, and Toffler show that the movement of change is
always triggered by technological developments that gave birth to the era of the industrial
revolution 4.0, which not only does not only open up interaction widely but also disrupts
various fields of human life.
Disruptive was originally a phenomenon that occurred in the economic world,
especially in the business sector. Clayton (Christensen, 1997), a Harvard Business Professor,
calls it innovative disruption in The Innovator's Dilemma (Christensen, 1997).Disruptive
itself is a condition when a business is required to continue to innovate following
developments, so that businesses are not only to meet current needs, but can anticipate future
needs.
In the current era, disruption does not only apply to the business world. The
phenomenon of disruption has a major impact on various fields. Disruption does not only
change the business, but the fundamentals of the business (Khasali, 2018). Starting from the
cost structure to the culture, and even the ideology of an industry.
The business paradigm has shifted from an emphasis on owning to sharing
(collaboration). A clear example can be seen in the shift of retail businesses (physical stores)
into e-commerce that offers convenience in shopping, plus the spread of online taxis then
threatens the existence of conventional taxi businesses.
The phenomenon of disruption does not only occur in the business world, but has
spread to other fields such as education, government, culture, politics, and law. In the
political field, for example, political movements to gather mass through mass concentration
have been replaced by social media-based movements. The government sector is now also
challenged to implement bureaucracy effectively and efficiently based on e-governance.
The cultural sector has also been disrupted. The massive development of social media
has reconstructed the cultural structure of society. Social relations are now more closely built
in cyberspace, so relationships in the real world become relative. Finally, the legal field is
now also disrupted. Legal regulations must also follow In summary, in disruptive there will
be disruptive regulation, disruptive culture, disruptive mindset, and disruptive marketing.
(Khasali, 2018)
The Role Of Social Humanities
Disruption has rapidly changed the world order. Change no longer takes thousands of
years, as described in Charles Darwin's theory of evolution (Darwin, 2004) in On the Origin
of Species. The change only takes a very short time. In this fast-paced situation, what changes
is not only the phenomenon, for example, offline to online, real world to cyberspace, print
media to social media, and so on. However, values, social order and culture are also
changing.
The shift in values is reflected in the rampant events that have recently occurred. The
most pronounced impact occurs in the environmental and social fields. Data from the
Ministry of Environment and Forestry (KLHK) between July 2016-June 2017 shows that
there was forest deforestation of 497,000 hectares or 64.3% of the total forests in Indonesia.
Although KLHK claims a decrease from 2014 of 73.6%, this number is still quite large,
whereas America, which is an industrial country, is able to maintain its forest deforestation of
no more than 200,000 hectares per year.The environmental problems also do not stop there,
Indonesia is even categorized as the fourth dirtiest country in the world, according to the
results of research by the International Earth Science Information Network in 2015.
The destruction of nature does not only occur due to waste generated from the
production process. Behind it, there is a shift in the human paradigm in viewing nature
(Prasetyo, 2018). In this case, Max Weber stated that since modernity proliferated, humans
have only used "instrumental reason", which then treats nature as something that can be used,
with results that can be directed (Tempo, 2010). As a result, the modern world and ecological
destruction are rapidly converging. Humans become detached from nature, and live in
another reality. This alienation makes the relationship between humans and nature only a
subject and object: humans (subject) who control nature (object).
In addition to environmental issues, the industrial revolution will also leave behind
issues related to the loss of social humanities values. The millennial generation, the
generation born around 1980-2000s, has shown symptoms of mental degradation.
Consumerist lifestyles, unlimited freedom, and the loss of ethical behavior on social media
are a series of examples of such degradation. Rhenald Kasali (Khasali, 2018) calls millennials
the strawberry generation, which is described as an attractive but fragile generation that lacks
a strong mentality and values.
The original spirit of technological advancement was to make human life easier. Since
the invention of machines and the start of the automation era, production has multiplied,
cutting down on time and costs. However, in the end, all this convenience has had a major
human impact, as it has significantly reduced the use of human labor. As a result, there has
been an increase in unemployment. It is precisely at this point that there is a need for a
development paradigm that not only improves human capabilities in the field of technology,
but also needs to improve the mentality of the people themselves.
In an effort to build character, the role of social humanities is needed. It is unfortunate
that on several occasions, the humanities are considered a second class science that does not
have a significant impact in the era of the industrial revolution 4.0. In fact, if traced further,
the development of science (science) that produces technological advances today originated
from rationality that was fostered by the humanities. The movement was reflected in the birth
of the modern era in the XVII century (Hardiman, 2004). At that time, the era of the rise of
the ratio had began, thus allowing humanity to think freely apart from shackling theological
doctrines.
In the 18th century there was a major change in the way people thought. This was marked by
the secularization of science so that there was a separation between body and soul which was
studied separately. The body was treated as material and explained as well as natural
phenomena. Natural science is separated from social science and humanities. Towards the
end of the 20th century, the progress of science and technology accelerated, resulting in the
technologicalization of life and livelihood (Jacob, 1988).
Technology is developing on its own and is becoming increasingly detached, leaving
religion and ethics, law, social sciences and humanities far behind. Therefore, there must be
an effort to integrate technology education with the humanities. Knowledge of nature and life
is incomplete without knowledge of why things happen, how they happen, how they develop,
and how they should be. Hard technology is not complete without soft technology (Jacob,
1988).
Conclusions
Research on Industrial Revolution 4.0 and the Challenges of Social Change has
shown that globalization is not only a phenomenon that impacts the technological field, but
has disrupted various other fields such as social, legal, and economic. The consequences of
this disruption have drastically changed the world order.
The problems that occur today cannot be solved in the same way as in the concept of
the past. The Industrial Revolution 4.0 cannot only be faced with technological development
without involving social dynamics in it.
In addition to preparing superior competitiveness, it is necessary to build public
awareness and maturity in responding to the development of the world today, especially in
the post truth era, when information flows rapidly without clarity of truth. It is necessary to
formulate a national policy strategy through awareness and maturity of thinking.
In facing the industrial revolution 4.0, the researcher argues that there are two ways to
go: First, preparing the implementation of education that links and matches between human
resources and the needs of the times in the era of the industrial revolution. Second, in addition
to preparing link and match education, the prepared human resources must also be equipped
with human values education taught by the social humanities.
When the exact sciences play a role in developing technology empirically, the
humanities still play a role in maintaining the quality of its people (software/users). If this
happens, then technological progress as a biological child of science can have a positive
impact on human civilization itself.
Globalization: Definition, History, And Development
Globalization is a world phenomenon whose definition is interpreted variously by
several world thinkers. There is no single definition of globalization. Moreover, attempts to
determine the definition are always fraught with problems, especially in the field of socio-
humanities (Kusumohamidjojo, 2009). In essence, globalization is a situation that refers to
the interconnection of economic and social systems. (Sandu, 2012)(Ritzer, 2010)
Until now there has been no historical review that precisely explains the periodization
of globalization. Globalization in some literature was triggered by the imperialist movement
by the West in Asia and Africa in the 15th century (Hopkin, 2002). In addition, globalization
also occurred when there was a large multinational company in 1897 that made world trade
possible.(Sandu, 2012).
Entering the 2000s, the term globalization (Fund, 2000) began to be widely used in
describing conditions in the modern era marked by free interaction between countries in
various fields, both social, economic culture, and of course technology. In this era,
interactions between countries are possible because of the ease of access caused by
technological advances.
(Friedman, 2006) notes that the history of globalization occurred in three periods:
Globalization 1.0, Globalization 2.0, and Globalization 3.0. Each periodization of
globalization always reveals the forces that make the world continuously change. The world
that is round and has a wide geography, in its development gradually becomes flat due to
several historical events, so that in the end it makes the earth flatter (The World Is Flat),
because there are no longer barriers that limit interactions.
Globalization 1.0. first took place from 1492, when Colombus set sail, opening trade
between the old world and the new world until around 1800. This process then made the
world shrink from large to medium size. The driving force in this era was determined by how
much muscle, how much horsepower, how much wind power, and how much steam power a
country had and how much creativity to utilize it. During this time, countries and
governments, usually fueled by religion, imperialism, or a combination of the two, broke
down walls and tried to encapsulate the world into one until global unification occurred.
Globalization 2.0 lasted from around 1800 to 2000 punctuated by the Great
Depression and World Wars I and II. This period shrank the world from medium size to small
size. In this era, the main actors of change or forces driving the process of global unification
were multinational corporations. These companies went global for markets and labor,
spearheaded by the Industrial Revolution and the expansion of capitalized companies from
the Netherlands and Britain. The forces driving this globalization were breakthroughs in
hardware, starting with steamships and trains, and later telephones and computers.
The process of globalization then reached its peak in Globalization 3.0. The difference
between this globalization and previous globalizations lies not only in the process of
shrinking and flattening the world, but also includes the driving force within it. The driving
force is the American and European individuals and businesses. Although in this case,
China's economy was the largest in the 18th century, it was the explorer countries and
Western companies that played a major role in globalization and the formation of its systems.
However, even this condition later shifted because the world was increasingly becoming flat
and was no longer driven by a country, but individuals. Globalization 3.0 then encourages
individuals to play and enter into it.
Friedman's view of the history of globalization shows that every era of globalization
always has an impact on changes in the system and social behavior of society. This is as
revealed by Alvin Toffler, (Toffler, 1980) in The Third Wave, which explains that the world's
progressivity develops in three waves: the agricultural era, the industrial era, and towards the
information era. In each era, the system and behavior of society change with the times.
The first wave of change was associated with the agricultural revolution, which
occurred around 8,000 years BC until around 1700. Before the agricultural revolution, the
social system of society was still in the form of small groups, often moving around. Moving
on, this group forages by hunting, fishing and foraging for food available in nature.
The second wave of change refers to the industrial revolution and takes place during
the development period from the 1700s to the present. In the United States, this wave peaked
in the mid-1950s but in many other parts of the world it is still ongoing. This period ended
the dominance of agricultural civilization and began the industrialization of society. The
technologies introduced during this wave were generally based on electromechanical
machines powered by non-renewable fossil fuels, causing widespread changes in the way
society was upgraded. Families became smaller, jobs shifted from farms to factories, and
education shifted from home education to organized education in the classroom.
This third wave of change is similar to the post-industrial age, a period that began
around the 19650s and continues to the present. This era is characterized by technological
advances that help speed up communication, calculation, and information dissemination. The
widespread availability of technologies such as computers, telecommunications, robots, and
biotechnics has also affected the social characteristics of society. Fundamental changes in
social behaviour can now be seen in the rise of alliances and organizations in cyberspace,
international mobility in terms of labour force and capital, and increased collaboration
between private and government.
Industrial Revolution 4.0 And Disruption
The history of globalization shows that every changing era has its own core (driver).
The descriptions of Friedman, Ritzer, and Toffler show that the movement of change is
always triggered by technological developments that gave birth to the era of the industrial
revolution 4.0, which not only does not only open up interaction widely but also disrupts
various fields of human life.
Disruptive was originally a phenomenon that occurred in the economic world,
especially in the business sector. Clayton (Christensen, 1997), a Harvard Business Professor,
calls it innovative disruption in The Innovator's Dilemma (Christensen, 1997).Disruptive
itself is a condition when a business is required to continue to innovate following
developments, so that businesses are not only to meet current needs, but can anticipate future
needs.
In the current era, disruption does not only apply to the business world. The
phenomenon of disruption has a major impact on various fields. Disruption does not only
change the business, but the fundamentals of the business (Khasali, 2018). Starting from the
cost structure to the culture, and even the ideology of an industry.
The business paradigm has shifted from an emphasis on owning to sharing
(collaboration). A clear example can be seen in the shift of retail businesses (physical stores)
into e-commerce that offers convenience in shopping, plus the spread of online taxis then
threatens the existence of conventional taxi businesses.
The phenomenon of disruption does not only occur in the business world, but has
spread to other fields such as education, government, culture, politics, and law. In the
political field, for example, political movements to gather mass through mass concentration
have been replaced by social media-based movements. The government sector is now also
challenged to implement bureaucracy effectively and efficiently based on e-governance.
The cultural sector has also been disrupted. The massive development of social media
has reconstructed the cultural structure of society. Social relations are now more closely built
in cyberspace, so relationships in the real world become relative. Finally, the legal field is
now also disrupted. Legal regulations must also follow In summary, in disruptive there will
be disruptive regulation, disruptive culture, disruptive mindset, and disruptive marketing.
(Khasali, 2018)
The Role Of Social Humanities
Disruption has rapidly changed the world order. Change no longer takes thousands of
years, as described in Charles Darwin's theory of evolution (Darwin, 2004) in On the Origin
of Species. The change only takes a very short time. In this fast-paced situation, what changes
is not only the phenomenon, for example, offline to online, real world to cyberspace, print
media to social media, and so on. However, values, social order and culture are also
changing.
The shift in values is reflected in the rampant events that have recently occurred. The
most pronounced impact occurs in the environmental and social fields. Data from the
Ministry of Environment and Forestry (KLHK) between July 2016-June 2017 shows that
there was forest deforestation of 497,000 hectares or 64.3% of the total forests in Indonesia.
Although KLHK claims a decrease from 2014 of 73.6%, this number is still quite large,
whereas America, which is an industrial country, is able to maintain its forest deforestation of
no more than 200,000 hectares per year.The environmental problems also do not stop there,
Indonesia is even categorized as the fourth dirtiest country in the world, according to the
results of research by the International Earth Science Information Network in 2015.
The destruction of nature does not only occur due to waste generated from the
production process. Behind it, there is a shift in the human paradigm in viewing nature
(Prasetyo, 2018). In this case, Max Weber stated that since modernity proliferated, humans
have only used "instrumental reason", which then treats nature as something that can be used,
with results that can be directed (Tempo, 2010). As a result, the modern world and ecological
destruction are rapidly converging. Humans become detached from nature, and live in
another reality. This alienation makes the relationship between humans and nature only a
subject and object: humans (subject) who control nature (object).
In addition to environmental issues, the industrial revolution will also leave behind
issues related to the loss of social humanities values. The millennial generation, the
generation born around 1980-2000s, has shown symptoms of mental degradation.
Consumerist lifestyles, unlimited freedom, and the loss of ethical behavior on social media
are a series of examples of such degradation. Rhenald Kasali (Khasali, 2018) calls millennials
the strawberry generation, which is described as an attractive but fragile generation that lacks
a strong mentality and values.
The original spirit of technological advancement was to make human life easier. Since
the invention of machines and the start of the automation era, production has multiplied,
cutting down on time and costs. However, in the end, all this convenience has had a major
human impact, as it has significantly reduced the use of human labor. As a result, there has
been an increase in unemployment. It is precisely at this point that there is a need for a
development paradigm that not only improves human capabilities in the field of technology,
but also needs to improve the mentality of the people themselves.
In an effort to build character, the role of social humanities is needed. It is unfortunate
that on several occasions, the humanities are considered a second class science that does not
have a significant impact in the era of the industrial revolution 4.0. In fact, if traced further,
the development of science (science) that produces technological advances today originated
from rationality that was fostered by the humanities. The movement was reflected in the birth
of the modern era in the XVII century (Hardiman, 2004). At that time, the era of the rise of
the ratio had began, thus allowing humanity to think freely apart from shackling theological
doctrines.
In the 18th century there was a major change in the way people thought. This was marked by
the secularization of science so that there was a separation between body and soul which was
studied separately. The body was treated as material and explained as well as natural
phenomena. Natural science is separated from social science and humanities. Towards the
end of the 20th century, the progress of science and technology accelerated, resulting in the
technologicalization of life and livelihood (Jacob, 1988).
Technology is developing on its own and is becoming increasingly detached, leaving
religion and ethics, law, social sciences and humanities far behind. Therefore, there must be
an effort to integrate technology education with the humanities. Knowledge of nature and life
is incomplete without knowledge of why things happen, how they happen, how they develop,
and how they should be. Hard technology is not complete without soft technology (Jacob,
1988).
Conclusions
Research on Industrial Revolution 4.0 and the Challenges of Social Change has
shown that globalization is not only a phenomenon that impacts the technological field, but
has disrupted various other fields such as social, legal, and economic. The consequences of
this disruption have drastically changed the world order.
The problems that occur today cannot be solved in the same way as in the concept of
the past. The Industrial Revolution 4.0 cannot only be faced with technological development
without involving social dynamics in it.
In addition to preparing superior competitiveness, it is necessary to build public
awareness and maturity in responding to the development of the world today, especially in
the post truth era, when information flows rapidly without clarity of truth. It is necessary to
formulate a national policy strategy through awareness and maturity of thinking.
In facing the industrial revolution 4.0, the researcher argues that there are two ways to
go: First, preparing the implementation of education that links and matches between human
resources and the needs of the times in the era of the industrial revolution. Second, in addition
to preparing link and match education, the prepared human resources must also be equipped
with human values education taught by the social humanities.
When the exact sciences play a role in developing technology empirically, the
humanities still play a role in maintaining the quality of its people (software/users). If this
happens, then technological progress as a biological child of science can have a positive
impact on human civilization itself.
Globalization: Definition, History, And Development
Globalization is a world phenomenon whose definition is interpreted variously by
several world thinkers. There is no single definition of globalization. Moreover, attempts to
determine the definition are always fraught with problems, especially in the field of socio-
humanities (Kusumohamidjojo, 2009). In essence, globalization is a situation that refers to
the interconnection of economic and social systems. (Sandu, 2012)(Ritzer, 2010)
Until now there has been no historical review that precisely explains the periodization
of globalization. Globalization in some literature was triggered by the imperialist movement
by the West in Asia and Africa in the 15th century (Hopkin, 2002). In addition, globalization
also occurred when there was a large multinational company in 1897 that made world trade
possible.(Sandu, 2012).
Entering the 2000s, the term globalization (Fund, 2000) began to be widely used in
describing conditions in the modern era marked by free interaction between countries in
various fields, both social, economic culture, and of course technology. In this era,
interactions between countries are possible because of the ease of access caused by
technological advances.
(Friedman, 2006) notes that the history of globalization occurred in three periods:
Globalization 1.0, Globalization 2.0, and Globalization 3.0. Each periodization of
globalization always reveals the forces that make the world continuously change. The world
that is round and has a wide geography, in its development gradually becomes flat due to
several historical events, so that in the end it makes the earth flatter (The World Is Flat),
because there are no longer barriers that limit interactions.
Globalization 1.0. first took place from 1492, when Colombus set sail, opening trade
between the old world and the new world until around 1800. This process then made the
world shrink from large to medium size. The driving force in this era was determined by how
much muscle, how much horsepower, how much wind power, and how much steam power a
country had and how much creativity to utilize it. During this time, countries and
governments, usually fueled by religion, imperialism, or a combination of the two, broke
down walls and tried to encapsulate the world into one until global unification occurred.
Globalization 2.0 lasted from around 1800 to 2000 punctuated by the Great
Depression and World Wars I and II. This period shrank the world from medium size to small
size. In this era, the main actors of change or forces driving the process of global unification
were multinational corporations. These companies went global for markets and labor,
spearheaded by the Industrial Revolution and the expansion of capitalized companies from
the Netherlands and Britain. The forces driving this globalization were breakthroughs in
hardware, starting with steamships and trains, and later telephones and computers.
The process of globalization then reached its peak in Globalization 3.0. The difference
between this globalization and previous globalizations lies not only in the process of
shrinking and flattening the world, but also includes the driving force within it. The driving
force is the American and European individuals and businesses. Although in this case,
China's economy was the largest in the 18th century, it was the explorer countries and
Western companies that played a major role in globalization and the formation of its systems.
However, even this condition later shifted because the world was increasingly becoming flat
and was no longer driven by a country, but individuals. Globalization 3.0 then encourages
individuals to play and enter into it.
Friedman's view of the history of globalization shows that every era of globalization
always has an impact on changes in the system and social behavior of society. This is as
revealed by Alvin Toffler, (Toffler, 1980) in The Third Wave, which explains that the world's
progressivity develops in three waves: the agricultural era, the industrial era, and towards the
information era. In each era, the system and behavior of society change with the times.
The first wave of change was associated with the agricultural revolution, which
occurred around 8,000 years BC until around 1700. Before the agricultural revolution, the
social system of society was still in the form of small groups, often moving around. Moving
on, this group forages by hunting, fishing and foraging for food available in nature.
The second wave of change refers to the industrial revolution and takes place during
the development period from the 1700s to the present. In the United States, this wave peaked
in the mid-1950s but in many other parts of the world it is still ongoing. This period ended
the dominance of agricultural civilization and began the industrialization of society. The
technologies introduced during this wave were generally based on electromechanical
machines powered by non-renewable fossil fuels, causing widespread changes in the way
society was upgraded. Families became smaller, jobs shifted from farms to factories, and
education shifted from home education to organized education in the classroom.
This third wave of change is similar to the post-industrial age, a period that began
around the 19650s and continues to the present. This era is characterized by technological
advances that help speed up communication, calculation, and information dissemination. The
widespread availability of technologies such as computers, telecommunications, robots, and
biotechnics has also affected the social characteristics of society. Fundamental changes in
social behaviour can now be seen in the rise of alliances and organizations in cyberspace,
international mobility in terms of labour force and capital, and increased collaboration
between private and government.
Industrial Revolution 4.0 And Disruption
The history of globalization shows that every changing era has its own core (driver).
The descriptions of Friedman, Ritzer, and Toffler show that the movement of change is
always triggered by technological developments that gave birth to the era of the industrial
revolution 4.0, which not only does not only open up interaction widely but also disrupts
various fields of human life.
Disruptive was originally a phenomenon that occurred in the economic world,
especially in the business sector. Clayton (Christensen, 1997), a Harvard Business Professor,
calls it innovative disruption in The Innovator's Dilemma (Christensen, 1997).Disruptive
itself is a condition when a business is required to continue to innovate following
developments, so that businesses are not only to meet current needs, but can anticipate future
needs.
In the current era, disruption does not only apply to the business world. The
phenomenon of disruption has a major impact on various fields. Disruption does not only
change the business, but the fundamentals of the business (Khasali, 2018). Starting from the
cost structure to the culture, and even the ideology of an industry.
The business paradigm has shifted from an emphasis on owning to sharing
(collaboration). A clear example can be seen in the shift of retail businesses (physical stores)
into e-commerce that offers convenience in shopping, plus the spread of online taxis then
threatens the existence of conventional taxi businesses.
The phenomenon of disruption does not only occur in the business world, but has
spread to other fields such as education, government, culture, politics, and law. In the
political field, for example, political movements to gather mass through mass concentration
have been replaced by social media-based movements. The government sector is now also
challenged to implement bureaucracy effectively and efficiently based on e-governance.
The cultural sector has also been disrupted. The massive development of social media
has reconstructed the cultural structure of society. Social relations are now more closely built
in cyberspace, so relationships in the real world become relative. Finally, the legal field is
now also disrupted. Legal regulations must also follow In summary, in disruptive there will
be disruptive regulation, disruptive culture, disruptive mindset, and disruptive marketing.
(Khasali, 2018)
The Role Of Social Humanities
Disruption has rapidly changed the world order. Change no longer takes thousands of
years, as described in Charles Darwin's theory of evolution (Darwin, 2004) in On the Origin
of Species. The change only takes a very short time. In this fast-paced situation, what changes
is not only the phenomenon, for example, offline to online, real world to cyberspace, print
media to social media, and so on. However, values, social order and culture are also
changing.
The shift in values is reflected in the rampant events that have recently occurred. The
most pronounced impact occurs in the environmental and social fields. Data from the
Ministry of Environment and Forestry (KLHK) between July 2016-June 2017 shows that
there was forest deforestation of 497,000 hectares or 64.3% of the total forests in Indonesia.
Although KLHK claims a decrease from 2014 of 73.6%, this number is still quite large,
whereas America, which is an industrial country, is able to maintain its forest deforestation of
no more than 200,000 hectares per year.The environmental problems also do not stop there,
Indonesia is even categorized as the fourth dirtiest country in the world, according to the
results of research by the International Earth Science Information Network in 2015.
The destruction of nature does not only occur due to waste generated from the
production process. Behind it, there is a shift in the human paradigm in viewing nature
(Prasetyo, 2018). In this case, Max Weber stated that since modernity proliferated, humans
have only used "instrumental reason", which then treats nature as something that can be used,
with results that can be directed (Tempo, 2010). As a result, the modern world and ecological
destruction are rapidly converging. Humans become detached from nature, and live in
another reality. This alienation makes the relationship between humans and nature only a
subject and object: humans (subject) who control nature (object).
In addition to environmental issues, the industrial revolution will also leave behind
issues related to the loss of social humanities values. The millennial generation, the
generation born around 1980-2000s, has shown symptoms of mental degradation.
Consumerist lifestyles, unlimited freedom, and the loss of ethical behavior on social media
are a series of examples of such degradation. Rhenald Kasali (Khasali, 2018) calls millennials
the strawberry generation, which is described as an attractive but fragile generation that lacks
a strong mentality and values.
The original spirit of technological advancement was to make human life easier. Since
the invention of machines and the start of the automation era, production has multiplied,
cutting down on time and costs. However, in the end, all this convenience has had a major
human impact, as it has significantly reduced the use of human labor. As a result, there has
been an increase in unemployment. It is precisely at this point that there is a need for a
development paradigm that not only improves human capabilities in the field of technology,
but also needs to improve the mentality of the people themselves.
In an effort to build character, the role of social humanities is needed. It is unfortunate
that on several occasions, the humanities are considered a second class science that does not
have a significant impact in the era of the industrial revolution 4.0. In fact, if traced further,
the development of science (science) that produces technological advances today originated
from rationality that was fostered by the humanities. The movement was reflected in the birth
of the modern era in the XVII century (Hardiman, 2004). At that time, the era of the rise of
the ratio had began, thus allowing humanity to think freely apart from shackling theological
doctrines.
In the 18th century there was a major change in the way people thought. This was marked by
the secularization of science so that there was a separation between body and soul which was
studied separately. The body was treated as material and explained as well as natural
phenomena. Natural science is separated from social science and humanities. Towards the
end of the 20th century, the progress of science and technology accelerated, resulting in the
technologicalization of life and livelihood (Jacob, 1988).
Technology is developing on its own and is becoming increasingly detached, leaving
religion and ethics, law, social sciences and humanities far behind. Therefore, there must be
an effort to integrate technology education with the humanities. Knowledge of nature and life
is incomplete without knowledge of why things happen, how they happen, how they develop,
and how they should be. Hard technology is not complete without soft technology (Jacob,
1988).
Conclusions
Research on Industrial Revolution 4.0 and the Challenges of Social Change has
shown that globalization is not only a phenomenon that impacts the technological field, but
has disrupted various other fields such as social, legal, and economic. The consequences of
this disruption have drastically changed the world order.
The problems that occur today cannot be solved in the same way as in the concept of
the past. The Industrial Revolution 4.0 cannot only be faced with technological development
without involving social dynamics in it.
In addition to preparing superior competitiveness, it is necessary to build public
awareness and maturity in responding to the development of the world today, especially in
the post truth era, when information flows rapidly without clarity of truth. It is necessary to
formulate a national policy strategy through awareness and maturity of thinking.
In facing the industrial revolution 4.0, the researcher argues that there are two ways to
go: First, preparing the implementation of education that links and matches between human
resources and the needs of the times in the era of the industrial revolution. Second, in addition
to preparing link and match education, the prepared human resources must also be equipped
with human values education taught by the social humanities.
When the exact sciences play a role in developing technology empirically, the
humanities still play a role in maintaining the quality of its people (software/users). If this
happens, then technological progress as a biological child of science can have a positive
impact on human civilization itself.
Globalization: Definition, History, And Development
Globalization is a world phenomenon whose definition is interpreted variously by
several world thinkers. There is no single definition of globalization. Moreover, attempts to
determine the definition are always fraught with problems, especially in the field of socio-
humanities (Kusumohamidjojo, 2009). In essence, globalization is a situation that refers to
the interconnection of economic and social systems. (Sandu, 2012)(Ritzer, 2010)
Until now there has been no historical review that precisely explains the periodization
of globalization. Globalization in some literature was triggered by the imperialist movement
by the West in Asia and Africa in the 15th century (Hopkin, 2002). In addition, globalization
also occurred when there was a large multinational company in 1897 that made world trade
possible.(Sandu, 2012).
Entering the 2000s, the term globalization (Fund, 2000) began to be widely used in
describing conditions in the modern era marked by free interaction between countries in
various fields, both social, economic culture, and of course technology. In this era,
interactions between countries are possible because of the ease of access caused by
technological advances.
(Friedman, 2006) notes that the history of globalization occurred in three periods:
Globalization 1.0, Globalization 2.0, and Globalization 3.0. Each periodization of
globalization always reveals the forces that make the world continuously change. The world
that is round and has a wide geography, in its development gradually becomes flat due to
several historical events, so that in the end it makes the earth flatter (The World Is Flat),
because there are no longer barriers that limit interactions.
Globalization 1.0. first took place from 1492, when Colombus set sail, opening trade
between the old world and the new world until around 1800. This process then made the
world shrink from large to medium size. The driving force in this era was determined by how
much muscle, how much horsepower, how much wind power, and how much steam power a
country had and how much creativity to utilize it. During this time, countries and
governments, usually fueled by religion, imperialism, or a combination of the two, broke
down walls and tried to encapsulate the world into one until global unification occurred.
Globalization 2.0 lasted from around 1800 to 2000 punctuated by the Great
Depression and World Wars I and II. This period shrank the world from medium size to small
size. In this era, the main actors of change or forces driving the process of global unification
were multinational corporations. These companies went global for markets and labor,
spearheaded by the Industrial Revolution and the expansion of capitalized companies from
the Netherlands and Britain. The forces driving this globalization were breakthroughs in
hardware, starting with steamships and trains, and later telephones and computers.
The process of globalization then reached its peak in Globalization 3.0. The difference
between this globalization and previous globalizations lies not only in the process of
shrinking and flattening the world, but also includes the driving force within it. The driving
force is the American and European individuals and businesses. Although in this case,
China's economy was the largest in the 18th century, it was the explorer countries and
Western companies that played a major role in globalization and the formation of its systems.
However, even this condition later shifted because the world was increasingly becoming flat
and was no longer driven by a country, but individuals. Globalization 3.0 then encourages
individuals to play and enter into it.
Friedman's view of the history of globalization shows that every era of globalization
always has an impact on changes in the system and social behavior of society. This is as
revealed by Alvin Toffler, (Toffler, 1980) in The Third Wave, which explains that the world's
progressivity develops in three waves: the agricultural era, the industrial era, and towards the
information era. In each era, the system and behavior of society change with the times.
The first wave of change was associated with the agricultural revolution, which
occurred around 8,000 years BC until around 1700. Before the agricultural revolution, the
social system of society was still in the form of small groups, often moving around. Moving
on, this group forages by hunting, fishing and foraging for food available in nature.
The second wave of change refers to the industrial revolution and takes place during
the development period from the 1700s to the present. In the United States, this wave peaked
in the mid-1950s but in many other parts of the world it is still ongoing. This period ended
the dominance of agricultural civilization and began the industrialization of society. The
technologies introduced during this wave were generally based on electromechanical
machines powered by non-renewable fossil fuels, causing widespread changes in the way
society was upgraded. Families became smaller, jobs shifted from farms to factories, and
education shifted from home education to organized education in the classroom.
This third wave of change is similar to the post-industrial age, a period that began
around the 19650s and continues to the present. This era is characterized by technological
advances that help speed up communication, calculation, and information dissemination. The
widespread availability of technologies such as computers, telecommunications, robots, and
biotechnics has also affected the social characteristics of society. Fundamental changes in
social behaviour can now be seen in the rise of alliances and organizations in cyberspace,
international mobility in terms of labour force and capital, and increased collaboration
between private and government.
Industrial Revolution 4.0 And Disruption
The history of globalization shows that every changing era has its own core (driver).
The descriptions of Friedman, Ritzer, and Toffler show that the movement of change is
always triggered by technological developments that gave birth to the era of the industrial
revolution 4.0, which not only does not only open up interaction widely but also disrupts
various fields of human life.
Disruptive was originally a phenomenon that occurred in the economic world,
especially in the business sector. Clayton (Christensen, 1997), a Harvard Business Professor,
calls it innovative disruption in The Innovator's Dilemma (Christensen, 1997).Disruptive
itself is a condition when a business is required to continue to innovate following
developments, so that businesses are not only to meet current needs, but can anticipate future
needs.
In the current era, disruption does not only apply to the business world. The
phenomenon of disruption has a major impact on various fields. Disruption does not only
change the business, but the fundamentals of the business (Khasali, 2018). Starting from the
cost structure to the culture, and even the ideology of an industry.
The business paradigm has shifted from an emphasis on owning to sharing
(collaboration). A clear example can be seen in the shift of retail businesses (physical stores)
into e-commerce that offers convenience in shopping, plus the spread of online taxis then
threatens the existence of conventional taxi businesses.
The phenomenon of disruption does not only occur in the business world, but has
spread to other fields such as education, government, culture, politics, and law. In the
political field, for example, political movements to gather mass through mass concentration
have been replaced by social media-based movements. The government sector is now also
challenged to implement bureaucracy effectively and efficiently based on e-governance.
The cultural sector has also been disrupted. The massive development of social media
has reconstructed the cultural structure of society. Social relations are now more closely built
in cyberspace, so relationships in the real world become relative. Finally, the legal field is
now also disrupted. Legal regulations must also follow In summary, in disruptive there will
be disruptive regulation, disruptive culture, disruptive mindset, and disruptive marketing.
(Khasali, 2018)
The Role Of Social Humanities
Disruption has rapidly changed the world order. Change no longer takes thousands of
years, as described in Charles Darwin's theory of evolution (Darwin, 2004) in On the Origin
of Species. The change only takes a very short time. In this fast-paced situation, what changes
is not only the phenomenon, for example, offline to online, real world to cyberspace, print
media to social media, and so on. However, values, social order and culture are also
changing.
The shift in values is reflected in the rampant events that have recently occurred. The
most pronounced impact occurs in the environmental and social fields. Data from the
Ministry of Environment and Forestry (KLHK) between July 2016-June 2017 shows that
there was forest deforestation of 497,000 hectares or 64.3% of the total forests in Indonesia.
Although KLHK claims a decrease from 2014 of 73.6%, this number is still quite large,
whereas America, which is an industrial country, is able to maintain its forest deforestation of
no more than 200,000 hectares per year.The environmental problems also do not stop there,
Indonesia is even categorized as the fourth dirtiest country in the world, according to the
results of research by the International Earth Science Information Network in 2015.
The destruction of nature does not only occur due to waste generated from the
production process. Behind it, there is a shift in the human paradigm in viewing nature
(Prasetyo, 2018). In this case, Max Weber stated that since modernity proliferated, humans
have only used "instrumental reason", which then treats nature as something that can be used,
with results that can be directed (Tempo, 2010). As a result, the modern world and ecological
destruction are rapidly converging. Humans become detached from nature, and live in
another reality. This alienation makes the relationship between humans and nature only a
subject and object: humans (subject) who control nature (object).
In addition to environmental issues, the industrial revolution will also leave behind
issues related to the loss of social humanities values. The millennial generation, the
generation born around 1980-2000s, has shown symptoms of mental degradation.
Consumerist lifestyles, unlimited freedom, and the loss of ethical behavior on social media
are a series of examples of such degradation. Rhenald Kasali (Khasali, 2018) calls millennials
the strawberry generation, which is described as an attractive but fragile generation that lacks
a strong mentality and values.
The original spirit of technological advancement was to make human life easier. Since
the invention of machines and the start of the automation era, production has multiplied,
cutting down on time and costs. However, in the end, all this convenience has had a major
human impact, as it has significantly reduced the use of human labor. As a result, there has
been an increase in unemployment. It is precisely at this point that there is a need for a
development paradigm that not only improves human capabilities in the field of technology,
but also needs to improve the mentality of the people themselves.
In an effort to build character, the role of social humanities is needed. It is unfortunate
that on several occasions, the humanities are considered a second class science that does not
have a significant impact in the era of the industrial revolution 4.0. In fact, if traced further,
the development of science (science) that produces technological advances today originated
from rationality that was fostered by the humanities. The movement was reflected in the birth
of the modern era in the XVII century (Hardiman, 2004). At that time, the era of the rise of
the ratio had began, thus allowing humanity to think freely apart from shackling theological
doctrines.
In the 18th century there was a major change in the way people thought. This was marked by
the secularization of science so that there was a separation between body and soul which was
studied separately. The body was treated as material and explained as well as natural
phenomena. Natural science is separated from social science and humanities. Towards the
end of the 20th century, the progress of science and technology accelerated, resulting in the
technologicalization of life and livelihood (Jacob, 1988).
Technology is developing on its own and is becoming increasingly detached, leaving
religion and ethics, law, social sciences and humanities far behind. Therefore, there must be
an effort to integrate technology education with the humanities. Knowledge of nature and life
is incomplete without knowledge of why things happen, how they happen, how they develop,
and how they should be. Hard technology is not complete without soft technology (Jacob,
1988).
Conclusions
Research on Industrial Revolution 4.0 and the Challenges of Social Change has
shown that globalization is not only a phenomenon that impacts the technological field, but
has disrupted various other fields such as social, legal, and economic. The consequences of
this disruption have drastically changed the world order.
The problems that occur today cannot be solved in the same way as in the concept of
the past. The Industrial Revolution 4.0 cannot only be faced with technological development
without involving social dynamics in it.
In addition to preparing superior competitiveness, it is necessary to build public
awareness and maturity in responding to the development of the world today, especially in
the post truth era, when information flows rapidly without clarity of truth. It is necessary to
formulate a national policy strategy through awareness and maturity of thinking.
In facing the industrial revolution 4.0, the researcher argues that there are two ways to
go: First, preparing the implementation of education that links and matches between human
resources and the needs of the times in the era of the industrial revolution. Second, in addition
to preparing link and match education, the prepared human resources must also be equipped
with human values education taught by the social humanities.
When the exact sciences play a role in developing technology empirically, the
humanities still play a role in maintaining the quality of its people (software/users). If this
happens, then technological progress as a biological child of science can have a positive
impact on human civilization itself.
Globalization: Definition, History, And Development
Globalization is a world phenomenon whose definition is interpreted variously by
several world thinkers. There is no single definition of globalization. Moreover, attempts to
determine the definition are always fraught with problems, especially in the field of socio-
humanities (Kusumohamidjojo, 2009). In essence, globalization is a situation that refers to
the interconnection of economic and social systems. (Sandu, 2012)(Ritzer, 2010)
Until now there has been no historical review that precisely explains the periodization
of globalization. Globalization in some literature was triggered by the imperialist movement
by the West in Asia and Africa in the 15th century (Hopkin, 2002). In addition, globalization
also occurred when there was a large multinational company in 1897 that made world trade
possible.(Sandu, 2012).
Entering the 2000s, the term globalization (Fund, 2000) began to be widely used in
describing conditions in the modern era marked by free interaction between countries in
various fields, both social, economic culture, and of course technology. In this era,
interactions between countries are possible because of the ease of access caused by
technological advances.
(Friedman, 2006) notes that the history of globalization occurred in three periods:
Globalization 1.0, Globalization 2.0, and Globalization 3.0. Each periodization of
globalization always reveals the forces that make the world continuously change. The world
that is round and has a wide geography, in its development gradually becomes flat due to
several historical events, so that in the end it makes the earth flatter (The World Is Flat),
because there are no longer barriers that limit interactions.
Globalization 1.0. first took place from 1492, when Colombus set sail, opening trade
between the old world and the new world until around 1800. This process then made the
world shrink from large to medium size. The driving force in this era was determined by how
much muscle, how much horsepower, how much wind power, and how much steam power a
country had and how much creativity to utilize it. During this time, countries and
governments, usually fueled by religion, imperialism, or a combination of the two, broke
down walls and tried to encapsulate the world into one until global unification occurred.
Globalization 2.0 lasted from around 1800 to 2000 punctuated by the Great
Depression and World Wars I and II. This period shrank the world from medium size to small
size. In this era, the main actors of change or forces driving the process of global unification
were multinational corporations. These companies went global for markets and labor,
spearheaded by the Industrial Revolution and the expansion of capitalized companies from
the Netherlands and Britain. The forces driving this globalization were breakthroughs in
hardware, starting with steamships and trains, and later telephones and computers.
The process of globalization then reached its peak in Globalization 3.0. The difference
between this globalization and previous globalizations lies not only in the process of
shrinking and flattening the world, but also includes the driving force within it. The driving
force is the American and European individuals and businesses. Although in this case,
China's economy was the largest in the 18th century, it was the explorer countries and
Western companies that played a major role in globalization and the formation of its systems.
However, even this condition later shifted because the world was increasingly becoming flat
and was no longer driven by a country, but individuals. Globalization 3.0 then encourages
individuals to play and enter into it.
Friedman's view of the history of globalization shows that every era of globalization
always has an impact on changes in the system and social behavior of society. This is as
revealed by Alvin Toffler, (Toffler, 1980) in The Third Wave, which explains that the world's
progressivity develops in three waves: the agricultural era, the industrial era, and towards the
information era. In each era, the system and behavior of society change with the times.
The first wave of change was associated with the agricultural revolution, which
occurred around 8,000 years BC until around 1700. Before the agricultural revolution, the
social system of society was still in the form of small groups, often moving around. Moving
on, this group forages by hunting, fishing and foraging for food available in nature.
The second wave of change refers to the industrial revolution and takes place during
the development period from the 1700s to the present. In the United States, this wave peaked
in the mid-1950s but in many other parts of the world it is still ongoing. This period ended
the dominance of agricultural civilization and began the industrialization of society. The
technologies introduced during this wave were generally based on electromechanical
machines powered by non-renewable fossil fuels, causing widespread changes in the way
society was upgraded. Families became smaller, jobs shifted from farms to factories, and
education shifted from home education to organized education in the classroom.
This third wave of change is similar to the post-industrial age, a period that began
around the 19650s and continues to the present. This era is characterized by technological
advances that help speed up communication, calculation, and information dissemination. The
widespread availability of technologies such as computers, telecommunications, robots, and
biotechnics has also affected the social characteristics of society. Fundamental changes in
social behaviour can now be seen in the rise of alliances and organizations in cyberspace,
international mobility in terms of labour force and capital, and increased collaboration
between private and government.
Industrial Revolution 4.0 And Disruption
The history of globalization shows that every changing era has its own core (driver).
The descriptions of Friedman, Ritzer, and Toffler show that the movement of change is
always triggered by technological developments that gave birth to the era of the industrial
revolution 4.0, which not only does not only open up interaction widely but also disrupts
various fields of human life.
Disruptive was originally a phenomenon that occurred in the economic world,
especially in the business sector. Clayton (Christensen, 1997), a Harvard Business Professor,
calls it innovative disruption in The Innovator's Dilemma (Christensen, 1997).Disruptive
itself is a condition when a business is required to continue to innovate following
developments, so that businesses are not only to meet current needs, but can anticipate future
needs.
In the current era, disruption does not only apply to the business world. The
phenomenon of disruption has a major impact on various fields. Disruption does not only
change the business, but the fundamentals of the business (Khasali, 2018). Starting from the
cost structure to the culture, and even the ideology of an industry.
The business paradigm has shifted from an emphasis on owning to sharing
(collaboration). A clear example can be seen in the shift of retail businesses (physical stores)
into e-commerce that offers convenience in shopping, plus the spread of online taxis then
threatens the existence of conventional taxi businesses.
The phenomenon of disruption does not only occur in the business world, but has
spread to other fields such as education, government, culture, politics, and law. In the
political field, for example, political movements to gather mass through mass concentration
have been replaced by social media-based movements. The government sector is now also
challenged to implement bureaucracy effectively and efficiently based on e-governance.
The cultural sector has also been disrupted. The massive development of social media
has reconstructed the cultural structure of society. Social relations are now more closely built
in cyberspace, so relationships in the real world become relative. Finally, the legal field is
now also disrupted. Legal regulations must also follow In summary, in disruptive there will
be disruptive regulation, disruptive culture, disruptive mindset, and disruptive marketing.
(Khasali, 2018)
The Role Of Social Humanities
Disruption has rapidly changed the world order. Change no longer takes thousands of
years, as described in Charles Darwin's theory of evolution (Darwin, 2004) in On the Origin
of Species. The change only takes a very short time. In this fast-paced situation, what changes
is not only the phenomenon, for example, offline to online, real world to cyberspace, print
media to social media, and so on. However, values, social order and culture are also
changing.
The shift in values is reflected in the rampant events that have recently occurred. The
most pronounced impact occurs in the environmental and social fields. Data from the
Ministry of Environment and Forestry (KLHK) between July 2016-June 2017 shows that
there was forest deforestation of 497,000 hectares or 64.3% of the total forests in Indonesia.
Although KLHK claims a decrease from 2014 of 73.6%, this number is still quite large,
whereas America, which is an industrial country, is able to maintain its forest deforestation of
no more than 200,000 hectares per year.The environmental problems also do not stop there,
Indonesia is even categorized as the fourth dirtiest country in the world, according to the
results of research by the International Earth Science Information Network in 2015.
The destruction of nature does not only occur due to waste generated from the
production process. Behind it, there is a shift in the human paradigm in viewing nature
(Prasetyo, 2018). In this case, Max Weber stated that since modernity proliferated, humans
have only used "instrumental reason", which then treats nature as something that can be used,
with results that can be directed (Tempo, 2010). As a result, the modern world and ecological
destruction are rapidly converging. Humans become detached from nature, and live in
another reality. This alienation makes the relationship between humans and nature only a
subject and object: humans (subject) who control nature (object).
In addition to environmental issues, the industrial revolution will also leave behind
issues related to the loss of social humanities values. The millennial generation, the
generation born around 1980-2000s, has shown symptoms of mental degradation.
Consumerist lifestyles, unlimited freedom, and the loss of ethical behavior on social media
are a series of examples of such degradation. Rhenald Kasali (Khasali, 2018) calls millennials
the strawberry generation, which is described as an attractive but fragile generation that lacks
a strong mentality and values.
The original spirit of technological advancement was to make human life easier. Since
the invention of machines and the start of the automation era, production has multiplied,
cutting down on time and costs. However, in the end, all this convenience has had a major
human impact, as it has significantly reduced the use of human labor. As a result, there has
been an increase in unemployment. It is precisely at this point that there is a need for a
development paradigm that not only improves human capabilities in the field of technology,
but also needs to improve the mentality of the people themselves.
In an effort to build character, the role of social humanities is needed. It is unfortunate
that on several occasions, the humanities are considered a second class science that does not
have a significant impact in the era of the industrial revolution 4.0. In fact, if traced further,
the development of science (science) that produces technological advances today originated
from rationality that was fostered by the humanities. The movement was reflected in the birth
of the modern era in the XVII century (Hardiman, 2004). At that time, the era of the rise of
the ratio had began, thus allowing humanity to think freely apart from shackling theological
doctrines.
In the 18th century there was a major change in the way people thought. This was marked by
the secularization of science so that there was a separation between body and soul which was
studied separately. The body was treated as material and explained as well as natural
phenomena. Natural science is separated from social science and humanities. Towards the
end of the 20th century, the progress of science and technology accelerated, resulting in the
technologicalization of life and livelihood (Jacob, 1988).
Technology is developing on its own and is becoming increasingly detached, leaving
religion and ethics, law, social sciences and humanities far behind. Therefore, there must be
an effort to integrate technology education with the humanities. Knowledge of nature and life
is incomplete without knowledge of why things happen, how they happen, how they develop,
and how they should be. Hard technology is not complete without soft technology (Jacob,
1988).
Conclusions
Research on Industrial Revolution 4.0 and the Challenges of Social Change has
shown that globalization is not only a phenomenon that impacts the technological field, but
has disrupted various other fields such as social, legal, and economic. The consequences of
this disruption have drastically changed the world order.
The problems that occur today cannot be solved in the same way as in the concept of
the past. The Industrial Revolution 4.0 cannot only be faced with technological development
without involving social dynamics in it.
In addition to preparing superior competitiveness, it is necessary to build public
awareness and maturity in responding to the development of the world today, especially in
the post truth era, when information flows rapidly without clarity of truth. It is necessary to
formulate a national policy strategy through awareness and maturity of thinking.
In facing the industrial revolution 4.0, the researcher argues that there are two ways to
go: First, preparing the implementation of education that links and matches between human
resources and the needs of the times in the era of the industrial revolution. Second, in addition
to preparing link and match education, the prepared human resources must also be equipped
with human values education taught by the social humanities.
When the exact sciences play a role in developing technology empirically, the
humanities still play a role in maintaining the quality of its people (software/users). If this
happens, then technological progress as a biological child of science can have a positive
impact on human civilization itself.
Globalization: Definition, History, And Development
Globalization is a world phenomenon whose definition is interpreted variously by
several world thinkers. There is no single definition of globalization. Moreover, attempts to
determine the definition are always fraught with problems, especially in the field of socio-
humanities (Kusumohamidjojo, 2009). In essence, globalization is a situation that refers to
the interconnection of economic and social systems. (Sandu, 2012)(Ritzer, 2010)
Until now there has been no historical review that precisely explains the periodization
of globalization. Globalization in some literature was triggered by the imperialist movement
by the West in Asia and Africa in the 15th century (Hopkin, 2002). In addition, globalization
also occurred when there was a large multinational company in 1897 that made world trade
possible.(Sandu, 2012).
Entering the 2000s, the term globalization (Fund, 2000) began to be widely used in
describing conditions in the modern era marked by free interaction between countries in
various fields, both social, economic culture, and of course technology. In this era,
interactions between countries are possible because of the ease of access caused by
technological advances.
(Friedman, 2006) notes that the history of globalization occurred in three periods:
Globalization 1.0, Globalization 2.0, and Globalization 3.0. Each periodization of
globalization always reveals the forces that make the world continuously change. The world
that is round and has a wide geography, in its development gradually becomes flat due to
several historical events, so that in the end it makes the earth flatter (The World Is Flat),
because there are no longer barriers that limit interactions.
Globalization 1.0. first took place from 1492, when Colombus set sail, opening trade
between the old world and the new world until around 1800. This process then made the
world shrink from large to medium size. The driving force in this era was determined by how
much muscle, how much horsepower, how much wind power, and how much steam power a
country had and how much creativity to utilize it. During this time, countries and
governments, usually fueled by religion, imperialism, or a combination of the two, broke
down walls and tried to encapsulate the world into one until global unification occurred.
Globalization 2.0 lasted from around 1800 to 2000 punctuated by the Great
Depression and World Wars I and II. This period shrank the world from medium size to small
size. In this era, the main actors of change or forces driving the process of global unification
were multinational corporations. These companies went global for markets and labor,
spearheaded by the Industrial Revolution and the expansion of capitalized companies from
the Netherlands and Britain. The forces driving this globalization were breakthroughs in
hardware, starting with steamships and trains, and later telephones and computers.
The process of globalization then reached its peak in Globalization 3.0. The difference
between this globalization and previous globalizations lies not only in the process of
shrinking and flattening the world, but also includes the driving force within it. The driving
force is the American and European individuals and businesses. Although in this case,
China's economy was the largest in the 18th century, it was the explorer countries and
Western companies that played a major role in globalization and the formation of its systems.
However, even this condition later shifted because the world was increasingly becoming flat
and was no longer driven by a country, but individuals. Globalization 3.0 then encourages
individuals to play and enter into it.
Friedman's view of the history of globalization shows that every era of globalization
always has an impact on changes in the system and social behavior of society. This is as
revealed by Alvin Toffler, (Toffler, 1980) in The Third Wave, which explains that the world's
progressivity develops in three waves: the agricultural era, the industrial era, and towards the
information era. In each era, the system and behavior of society change with the times.
The first wave of change was associated with the agricultural revolution, which
occurred around 8,000 years BC until around 1700. Before the agricultural revolution, the
social system of society was still in the form of small groups, often moving around. Moving
on, this group forages by hunting, fishing and foraging for food available in nature.
The second wave of change refers to the industrial revolution and takes place during
the development period from the 1700s to the present. In the United States, this wave peaked
in the mid-1950s but in many other parts of the world it is still ongoing. This period ended
the dominance of agricultural civilization and began the industrialization of society. The
technologies introduced during this wave were generally based on electromechanical
machines powered by non-renewable fossil fuels, causing widespread changes in the way
society was upgraded. Families became smaller, jobs shifted from farms to factories, and
education shifted from home education to organized education in the classroom.
This third wave of change is similar to the post-industrial age, a period that began
around the 19650s and continues to the present. This era is characterized by technological
advances that help speed up communication, calculation, and information dissemination. The
widespread availability of technologies such as computers, telecommunications, robots, and
biotechnics has also affected the social characteristics of society. Fundamental changes in
social behaviour can now be seen in the rise of alliances and organizations in cyberspace,
international mobility in terms of labour force and capital, and increased collaboration
between private and government.
Industrial Revolution 4.0 And Disruption
The history of globalization shows that every changing era has its own core (driver).
The descriptions of Friedman, Ritzer, and Toffler show that the movement of change is
always triggered by technological developments that gave birth to the era of the industrial
revolution 4.0, which not only does not only open up interaction widely but also disrupts
various fields of human life.
Disruptive was originally a phenomenon that occurred in the economic world,
especially in the business sector. Clayton (Christensen, 1997), a Harvard Business Professor,
calls it innovative disruption in The Innovator's Dilemma (Christensen, 1997).Disruptive
itself is a condition when a business is required to continue to innovate following
developments, so that businesses are not only to meet current needs, but can anticipate future
needs.
In the current era, disruption does not only apply to the business world. The
phenomenon of disruption has a major impact on various fields. Disruption does not only
change the business, but the fundamentals of the business (Khasali, 2018). Starting from the
cost structure to the culture, and even the ideology of an industry.
The business paradigm has shifted from an emphasis on owning to sharing
(collaboration). A clear example can be seen in the shift of retail businesses (physical stores)
into e-commerce that offers convenience in shopping, plus the spread of online taxis then
threatens the existence of conventional taxi businesses.
The phenomenon of disruption does not only occur in the business world, but has
spread to other fields such as education, government, culture, politics, and law. In the
political field, for example, political movements to gather mass through mass concentration
have been replaced by social media-based movements. The government sector is now also
challenged to implement bureaucracy effectively and efficiently based on e-governance.
The cultural sector has also been disrupted. The massive development of social media
has reconstructed the cultural structure of society. Social relations are now more closely built
in cyberspace, so relationships in the real world become relative. Finally, the legal field is
now also disrupted. Legal regulations must also follow In summary, in disruptive there will
be disruptive regulation, disruptive culture, disruptive mindset, and disruptive marketing.
(Khasali, 2018)
The Role Of Social Humanities
Disruption has rapidly changed the world order. Change no longer takes thousands of
years, as described in Charles Darwin's theory of evolution (Darwin, 2004) in On the Origin
of Species. The change only takes a very short time. In this fast-paced situation, what changes
is not only the phenomenon, for example, offline to online, real world to cyberspace, print
media to social media, and so on. However, values, social order and culture are also
changing.
The shift in values is reflected in the rampant events that have recently occurred. The
most pronounced impact occurs in the environmental and social fields. Data from the
Ministry of Environment and Forestry (KLHK) between July 2016-June 2017 shows that
there was forest deforestation of 497,000 hectares or 64.3% of the total forests in Indonesia.
Although KLHK claims a decrease from 2014 of 73.6%, this number is still quite large,
whereas America, which is an industrial country, is able to maintain its forest deforestation of
no more than 200,000 hectares per year.The environmental problems also do not stop there,
Indonesia is even categorized as the fourth dirtiest country in the world, according to the
results of research by the International Earth Science Information Network in 2015.
The destruction of nature does not only occur due to waste generated from the
production process. Behind it, there is a shift in the human paradigm in viewing nature
(Prasetyo, 2018). In this case, Max Weber stated that since modernity proliferated, humans
have only used "instrumental reason", which then treats nature as something that can be used,
with results that can be directed (Tempo, 2010). As a result, the modern world and ecological
destruction are rapidly converging. Humans become detached from nature, and live in
another reality. This alienation makes the relationship between humans and nature only a
subject and object: humans (subject) who control nature (object).
In addition to environmental issues, the industrial revolution will also leave behind
issues related to the loss of social humanities values. The millennial generation, the
generation born around 1980-2000s, has shown symptoms of mental degradation.
Consumerist lifestyles, unlimited freedom, and the loss of ethical behavior on social media
are a series of examples of such degradation. Rhenald Kasali (Khasali, 2018) calls millennials
the strawberry generation, which is described as an attractive but fragile generation that lacks
a strong mentality and values.
The original spirit of technological advancement was to make human life easier. Since
the invention of machines and the start of the automation era, production has multiplied,
cutting down on time and costs. However, in the end, all this convenience has had a major
human impact, as it has significantly reduced the use of human labor. As a result, there has
been an increase in unemployment. It is precisely at this point that there is a need for a
development paradigm that not only improves human capabilities in the field of technology,
but also needs to improve the mentality of the people themselves.
In an effort to build character, the role of social humanities is needed. It is unfortunate
that on several occasions, the humanities are considered a second class science that does not
have a significant impact in the era of the industrial revolution 4.0. In fact, if traced further,
the development of science (science) that produces technological advances today originated
from rationality that was fostered by the humanities. The movement was reflected in the birth
of the modern era in the XVII century (Hardiman, 2004). At that time, the era of the rise of
the ratio had began, thus allowing humanity to think freely apart from shackling theological
doctrines.
In the 18th century there was a major change in the way people thought. This was marked by
the secularization of science so that there was a separation between body and soul which was
studied separately. The body was treated as material and explained as well as natural
phenomena. Natural science is separated from social science and humanities. Towards the
end of the 20th century, the progress of science and technology accelerated, resulting in the
technologicalization of life and livelihood (Jacob, 1988).
Technology is developing on its own and is becoming increasingly detached, leaving
religion and ethics, law, social sciences and humanities far behind. Therefore, there must be
an effort to integrate technology education with the humanities. Knowledge of nature and life
is incomplete without knowledge of why things happen, how they happen, how they develop,
and how they should be. Hard technology is not complete without soft technology (Jacob,
1988).
Conclusions
Research on Industrial Revolution 4.0 and the Challenges of Social Change has
shown that globalization is not only a phenomenon that impacts the technological field, but
has disrupted various other fields such as social, legal, and economic. The consequences of
this disruption have drastically changed the world order.
The problems that occur today cannot be solved in the same way as in the concept of
the past. The Industrial Revolution 4.0 cannot only be faced with technological development
without involving social dynamics in it.
In addition to preparing superior competitiveness, it is necessary to build public
awareness and maturity in responding to the development of the world today, especially in
the post truth era, when information flows rapidly without clarity of truth. It is necessary to
formulate a national policy strategy through awareness and maturity of thinking.
In facing the industrial revolution 4.0, the researcher argues that there are two ways to
go: First, preparing the implementation of education that links and matches between human
resources and the needs of the times in the era of the industrial revolution. Second, in addition
to preparing link and match education, the prepared human resources must also be equipped
with human values education taught by the social humanities.
When the exact sciences play a role in developing technology empirically, the
humanities still play a role in maintaining the quality of its people (software/users). If this
happens, then technological progress as a biological child of science can have a positive
impact on human civilization itself.
Globalization: Definition, History, And Development
Globalization is a world phenomenon whose definition is interpreted variously by
several world thinkers. There is no single definition of globalization. Moreover, attempts to
determine the definition are always fraught with problems, especially in the field of socio-
humanities (Kusumohamidjojo, 2009). In essence, globalization is a situation that refers to
the interconnection of economic and social systems. (Sandu, 2012)(Ritzer, 2010)
Until now there has been no historical review that precisely explains the periodization
of globalization. Globalization in some literature was triggered by the imperialist movement
by the West in Asia and Africa in the 15th century (Hopkin, 2002). In addition, globalization
also occurred when there was a large multinational company in 1897 that made world trade
possible.(Sandu, 2012).
Entering the 2000s, the term globalization (Fund, 2000) began to be widely used in
describing conditions in the modern era marked by free interaction between countries in
various fields, both social, economic culture, and of course technology. In this era,
interactions between countries are possible because of the ease of access caused by
technological advances.
(Friedman, 2006) notes that the history of globalization occurred in three periods:
Globalization 1.0, Globalization 2.0, and Globalization 3.0. Each periodization of
globalization always reveals the forces that make the world continuously change. The world
that is round and has a wide geography, in its development gradually becomes flat due to
several historical events, so that in the end it makes the earth flatter (The World Is Flat),
because there are no longer barriers that limit interactions.
Globalization 1.0. first took place from 1492, when Colombus set sail, opening trade
between the old world and the new world until around 1800. This process then made the
world shrink from large to medium size. The driving force in this era was determined by how
much muscle, how much horsepower, how much wind power, and how much steam power a
country had and how much creativity to utilize it. During this time, countries and
governments, usually fueled by religion, imperialism, or a combination of the two, broke
down walls and tried to encapsulate the world into one until global unification occurred.
Globalization 2.0 lasted from around 1800 to 2000 punctuated by the Great
Depression and World Wars I and II. This period shrank the world from medium size to small
size. In this era, the main actors of change or forces driving the process of global unification
were multinational corporations. These companies went global for markets and labor,
spearheaded by the Industrial Revolution and the expansion of capitalized companies from
the Netherlands and Britain. The forces driving this globalization were breakthroughs in
hardware, starting with steamships and trains, and later telephones and computers.
The process of globalization then reached its peak in Globalization 3.0. The difference
between this globalization and previous globalizations lies not only in the process of
shrinking and flattening the world, but also includes the driving force within it. The driving
force is the American and European individuals and businesses. Although in this case,
China's economy was the largest in the 18th century, it was the explorer countries and
Western companies that played a major role in globalization and the formation of its systems.
However, even this condition later shifted because the world was increasingly becoming flat
and was no longer driven by a country, but individuals. Globalization 3.0 then encourages
individuals to play and enter into it.
Friedman's view of the history of globalization shows that every era of globalization
always has an impact on changes in the system and social behavior of society. This is as
revealed by Alvin Toffler, (Toffler, 1980) in The Third Wave, which explains that the world's
progressivity develops in three waves: the agricultural era, the industrial era, and towards the
information era. In each era, the system and behavior of society change with the times.
The first wave of change was associated with the agricultural revolution, which
occurred around 8,000 years BC until around 1700. Before the agricultural revolution, the
social system of society was still in the form of small groups, often moving around. Moving
on, this group forages by hunting, fishing and foraging for food available in nature.
The second wave of change refers to the industrial revolution and takes place during
the development period from the 1700s to the present. In the United States, this wave peaked
in the mid-1950s but in many other parts of the world it is still ongoing. This period ended
the dominance of agricultural civilization and began the industrialization of society. The
technologies introduced during this wave were generally based on electromechanical
machines powered by non-renewable fossil fuels, causing widespread changes in the way
society was upgraded. Families became smaller, jobs shifted from farms to factories, and
education shifted from home education to organized education in the classroom.
This third wave of change is similar to the post-industrial age, a period that began
around the 19650s and continues to the present. This era is characterized by technological
advances that help speed up communication, calculation, and information dissemination. The
widespread availability of technologies such as computers, telecommunications, robots, and
biotechnics has also affected the social characteristics of society. Fundamental changes in
social behaviour can now be seen in the rise of alliances and organizations in cyberspace,
international mobility in terms of labour force and capital, and increased collaboration
between private and government.
Industrial Revolution 4.0 And Disruption
The history of globalization shows that every changing era has its own core (driver).
The descriptions of Friedman, Ritzer, and Toffler show that the movement of change is
always triggered by technological developments that gave birth to the era of the industrial
revolution 4.0, which not only does not only open up interaction widely but also disrupts
various fields of human life.
Disruptive was originally a phenomenon that occurred in the economic world,
especially in the business sector. Clayton (Christensen, 1997), a Harvard Business Professor,
calls it innovative disruption in The Innovator's Dilemma (Christensen, 1997).Disruptive
itself is a condition when a business is required to continue to innovate following
developments, so that businesses are not only to meet current needs, but can anticipate future
needs.
In the current era, disruption does not only apply to the business world. The
phenomenon of disruption has a major impact on various fields. Disruption does not only
change the business, but the fundamentals of the business (Khasali, 2018). Starting from the
cost structure to the culture, and even the ideology of an industry.
The business paradigm has shifted from an emphasis on owning to sharing
(collaboration). A clear example can be seen in the shift of retail businesses (physical stores)
into e-commerce that offers convenience in shopping, plus the spread of online taxis then
threatens the existence of conventional taxi businesses.
The phenomenon of disruption does not only occur in the business world, but has
spread to other fields such as education, government, culture, politics, and law. In the
political field, for example, political movements to gather mass through mass concentration
have been replaced by social media-based movements. The government sector is now also
challenged to implement bureaucracy effectively and efficiently based on e-governance.
The cultural sector has also been disrupted. The massive development of social media
has reconstructed the cultural structure of society. Social relations are now more closely built
in cyberspace, so relationships in the real world become relative. Finally, the legal field is
now also disrupted. Legal regulations must also follow In summary, in disruptive there will
be disruptive regulation, disruptive culture, disruptive mindset, and disruptive marketing.
(Khasali, 2018)
The Role Of Social Humanities
Disruption has rapidly changed the world order. Change no longer takes thousands of
years, as described in Charles Darwin's theory of evolution (Darwin, 2004) in On the Origin
of Species. The change only takes a very short time. In this fast-paced situation, what changes
is not only the phenomenon, for example, offline to online, real world to cyberspace, print
media to social media, and so on. However, values, social order and culture are also
changing.
The shift in values is reflected in the rampant events that have recently occurred. The
most pronounced impact occurs in the environmental and social fields. Data from the
Ministry of Environment and Forestry (KLHK) between July 2016-June 2017 shows that
there was forest deforestation of 497,000 hectares or 64.3% of the total forests in Indonesia.
Although KLHK claims a decrease from 2014 of 73.6%, this number is still quite large,
whereas America, which is an industrial country, is able to maintain its forest deforestation of
no more than 200,000 hectares per year.The environmental problems also do not stop there,
Indonesia is even categorized as the fourth dirtiest country in the world, according to the
results of research by the International Earth Science Information Network in 2015.
The destruction of nature does not only occur due to waste generated from the
production process. Behind it, there is a shift in the human paradigm in viewing nature
(Prasetyo, 2018). In this case, Max Weber stated that since modernity proliferated, humans
have only used "instrumental reason", which then treats nature as something that can be used,
with results that can be directed (Tempo, 2010). As a result, the modern world and ecological
destruction are rapidly converging. Humans become detached from nature, and live in
another reality. This alienation makes the relationship between humans and nature only a
subject and object: humans (subject) who control nature (object).
In addition to environmental issues, the industrial revolution will also leave behind
issues related to the loss of social humanities values. The millennial generation, the
generation born around 1980-2000s, has shown symptoms of mental degradation.
Consumerist lifestyles, unlimited freedom, and the loss of ethical behavior on social media
are a series of examples of such degradation. Rhenald Kasali (Khasali, 2018) calls millennials
the strawberry generation, which is described as an attractive but fragile generation that lacks
a strong mentality and values.
The original spirit of technological advancement was to make human life easier. Since
the invention of machines and the start of the automation era, production has multiplied,
cutting down on time and costs. However, in the end, all this convenience has had a major
human impact, as it has significantly reduced the use of human labor. As a result, there has
been an increase in unemployment. It is precisely at this point that there is a need for a
development paradigm that not only improves human capabilities in the field of technology,
but also needs to improve the mentality of the people themselves.
In an effort to build character, the role of social humanities is needed. It is unfortunate
that on several occasions, the humanities are considered a second class science that does not
have a significant impact in the era of the industrial revolution 4.0. In fact, if traced further,
the development of science (science) that produces technological advances today originated
from rationality that was fostered by the humanities. The movement was reflected in the birth
of the modern era in the XVII century (Hardiman, 2004). At that time, the era of the rise of
the ratio had began, thus allowing humanity to think freely apart from shackling theological
doctrines.
In the 18th century there was a major change in the way people thought. This was marked by
the secularization of science so that there was a separation between body and soul which was
studied separately. The body was treated as material and explained as well as natural
phenomena. Natural science is separated from social science and humanities. Towards the
end of the 20th century, the progress of science and technology accelerated, resulting in the
technologicalization of life and livelihood (Jacob, 1988).
Technology is developing on its own and is becoming increasingly detached, leaving
religion and ethics, law, social sciences and humanities far behind. Therefore, there must be
an effort to integrate technology education with the humanities. Knowledge of nature and life
is incomplete without knowledge of why things happen, how they happen, how they develop,
and how they should be. Hard technology is not complete without soft technology (Jacob,
1988).
Conclusions
Research on Industrial Revolution 4.0 and the Challenges of Social Change has
shown that globalization is not only a phenomenon that impacts the technological field, but
has disrupted various other fields such as social, legal, and economic. The consequences of
this disruption have drastically changed the world order.
The problems that occur today cannot be solved in the same way as in the concept of
the past. The Industrial Revolution 4.0 cannot only be faced with technological development
without involving social dynamics in it.
In addition to preparing superior competitiveness, it is necessary to build public
awareness and maturity in responding to the development of the world today, especially in
the post truth era, when information flows rapidly without clarity of truth. It is necessary to
formulate a national policy strategy through awareness and maturity of thinking.
In facing the industrial revolution 4.0, the researcher argues that there are two ways to
go: First, preparing the implementation of education that links and matches between human
resources and the needs of the times in the era of the industrial revolution. Second, in addition
to preparing link and match education, the prepared human resources must also be equipped
with human values education taught by the social humanities.
When the exact sciences play a role in developing technology empirically, the
humanities still play a role in maintaining the quality of its people (software/users). If this
happens, then technological progress as a biological child of science can have a positive
impact on human civilization itself.
Globalization: Definition, History, And Development
Globalization is a world phenomenon whose definition is interpreted variously by
several world thinkers. There is no single definition of globalization. Moreover, attempts to
determine the definition are always fraught with problems, especially in the field of socio-
humanities (Kusumohamidjojo, 2009). In essence, globalization is a situation that refers to
the interconnection of economic and social systems. (Sandu, 2012)(Ritzer, 2010)
Until now there has been no historical review that precisely explains the periodization
of globalization. Globalization in some literature was triggered by the imperialist movement
by the West in Asia and Africa in the 15th century (Hopkin, 2002). In addition, globalization
also occurred when there was a large multinational company in 1897 that made world trade
possible.(Sandu, 2012).
Entering the 2000s, the term globalization (Fund, 2000) began to be widely used in
describing conditions in the modern era marked by free interaction between countries in
various fields, both social, economic culture, and of course technology. In this era,
interactions between countries are possible because of the ease of access caused by
technological advances.
(Friedman, 2006) notes that the history of globalization occurred in three periods:
Globalization 1.0, Globalization 2.0, and Globalization 3.0. Each periodization of
globalization always reveals the forces that make the world continuously change. The world
that is round and has a wide geography, in its development gradually becomes flat due to
several historical events, so that in the end it makes the earth flatter (The World Is Flat),
because there are no longer barriers that limit interactions.
Globalization 1.0. first took place from 1492, when Colombus set sail, opening trade
between the old world and the new world until around 1800. This process then made the
world shrink from large to medium size. The driving force in this era was determined by how
much muscle, how much horsepower, how much wind power, and how much steam power a
country had and how much creativity to utilize it. During this time, countries and
governments, usually fueled by religion, imperialism, or a combination of the two, broke
down walls and tried to encapsulate the world into one until global unification occurred.
Globalization 2.0 lasted from around 1800 to 2000 punctuated by the Great
Depression and World Wars I and II. This period shrank the world from medium size to small
size. In this era, the main actors of change or forces driving the process of global unification
were multinational corporations. These companies went global for markets and labor,
spearheaded by the Industrial Revolution and the expansion of capitalized companies from
the Netherlands and Britain. The forces driving this globalization were breakthroughs in
hardware, starting with steamships and trains, and later telephones and computers.
The process of globalization then reached its peak in Globalization 3.0. The difference
between this globalization and previous globalizations lies not only in the process of
shrinking and flattening the world, but also includes the driving force within it. The driving
force is the American and European individuals and businesses. Although in this case,
China's economy was the largest in the 18th century, it was the explorer countries and
Western companies that played a major role in globalization and the formation of its systems.
However, even this condition later shifted because the world was increasingly becoming flat
and was no longer driven by a country, but individuals. Globalization 3.0 then encourages
individuals to play and enter into it.
Friedman's view of the history of globalization shows that every era of globalization
always has an impact on changes in the system and social behavior of society. This is as
revealed by Alvin Toffler, (Toffler, 1980) in The Third Wave, which explains that the world's
progressivity develops in three waves: the agricultural era, the industrial era, and towards the
information era. In each era, the system and behavior of society change with the times.
The first wave of change was associated with the agricultural revolution, which
occurred around 8,000 years BC until around 1700. Before the agricultural revolution, the
social system of society was still in the form of small groups, often moving around. Moving
on, this group forages by hunting, fishing and foraging for food available in nature.
The second wave of change refers to the industrial revolution and takes place during
the development period from the 1700s to the present. In the United States, this wave peaked
in the mid-1950s but in many other parts of the world it is still ongoing. This period ended
the dominance of agricultural civilization and began the industrialization of society. The
technologies introduced during this wave were generally based on electromechanical
machines powered by non-renewable fossil fuels, causing widespread changes in the way
society was upgraded. Families became smaller, jobs shifted from farms to factories, and
education shifted from home education to organized education in the classroom.
This third wave of change is similar to the post-industrial age, a period that began
around the 19650s and continues to the present. This era is characterized by technological
advances that help speed up communication, calculation, and information dissemination. The
widespread availability of technologies such as computers, telecommunications, robots, and
biotechnics has also affected the social characteristics of society. Fundamental changes in
social behaviour can now be seen in the rise of alliances and organizations in cyberspace,
international mobility in terms of labour force and capital, and increased collaboration
between private and government.
Industrial Revolution 4.0 And Disruption
The history of globalization shows that every changing era has its own core (driver).
The descriptions of Friedman, Ritzer, and Toffler show that the movement of change is
always triggered by technological developments that gave birth to the era of the industrial
revolution 4.0, which not only does not only open up interaction widely but also disrupts
various fields of human life.
Disruptive was originally a phenomenon that occurred in the economic world,
especially in the business sector. Clayton (Christensen, 1997), a Harvard Business Professor,
calls it innovative disruption in The Innovator's Dilemma (Christensen, 1997).Disruptive
itself is a condition when a business is required to continue to innovate following
developments, so that businesses are not only to meet current needs, but can anticipate future
needs.
In the current era, disruption does not only apply to the business world. The
phenomenon of disruption has a major impact on various fields. Disruption does not only
change the business, but the fundamentals of the business (Khasali, 2018). Starting from the
cost structure to the culture, and even the ideology of an industry.
The business paradigm has shifted from an emphasis on owning to sharing
(collaboration). A clear example can be seen in the shift of retail businesses (physical stores)
into e-commerce that offers convenience in shopping, plus the spread of online taxis then
threatens the existence of conventional taxi businesses.
The phenomenon of disruption does not only occur in the business world, but has
spread to other fields such as education, government, culture, politics, and law. In the
political field, for example, political movements to gather mass through mass concentration
have been replaced by social media-based movements. The government sector is now also
challenged to implement bureaucracy effectively and efficiently based on e-governance.
The cultural sector has also been disrupted. The massive development of social media
has reconstructed the cultural structure of society. Social relations are now more closely built
in cyberspace, so relationships in the real world become relative. Finally, the legal field is
now also disrupted. Legal regulations must also follow In summary, in disruptive there will
be disruptive regulation, disruptive culture, disruptive mindset, and disruptive marketing.
(Khasali, 2018)
The Role Of Social Humanities
Disruption has rapidly changed the world order. Change no longer takes thousands of
years, as described in Charles Darwin's theory of evolution (Darwin, 2004) in On the Origin
of Species. The change only takes a very short time. In this fast-paced situation, what changes
is not only the phenomenon, for example, offline to online, real world to cyberspace, print
media to social media, and so on. However, values, social order and culture are also
changing.
The shift in values is reflected in the rampant events that have recently occurred. The
most pronounced impact occurs in the environmental and social fields. Data from the
Ministry of Environment and Forestry (KLHK) between July 2016-June 2017 shows that
there was forest deforestation of 497,000 hectares or 64.3% of the total forests in Indonesia.
Although KLHK claims a decrease from 2014 of 73.6%, this number is still quite large,
whereas America, which is an industrial country, is able to maintain its forest deforestation of
no more than 200,000 hectares per year.The environmental problems also do not stop there,
Indonesia is even categorized as the fourth dirtiest country in the world, according to the
results of research by the International Earth Science Information Network in 2015.
The destruction of nature does not only occur due to waste generated from the
production process. Behind it, there is a shift in the human paradigm in viewing nature
(Prasetyo, 2018). In this case, Max Weber stated that since modernity proliferated, humans
have only used "instrumental reason", which then treats nature as something that can be used,
with results that can be directed (Tempo, 2010). As a result, the modern world and ecological
destruction are rapidly converging. Humans become detached from nature, and live in
another reality. This alienation makes the relationship between humans and nature only a
subject and object: humans (subject) who control nature (object).
In addition to environmental issues, the industrial revolution will also leave behind
issues related to the loss of social humanities values. The millennial generation, the
generation born around 1980-2000s, has shown symptoms of mental degradation.
Consumerist lifestyles, unlimited freedom, and the loss of ethical behavior on social media
are a series of examples of such degradation. Rhenald Kasali (Khasali, 2018) calls millennials
the strawberry generation, which is described as an attractive but fragile generation that lacks
a strong mentality and values.
The original spirit of technological advancement was to make human life easier. Since
the invention of machines and the start of the automation era, production has multiplied,
cutting down on time and costs. However, in the end, all this convenience has had a major
human impact, as it has significantly reduced the use of human labor. As a result, there has
been an increase in unemployment. It is precisely at this point that there is a need for a
development paradigm that not only improves human capabilities in the field of technology,
but also needs to improve the mentality of the people themselves.
In an effort to build character, the role of social humanities is needed. It is unfortunate
that on several occasions, the humanities are considered a second class science that does not
have a significant impact in the era of the industrial revolution 4.0. In fact, if traced further,
the development of science (science) that produces technological advances today originated
from rationality that was fostered by the humanities. The movement was reflected in the birth
of the modern era in the XVII century (Hardiman, 2004). At that time, the era of the rise of
the ratio had began, thus allowing humanity to think freely apart from shackling theological
doctrines.
In the 18th century there was a major change in the way people thought. This was marked by
the secularization of science so that there was a separation between body and soul which was
studied separately. The body was treated as material and explained as well as natural
phenomena. Natural science is separated from social science and humanities. Towards the
end of the 20th century, the progress of science and technology accelerated, resulting in the
technologicalization of life and livelihood (Jacob, 1988).
Technology is developing on its own and is becoming increasingly detached, leaving
religion and ethics, law, social sciences and humanities far behind. Therefore, there must be
an effort to integrate technology education with the humanities. Knowledge of nature and life
is incomplete without knowledge of why things happen, how they happen, how they develop,
and how they should be. Hard technology is not complete without soft technology (Jacob,
1988).
Conclusions
Research on Industrial Revolution 4.0 and the Challenges of Social Change has
shown that globalization is not only a phenomenon that impacts the technological field, but
has disrupted various other fields such as social, legal, and economic. The consequences of
this disruption have drastically changed the world order.
The problems that occur today cannot be solved in the same way as in the concept of
the past. The Industrial Revolution 4.0 cannot only be faced with technological development
without involving social dynamics in it.
In addition to preparing superior competitiveness, it is necessary to build public
awareness and maturity in responding to the development of the world today, especially in
the post truth era, when information flows rapidly without clarity of truth. It is necessary to
formulate a national policy strategy through awareness and maturity of thinking.
In facing the industrial revolution 4.0, the researcher argues that there are two ways to
go: First, preparing the implementation of education that links and matches between human
resources and the needs of the times in the era of the industrial revolution. Second, in addition
to preparing link and match education, the prepared human resources must also be equipped
with human values education taught by the social humanities.
When the exact sciences play a role in developing technology empirically, the
humanities still play a role in maintaining the quality of its people (software/users). If this
happens, then technological progress as a biological child of science can have a positive
impact on human civilization itself.
Globalization: Definition, History, And Development
Globalization is a world phenomenon whose definition is interpreted variously by
several world thinkers. There is no single definition of globalization. Moreover, attempts to
determine the definition are always fraught with problems, especially in the field of socio-
humanities (Kusumohamidjojo, 2009). In essence, globalization is a situation that refers to
the interconnection of economic and social systems. (Sandu, 2012)(Ritzer, 2010)
Until now there has been no historical review that precisely explains the periodization
of globalization. Globalization in some literature was triggered by the imperialist movement
by the West in Asia and Africa in the 15th century (Hopkin, 2002). In addition, globalization
also occurred when there was a large multinational company in 1897 that made world trade
possible.(Sandu, 2012).
Entering the 2000s, the term globalization (Fund, 2000) began to be widely used in
describing conditions in the modern era marked by free interaction between countries in
various fields, both social, economic culture, and of course technology. In this era,
interactions between countries are possible because of the ease of access caused by
technological advances.
(Friedman, 2006) notes that the history of globalization occurred in three periods:
Globalization 1.0, Globalization 2.0, and Globalization 3.0. Each periodization of
globalization always reveals the forces that make the world continuously change. The world
that is round and has a wide geography, in its development gradually becomes flat due to
several historical events, so that in the end it makes the earth flatter (The World Is Flat),
because there are no longer barriers that limit interactions.
Globalization 1.0. first took place from 1492, when Colombus set sail, opening trade
between the old world and the new world until around 1800. This process then made the
world shrink from large to medium size. The driving force in this era was determined by how
much muscle, how much horsepower, how much wind power, and how much steam power a
country had and how much creativity to utilize it. During this time, countries and
governments, usually fueled by religion, imperialism, or a combination of the two, broke
down walls and tried to encapsulate the world into one until global unification occurred.
Globalization 2.0 lasted from around 1800 to 2000 punctuated by the Great
Depression and World Wars I and II. This period shrank the world from medium size to small
size. In this era, the main actors of change or forces driving the process of global unification
were multinational corporations. These companies went global for markets and labor,
spearheaded by the Industrial Revolution and the expansion of capitalized companies from
the Netherlands and Britain. The forces driving this globalization were breakthroughs in
hardware, starting with steamships and trains, and later telephones and computers.
The process of globalization then reached its peak in Globalization 3.0. The difference
between this globalization and previous globalizations lies not only in the process of
shrinking and flattening the world, but also includes the driving force within it. The driving
force is the American and European individuals and businesses. Although in this case,
China's economy was the largest in the 18th century, it was the explorer countries and
Western companies that played a major role in globalization and the formation of its systems.
However, even this condition later shifted because the world was increasingly becoming flat
and was no longer driven by a country, but individuals. Globalization 3.0 then encourages
individuals to play and enter into it.
Friedman's view of the history of globalization shows that every era of globalization
always has an impact on changes in the system and social behavior of society. This is as
revealed by Alvin Toffler, (Toffler, 1980) in The Third Wave, which explains that the world's
progressivity develops in three waves: the agricultural era, the industrial era, and towards the
information era. In each era, the system and behavior of society change with the times.
The first wave of change was associated with the agricultural revolution, which
occurred around 8,000 years BC until around 1700. Before the agricultural revolution, the
social system of society was still in the form of small groups, often moving around. Moving
on, this group forages by hunting, fishing and foraging for food available in nature.
The second wave of change refers to the industrial revolution and takes place during
the development period from the 1700s to the present. In the United States, this wave peaked
in the mid-1950s but in many other parts of the world it is still ongoing. This period ended
the dominance of agricultural civilization and began the industrialization of society. The
technologies introduced during this wave were generally based on electromechanical
machines powered by non-renewable fossil fuels, causing widespread changes in the way
society was upgraded. Families became smaller, jobs shifted from farms to factories, and
education shifted from home education to organized education in the classroom.
This third wave of change is similar to the post-industrial age, a period that began
around the 19650s and continues to the present. This era is characterized by technological
advances that help speed up communication, calculation, and information dissemination. The
widespread availability of technologies such as computers, telecommunications, robots, and
biotechnics has also affected the social characteristics of society. Fundamental changes in
social behaviour can now be seen in the rise of alliances and organizations in cyberspace,
international mobility in terms of labour force and capital, and increased collaboration
between private and government.
Industrial Revolution 4.0 And Disruption
The history of globalization shows that every changing era has its own core (driver).
The descriptions of Friedman, Ritzer, and Toffler show that the movement of change is
always triggered by technological developments that gave birth to the era of the industrial
revolution 4.0, which not only does not only open up interaction widely but also disrupts
various fields of human life.
Disruptive was originally a phenomenon that occurred in the economic world,
especially in the business sector. Clayton (Christensen, 1997), a Harvard Business Professor,
calls it innovative disruption in The Innovator's Dilemma (Christensen, 1997).Disruptive
itself is a condition when a business is required to continue to innovate following
developments, so that businesses are not only to meet current needs, but can anticipate future
needs.
In the current era, disruption does not only apply to the business world. The
phenomenon of disruption has a major impact on various fields. Disruption does not only
change the business, but the fundamentals of the business (Khasali, 2018). Starting from the
cost structure to the culture, and even the ideology of an industry.
The business paradigm has shifted from an emphasis on owning to sharing
(collaboration). A clear example can be seen in the shift of retail businesses (physical stores)
into e-commerce that offers convenience in shopping, plus the spread of online taxis then
threatens the existence of conventional taxi businesses.
The phenomenon of disruption does not only occur in the business world, but has
spread to other fields such as education, government, culture, politics, and law. In the
political field, for example, political movements to gather mass through mass concentration
have been replaced by social media-based movements. The government sector is now also
challenged to implement bureaucracy effectively and efficiently based on e-governance.
The cultural sector has also been disrupted. The massive development of social media
has reconstructed the cultural structure of society. Social relations are now more closely built
in cyberspace, so relationships in the real world become relative. Finally, the legal field is
now also disrupted. Legal regulations must also follow In summary, in disruptive there will
be disruptive regulation, disruptive culture, disruptive mindset, and disruptive marketing.
(Khasali, 2018)
The Role Of Social Humanities
Disruption has rapidly changed the world order. Change no longer takes thousands of
years, as described in Charles Darwin's theory of evolution (Darwin, 2004) in On the Origin
of Species. The change only takes a very short time. In this fast-paced situation, what changes
is not only the phenomenon, for example, offline to online, real world to cyberspace, print
media to social media, and so on. However, values, social order and culture are also
changing.
The shift in values is reflected in the rampant events that have recently occurred. The
most pronounced impact occurs in the environmental and social fields. Data from the
Ministry of Environment and Forestry (KLHK) between July 2016-June 2017 shows that
there was forest deforestation of 497,000 hectares or 64.3% of the total forests in Indonesia.
Although KLHK claims a decrease from 2014 of 73.6%, this number is still quite large,
whereas America, which is an industrial country, is able to maintain its forest deforestation of
no more than 200,000 hectares per year.The environmental problems also do not stop there,
Indonesia is even categorized as the fourth dirtiest country in the world, according to the
results of research by the International Earth Science Information Network in 2015.
The destruction of nature does not only occur due to waste generated from the
production process. Behind it, there is a shift in the human paradigm in viewing nature
(Prasetyo, 2018). In this case, Max Weber stated that since modernity proliferated, humans
have only used "instrumental reason", which then treats nature as something that can be used,
with results that can be directed (Tempo, 2010). As a result, the modern world and ecological
destruction are rapidly converging. Humans become detached from nature, and live in
another reality. This alienation makes the relationship between humans and nature only a
subject and object: humans (subject) who control nature (object).
In addition to environmental issues, the industrial revolution will also leave behind
issues related to the loss of social humanities values. The millennial generation, the
generation born around 1980-2000s, has shown symptoms of mental degradation.
Consumerist lifestyles, unlimited freedom, and the loss of ethical behavior on social media
are a series of examples of such degradation. Rhenald Kasali (Khasali, 2018) calls millennials
the strawberry generation, which is described as an attractive but fragile generation that lacks
a strong mentality and values.
The original spirit of technological advancement was to make human life easier. Since
the invention of machines and the start of the automation era, production has multiplied,
cutting down on time and costs. However, in the end, all this convenience has had a major
human impact, as it has significantly reduced the use of human labor. As a result, there has
been an increase in unemployment. It is precisely at this point that there is a need for a
development paradigm that not only improves human capabilities in the field of technology,
but also needs to improve the mentality of the people themselves.
In an effort to build character, the role of social humanities is needed. It is unfortunate
that on several occasions, the humanities are considered a second class science that does not
have a significant impact in the era of the industrial revolution 4.0. In fact, if traced further,
the development of science (science) that produces technological advances today originated
from rationality that was fostered by the humanities. The movement was reflected in the birth
of the modern era in the XVII century (Hardiman, 2004). At that time, the era of the rise of
the ratio had began, thus allowing humanity to think freely apart from shackling theological
doctrines.
In the 18th century there was a major change in the way people thought. This was marked by
the secularization of science so that there was a separation between body and soul which was
studied separately. The body was treated as material and explained as well as natural
phenomena. Natural science is separated from social science and humanities. Towards the
end of the 20th century, the progress of science and technology accelerated, resulting in the
technologicalization of life and livelihood (Jacob, 1988).
Technology is developing on its own and is becoming increasingly detached, leaving
religion and ethics, law, social sciences and humanities far behind. Therefore, there must be
an effort to integrate technology education with the humanities. Knowledge of nature and life
is incomplete without knowledge of why things happen, how they happen, how they develop,
and how they should be. Hard technology is not complete without soft technology (Jacob,
1988).
Conclusions
Research on Industrial Revolution 4.0 and the Challenges of Social Change has
shown that globalization is not only a phenomenon that impacts the technological field, but
has disrupted various other fields such as social, legal, and economic. The consequences of
this disruption have drastically changed the world order.
The problems that occur today cannot be solved in the same way as in the concept of
the past. The Industrial Revolution 4.0 cannot only be faced with technological development
without involving social dynamics in it.
In addition to preparing superior competitiveness, it is necessary to build public
awareness and maturity in responding to the development of the world today, especially in
the post truth era, when information flows rapidly without clarity of truth. It is necessary to
formulate a national policy strategy through awareness and maturity of thinking.
In facing the industrial revolution 4.0, the researcher argues that there are two ways to
go: First, preparing the implementation of education that links and matches between human
resources and the needs of the times in the era of the industrial revolution. Second, in addition
to preparing link and match education, the prepared human resources must also be equipped
with human values education taught by the social humanities.
When the exact sciences play a role in developing technology empirically, the
humanities still play a role in maintaining the quality of its people (software/users). If this
happens, then technological progress as a biological child of science can have a positive
impact on human civilization itself.
Globalization: Definition, History, And Development
Globalization is a world phenomenon whose definition is interpreted variously by
several world thinkers. There is no single definition of globalization. Moreover, attempts to
determine the definition are always fraught with problems, especially in the field of socio-
humanities (Kusumohamidjojo, 2009). In essence, globalization is a situation that refers to
the interconnection of economic and social systems. (Sandu, 2012)(Ritzer, 2010)
Until now there has been no historical review that precisely explains the periodization
of globalization. Globalization in some literature was triggered by the imperialist movement
by the West in Asia and Africa in the 15th century (Hopkin, 2002). In addition, globalization
also occurred when there was a large multinational company in 1897 that made world trade
possible.(Sandu, 2012).
Entering the 2000s, the term globalization (Fund, 2000) began to be widely used in
describing conditions in the modern era marked by free interaction between countries in
various fields, both social, economic culture, and of course technology. In this era,
interactions between countries are possible because of the ease of access caused by
technological advances.
(Friedman, 2006) notes that the history of globalization occurred in three periods:
Globalization 1.0, Globalization 2.0, and Globalization 3.0. Each periodization of
globalization always reveals the forces that make the world continuously change. The world
that is round and has a wide geography, in its development gradually becomes flat due to
several historical events, so that in the end it makes the earth flatter (The World Is Flat),
because there are no longer barriers that limit interactions.
Globalization 1.0. first took place from 1492, when Colombus set sail, opening trade
between the old world and the new world until around 1800. This process then made the
world shrink from large to medium size. The driving force in this era was determined by how
much muscle, how much horsepower, how much wind power, and how much steam power a
country had and how much creativity to utilize it. During this time, countries and
governments, usually fueled by religion, imperialism, or a combination of the two, broke
down walls and tried to encapsulate the world into one until global unification occurred.
Globalization 2.0 lasted from around 1800 to 2000 punctuated by the Great
Depression and World Wars I and II. This period shrank the world from medium size to small
size. In this era, the main actors of change or forces driving the process of global unification
were multinational corporations. These companies went global for markets and labor,
spearheaded by the Industrial Revolution and the expansion of capitalized companies from
the Netherlands and Britain. The forces driving this globalization were breakthroughs in
hardware, starting with steamships and trains, and later telephones and computers.
The process of globalization then reached its peak in Globalization 3.0. The difference
between this globalization and previous globalizations lies not only in the process of
shrinking and flattening the world, but also includes the driving force within it. The driving
force is the American and European individuals and businesses. Although in this case,
China's economy was the largest in the 18th century, it was the explorer countries and
Western companies that played a major role in globalization and the formation of its systems.
However, even this condition later shifted because the world was increasingly becoming flat
and was no longer driven by a country, but individuals. Globalization 3.0 then encourages
individuals to play and enter into it.
Friedman's view of the history of globalization shows that every era of globalization
always has an impact on changes in the system and social behavior of society. This is as
revealed by Alvin Toffler, (Toffler, 1980) in The Third Wave, which explains that the world's
progressivity develops in three waves: the agricultural era, the industrial era, and towards the
information era. In each era, the system and behavior of society change with the times.
The first wave of change was associated with the agricultural revolution, which
occurred around 8,000 years BC until around 1700. Before the agricultural revolution, the
social system of society was still in the form of small groups, often moving around. Moving
on, this group forages by hunting, fishing and foraging for food available in nature.
The second wave of change refers to the industrial revolution and takes place during
the development period from the 1700s to the present. In the United States, this wave peaked
in the mid-1950s but in many other parts of the world it is still ongoing. This period ended
the dominance of agricultural civilization and began the industrialization of society. The
technologies introduced during this wave were generally based on electromechanical
machines powered by non-renewable fossil fuels, causing widespread changes in the way
society was upgraded. Families became smaller, jobs shifted from farms to factories, and
education shifted from home education to organized education in the classroom.
This third wave of change is similar to the post-industrial age, a period that began
around the 19650s and continues to the present. This era is characterized by technological
advances that help speed up communication, calculation, and information dissemination. The
widespread availability of technologies such as computers, telecommunications, robots, and
biotechnics has also affected the social characteristics of society. Fundamental changes in
social behaviour can now be seen in the rise of alliances and organizations in cyberspace,
international mobility in terms of labour force and capital, and increased collaboration
between private and government.
Industrial Revolution 4.0 And Disruption
The history of globalization shows that every changing era has its own core (driver).
The descriptions of Friedman, Ritzer, and Toffler show that the movement of change is
always triggered by technological developments that gave birth to the era of the industrial
revolution 4.0, which not only does not only open up interaction widely but also disrupts
various fields of human life.
Disruptive was originally a phenomenon that occurred in the economic world,
especially in the business sector. Clayton (Christensen, 1997), a Harvard Business Professor,
calls it innovative disruption in The Innovator's Dilemma (Christensen, 1997).Disruptive
itself is a condition when a business is required to continue to innovate following
developments, so that businesses are not only to meet current needs, but can anticipate future
needs.
In the current era, disruption does not only apply to the business world. The
phenomenon of disruption has a major impact on various fields. Disruption does not only
change the business, but the fundamentals of the business (Khasali, 2018). Starting from the
cost structure to the culture, and even the ideology of an industry.
The business paradigm has shifted from an emphasis on owning to sharing
(collaboration). A clear example can be seen in the shift of retail businesses (physical stores)
into e-commerce that offers convenience in shopping, plus the spread of online taxis then
threatens the existence of conventional taxi businesses.
The phenomenon of disruption does not only occur in the business world, but has
spread to other fields such as education, government, culture, politics, and law. In the
political field, for example, political movements to gather mass through mass concentration
have been replaced by social media-based movements. The government sector is now also
challenged to implement bureaucracy effectively and efficiently based on e-governance.
The cultural sector has also been disrupted. The massive development of social media
has reconstructed the cultural structure of society. Social relations are now more closely built
in cyberspace, so relationships in the real world become relative. Finally, the legal field is
now also disrupted. Legal regulations must also follow In summary, in disruptive there will
be disruptive regulation, disruptive culture, disruptive mindset, and disruptive marketing.
(Khasali, 2018)
The Role Of Social Humanities
Disruption has rapidly changed the world order. Change no longer takes thousands of
years, as described in Charles Darwin's theory of evolution (Darwin, 2004) in On the Origin
of Species. The change only takes a very short time. In this fast-paced situation, what changes
is not only the phenomenon, for example, offline to online, real world to cyberspace, print
media to social media, and so on. However, values, social order and culture are also
changing.
The shift in values is reflected in the rampant events that have recently occurred. The
most pronounced impact occurs in the environmental and social fields. Data from the
Ministry of Environment and Forestry (KLHK) between July 2016-June 2017 shows that
there was forest deforestation of 497,000 hectares or 64.3% of the total forests in Indonesia.
Although KLHK claims a decrease from 2014 of 73.6%, this number is still quite large,
whereas America, which is an industrial country, is able to maintain its forest deforestation of
no more than 200,000 hectares per year.The environmental problems also do not stop there,
Indonesia is even categorized as the fourth dirtiest country in the world, according to the
results of research by the International Earth Science Information Network in 2015.
The destruction of nature does not only occur due to waste generated from the
production process. Behind it, there is a shift in the human paradigm in viewing nature
(Prasetyo, 2018). In this case, Max Weber stated that since modernity proliferated, humans
have only used "instrumental reason", which then treats nature as something that can be used,
with results that can be directed (Tempo, 2010). As a result, the modern world and ecological
destruction are rapidly converging. Humans become detached from nature, and live in
another reality. This alienation makes the relationship between humans and nature only a
subject and object: humans (subject) who control nature (object).
In addition to environmental issues, the industrial revolution will also leave behind
issues related to the loss of social humanities values. The millennial generation, the
generation born around 1980-2000s, has shown symptoms of mental degradation.
Consumerist lifestyles, unlimited freedom, and the loss of ethical behavior on social media
are a series of examples of such degradation. Rhenald Kasali (Khasali, 2018) calls millennials
the strawberry generation, which is described as an attractive but fragile generation that lacks
a strong mentality and values.
The original spirit of technological advancement was to make human life easier. Since
the invention of machines and the start of the automation era, production has multiplied,
cutting down on time and costs. However, in the end, all this convenience has had a major
human impact, as it has significantly reduced the use of human labor. As a result, there has
been an increase in unemployment. It is precisely at this point that there is a need for a
development paradigm that not only improves human capabilities in the field of technology,
but also needs to improve the mentality of the people themselves.
In an effort to build character, the role of social humanities is needed. It is unfortunate
that on several occasions, the humanities are considered a second class science that does not
have a significant impact in the era of the industrial revolution 4.0. In fact, if traced further,
the development of science (science) that produces technological advances today originated
from rationality that was fostered by the humanities. The movement was reflected in the birth
of the modern era in the XVII century (Hardiman, 2004). At that time, the era of the rise of
the ratio had began, thus allowing humanity to think freely apart from shackling theological
doctrines.
In the 18th century there was a major change in the way people thought. This was marked by
the secularization of science so that there was a separation between body and soul which was
studied separately. The body was treated as material and explained as well as natural
phenomena. Natural science is separated from social science and humanities. Towards the
end of the 20th century, the progress of science and technology accelerated, resulting in the
technologicalization of life and livelihood (Jacob, 1988).
Technology is developing on its own and is becoming increasingly detached, leaving
religion and ethics, law, social sciences and humanities far behind. Therefore, there must be
an effort to integrate technology education with the humanities. Knowledge of nature and life
is incomplete without knowledge of why things happen, how they happen, how they develop,
and how they should be. Hard technology is not complete without soft technology (Jacob,
1988).
Conclusions
Research on Industrial Revolution 4.0 and the Challenges of Social Change has
shown that globalization is not only a phenomenon that impacts the technological field, but
has disrupted various other fields such as social, legal, and economic. The consequences of
this disruption have drastically changed the world order.
The problems that occur today cannot be solved in the same way as in the concept of
the past. The Industrial Revolution 4.0 cannot only be faced with technological development
without involving social dynamics in it.
In addition to preparing superior competitiveness, it is necessary to build public
awareness and maturity in responding to the development of the world today, especially in
the post truth era, when information flows rapidly without clarity of truth. It is necessary to
formulate a national policy strategy through awareness and maturity of thinking.
In facing the industrial revolution 4.0, the researcher argues that there are two ways to
go: First, preparing the implementation of education that links and matches between human
resources and the needs of the times in the era of the industrial revolution. Second, in addition
to preparing link and match education, the prepared human resources must also be equipped
with human values education taught by the social humanities.
When the exact sciences play a role in developing technology empirically, the
humanities still play a role in maintaining the quality of its people (software/users). If this
happens, then technological progress as a biological child of science can have a positive
impact on human civilization itself.
Globalization: Definition, History, And Development
Globalization is a world phenomenon whose definition is interpreted variously by
several world thinkers. There is no single definition of globalization. Moreover, attempts to
determine the definition are always fraught with problems, especially in the field of socio-
humanities (Kusumohamidjojo, 2009). In essence, globalization is a situation that refers to
the interconnection of economic and social systems. (Sandu, 2012)(Ritzer, 2010)
Until now there has been no historical review that precisely explains the periodization
of globalization. Globalization in some literature was triggered by the imperialist movement
by the West in Asia and Africa in the 15th century (Hopkin, 2002). In addition, globalization
also occurred when there was a large multinational company in 1897 that made world trade
possible.(Sandu, 2012).
Entering the 2000s, the term globalization (Fund, 2000) began to be widely used in
describing conditions in the modern era marked by free interaction between countries in
various fields, both social, economic culture, and of course technology. In this era,
interactions between countries are possible because of the ease of access caused by
technological advances.
(Friedman, 2006) notes that the history of globalization occurred in three periods:
Globalization 1.0, Globalization 2.0, and Globalization 3.0. Each periodization of
globalization always reveals the forces that make the world continuously change. The world
that is round and has a wide geography, in its development gradually becomes flat due to
several historical events, so that in the end it makes the earth flatter (The World Is Flat),
because there are no longer barriers that limit interactions.
Globalization 1.0. first took place from 1492, when Colombus set sail, opening trade
between the old world and the new world until around 1800. This process then made the
world shrink from large to medium size. The driving force in this era was determined by how
much muscle, how much horsepower, how much wind power, and how much steam power a
country had and how much creativity to utilize it. During this time, countries and
governments, usually fueled by religion, imperialism, or a combination of the two, broke
down walls and tried to encapsulate the world into one until global unification occurred.
Globalization 2.0 lasted from around 1800 to 2000 punctuated by the Great
Depression and World Wars I and II. This period shrank the world from medium size to small
size. In this era, the main actors of change or forces driving the process of global unification
were multinational corporations. These companies went global for markets and labor,
spearheaded by the Industrial Revolution and the expansion of capitalized companies from
the Netherlands and Britain. The forces driving this globalization were breakthroughs in
hardware, starting with steamships and trains, and later telephones and computers.
The process of globalization then reached its peak in Globalization 3.0. The difference
between this globalization and previous globalizations lies not only in the process of
shrinking and flattening the world, but also includes the driving force within it. The driving
force is the American and European individuals and businesses. Although in this case,
China's economy was the largest in the 18th century, it was the explorer countries and
Western companies that played a major role in globalization and the formation of its systems.
However, even this condition later shifted because the world was increasingly becoming flat
and was no longer driven by a country, but individuals. Globalization 3.0 then encourages
individuals to play and enter into it.
Friedman's view of the history of globalization shows that every era of globalization
always has an impact on changes in the system and social behavior of society. This is as
revealed by Alvin Toffler, (Toffler, 1980) in The Third Wave, which explains that the world's
progressivity develops in three waves: the agricultural era, the industrial era, and towards the
information era. In each era, the system and behavior of society change with the times.
The first wave of change was associated with the agricultural revolution, which
occurred around 8,000 years BC until around 1700. Before the agricultural revolution, the
social system of society was still in the form of small groups, often moving around. Moving
on, this group forages by hunting, fishing and foraging for food available in nature.
The second wave of change refers to the industrial revolution and takes place during
the development period from the 1700s to the present. In the United States, this wave peaked
in the mid-1950s but in many other parts of the world it is still ongoing. This period ended
the dominance of agricultural civilization and began the industrialization of society. The
technologies introduced during this wave were generally based on electromechanical
machines powered by non-renewable fossil fuels, causing widespread changes in the way
society was upgraded. Families became smaller, jobs shifted from farms to factories, and
education shifted from home education to organized education in the classroom.
This third wave of change is similar to the post-industrial age, a period that began
around the 19650s and continues to the present. This era is characterized by technological
advances that help speed up communication, calculation, and information dissemination. The
widespread availability of technologies such as computers, telecommunications, robots, and
biotechnics has also affected the social characteristics of society. Fundamental changes in
social behaviour can now be seen in the rise of alliances and organizations in cyberspace,
international mobility in terms of labour force and capital, and increased collaboration
between private and government.
Industrial Revolution 4.0 And Disruption
The history of globalization shows that every changing era has its own core (driver).
The descriptions of Friedman, Ritzer, and Toffler show that the movement of change is
always triggered by technological developments that gave birth to the era of the industrial
revolution 4.0, which not only does not only open up interaction widely but also disrupts
various fields of human life.
Disruptive was originally a phenomenon that occurred in the economic world,
especially in the business sector. Clayton (Christensen, 1997), a Harvard Business Professor,
calls it innovative disruption in The Innovator's Dilemma (Christensen, 1997).Disruptive
itself is a condition when a business is required to continue to innovate following
developments, so that businesses are not only to meet current needs, but can anticipate future
needs.
In the current era, disruption does not only apply to the business world. The
phenomenon of disruption has a major impact on various fields. Disruption does not only
change the business, but the fundamentals of the business (Khasali, 2018). Starting from the
cost structure to the culture, and even the ideology of an industry.
The business paradigm has shifted from an emphasis on owning to sharing
(collaboration). A clear example can be seen in the shift of retail businesses (physical stores)
into e-commerce that offers convenience in shopping, plus the spread of online taxis then
threatens the existence of conventional taxi businesses.
The phenomenon of disruption does not only occur in the business world, but has
spread to other fields such as education, government, culture, politics, and law. In the
political field, for example, political movements to gather mass through mass concentration
have been replaced by social media-based movements. The government sector is now also
challenged to implement bureaucracy effectively and efficiently based on e-governance.
The cultural sector has also been disrupted. The massive development of social media
has reconstructed the cultural structure of society. Social relations are now more closely built
in cyberspace, so relationships in the real world become relative. Finally, the legal field is
now also disrupted. Legal regulations must also follow In summary, in disruptive there will
be disruptive regulation, disruptive culture, disruptive mindset, and disruptive marketing.
(Khasali, 2018)
The Role Of Social Humanities
Disruption has rapidly changed the world order. Change no longer takes thousands of
years, as described in Charles Darwin's theory of evolution (Darwin, 2004) in On the Origin
of Species. The change only takes a very short time. In this fast-paced situation, what changes
is not only the phenomenon, for example, offline to online, real world to cyberspace, print
media to social media, and so on. However, values, social order and culture are also
changing.
The shift in values is reflected in the rampant events that have recently occurred. The
most pronounced impact occurs in the environmental and social fields. Data from the
Ministry of Environment and Forestry (KLHK) between July 2016-June 2017 shows that
there was forest deforestation of 497,000 hectares or 64.3% of the total forests in Indonesia.
Although KLHK claims a decrease from 2014 of 73.6%, this number is still quite large,
whereas America, which is an industrial country, is able to maintain its forest deforestation of
no more than 200,000 hectares per year.The environmental problems also do not stop there,
Indonesia is even categorized as the fourth dirtiest country in the world, according to the
results of research by the International Earth Science Information Network in 2015.
The destruction of nature does not only occur due to waste generated from the
production process. Behind it, there is a shift in the human paradigm in viewing nature
(Prasetyo, 2018). In this case, Max Weber stated that since modernity proliferated, humans
have only used "instrumental reason", which then treats nature as something that can be used,
with results that can be directed (Tempo, 2010). As a result, the modern world and ecological
destruction are rapidly converging. Humans become detached from nature, and live in
another reality. This alienation makes the relationship between humans and nature only a
subject and object: humans (subject) who control nature (object).
In addition to environmental issues, the industrial revolution will also leave behind
issues related to the loss of social humanities values. The millennial generation, the
generation born around 1980-2000s, has shown symptoms of mental degradation.
Consumerist lifestyles, unlimited freedom, and the loss of ethical behavior on social media
are a series of examples of such degradation. Rhenald Kasali (Khasali, 2018) calls millennials
the strawberry generation, which is described as an attractive but fragile generation that lacks
a strong mentality and values.
The original spirit of technological advancement was to make human life easier. Since
the invention of machines and the start of the automation era, production has multiplied,
cutting down on time and costs. However, in the end, all this convenience has had a major
human impact, as it has significantly reduced the use of human labor. As a result, there has
been an increase in unemployment. It is precisely at this point that there is a need for a
development paradigm that not only improves human capabilities in the field of technology,
but also needs to improve the mentality of the people themselves.
In an effort to build character, the role of social humanities is needed. It is unfortunate
that on several occasions, the humanities are considered a second class science that does not
have a significant impact in the era of the industrial revolution 4.0. In fact, if traced further,
the development of science (science) that produces technological advances today originated
from rationality that was fostered by the humanities. The movement was reflected in the birth
of the modern era in the XVII century (Hardiman, 2004). At that time, the era of the rise of
the ratio had began, thus allowing humanity to think freely apart from shackling theological
doctrines.
In the 18th century there was a major change in the way people thought. This was marked by
the secularization of science so that there was a separation between body and soul which was
studied separately. The body was treated as material and explained as well as natural
phenomena. Natural science is separated from social science and humanities. Towards the
end of the 20th century, the progress of science and technology accelerated, resulting in the
technologicalization of life and livelihood (Jacob, 1988).
Technology is developing on its own and is becoming increasingly detached, leaving
religion and ethics, law, social sciences and humanities far behind. Therefore, there must be
an effort to integrate technology education with the humanities. Knowledge of nature and life
is incomplete without knowledge of why things happen, how they happen, how they develop,
and how they should be. Hard technology is not complete without soft technology (Jacob,
1988).
Conclusions
Research on Industrial Revolution 4.0 and the Challenges of Social Change has
shown that globalization is not only a phenomenon that impacts the technological field, but
has disrupted various other fields such as social, legal, and economic. The consequences of
this disruption have drastically changed the world order.
The problems that occur today cannot be solved in the same way as in the concept of
the past. The Industrial Revolution 4.0 cannot only be faced with technological development
without involving social dynamics in it.
In addition to preparing superior competitiveness, it is necessary to build public
awareness and maturity in responding to the development of the world today, especially in
the post truth era, when information flows rapidly without clarity of truth. It is necessary to
formulate a national policy strategy through awareness and maturity of thinking.
In facing the industrial revolution 4.0, the researcher argues that there are two ways to
go: First, preparing the implementation of education that links and matches between human
resources and the needs of the times in the era of the industrial revolution. Second, in addition
to preparing link and match education, the prepared human resources must also be equipped
with human values education taught by the social humanities.
When the exact sciences play a role in developing technology empirically, the
humanities still play a role in maintaining the quality of its people (software/users). If this
happens, then technological progress as a biological child of science can have a positive
impact on human civilization itself.
Globalization: Definition, History, And Development
Globalization is a world phenomenon whose definition is interpreted variously by
several world thinkers. There is no single definition of globalization. Moreover, attempts to
determine the definition are always fraught with problems, especially in the field of socio-
humanities (Kusumohamidjojo, 2009). In essence, globalization is a situation that refers to
the interconnection of economic and social systems. (Sandu, 2012)(Ritzer, 2010)
Until now there has been no historical review that precisely explains the periodization
of globalization. Globalization in some literature was triggered by the imperialist movement
by the West in Asia and Africa in the 15th century (Hopkin, 2002). In addition, globalization
also occurred when there was a large multinational company in 1897 that made world trade
possible.(Sandu, 2012).
Entering the 2000s, the term globalization (Fund, 2000) began to be widely used in
describing conditions in the modern era marked by free interaction between countries in
various fields, both social, economic culture, and of course technology. In this era,
interactions between countries are possible because of the ease of access caused by
technological advances.
(Friedman, 2006) notes that the history of globalization occurred in three periods:
Globalization 1.0, Globalization 2.0, and Globalization 3.0. Each periodization of
globalization always reveals the forces that make the world continuously change. The world
that is round and has a wide geography, in its development gradually becomes flat due to
several historical events, so that in the end it makes the earth flatter (The World Is Flat),
because there are no longer barriers that limit interactions.
Globalization 1.0. first took place from 1492, when Colombus set sail, opening trade
between the old world and the new world until around 1800. This process then made the
world shrink from large to medium size. The driving force in this era was determined by how
much muscle, how much horsepower, how much wind power, and how much steam power a
country had and how much creativity to utilize it. During this time, countries and
governments, usually fueled by religion, imperialism, or a combination of the two, broke
down walls and tried to encapsulate the world into one until global unification occurred.
Globalization 2.0 lasted from around 1800 to 2000 punctuated by the Great
Depression and World Wars I and II. This period shrank the world from medium size to small
size. In this era, the main actors of change or forces driving the process of global unification
were multinational corporations. These companies went global for markets and labor,
spearheaded by the Industrial Revolution and the expansion of capitalized companies from
the Netherlands and Britain. The forces driving this globalization were breakthroughs in
hardware, starting with steamships and trains, and later telephones and computers.
The process of globalization then reached its peak in Globalization 3.0. The difference
between this globalization and previous globalizations lies not only in the process of
shrinking and flattening the world, but also includes the driving force within it. The driving
force is the American and European individuals and businesses. Although in this case,
China's economy was the largest in the 18th century, it was the explorer countries and
Western companies that played a major role in globalization and the formation of its systems.
However, even this condition later shifted because the world was increasingly becoming flat
and was no longer driven by a country, but individuals. Globalization 3.0 then encourages
individuals to play and enter into it.
Friedman's view of the history of globalization shows that every era of globalization
always has an impact on changes in the system and social behavior of society. This is as
revealed by Alvin Toffler, (Toffler, 1980) in The Third Wave, which explains that the world's
progressivity develops in three waves: the agricultural era, the industrial era, and towards the
information era. In each era, the system and behavior of society change with the times.
The first wave of change was associated with the agricultural revolution, which
occurred around 8,000 years BC until around 1700. Before the agricultural revolution, the
social system of society was still in the form of small groups, often moving around. Moving
on, this group forages by hunting, fishing and foraging for food available in nature.
The second wave of change refers to the industrial revolution and takes place during
the development period from the 1700s to the present. In the United States, this wave peaked
in the mid-1950s but in many other parts of the world it is still ongoing. This period ended
the dominance of agricultural civilization and began the industrialization of society. The
technologies introduced during this wave were generally based on electromechanical
machines powered by non-renewable fossil fuels, causing widespread changes in the way
society was upgraded. Families became smaller, jobs shifted from farms to factories, and
education shifted from home education to organized education in the classroom.
This third wave of change is similar to the post-industrial age, a period that began
around the 19650s and continues to the present. This era is characterized by technological
advances that help speed up communication, calculation, and information dissemination. The
widespread availability of technologies such as computers, telecommunications, robots, and
biotechnics has also affected the social characteristics of society. Fundamental changes in
social behaviour can now be seen in the rise of alliances and organizations in cyberspace,
international mobility in terms of labour force and capital, and increased collaboration
between private and government.
Industrial Revolution 4.0 And Disruption
The history of globalization shows that every changing era has its own core (driver).
The descriptions of Friedman, Ritzer, and Toffler show that the movement of change is
always triggered by technological developments that gave birth to the era of the industrial
revolution 4.0, which not only does not only open up interaction widely but also disrupts
various fields of human life.
Disruptive was originally a phenomenon that occurred in the economic world,
especially in the business sector. Clayton (Christensen, 1997), a Harvard Business Professor,
calls it innovative disruption in The Innovator's Dilemma (Christensen, 1997).Disruptive
itself is a condition when a business is required to continue to innovate following
developments, so that businesses are not only to meet current needs, but can anticipate future
needs.
In the current era, disruption does not only apply to the business world. The
phenomenon of disruption has a major impact on various fields. Disruption does not only
change the business, but the fundamentals of the business (Khasali, 2018). Starting from the
cost structure to the culture, and even the ideology of an industry.
The business paradigm has shifted from an emphasis on owning to sharing
(collaboration). A clear example can be seen in the shift of retail businesses (physical stores)
into e-commerce that offers convenience in shopping, plus the spread of online taxis then
threatens the existence of conventional taxi businesses.
The phenomenon of disruption does not only occur in the business world, but has
spread to other fields such as education, government, culture, politics, and law. In the
political field, for example, political movements to gather mass through mass concentration
have been replaced by social media-based movements. The government sector is now also
challenged to implement bureaucracy effectively and efficiently based on e-governance.
The cultural sector has also been disrupted. The massive development of social media
has reconstructed the cultural structure of society. Social relations are now more closely built
in cyberspace, so relationships in the real world become relative. Finally, the legal field is
now also disrupted. Legal regulations must also follow In summary, in disruptive there will
be disruptive regulation, disruptive culture, disruptive mindset, and disruptive marketing.
(Khasali, 2018)
The Role Of Social Humanities
Disruption has rapidly changed the world order. Change no longer takes thousands of
years, as described in Charles Darwin's theory of evolution (Darwin, 2004) in On the Origin
of Species. The change only takes a very short time. In this fast-paced situation, what changes
is not only the phenomenon, for example, offline to online, real world to cyberspace, print
media to social media, and so on. However, values, social order and culture are also
changing.
The shift in values is reflected in the rampant events that have recently occurred. The
most pronounced impact occurs in the environmental and social fields. Data from the
Ministry of Environment and Forestry (KLHK) between July 2016-June 2017 shows that
there was forest deforestation of 497,000 hectares or 64.3% of the total forests in Indonesia.
Although KLHK claims a decrease from 2014 of 73.6%, this number is still quite large,
whereas America, which is an industrial country, is able to maintain its forest deforestation of
no more than 200,000 hectares per year.The environmental problems also do not stop there,
Indonesia is even categorized as the fourth dirtiest country in the world, according to the
results of research by the International Earth Science Information Network in 2015.
The destruction of nature does not only occur due to waste generated from the
production process. Behind it, there is a shift in the human paradigm in viewing nature
(Prasetyo, 2018). In this case, Max Weber stated that since modernity proliferated, humans
have only used "instrumental reason", which then treats nature as something that can be used,
with results that can be directed (Tempo, 2010). As a result, the modern world and ecological
destruction are rapidly converging. Humans become detached from nature, and live in
another reality. This alienation makes the relationship between humans and nature only a
subject and object: humans (subject) who control nature (object).
In addition to environmental issues, the industrial revolution will also leave behind
issues related to the loss of social humanities values. The millennial generation, the
generation born around 1980-2000s, has shown symptoms of mental degradation.
Consumerist lifestyles, unlimited freedom, and the loss of ethical behavior on social media
are a series of examples of such degradation. Rhenald Kasali (Khasali, 2018) calls millennials
the strawberry generation, which is described as an attractive but fragile generation that lacks
a strong mentality and values.
The original spirit of technological advancement was to make human life easier. Since
the invention of machines and the start of the automation era, production has multiplied,
cutting down on time and costs. However, in the end, all this convenience has had a major
human impact, as it has significantly reduced the use of human labor. As a result, there has
been an increase in unemployment. It is precisely at this point that there is a need for a
development paradigm that not only improves human capabilities in the field of technology,
but also needs to improve the mentality of the people themselves.
In an effort to build character, the role of social humanities is needed. It is unfortunate
that on several occasions, the humanities are considered a second class science that does not
have a significant impact in the era of the industrial revolution 4.0. In fact, if traced further,
the development of science (science) that produces technological advances today originated
from rationality that was fostered by the humanities. The movement was reflected in the birth
of the modern era in the XVII century (Hardiman, 2004). At that time, the era of the rise of
the ratio had began, thus allowing humanity to think freely apart from shackling theological
doctrines.
In the 18th century there was a major change in the way people thought. This was marked by
the secularization of science so that there was a separation between body and soul which was
studied separately. The body was treated as material and explained as well as natural
phenomena. Natural science is separated from social science and humanities. Towards the
end of the 20th century, the progress of science and technology accelerated, resulting in the
technologicalization of life and livelihood (Jacob, 1988).
Technology is developing on its own and is becoming increasingly detached, leaving
religion and ethics, law, social sciences and humanities far behind. Therefore, there must be
an effort to integrate technology education with the humanities. Knowledge of nature and life
is incomplete without knowledge of why things happen, how they happen, how they develop,
and how they should be. Hard technology is not complete without soft technology (Jacob,
1988).
Conclusions
Research on Industrial Revolution 4.0 and the Challenges of Social Change has
shown that globalization is not only a phenomenon that impacts the technological field, but
has disrupted various other fields such as social, legal, and economic. The consequences of
this disruption have drastically changed the world order.
The problems that occur today cannot be solved in the same way as in the concept of
the past. The Industrial Revolution 4.0 cannot only be faced with technological development
without involving social dynamics in it.
In addition to preparing superior competitiveness, it is necessary to build public
awareness and maturity in responding to the development of the world today, especially in
the post truth era, when information flows rapidly without clarity of truth. It is necessary to
formulate a national policy strategy through awareness and maturity of thinking.
In facing the industrial revolution 4.0, the researcher argues that there are two ways to
go: First, preparing the implementation of education that links and matches between human
resources and the needs of the times in the era of the industrial revolution. Second, in addition
to preparing link and match education, the prepared human resources must also be equipped
with human values education taught by the social humanities.
When the exact sciences play a role in developing technology empirically, the
humanities still play a role in maintaining the quality of its people (software/users). If this
happens, then technological progress as a biological child of science can have a positive
impact on human civilization itself.
Globalization: Definition, History, And Development
Globalization is a world phenomenon whose definition is interpreted variously by
several world thinkers. There is no single definition of globalization. Moreover, attempts to
determine the definition are always fraught with problems, especially in the field of socio-
humanities (Kusumohamidjojo, 2009). In essence, globalization is a situation that refers to
the interconnection of economic and social systems. (Sandu, 2012)(Ritzer, 2010)
Until now there has been no historical review that precisely explains the periodization
of globalization. Globalization in some literature was triggered by the imperialist movement
by the West in Asia and Africa in the 15th century (Hopkin, 2002). In addition, globalization
also occurred when there was a large multinational company in 1897 that made world trade
possible.(Sandu, 2012).
Entering the 2000s, the term globalization (Fund, 2000) began to be widely used in
describing conditions in the modern era marked by free interaction between countries in
various fields, both social, economic culture, and of course technology. In this era,
interactions between countries are possible because of the ease of access caused by
technological advances.
(Friedman, 2006) notes that the history of globalization occurred in three periods:
Globalization 1.0, Globalization 2.0, and Globalization 3.0. Each periodization of
globalization always reveals the forces that make the world continuously change. The world
that is round and has a wide geography, in its development gradually becomes flat due to
several historical events, so that in the end it makes the earth flatter (The World Is Flat),
because there are no longer barriers that limit interactions.
Globalization 1.0. first took place from 1492, when Colombus set sail, opening trade
between the old world and the new world until around 1800. This process then made the
world shrink from large to medium size. The driving force in this era was determined by how
much muscle, how much horsepower, how much wind power, and how much steam power a
country had and how much creativity to utilize it. During this time, countries and
governments, usually fueled by religion, imperialism, or a combination of the two, broke
down walls and tried to encapsulate the world into one until global unification occurred.
Globalization 2.0 lasted from around 1800 to 2000 punctuated by the Great
Depression and World Wars I and II. This period shrank the world from medium size to small
size. In this era, the main actors of change or forces driving the process of global unification
were multinational corporations. These companies went global for markets and labor,
spearheaded by the Industrial Revolution and the expansion of capitalized companies from
the Netherlands and Britain. The forces driving this globalization were breakthroughs in
hardware, starting with steamships and trains, and later telephones and computers.
The process of globalization then reached its peak in Globalization 3.0. The difference
between this globalization and previous globalizations lies not only in the process of
shrinking and flattening the world, but also includes the driving force within it. The driving
force is the American and European individuals and businesses. Although in this case,
China's economy was the largest in the 18th century, it was the explorer countries and
Western companies that played a major role in globalization and the formation of its systems.
However, even this condition later shifted because the world was increasingly becoming flat
and was no longer driven by a country, but individuals. Globalization 3.0 then encourages
individuals to play and enter into it.
Friedman's view of the history of globalization shows that every era of globalization
always has an impact on changes in the system and social behavior of society. This is as
revealed by Alvin Toffler, (Toffler, 1980) in The Third Wave, which explains that the world's
progressivity develops in three waves: the agricultural era, the industrial era, and towards the
information era. In each era, the system and behavior of society change with the times.
The first wave of change was associated with the agricultural revolution, which
occurred around 8,000 years BC until around 1700. Before the agricultural revolution, the
social system of society was still in the form of small groups, often moving around. Moving
on, this group forages by hunting, fishing and foraging for food available in nature.
The second wave of change refers to the industrial revolution and takes place during
the development period from the 1700s to the present. In the United States, this wave peaked
in the mid-1950s but in many other parts of the world it is still ongoing. This period ended
the dominance of agricultural civilization and began the industrialization of society. The
technologies introduced during this wave were generally based on electromechanical
machines powered by non-renewable fossil fuels, causing widespread changes in the way
society was upgraded. Families became smaller, jobs shifted from farms to factories, and
education shifted from home education to organized education in the classroom.
This third wave of change is similar to the post-industrial age, a period that began
around the 19650s and continues to the present. This era is characterized by technological
advances that help speed up communication, calculation, and information dissemination. The
widespread availability of technologies such as computers, telecommunications, robots, and
biotechnics has also affected the social characteristics of society. Fundamental changes in
social behaviour can now be seen in the rise of alliances and organizations in cyberspace,
international mobility in terms of labour force and capital, and increased collaboration
between private and government.
Industrial Revolution 4.0 And Disruption
The history of globalization shows that every changing era has its own core (driver).
The descriptions of Friedman, Ritzer, and Toffler show that the movement of change is
always triggered by technological developments that gave birth to the era of the industrial
revolution 4.0, which not only does not only open up interaction widely but also disrupts
various fields of human life.
Disruptive was originally a phenomenon that occurred in the economic world,
especially in the business sector. Clayton (Christensen, 1997), a Harvard Business Professor,
calls it innovative disruption in The Innovator's Dilemma (Christensen, 1997).Disruptive
itself is a condition when a business is required to continue to innovate following
developments, so that businesses are not only to meet current needs, but can anticipate future
needs.
In the current era, disruption does not only apply to the business world. The
phenomenon of disruption has a major impact on various fields. Disruption does not only
change the business, but the fundamentals of the business (Khasali, 2018). Starting from the
cost structure to the culture, and even the ideology of an industry.
The business paradigm has shifted from an emphasis on owning to sharing
(collaboration). A clear example can be seen in the shift of retail businesses (physical stores)
into e-commerce that offers convenience in shopping, plus the spread of online taxis then
threatens the existence of conventional taxi businesses.
The phenomenon of disruption does not only occur in the business world, but has
spread to other fields such as education, government, culture, politics, and law. In the
political field, for example, political movements to gather mass through mass concentration
have been replaced by social media-based movements. The government sector is now also
challenged to implement bureaucracy effectively and efficiently based on e-governance.
The cultural sector has also been disrupted. The massive development of social media
has reconstructed the cultural structure of society. Social relations are now more closely built
in cyberspace, so relationships in the real world become relative. Finally, the legal field is
now also disrupted. Legal regulations must also follow In summary, in disruptive there will
be disruptive regulation, disruptive culture, disruptive mindset, and disruptive marketing.
(Khasali, 2018)
The Role Of Social Humanities
Disruption has rapidly changed the world order. Change no longer takes thousands of
years, as described in Charles Darwin's theory of evolution (Darwin, 2004) in On the Origin
of Species. The change only takes a very short time. In this fast-paced situation, what changes
is not only the phenomenon, for example, offline to online, real world to cyberspace, print
media to social media, and so on. However, values, social order and culture are also
changing.
The shift in values is reflected in the rampant events that have recently occurred. The
most pronounced impact occurs in the environmental and social fields. Data from the
Ministry of Environment and Forestry (KLHK) between July 2016-June 2017 shows that
there was forest deforestation of 497,000 hectares or 64.3% of the total forests in Indonesia.
Although KLHK claims a decrease from 2014 of 73.6%, this number is still quite large,
whereas America, which is an industrial country, is able to maintain its forest deforestation of
no more than 200,000 hectares per year.The environmental problems also do not stop there,
Indonesia is even categorized as the fourth dirtiest country in the world, according to the
results of research by the International Earth Science Information Network in 2015.
The destruction of nature does not only occur due to waste generated from the
production process. Behind it, there is a shift in the human paradigm in viewing nature
(Prasetyo, 2018). In this case, Max Weber stated that since modernity proliferated, humans
have only used "instrumental reason", which then treats nature as something that can be used,
with results that can be directed (Tempo, 2010). As a result, the modern world and ecological
destruction are rapidly converging. Humans become detached from nature, and live in
another reality. This alienation makes the relationship between humans and nature only a
subject and object: humans (subject) who control nature (object).
In addition to environmental issues, the industrial revolution will also leave behind
issues related to the loss of social humanities values. The millennial generation, the
generation born around 1980-2000s, has shown symptoms of mental degradation.
Consumerist lifestyles, unlimited freedom, and the loss of ethical behavior on social media
are a series of examples of such degradation. Rhenald Kasali (Khasali, 2018) calls millennials
the strawberry generation, which is described as an attractive but fragile generation that lacks
a strong mentality and values.
The original spirit of technological advancement was to make human life easier. Since
the invention of machines and the start of the automation era, production has multiplied,
cutting down on time and costs. However, in the end, all this convenience has had a major
human impact, as it has significantly reduced the use of human labor. As a result, there has
been an increase in unemployment. It is precisely at this point that there is a need for a
development paradigm that not only improves human capabilities in the field of technology,
but also needs to improve the mentality of the people themselves.
In an effort to build character, the role of social humanities is needed. It is unfortunate
that on several occasions, the humanities are considered a second class science that does not
have a significant impact in the era of the industrial revolution 4.0. In fact, if traced further,
the development of science (science) that produces technological advances today originated
from rationality that was fostered by the humanities. The movement was reflected in the birth
of the modern era in the XVII century (Hardiman, 2004). At that time, the era of the rise of
the ratio had began, thus allowing humanity to think freely apart from shackling theological
doctrines.
In the 18th century there was a major change in the way people thought. This was marked by
the secularization of science so that there was a separation between body and soul which was
studied separately. The body was treated as material and explained as well as natural
phenomena. Natural science is separated from social science and humanities. Towards the
end of the 20th century, the progress of science and technology accelerated, resulting in the
technologicalization of life and livelihood (Jacob, 1988).
Technology is developing on its own and is becoming increasingly detached, leaving
religion and ethics, law, social sciences and humanities far behind. Therefore, there must be
an effort to integrate technology education with the humanities. Knowledge of nature and life
is incomplete without knowledge of why things happen, how they happen, how they develop,
and how they should be. Hard technology is not complete without soft technology (Jacob,
1988).
Conclusions
Research on Industrial Revolution 4.0 and the Challenges of Social Change has
shown that globalization is not only a phenomenon that impacts the technological field, but
has disrupted various other fields such as social, legal, and economic. The consequences of
this disruption have drastically changed the world order.
The problems that occur today cannot be solved in the same way as in the concept of
the past. The Industrial Revolution 4.0 cannot only be faced with technological development
without involving social dynamics in it.
In addition to preparing superior competitiveness, it is necessary to build public
awareness and maturity in responding to the development of the world today, especially in
the post truth era, when information flows rapidly without clarity of truth. It is necessary to
formulate a national policy strategy through awareness and maturity of thinking.
In facing the industrial revolution 4.0, the researcher argues that there are two ways to
go: First, preparing the implementation of education that links and matches between human
resources and the needs of the times in the era of the industrial revolution. Second, in addition
to preparing link and match education, the prepared human resources must also be equipped
with human values education taught by the social humanities.
When the exact sciences play a role in developing technology empirically, the
humanities still play a role in maintaining the quality of its people (software/users). If this
happens, then technological progress as a biological child of science can have a positive
impact on human civilization itself.
Globalization: Definition, History, And Development
Globalization is a world phenomenon whose definition is interpreted variously by
several world thinkers. There is no single definition of globalization. Moreover, attempts to
determine the definition are always fraught with problems, especially in the field of socio-
humanities (Kusumohamidjojo, 2009). In essence, globalization is a situation that refers to
the interconnection of economic and social systems. (Sandu, 2012)(Ritzer, 2010)
Until now there has been no historical review that precisely explains the periodization
of globalization. Globalization in some literature was triggered by the imperialist movement
by the West in Asia and Africa in the 15th century (Hopkin, 2002). In addition, globalization
also occurred when there was a large multinational company in 1897 that made world trade
possible.(Sandu, 2012).
Entering the 2000s, the term globalization (Fund, 2000) began to be widely used in
describing conditions in the modern era marked by free interaction between countries in
various fields, both social, economic culture, and of course technology. In this era,
interactions between countries are possible because of the ease of access caused by
technological advances.
(Friedman, 2006) notes that the history of globalization occurred in three periods:
Globalization 1.0, Globalization 2.0, and Globalization 3.0. Each periodization of
globalization always reveals the forces that make the world continuously change. The world
that is round and has a wide geography, in its development gradually becomes flat due to
several historical events, so that in the end it makes the earth flatter (The World Is Flat),
because there are no longer barriers that limit interactions.
Globalization 1.0. first took place from 1492, when Colombus set sail, opening trade
between the old world and the new world until around 1800. This process then made the
world shrink from large to medium size. The driving force in this era was determined by how
much muscle, how much horsepower, how much wind power, and how much steam power a
country had and how much creativity to utilize it. During this time, countries and
governments, usually fueled by religion, imperialism, or a combination of the two, broke
down walls and tried to encapsulate the world into one until global unification occurred.
Globalization 2.0 lasted from around 1800 to 2000 punctuated by the Great
Depression and World Wars I and II. This period shrank the world from medium size to small
size. In this era, the main actors of change or forces driving the process of global unification
were multinational corporations. These companies went global for markets and labor,
spearheaded by the Industrial Revolution and the expansion of capitalized companies from
the Netherlands and Britain. The forces driving this globalization were breakthroughs in
hardware, starting with steamships and trains, and later telephones and computers.
The process of globalization then reached its peak in Globalization 3.0. The difference
between this globalization and previous globalizations lies not only in the process of
shrinking and flattening the world, but also includes the driving force within it. The driving
force is the American and European individuals and businesses. Although in this case,
China's economy was the largest in the 18th century, it was the explorer countries and
Western companies that played a major role in globalization and the formation of its systems.
However, even this condition later shifted because the world was increasingly becoming flat
and was no longer driven by a country, but individuals. Globalization 3.0 then encourages
individuals to play and enter into it.
Friedman's view of the history of globalization shows that every era of globalization
always has an impact on changes in the system and social behavior of society. This is as
revealed by Alvin Toffler, (Toffler, 1980) in The Third Wave, which explains that the world's
progressivity develops in three waves: the agricultural era, the industrial era, and towards the
information era. In each era, the system and behavior of society change with the times.
The first wave of change was associated with the agricultural revolution, which
occurred around 8,000 years BC until around 1700. Before the agricultural revolution, the
social system of society was still in the form of small groups, often moving around. Moving
on, this group forages by hunting, fishing and foraging for food available in nature.
The second wave of change refers to the industrial revolution and takes place during
the development period from the 1700s to the present. In the United States, this wave peaked
in the mid-1950s but in many other parts of the world it is still ongoing. This period ended
the dominance of agricultural civilization and began the industrialization of society. The
technologies introduced during this wave were generally based on electromechanical
machines powered by non-renewable fossil fuels, causing widespread changes in the way
society was upgraded. Families became smaller, jobs shifted from farms to factories, and
education shifted from home education to organized education in the classroom.
This third wave of change is similar to the post-industrial age, a period that began
around the 19650s and continues to the present. This era is characterized by technological
advances that help speed up communication, calculation, and information dissemination. The
widespread availability of technologies such as computers, telecommunications, robots, and
biotechnics has also affected the social characteristics of society. Fundamental changes in
social behaviour can now be seen in the rise of alliances and organizations in cyberspace,
international mobility in terms of labour force and capital, and increased collaboration
between private and government.
Industrial Revolution 4.0 And Disruption
The history of globalization shows that every changing era has its own core (driver).
The descriptions of Friedman, Ritzer, and Toffler show that the movement of change is
always triggered by technological developments that gave birth to the era of the industrial
revolution 4.0, which not only does not only open up interaction widely but also disrupts
various fields of human life.
Disruptive was originally a phenomenon that occurred in the economic world,
especially in the business sector. Clayton (Christensen, 1997), a Harvard Business Professor,
calls it innovative disruption in The Innovator's Dilemma (Christensen, 1997).Disruptive
itself is a condition when a business is required to continue to innovate following
developments, so that businesses are not only to meet current needs, but can anticipate future
needs.
In the current era, disruption does not only apply to the business world. The
phenomenon of disruption has a major impact on various fields. Disruption does not only
change the business, but the fundamentals of the business (Khasali, 2018). Starting from the
cost structure to the culture, and even the ideology of an industry.
The business paradigm has shifted from an emphasis on owning to sharing
(collaboration). A clear example can be seen in the shift of retail businesses (physical stores)
into e-commerce that offers convenience in shopping, plus the spread of online taxis then
threatens the existence of conventional taxi businesses.
The phenomenon of disruption does not only occur in the business world, but has
spread to other fields such as education, government, culture, politics, and law. In the
political field, for example, political movements to gather mass through mass concentration
have been replaced by social media-based movements. The government sector is now also
challenged to implement bureaucracy effectively and efficiently based on e-governance.
The cultural sector has also been disrupted. The massive development of social media
has reconstructed the cultural structure of society. Social relations are now more closely built
in cyberspace, so relationships in the real world become relative. Finally, the legal field is
now also disrupted. Legal regulations must also follow In summary, in disruptive there will
be disruptive regulation, disruptive culture, disruptive mindset, and disruptive marketing.
(Khasali, 2018)
The Role Of Social Humanities
Disruption has rapidly changed the world order. Change no longer takes thousands of
years, as described in Charles Darwin's theory of evolution (Darwin, 2004) in On the Origin
of Species. The change only takes a very short time. In this fast-paced situation, what changes
is not only the phenomenon, for example, offline to online, real world to cyberspace, print
media to social media, and so on. However, values, social order and culture are also
changing.
The shift in values is reflected in the rampant events that have recently occurred. The
most pronounced impact occurs in the environmental and social fields. Data from the
Ministry of Environment and Forestry (KLHK) between July 2016-June 2017 shows that
there was forest deforestation of 497,000 hectares or 64.3% of the total forests in Indonesia.
Although KLHK claims a decrease from 2014 of 73.6%, this number is still quite large,
whereas America, which is an industrial country, is able to maintain its forest deforestation of
no more than 200,000 hectares per year.The environmental problems also do not stop there,
Indonesia is even categorized as the fourth dirtiest country in the world, according to the
results of research by the International Earth Science Information Network in 2015.
The destruction of nature does not only occur due to waste generated from the
production process. Behind it, there is a shift in the human paradigm in viewing nature
(Prasetyo, 2018). In this case, Max Weber stated that since modernity proliferated, humans
have only used "instrumental reason", which then treats nature as something that can be used,
with results that can be directed (Tempo, 2010). As a result, the modern world and ecological
destruction are rapidly converging. Humans become detached from nature, and live in
another reality. This alienation makes the relationship between humans and nature only a
subject and object: humans (subject) who control nature (object).
In addition to environmental issues, the industrial revolution will also leave behind
issues related to the loss of social humanities values. The millennial generation, the
generation born around 1980-2000s, has shown symptoms of mental degradation.
Consumerist lifestyles, unlimited freedom, and the loss of ethical behavior on social media
are a series of examples of such degradation. Rhenald Kasali (Khasali, 2018) calls millennials
the strawberry generation, which is described as an attractive but fragile generation that lacks
a strong mentality and values.
The original spirit of technological advancement was to make human life easier. Since
the invention of machines and the start of the automation era, production has multiplied,
cutting down on time and costs. However, in the end, all this convenience has had a major
human impact, as it has significantly reduced the use of human labor. As a result, there has
been an increase in unemployment. It is precisely at this point that there is a need for a
development paradigm that not only improves human capabilities in the field of technology,
but also needs to improve the mentality of the people themselves.
In an effort to build character, the role of social humanities is needed. It is unfortunate
that on several occasions, the humanities are considered a second class science that does not
have a significant impact in the era of the industrial revolution 4.0. In fact, if traced further,
the development of science (science) that produces technological advances today originated
from rationality that was fostered by the humanities. The movement was reflected in the birth
of the modern era in the XVII century (Hardiman, 2004). At that time, the era of the rise of
the ratio had began, thus allowing humanity to think freely apart from shackling theological
doctrines.
In the 18th century there was a major change in the way people thought. This was marked by
the secularization of science so that there was a separation between body and soul which was
studied separately. The body was treated as material and explained as well as natural
phenomena. Natural science is separated from social science and humanities. Towards the
end of the 20th century, the progress of science and technology accelerated, resulting in the
technologicalization of life and livelihood (Jacob, 1988).
Technology is developing on its own and is becoming increasingly detached, leaving
religion and ethics, law, social sciences and humanities far behind. Therefore, there must be
an effort to integrate technology education with the humanities. Knowledge of nature and life
is incomplete without knowledge of why things happen, how they happen, how they develop,
and how they should be. Hard technology is not complete without soft technology (Jacob,
1988).
Conclusions
Research on Industrial Revolution 4.0 and the Challenges of Social Change has
shown that globalization is not only a phenomenon that impacts the technological field, but
has disrupted various other fields such as social, legal, and economic. The consequences of
this disruption have drastically changed the world order.
The problems that occur today cannot be solved in the same way as in the concept of
the past. The Industrial Revolution 4.0 cannot only be faced with technological development
without involving social dynamics in it.
In addition to preparing superior competitiveness, it is necessary to build public
awareness and maturity in responding to the development of the world today, especially in
the post truth era, when information flows rapidly without clarity of truth. It is necessary to
formulate a national policy strategy through awareness and maturity of thinking.
In facing the industrial revolution 4.0, the researcher argues that there are two ways to
go: First, preparing the implementation of education that links and matches between human
resources and the needs of the times in the era of the industrial revolution. Second, in addition
to preparing link and match education, the prepared human resources must also be equipped
with human values education taught by the social humanities.
When the exact sciences play a role in developing technology empirically, the
humanities still play a role in maintaining the quality of its people (software/users). If this
happens, then technological progress as a biological child of science can have a positive
impact on human civilization itself.
Globalization: Definition, History, And Development
Globalization is a world phenomenon whose definition is interpreted variously by
several world thinkers. There is no single definition of globalization. Moreover, attempts to
determine the definition are always fraught with problems, especially in the field of socio-
humanities (Kusumohamidjojo, 2009). In essence, globalization is a situation that refers to
the interconnection of economic and social systems. (Sandu, 2012)(Ritzer, 2010)
Until now there has been no historical review that precisely explains the periodization
of globalization. Globalization in some literature was triggered by the imperialist movement
by the West in Asia and Africa in the 15th century (Hopkin, 2002). In addition, globalization
also occurred when there was a large multinational company in 1897 that made world trade
possible.(Sandu, 2012).
Entering the 2000s, the term globalization (Fund, 2000) began to be widely used in
describing conditions in the modern era marked by free interaction between countries in
various fields, both social, economic culture, and of course technology. In this era,
interactions between countries are possible because of the ease of access caused by
technological advances.
(Friedman, 2006) notes that the history of globalization occurred in three periods:
Globalization 1.0, Globalization 2.0, and Globalization 3.0. Each periodization of
globalization always reveals the forces that make the world continuously change. The world
that is round and has a wide geography, in its development gradually becomes flat due to
several historical events, so that in the end it makes the earth flatter (The World Is Flat),
because there are no longer barriers that limit interactions.
Globalization 1.0. first took place from 1492, when Colombus set sail, opening trade
between the old world and the new world until around 1800. This process then made the
world shrink from large to medium size. The driving force in this era was determined by how
much muscle, how much horsepower, how much wind power, and how much steam power a
country had and how much creativity to utilize it. During this time, countries and
governments, usually fueled by religion, imperialism, or a combination of the two, broke
down walls and tried to encapsulate the world into one until global unification occurred.
Globalization 2.0 lasted from around 1800 to 2000 punctuated by the Great
Depression and World Wars I and II. This period shrank the world from medium size to small
size. In this era, the main actors of change or forces driving the process of global unification
were multinational corporations. These companies went global for markets and labor,
spearheaded by the Industrial Revolution and the expansion of capitalized companies from
the Netherlands and Britain. The forces driving this globalization were breakthroughs in
hardware, starting with steamships and trains, and later telephones and computers.
The process of globalization then reached its peak in Globalization 3.0. The difference
between this globalization and previous globalizations lies not only in the process of
shrinking and flattening the world, but also includes the driving force within it. The driving
force is the American and European individuals and businesses. Although in this case,
China's economy was the largest in the 18th century, it was the explorer countries and
Western companies that played a major role in globalization and the formation of its systems.
However, even this condition later shifted because the world was increasingly becoming flat
and was no longer driven by a country, but individuals. Globalization 3.0 then encourages
individuals to play and enter into it.
Friedman's view of the history of globalization shows that every era of globalization
always has an impact on changes in the system and social behavior of society. This is as
revealed by Alvin Toffler, (Toffler, 1980) in The Third Wave, which explains that the world's
progressivity develops in three waves: the agricultural era, the industrial era, and towards the
information era. In each era, the system and behavior of society change with the times.
The first wave of change was associated with the agricultural revolution, which
occurred around 8,000 years BC until around 1700. Before the agricultural revolution, the
social system of society was still in the form of small groups, often moving around. Moving
on, this group forages by hunting, fishing and foraging for food available in nature.
The second wave of change refers to the industrial revolution and takes place during
the development period from the 1700s to the present. In the United States, this wave peaked
in the mid-1950s but in many other parts of the world it is still ongoing. This period ended
the dominance of agricultural civilization and began the industrialization of society. The
technologies introduced during this wave were generally based on electromechanical
machines powered by non-renewable fossil fuels, causing widespread changes in the way
society was upgraded. Families became smaller, jobs shifted from farms to factories, and
education shifted from home education to organized education in the classroom.
This third wave of change is similar to the post-industrial age, a period that began
around the 19650s and continues to the present. This era is characterized by technological
advances that help speed up communication, calculation, and information dissemination. The
widespread availability of technologies such as computers, telecommunications, robots, and
biotechnics has also affected the social characteristics of society. Fundamental changes in
social behaviour can now be seen in the rise of alliances and organizations in cyberspace,
international mobility in terms of labour force and capital, and increased collaboration
between private and government.
Industrial Revolution 4.0 And Disruption
The history of globalization shows that every changing era has its own core (driver).
The descriptions of Friedman, Ritzer, and Toffler show that the movement of change is
always triggered by technological developments that gave birth to the era of the industrial
revolution 4.0, which not only does not only open up interaction widely but also disrupts
various fields of human life.
Disruptive was originally a phenomenon that occurred in the economic world,
especially in the business sector. Clayton (Christensen, 1997), a Harvard Business Professor,
calls it innovative disruption in The Innovator's Dilemma (Christensen, 1997).Disruptive
itself is a condition when a business is required to continue to innovate following
developments, so that businesses are not only to meet current needs, but can anticipate future
needs.
In the current era, disruption does not only apply to the business world. The
phenomenon of disruption has a major impact on various fields. Disruption does not only
change the business, but the fundamentals of the business (Khasali, 2018). Starting from the
cost structure to the culture, and even the ideology of an industry.
The business paradigm has shifted from an emphasis on owning to sharing
(collaboration). A clear example can be seen in the shift of retail businesses (physical stores)
into e-commerce that offers convenience in shopping, plus the spread of online taxis then
threatens the existence of conventional taxi businesses.
The phenomenon of disruption does not only occur in the business world, but has
spread to other fields such as education, government, culture, politics, and law. In the
political field, for example, political movements to gather mass through mass concentration
have been replaced by social media-based movements. The government sector is now also
challenged to implement bureaucracy effectively and efficiently based on e-governance.
The cultural sector has also been disrupted. The massive development of social media
has reconstructed the cultural structure of society. Social relations are now more closely built
in cyberspace, so relationships in the real world become relative. Finally, the legal field is
now also disrupted. Legal regulations must also follow In summary, in disruptive there will
be disruptive regulation, disruptive culture, disruptive mindset, and disruptive marketing.
(Khasali, 2018)
The Role Of Social Humanities
Disruption has rapidly changed the world order. Change no longer takes thousands of
years, as described in Charles Darwin's theory of evolution (Darwin, 2004) in On the Origin
of Species. The change only takes a very short time. In this fast-paced situation, what changes
is not only the phenomenon, for example, offline to online, real world to cyberspace, print
media to social media, and so on. However, values, social order and culture are also
changing.
The shift in values is reflected in the rampant events that have recently occurred. The
most pronounced impact occurs in the environmental and social fields. Data from the
Ministry of Environment and Forestry (KLHK) between July 2016-June 2017 shows that
there was forest deforestation of 497,000 hectares or 64.3% of the total forests in Indonesia.
Although KLHK claims a decrease from 2014 of 73.6%, this number is still quite large,
whereas America, which is an industrial country, is able to maintain its forest deforestation of
no more than 200,000 hectares per year.The environmental problems also do not stop there,
Indonesia is even categorized as the fourth dirtiest country in the world, according to the
results of research by the International Earth Science Information Network in 2015.
The destruction of nature does not only occur due to waste generated from the
production process. Behind it, there is a shift in the human paradigm in viewing nature
(Prasetyo, 2018). In this case, Max Weber stated that since modernity proliferated, humans
have only used "instrumental reason", which then treats nature as something that can be used,
with results that can be directed (Tempo, 2010). As a result, the modern world and ecological
destruction are rapidly converging. Humans become detached from nature, and live in
another reality. This alienation makes the relationship between humans and nature only a
subject and object: humans (subject) who control nature (object).
In addition to environmental issues, the industrial revolution will also leave behind
issues related to the loss of social humanities values. The millennial generation, the
generation born around 1980-2000s, has shown symptoms of mental degradation.
Consumerist lifestyles, unlimited freedom, and the loss of ethical behavior on social media
are a series of examples of such degradation. Rhenald Kasali (Khasali, 2018) calls millennials
the strawberry generation, which is described as an attractive but fragile generation that lacks
a strong mentality and values.
The original spirit of technological advancement was to make human life easier. Since
the invention of machines and the start of the automation era, production has multiplied,
cutting down on time and costs. However, in the end, all this convenience has had a major
human impact, as it has significantly reduced the use of human labor. As a result, there has
been an increase in unemployment. It is precisely at this point that there is a need for a
development paradigm that not only improves human capabilities in the field of technology,
but also needs to improve the mentality of the people themselves.
In an effort to build character, the role of social humanities is needed. It is unfortunate
that on several occasions, the humanities are considered a second class science that does not
have a significant impact in the era of the industrial revolution 4.0. In fact, if traced further,
the development of science (science) that produces technological advances today originated
from rationality that was fostered by the humanities. The movement was reflected in the birth
of the modern era in the XVII century (Hardiman, 2004). At that time, the era of the rise of
the ratio had began, thus allowing humanity to think freely apart from shackling theological
doctrines.
In the 18th century there was a major change in the way people thought. This was marked by
the secularization of science so that there was a separation between body and soul which was
studied separately. The body was treated as material and explained as well as natural
phenomena. Natural science is separated from social science and humanities. Towards the
end of the 20th century, the progress of science and technology accelerated, resulting in the
technologicalization of life and livelihood (Jacob, 1988).
Technology is developing on its own and is becoming increasingly detached, leaving
religion and ethics, law, social sciences and humanities far behind. Therefore, there must be
an effort to integrate technology education with the humanities. Knowledge of nature and life
is incomplete without knowledge of why things happen, how they happen, how they develop,
and how they should be. Hard technology is not complete without soft technology (Jacob,
1988).
Conclusions
Research on Industrial Revolution 4.0 and the Challenges of Social Change has
shown that globalization is not only a phenomenon that impacts the technological field, but
has disrupted various other fields such as social, legal, and economic. The consequences of
this disruption have drastically changed the world order.
The problems that occur today cannot be solved in the same way as in the concept of
the past. The Industrial Revolution 4.0 cannot only be faced with technological development
without involving social dynamics in it.
In addition to preparing superior competitiveness, it is necessary to build public
awareness and maturity in responding to the development of the world today, especially in
the post truth era, when information flows rapidly without clarity of truth. It is necessary to
formulate a national policy strategy through awareness and maturity of thinking.
In facing the industrial revolution 4.0, the researcher argues that there are two ways to
go: First, preparing the implementation of education that links and matches between human
resources and the needs of the times in the era of the industrial revolution. Second, in addition
to preparing link and match education, the prepared human resources must also be equipped
with human values education taught by the social humanities.
When the exact sciences play a role in developing technology empirically, the
humanities still play a role in maintaining the quality of its people (software/users). If this
happens, then technological progress as a biological child of science can have a positive
impact on human civilization itself.
