Competence of Islamic Higher Education Graduates from the Perspectives of Stakeholders in the Era of Industrial Revolution 4.0

Abstract

This study aimed to determine the competence of graduates of Islamic Education Study Program in the perspective of user society. The study used a quantitative approach with survey method. Data collection techniques were conducted by questionnaire, interview, and documentation. Data analysis was utilized with descriptive statistics. The results showed that graduates had to have integrity (ethics and morals) in addition to other competencies. Ethics and morals should be the foundation and priority of higher education in structuring and compiling the existing curriculum. Therefore, learning does not only focus on knowledge, but attitude must be the main goal to print superior human resources who believe and are fear to God Almighty. Attitude needs to be integrated in the ongoing learning process. In addition to these competencies, graduates need to have the ability in the field of technology and communication of foreign languages both Arabic and English. The era of the industrial revolution 4.0 is marked by digitalization in all aspects of human life. Thus, curriculum development in university needs to harmonize between the needs, demands and guidance in the community.

Pemberdayaan Berbasis Asset Based Community Development untuk Meningkatkan konpetensi Profesional Guru Madrasah di Era Industri 4.0

“…. Tim bersama dengan dampingan menyusun kegiatan untuk mendukung pencapaian tujuan tersebut, salah satunya dengan pelatihan terkait pembelajaran karakter, literasi di sekolah dasar, internalisasi nilai-nilai Islam dalam pembelajaran dan kurikulum madrasah, dan tema yang terakhir terkait kompetensi yang harus dimiliki guru pada era revolusi industry 4.0 (Alhamuddin et al, 2020). Salaha satu materi pelatihan yang disamapikan adalah pembelajaran literasi di sekolah dasar.…”

Resilient, Innovative and Inclusive Guidance and Counselling Master Programme Curriculum

“…Learning activities are focussed on developing the graduate competencies of students [1] to achieve the goals that have been set. In connection with this, teaching methods and excellent programmes are things that must be developed in line with the achievement of graduate competencies from students.…”

Prosocial competency-based model of a future teacher

“…Исследование P. Balve, L. Ebert [47] также направлено на обоснование роли «мягких» навыков, в том числе «самооценки» при подготовке студентов по программе бакалавриата «Производство и управление операциями» в университете прикладных наук Хайльбронна. Работа ученых A. Alhamuddin, A. M. Tsaury, E. Surbiyantoro, A. Murniati [48], направленная на изучение компетентности современных выпускников исламских вузов, показывает «значимость добросовестности (этики и морали) в дополнение к другим компетенциям. Этика и мораль должны быть основой и приоритетом высшего образования при построении и составлении существующей учебной программы».…”