Do We Need You? : The Roles of Teacher Supervisor in Embracing Industrial Revolution 4.0

Adnan, Wan Ilmiwati Wan; Wahid, Najihah Abd; Majid, Norliana Abd; Jaafar, Farah Wahida; Ismail, Nor Asmawati; Wahab, Noradilah Abdul

doi:10.1088/1742-6596/1529/4/042046

Cited by 6 publications

(4 citation statements)

References 21 publications

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“…The introduction of creative and encouraging counsellors who assist students in learning new information and motivate them to accept change is linked to the achievement of these goals (Johnson, 2017). In order to convert their students in accordance with the demands of the Fourth Industrial Revolution and create a workforce that capable of employability skills meeting the difficulties of Industrial Revolution 4.0, counsellors' competencies, knowledge awareness and career agility must be assessed (Adnan et al, 2020).…”

Section: Explore Importance Of the Problemmentioning

confidence: 99%

Industrial Revolution 4.0 Career Agility and Competencies Among Secondary School Counsellors in Preparing Students Future Skills in Malaysia

Balan¹,

Zainudin²,

Jalil³

2023

JPAG

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Intro Industry 4.0 is transforming how businesses operate by integrating enabling technologies, such as the internet of things (IoT), artificial intelligent (AI), cloud computing, autonomous robots, simulation, analytics, additive manufacturing and machine learning, into their manufacturing facilities, overall operations, or on how they provide their services. Smart factories combine cutting-edge sensors, embedded software, and robots to gather and analyse data, enabling improved decision-making via more predictive analyses. This current technological transformation of industrial revolution 4.0 changes our education system in an indirect way to meet industrial needs. Future careers are changing accordingly. Counselors in schools play an important part in ensuring that students are adequately prepared to adapt to changing work environments and maintain their relevance in the labour market. It is very likely that guidance counsellors in schools are not prepared for or aware of the future careers that will be available in the job market as a result of Industrial Revolution 4.0. Objective This study is to measure the level of the school counselor's competencies and career agility in preparing secondary school students for IR4.0 future skills. Method An online survey questionnaire with 44 items was used to collect data. 80 secondary school counsellors completed the online survey. Finding show that the counsellor’s competencies and career agility of counselors in the aspect of preparing secondary school students towards future skills is at a moderate level. Conclusion, the accountable party needs to do what needs to be done to raise school counsellors' familiarity with IR4.0. As a result, school counsellors will be better able to incorporate IR4.0 principles into their guidance and counselling as well as their coaching practises, resulting in graduates who are well-equipped to meet the needs of the industries of the future.

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Section: Explore Importance Of the Problemmentioning

confidence: 99%

Industrial Revolution 4.0 Career Agility and Competencies Among Secondary School Counsellors in Preparing Students Future Skills in Malaysia

Balan¹,

Zainudin²,

Jalil³

2023

JPAG

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“…Hal ini ini penyebab pendidikan sangat penting dalam mengelola perubahan negara sehingga berhasil menyediakan SDM berkualitas. Revolusi industri ini yang menyebabkan SDM berkualitas merupakan syarat utama mengikuti perkembangan zaman (Adnan et al, 2020;Kuper, 2020;Lase, 2019). Sistem pendidikan memerlukan Langkah Baru dalam menghadapi era industri 4.0 (Nurtanto et al, Luh Mariantini / Media Buku Pintar Meningkatkan Hasil Belajar Keterampilan Dasar Siswa Kelas I Sekolah Dasar 2019; Onde et al, 2020).…”

Section: Pendahuluanunclassified

Media Buku Pintar Meningkatkan Hasil Belajar Keterampilan Dasar Siswa Kelas I Sekolah Dasar

2022

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Many students have difficulty improving basic skills. In addition, the media that can assist teachers in teaching students is also lacking, so students find it challenging to learn calistung. This study aims to develop Smart Book Media in Improving Learning Outcomes of Basic Skills for First Grade Elementary School Students. This type of research is the development of the ADDIE model. The test subjects were 2 media experts and 2 material experts. The trial subjects were 1 practitioner and 28 grade I elementary school students. The method used is the technique of interview and observation. The data collection instrument used is a questionnaire. Data analysis techniques are qualitative and quantitative analysis and inferential statistics. The results of the research are the assessment results by media content experts, namely 0.93 (high validity), and media experts getting a score of 0.87 (high validity). The validation scores of each respondent are 4.45 (very good) and 4.89 (very good) due to student responses. From the analysis results, it is concluded that the Smart Book media is feasible or valid to be used in the learning process. The results of the t-test are t-count (0.000) < t table (2.052), it can be concluded that there is a difference between the pretest and post-test scores of grade 1 students before and after using SmartBook media. It is concluded that Media Smart Book can improve fundamental skills in grade I elementary school students.

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“…In addition, the application of learning models and methods must be appropriate to carry out learning that can be oriented to the achievement of industry 4.0-based competencies (Partovi & Razavi, 2019;Sadeghi & Sadeghi, 2012;Shahroom & Hussin, 2018). However, apart from that, the maturity of competence in using digital technology to learn integrated with digital technology is also essential for teachers and students to have (Adnan et al, 2020;Bayles et al, 2021;Sert & Boynueğri, 2017). The level of maturity in mastering digital technology is one aspect that plays a role in supporting the transformation of industry-based learning 4.0 (Bergdahl, Nouri, & Fors, 2020;Rizaldi, Nurhayati, & Fatimah, 2020).…”

Section: Introductionmentioning

confidence: 99%

Competency of Digital Technology: The Maturity Levels of Teachers and Students in Vocational Education in Indonesia

Astuti

Arifin

Mutohhari

et al. 2021

JET

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One of the needs for competence in the world of work in the 21st century and the era of the industrial revolution 4.0. is competence in using digital technology. Vocational education is required to provide digital competencies to students through their learning. The maturity level of digital technology competence is divided into five levels, namely caring, literacy, capability, creativity, and being critical of using digital technology. This study aims to analyze the maturity level of vocational education teachers and students in mastering digital technology in learning. The survey research uses a design developed by Rea & Parker. A total of 233 vocational high school students were included as the research sample. Data were collected using a questionnaire technique with a four Likert scale questionnaire instrument. The collected data were analyzed using descriptive statistics and inferential statistics t test. The results show that the maturity level of digital technology for teachers and students is sequential, starting from awareness, literacy, capability, creativity, and being critical of using digital technology. All levels of maturity are included in the low category. Various trainings and learning innovations that are relevant to the relevance of digital technology mastery competencies are very important to be improved.

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Do We Need You? : The Roles of Teacher Supervisor in Embracing Industrial Revolution 4.0

Cited by 6 publications

References 21 publications

Industrial Revolution 4.0 Career Agility and Competencies Among Secondary School Counsellors in Preparing Students Future Skills in Malaysia

Industrial Revolution 4.0 Career Agility and Competencies Among Secondary School Counsellors in Preparing Students Future Skills in Malaysia

Media Buku Pintar Meningkatkan Hasil Belajar Keterampilan Dasar Siswa Kelas I Sekolah Dasar

Competency of Digital Technology: The Maturity Levels of Teachers and Students in Vocational Education in Indonesia

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