FGD PENYUSUNAN KAJIAN

COMPETENCY NEED ASSESSMENT TENAGA PENDIDIK

DI LINGKUNGAN KEMENTERIAN KESEHATAN

LITERASI UNTUK MENGHADAPI

REVOLUSI INDUSTRI 4,0
BAGI PENDIDIK KESEHATAN

Ifan Iskandar
Universitas Negeri Jakarta

Century Park Hotel, Selasa 4 Februari, 2020

The meaning of ‘knowing’ has shifted from
being able to remember and repeat information
to being able to find and use it.”

(Aurtralia National Research Council, 2007)

http://www.teachinquiry.com/index /Introduction.html
Latar Belakang …Dunia Digital
Kita hidup di dunia digital (Agustus 2018)
 Kita hidup di dunia digital (awal 2019)
https://dustinstout.com/social-media-statistics/#facebook-stats

Facebook was founded by Mark

Zuckerberg and launched in 2004.

YouTube was created by Steve Chen,

Chad Hurley and Jawed Karim (former
PayPal employees) in 2005.
 Kita hidup di dunia digital

WhatsApp was founded by Jan Koum and

Brian Acton in 2009 and later bought by
Facebook in 2014.

Instagram was created Mike Krieger and

Kevin Systrom in 2010.
 Kita hidup di dunia digital

Twitter was founded by Jack Dorsey, Biz

Stone and Evan Williams in March of 2006.

Reddit was founded by Alexis Ohanian and

Steve Huffman from the University of
Virginia in 2005.
Kita hidup di dunia digital

Until the mid of 2009, SMS has been used by 4,000 millions
users around the world with the average number of 50 short
messages per month per user (Hillebrand, et. al., 2010).

WhatsApp, on the other hand, is actively used by 1,500

millions users per month with 60.000 millions texts per day
(Stout, 2020).
 What to do ?
Revolusi Industri 4,0 dalam PANDUAN PENYUSUNAN KURIKULUM
PENDIDIKAN TINGGI di ERA INDUSTRI 4.0

Rumusan CPL disarankan untuk memuat kemampuan yang diperlukan

dalam era industri 4,0 diantaranya kemampuan tentang:
a. literasi data (kemampuan pemahaman untuk membaca,
menganalisis, menggunakan data dan informasi (big data) di dunia
digital);
b. literasi teknologi (kemampuan memahami cara kerja mesin, aplikasi
teknologi (coding, artificial intelligance, dan engineering principle));
c. literasi manusia (kemampuan pemahaman tentang humanities,
komunikasi dan desain);
d. pemamahaman akan tanda-tanda revolusi industri 4,0;
e. pemahaman ilmu untuk diamalkan bagi kemaslahatan bersama
secara lokal, nasional, dan global.
 Tujuan Bahasan

Rencana
Mengkaji literasi bagi pendidik di era RI 4,0 penyusunan
instrumen penilaian
kompetensi dan
pemutakhiran
kurikulum
Menganalisis pengembangan kompetensi untuk pendidikan
menghadapi RI 4,0 bagi pendidik kesehatan kesehatan
 Mengapa harus mengantisipasi Revolusi
Industri 4,0?

World Economic Forum Annual Meeting 2016 Mastering

the Fourth Industrial Revolution
To address the key global challenges confronting the world effectively and
sustainably, mastering the Fourth Industrial Revolution – the wave of
technological advances that are changing the way we live, work, stay alive and
interact with each other and machines – is essential.
(Davos-Klosters, Switzerland 20-23 January, 2016)
Revolusi Industri 4,0
Industry 4.0 can be also perceived as a natural transformation of the
industrial production systems triggered by the digitalization trend
(Rojko, 2017)

Penginternasionalan
RI 4,0
• Disajikan di • Respon
Pekan Hannover • Digaungkan pendidikan
pada 2011 pada Forum tinggi di
Ekonomi Dunnia Indonesia
pada 2016
Panduan Kurikulum
Cikal Bakal RI 4,0
2019
 Kajian Akademik
Dua revolusi yang mengiringi RI 4,0
• Mesin uap dan tenun
• Listrik dan produksi masal
• Komputer & elektronika ke
otomasi
• CPS, IoT, AI, dan Blockchain
Rev Ind 4,0
Rev Ekonomi
5,0 • Kebutuhan bertahan hidup
• Agraria
• Berburu dan mengumpulkan • Dunia industri
• Agraria dan barter • Kekuatan informasi kecerdasan
• Industri & pemaaran • Teknologi Informasi dan
• digital informasi Komunikasi
• informasi super dan ekonomi
perintis
Masyarakat
5,0
Fakta di sekitar kita

Revolusi Ekonomi: Masyarakat

Revoulusi Industri 4,0 5,0
Cyber Physical Systems, Internet Super Information Sharing economy,
of things, AI, Blockchain start up economy, Blue Economy etc
→ the Power of PLATFORM

Masyarakat 5,0
Super Information Full use of IT, citizen
centered, participation, Shared values :
sustainability, inclusion, effectiveness,
power of intelligence
Menyebabkan Volatility,
Uncertainty, Complexity,
Ambiguity (VUCA).
Keniscayaan untuk berubah.
Dampak RI 4,0

gangguan
perubahan
terhadap
Dampak RI dunia kerja pekerjaan,
keterampilan
perekrutan
4,0 yang dinamis yang mapan/
lintas industri
disrupsi
dan wilayah
keterampilan
Dampak …VUCA

• Volatility • Ambiguity

Rapid and
Potential for
unstable
misreads
change

Difficult to The
predict confounding
accurately of issues

• Uncertainty • Complexity
Arah perkembangan … kasus

The “fourth industrial revolution” has started to disrupt the

Indonesian healthcare system. Doctors in Indonesia would
provide consultations to patients or “consumers” in
different ways.
Many patients no longer visit doctors. Consultations and
therapeutic communications can be done online through
cell phones. Interestingly, doctors receive compensation
not from a hospital, but from a start-up company listed as a
digital enterprise, not a healthcare provider.
Anis Fuad (2018) Medical education 4.0
The Jakarta Post, Saturday, December 8, 2018 / 09:09 am
Arah perkembangan … kasus

‘Care 4.0’, a new paradigm that could change the way

people develop digital health and care services,
focusing on trusted, integrated networks of
organizations, people and technologies to help people
co-manage and use their own assets, in the context of
their own care circle and community.
It would enable personalized services that are more
responsive to care needs and aspirations, offering
preventative approaches that ultimately create a more
flexible and sustainable set of integrated health and
social care services that support meaningful
engagement and interactions.
Cute and French (2019) Introducing Care 4.0: An Integrated Care Paradigm Built
on Industry 4.0 Capabilities
LITERASI APA YANG DIBUTUHKAN?
BIG DATA FOCUS

Pinpointing the big-data aspect of the Fourth Industrial Revolution as

a common and urgent priority.

The proliferation of mobile devices, online sensors and other means of

collecting information digitally has made it possible to obtain detailed,
accurate and real-time data on everything from purchases to patient
care
Arah perkembangan … kasus

Pada 2006, Norwegia menjadi negara pertama di

Eropa yang mengembangkan kurikulum nasional yang
memuat apa yang sekarang dikenal sebagai
keterampilan digital (digital skills) sebagai kompetensi
dasar (fundamental competence) yang setara dengan
keterampilan berbicara, membaca, menulis, dan
aritmatika (NESA, 2017).

Sejak 2012, Norwegia telah membuka akses terhadap

internet selama ujian nasional; muatan materi bukan
pengetahuan dalam wilayah berpikir tingkat rendah
(LOTs), tapi ke berpikir tingkat tinggi (HOTs).
Arah perkembangan … kasus

NSW Australia mewajibkan mata pelajaran Coding

(pemrograman komputer) mulai dari sekolah
menengah disebut sebagai literasi baru bertujuan
untuk mengembangkan kemampuan melakukan
analisis dalam bidang ilmu sosial, matematika, dan
seni serta lainnya (NESA, 2016).

Upaya tersebut sudah sejak 2006 dilakukan di

Norwegia, 13 tahun yang lalu dan di Australia
dilakukan mulai 2012 untuk sekolah menengah
mereka dan kita dapat memulainya sekarang.
Revolusi Industri 4,0, warga Abad ke-21, dan literasi digital
untuk Revolusi

satu literasi yang dibutuhkan

Keterampilan

Industri 4,0

untuk berhasil menjadi warga

Abad ke-21, yaitu literasi digital
tingkat tinggi (Hague, 2011)
 Apa Literasi Digital?

The term digital literacy is closely pertinent to other basic

literacies (e.g. reading and writing, mathematical
competence) that are integral parts of education.

(Andrea Karpati. Digital Literacy. UNESCO Institute for Information

Technologies in Education/IITE. Kedrova: 2011. Accessibe at
https://iite.unesco.org/files/policy_briefs/pdf/en/digital_literacy.pdf)
Apa Cakupan Literasi Digital?
Digital Literacy is an umbrella concept covering: (Karpati, 2011)

ICT literacy: user skills enabling active participation in a society

with computer-supported and on the internet-distributed services
and cultural offerings

Technological literacy (used to be called computer literacy): user

and technical computing skills.

Information literacy: part of the Knowledge Society: the ability to

locate, identify, retrieve, process and use digital information
optimally.
 Apa dan untuk Apa Literasi Digital?
Information Technologies

UNESCO recognizes the considerable effort being invested by many

Policy Brief. May 2011.

international organizations in “measuring the information society”,

UNESCO Institute for

defining digital literacy as a life skill.

ICT user skills are those that should be learnt by all citizens of the
knowledge society in order to:
in Education.

• select and apply ICT systems and devices effectively;

• utilise common generic software tools in their private lives;
• use specialised tools for work;
• flexibly adapt to changes in infrastructure and applications.

26
 Apa Fitur Literasi Digital?

The most important components of digital literacy are

common for future computer users and ICT professionals:
accessing, managing, evaluating, integrating, creating,
and communicating information individually or
collaboratively in a networked, computer-supported, and
web-based environment for learning, working, or leisure.

(Andrea Karpati. Digital Literacy. UNESCO Institute for Information

Technologies in Education/IITE. Kedrova: 2011. Accessibe at
https://iite.unesco.org/files/policy_briefs/pdf/en/digital_literacy.pdf)
 Apa Fitur Literasi Digital?

Accessing information: identifying information sources

including collecting and retrieving information.
Managing information: assessing the validity and
authenticity of the information resources.
Evaluating information: making judgements about
information adequacy, currency, usefulness, quality,
relevance, or efficiency.

(Andrea Karpati. Digital Literacy. UNESCO Institute for Information Technologies

in Education/IITE. Kedrova: 2011. Accessibe at
https://iite.unesco.org/files/policy_briefs/pdf/en/digital_literacy.pdf)
 Apa Fitur Literasi Digital?

 Integration: interpreting and representing information using ICT tools

requiring the ability to synthesize, summarize, compare, and contrast
information from multiple sources—visual and verbal information like
texts, charts, and images.
 Creation of new knowledge: generating new information digitally by
adapting, applying, designing, inventing, or authoring information
 Communication: transmitting information faster, more persuasively,
and to a wider audience and adapting and presenting the information
properly in a variety of sociocultural contexts.

(Andrea Karpati. Digital Literacy. UNESCO Institute for Information

Technologies in Education/IITE. Kedrova: 2011. Accessibe at
https://iite.unesco.org/files/policy_briefs/pdf/en/digital_literacy.pdf)
Standar Penguasaan Kompetensi TIK/Literasi
Digital bagi guru (Three-Staged ICT Competency)
FRAMEWORK FOR

The Framework is arranged in three different approaches to teaching

(three successive stages of a teacher’s development):
1. Technology Literacy, enabling students to use ICT in order to learn
COMPETENCY

more efficiently.
UNESCO ICT

2. The second is Knowledge Deepening, enabling students to acquire

TEACHERS

in-depth knowledge of their school subjects and apply it to complex,

real-world problems.
3. Knowledge Creation, enabling students, citizens and the workforce
they become, to create the new knowledge required for more
harmonious, fulfilling and prosperous societies.

30
 Cakupan Literasi Informasi

Information literacy
The United States National Forum on Information Literacy defines
INFORMASI

information literacy as "... the hyper ability to know when there is a need
for information, to be able to identify, locate, evaluate, and effectively use
LITERASI

that information for the issue or problem at hand.“

The American Library Association defines "information literacy" as a set of

abilities requiring individuals to "recognize when information is needed and
have the ability to locate, evaluate, and use effectively the needed
information.

31
 Information Literacy

Boekhorst, A. K. (2003b). Information Literacy in The Netherlands.

 Cakupan
CakupanLiterasi
Literasi Informasi
Informasi

Seven important components of a holistic approach to information

literacy:
1) Tool literacy (or the ability to understand and use the practical and
Information

conceptual tools of current information technology relevant to

education and the areas of work and professional life that the
Literacy

individual expects to inhabit);

2) Resource literacy (or the ability to understand the form, format,
location and access methods of information resources, especially
daily expanding networked information resources);

33
 Cakupan Literasi Informasi

3) Social-structural literacy (or understanding how information is

socially situated and produced);
4) Research literacy (or the ability to understand and use the IT-
based tools relevant to the work of today's researcher and
Information

scholar);
Literacy

5) Publishing literacy (or the ability to format and publish research

and ideas electronically, in textual and multimedia forms ... to
introduce them into the electronic public realm and the electronic
community of scholars);

34
 Cakupan Literasi Informasi

6) Emerging technology literacy (or the ability to continuously adapt to,

understand, evaluate and make use of the continually emerging innovations
Information

in information technology so as not to be a prisoner of prior tools and

resources, and to make intelligent decisions about the adoption of new
Literacy

ones);
7) Critical literacy (or the ability to evaluate critically the intellectual, human
and social strengths and weaknesses, potentials and limits, benefits and
costs of information technologies).

35
Literasi Digital dan literasi Abad XXI

Ada dua keterampilan yang dibutuhkan sekarang dan di masa

depan, yaitu keterampilan digital dan keterampilan navigasi
digital.

Keterampilan digital adalah keterampilan teknis yang

diperlukan untuk menggunakan teknlogi digital, sedangkan
keterampilan navigasi digital adalah seperangkat keterampilan
yang lebih luas yang dibutuhkan untuk berhasil di dunia digital.
Keterampilan navigasi digital ini disebut sebagai “keterampilan
abadi (eternal skills)’.

Grand-Clement (Corsham Institute Thought Leadership Programme 2017)

Literasi Digital dan literasi Abad XXI

Yang pertama bahwa diperlukan pengetahuan teknis tentang

pemrograman (programming), pengodean (coding), dan
analisis untuk hidup di dunia digital.

Yang kedua terkait dengan keterampilan yang kurang teknis,

yang abadi, yaitu: mengelola pengetahuan (misalnya, validasi
informasi dan penjaminan mutu informasi); mengelola
perubahan; mengelola mental (misalnya memberikan respon
dan melakukan proses perbaikan berulang-ulang); belajar
sendiri dan belajar sepanjang hayat; membedakan batas dan
hambatan teknologi.
Grand-Clement (Corsham Institute Thought Leadership Programme 2017)
Dampak utama RI 4,0 dapat digambarkan dengan perubahan yang cepat dan
tidak stabil (Volatility), kesulitan dalam membuat prediksi yang akurat
(Uncertainty), isu dan berita yang membingungkan (Complexity), dan potensi
untuk salah arti (Ambiguity)—keempatnya diringkas VUCA (Horney, Pasmore,
O’Shea, 2010)
Revolusi Industri 4,0
Keterampilan untuk

Sepuluh keterampilan tertinggi yang dibutuhkan: yaitu

1) keterampilan menyelesaikan masalah kompleks; 2)
berpikir kritis; 3) berkreatifitas; 4) mengelola orang
banyak; 5) berkoordinasi dengan orang lain; 6) cerdas
secara emosi; 7) membuat penilaian dan putusan; 8)
berorientasi layanan; 9) bernegosiasi; dan 10) berpikir
fleksibel (Festo, Industry 4.0 User’s Guide: Educator
Edition, 2019).
Kliterasi Digital dan Taksonomi Digital
Literasi Digital dan Taksonomi Digital
 Kajian Akademik

ICT investments:

three broad areas require attention:

- the infrastructure;
- the application software and e-resource;
- staff development.
(ICT for higher education: case studies from Asia and the Pacific)
http://en.ichei.org/2011/12/18/ict-for-higher-education-case-studies-from-
asia-and-the-pacific/
UNESCO-ICHEI, December 18, 2011
 Kajian Akademik

ICT investments in contemporary HEIs have three

interrelated functions:
- Teaching: recent innovations in online delivery of education services
have inadvertently concentrated ICT investments mainly in
teaching and learning to increase access and to engage in
competing globally for the higher education market share
- Research: the interconnectedness of teaching and research, underpinned
by the need for knowledge innovation, requires explicit links to
research repositories, online, journals, and research forums
- Community engagement

(ICT for higher education: case studies from Asia and the Pacific)
http://en.ichei.org/2011/12/18/ict-for-higher-education-case-studies-from-asia-and-the-
pacific/
UNESCO-ICHEI, December 18, 2011
Kajian Akademik
 Literasi Digital dalam pemutakhiran kurikulum

“focus less on the adoption of specific new technologies

The way to embed
technologies (ICT)

and more on how meaningful tasks which explore

authentic academic digital practices can be embedded in
curriculum learning and how emerging digital practices
might be usefully recontextualised in an academic setting.”
(Payton, S. (2012) JISC Briefing: Developing Digital Literacies, Bristol. Available
at: http://
www.jisc.ac.uk/media/documents/publications/briefingpaper/2012/Developing_Di
gital_ Literacies.pdf )

44
Literasi Digital dalam pemutakhiran kurikulum
Literasi Digital dalam pemutakhiran kurikulum

There is thus potential, if not an imperative, to find ways to integrate not only
technology into the discipline but, perhaps more importantly, the discipline
into the technology.

In curriculum terms, the development of digital literacy will involve using devices
and software but should also be recognised and made explicit:
1) in analytical and discursive practices;
2) in syllabus content;
3) in assessment design and grading criteria; and
4) in formal course specification documents, having implications for validation
panel training and membership.

Strategic integration at institutional and departmental levels becomes vital, as

does the alignment with employer and professional discourses, demands and
requirements.
 Tentang kurikulum …

“…curriculum is simply what is taught and learned

in schools. It is the constitutive cultural and scientific
content of education that is transmitted by the
message systems of pedagogy and assessment”
(Woods, dkk., 2010:362).
 Tentang kurikulum dan silabus (RPS)

Komponen Kurikulum:
Capaian Pembelajaran Lulusan Program Studi yang mencakup 1)
sikap dan nilai; 2) pengetahuan; 3) keterampilan

Course Outline Components:

1) Nama program studi, nama dan kode mata kuliah,
semester, sks, and nama dosen;
2) Capaian Pembelajaran Mata Kuliah (CPMK);
3) Sub-CPMK;
4) Materi Belajar;
5) Metode Pembelajaran/Pengalaman Belajar;
6) Waktu;
7) Instrumen, Kriteria, dan Indikator Penilaian;
8) Sumber dan Rujukan; dll.
 Bahan pertimbangan (intended vs
unintended values learned)

Teaching
• What is • What is
planned? • What is assessed?
taught?

Curriculum Assessment

What is
learned?
Learning
Bahan Pertimbangan
The fact about the power of hidden curriculum
HIDDEN CURRICULUM

Humanists developmentalist social efficiency educators social meliorists

CURRICULUM
intended knowledge, values, and beliefs taught and learned

WHAT IS TAUGHT WHAT IS LEARNED

HIIDEN CURRICULUM

unintended knowledge, values, and beliefs taught and learned

Deduced from: Christine E. Sleeter. 2005. Unstandardizing Curriculum: Multicultural Teaching in the
Standards-Based Classroom. New York: Teachers College Press.
 Kerangka Berpikir

TIK untuk TIK untuk TIK untuk

infusi ke dalam presentasi implementasi
kurikulum kurikulum kurikulum

Sistem informasi Kurikulum

Kompetensi TIK
untuk presentasi terinfusi dan
dalam kurikulum
kurikulum berbasis TIK

Pedoman Sistem
pengembangan & RPS terinfusi TIK,
informasi
pengembangan RPS khusus TIK,
kurikulum kurikulum RPS dengan TIK
berbasis TIK (SIKUR)
 Proses revitalisasi kurikulum

PROSES PENGINTEGRASIAN LITERASI DIGITAL KE DALAM KURIKULUM DAN RPS

Mengkaji konsep TIK Mengidentifikasi

dan Literasi Digital Kompetensi TIK/Literasi
Digital dan indikatornya
CPMK CPL Prodi

Deskripsi MK
Menelaah dan
Sikap
mengintegrasikan
Materi Pembelajaran/
kompetensi TIK/literasi
KURI-
Pokok Bahasan
digital ke dalam KU-
kurikulum, RPS, dan
Media Pembelajaran produk selama proses Keterampilan umum LUM
RPS Perangkat keras dan
lunak)
belajar mengajar dan khusus

SUB-CPMK Tabel integrasi Tabel integrasii

kompetensi kompetensi Pengetahuan
Iindikator TIK/literasi digital ke TIK/literasi digital ke
dalam RPS dalam kurikulum
Metode Pembelajaran Tabel infusi kompetensi
TIK/literasi digital dalam
pembuatan produk
Kriteria & Bentuk selama proses belajar
Penilaian mengajar

Makalah Esai Tayangan presentasi Artikel ……

Panduan Penyusunan SN Dikti 44 (2015)
Kurikulum Perguruan produk selama proses belajar mengajar dan lampiran SN
Tinggi (2019) Dikti 49 (2014)
 Model indikator Kompetensi TIK
Indikator kompetensi

1. Kompetensi Media Digital dari Profil Standar

TIK/Literasi Digital

Kompetensi Guru Bahasa Eropa (EPG

forLanguage Teachers);
2. Kompetensi TIK untuk Guru dari UNESCO;
3. Kompilasi kompetensi TIK/Literasi Digital dari
pelbagai sumber

53
 Penginfusian literasi digital ke dalam praktik digital akademik yang
otentik

HOW TO EMBED DIGITAL LITERACY (DL) IN ELESP SYLLABUSES THROUGH AUTHENTIC ACADEMIC DIGITAL PRACTICES (AADP)

Identify Digital Literacy Analysing Digital Employing Digital Literacy in Aut Recognizing DL in the Incorporating DL into
Components Literacy Descriptors Acad Digital Practices Production of Acad Texts Syllabus
Stage 1 Stage 2 Stage 3 Stage 4 Stage 5

identify Accessing
Essay ELO
Accessing retrieve literatures &

Authentic Academic Digital Practice: Process of Producing Academic

collect references

CLO
organize
Managing data &
Managing report
varius sources
classify
CD

Syllabus Components
assess Evaluating
Digital Literacy

Evaluating relevant LLO

judge information
presentation LLO Indicators
synthesize Integrating
Integrating summarize various and ATC
compare multi-faceted
MOI
generate paper
Creating certain
Creating
genres of texts
author
LM
transmit Communicating
Texts

Communicating Thesis/ the texts for

TA
present Dissertation dissemination
 Pemerolehan literasi digital melalui praktik digital akademik otentik

Penggunaan secara
• Esei, otentik literasi digital • Pengakuan secara
• Presentasi, tersurat literasi digital ke
• Literasi digital yang dalam komponen
• Laporan,
terpadu dalam proses kurikulum/silabus
• Makalah, penyusunan teks
• Tesis/Disertasi akademik melalui
Authentic Academic
Digital Practices
Pemerolehan literasi
Teks Akademik
digital
Inquiry-based learning/enquiry-
based learning; relevant approach?
‘if you do the same thing over and over
again and expecting different result is
insanity’. (Einstein)
TERIMA KASIH