1.APLIKASI STEM DALAM PENGAJARAN DAN

KESIMPULAN

Dalam dunia tanpa sempadan dan ledakan globalisasi telah memberikan pengaruh yang signifikan dalam pembangunan
warga negara serta keberkesanan pelaksanaan sistem pendidikan di Malaysia. Masalah sosio psikologi ini pada abad 21,
tidak boleh dipandang ringan. Sekiranya dipandang enteng, wujudlah virus serta parasit masyarakat, yang boleh
mengundang bencana pada masa depan negara. Sekiranya semua pihak memainkan peranan masing masing, maka
masalah ini akan dibanteras. Semua warga pendidik juga masyarakat tidak boleh berpeluk tubuh, untuk memastikan
hasrat negara tercapai. Pembentukan pemikiran yang matang serta berwawasan adalah sangat diperlukan bagi
warga pendidik, pelajar mahupun remaja, bagi mencapai tujuan negara, pada melestarikan pembelajaran abad 21
pada institusi persekolahan di era ini.

RUJUKAN

Ab. Halim Tamuri dan Zarin Ismail. 2009. “Hubungan antara pegangan nilai moral dengan media masa: Tinjauan ke atas remaja Melayu luar bandar”.
27(1): 199-212.

Abdul Rahman Embong. 2000, Bangi: Penerbit Universiti Kebangsaan Malaysia.
Buletin Anjakan. 2015. Buletin Transformasi Pendidikan Malaysia. Pelan Pembangunan Pendidikan Malaysia 2013-2025, Bil 4/2015(1).
Francis, L.J. 1997. The socio-psychological profile of the teenage television addict. . 15 (1): 6-19.
J. Lamah Walker, Political Socio- Psychology Of Religion- InPerspective Of Reality. July 18 (2011)
James Ang Jet Ing. 2017. “Kehendak Pendidikan abad ke-21” dalam Panduan Pelaksanaan Pendidikan Abad ke-21. 2017. Institut Aminuddin

Baki, Kementerian Pendidikan Malaysia
Keith E. Rice, Knowing Me, An Integrated SocioPsychology Guide To Personal Fulfillment & Better Relationships, March 29, (2006)
Kementerian Pendidikan Malaysia. 2013. Pelan Pembangunan Pendidikan Malaysia 2013- 2025(Pendidikan Prasekolah hingga Lepas

Menengah). Anjakan 1. Menyediakan Kesamarataan Akses Kepada Pendidikan Berkualiti Bertaraf Antarabangsa, E19-E21
Margarita Juarez-Najera, Exploring Sustainable Behaviour Structure in Higher Education, A Sosio- Psychology confirmatory Approach, Springer

International Switzerland 2015, Bil 1
Mary Karapetian Alvord, PHD. Anne Mcgrath, MA, Conquer Negative Thinking For Teens, Distribute in Canada by Raincoast Books (2017).
Mior Khairul Azrin Mior Jamaluddin. 2011. Sistem Pendidikan Di Malaysia:Dasar, Cabaran Dan Pelaksanaan Ke Arah Perpaduan Nasional. 4(1): 2-

16.
Nanik Yuliati, M.P.d. 2012. Krisis Identitas Sebagai Problem Psikososial Remaja, (Cet 1 2012) Philip B. Terry Smith. Phd, Second Edition

Development experience A- Psycosocial, Human lifespan development , Second Edition (2012).

International Conference on Education and Regional Development 2018
(ICERD 3rd 2018)

“Curriculum for Millennial Generation in Disruptive Era and 4.0 Industrial
Revolutions”

Bandung, Indonesia.
22 November 2018

ISU-ISU SOSIO PENDIDIKAN KOMUNITI B40 DI MALAYSIA

Nurdini A.Rahman,Mohd Mahzan Awang & Abdul Razaq Ahmad

Fakulti Pendidikan, Universiti Kebangsaan Malaysia
Emel: [email protected],
[email protected]
[email protected]

Abstrak

Kertas kerja ini membincangkan isu-isu B40 dalam kalangan etnik di Bandar mahupun luar Bandar dengan fokus kepada
masalah, cabaran dan harapan golongan ini dalam konteks ekonomi global. Antara isu yang dibincangkan adalah dalam
sudut sokongan terhadap pelbagai bantuan pendidikan kumpulan B40 yang rata-rata menghuni di kawasan perumahan
kos rendah, petempatan semula, flat-flat, pinggir bandar termasuklah kawasan setinggan. Sokongan pendidikan yang
dibincangkan merangkumi aspek-aspek yang berkaitan dengan persekolahan formal serta pembiayaan untuk pendidikan
anak-anak, keupayaan ibu bapa dalam memberi sokongan kepada keperluan pendidikan seperti peperiksaan, bantuan
persekolahan dan sebagainya. Harapan kumpulan B40 kepada perubahan sistem pendidikan yang sesuai kepada
keperluan mereka turut diketengahkan. Kertas kerja ini merumuskan isu dan permasalahan sosiopendidikan kumpulan
B40 di bandar mahupun diluarbandar.

Katakunci: golongan B40, kemiskinan, isu pendidikan

PENGENALAN

Pertumbuhan bandar dalam mengejar kemajuan, menyebabkan berlakunya perubahan kepada pola kehidupan
masyarakat. Perubahan yang berlaku bukan sahaja dalam bentuk fizikal setempat dan ekonomi negara malah turut
menjejaskan sosial masyarakat. Masalah sosial yang dikaitkan dengan masyarakat bukan sahaja masalah seperti jenayah
tetapi juga kemiskinan, kebuluran tercicir dari sekolah dan ‘intellectual instability’. Hal ini demikian kerana, kepesatan
bandar membawa kepada persaingan masyarakat dalam mendapatkan keperluan, kehendak dan kesejahteraan hidup yang
lebih baik. Keperluan asas seperti infrastruktur, bahan domestik dan pendidikan yang tidak dapat dipenuhi menghasilkan
masalah sosial tersebut.

Bagi sesetengah tempat, pendidikan merupakan keperluan asas kepada masyarakat. Melalui pendidikan ianya memberi
peluang kehidupan manusia dalam memperolehi dan mengekalkan kehidupan yang lebih baik. Pendidikan yang efektif
dapat membasmi kemiskinan, membina demokrasi dan membentuk masyarakat yang sejahtera (Affizal,2015). Hal ini
turut disokong oleh Ragayah Mat Zin (2009) dimana pembangunan sumber manusia merupakan salah satu bidang utama
untuk membasmi kemiskinan di mana pendidikan merupakan unsur pentingnya. Oleh itu, peranan pendidikan adalah
penting bagi membangunkan sesebuah masyarakat dan seterusnya membangunkan negara. Masyarakat yang celik dan
intelektual dapat menghindari pola kemiskinan di sesebuah negara.

DEFINISI KONSEP

KONSEP KEMISKINAN DI MALAYSIA
Menurut UNDP (2015) kemiskinan terbahagi kepada dua iaitu kemiskinan relatif dan kemiskinan mutlak. Kemiskinan
relative merujuk kepada hubungan status ekonomi individu dalam masyarakat dalam konteks agihan pendapatan.
Seseorang dianggap miskin sekiranya agihan pendapatan rendah daripada standard kehidupan dalam konteks sosial
tertentu. Manakala kemiskinan mutlak pula mengukur kemiskinan dalam menghubungkaitkan ekonomi atau pendapatan
dan keperluan asas seperti makanan, pakaian dan tempat tinggal. Ianya menumpukan kepada nasib individu atau isi
rumah yang kurang kemampuan dalam memenuhi keperluan asas. Bantuan yang diberi adalah sekadar memenuhi
kehendak minimum. Bank Dunia (2011) pula menyatakan bahawa:
“Poverty is hunger. Poverty is lack of shelter. Poverty is being sick and not being able to see a doctor. Poverty is not
being able to go to school and not knowing how to read. Poverty is not having a job, is fear of the future, living one day
at a time. Poverty is losing a child to illness brought about by unclean water. Poverty is powerlessness, lack of
representation and freedom”.

Di Malaysia, kemiskinan diukur dengan pendapatan isirumah dibandingkan dengan Pendapatan Garis Kemiskinan

(PGK). Jika pendapatan bulanan sesebuah isi rumah adalah kurang daripada PGK, maka isi rumah ini dianggap miskin.

Peratusan isi rumah miskin dalam keseluruhan bilangan isi rumah yang terdapat di Malaysia dirujuk sebagai insiden
kemiskinan (Norzita & Siti Hadijah 2014:168). Justeru, kemiskinan di Malysia juga dikenali sebagai dengan golongan
B40 iaitu kumpulan isi rumah berpendapatan bulanan purata RM 2537 (Unit Perancang Ekonomi, 2014). Hampir 20
peratus pendapatan isi rumah bergantung kepada pindahan tunai seperti BR1M, bantuan pendidikan, zakat dan
sumbangan atau bantuan ahli keluarga seperti anak yang bekerja (Khazanah Research
Institute,2016).Walaubagaimanapun, berdasarkan situasi kewangan golongan B40 dikatakan sebagai kumpulan yang
mudah terjejas dengan kejutan ekonomi yang berlaku (Unit Perancang Ekonomi) dan berhadapan dengan risiko
ketidakselamatan ekonomi.

KONSEP PENDIDIKAN DI MALAYSIA
Tahap pendidikan yang terdapat di Malaysia melibatkan pra-pendidikan, pendidikan sekolah rendah, menengah rendah,
menengah atas, pos-menengah dan pengajian tinggi (Kementerian Pendidikan Malaysia, 2015). Ishak Yussoff et al.
(2009: 179) menghuraikan bahawa pendidikan tinggi merangkumi semua jenis pendidikan lepasan menengah, kolej,
institusi latihanperguruan dan pengajian peringkat universiti. Kebanyakan organisasi induk dalam pra-pendidikan
dijalankan oleh agensi-agensi bukan kerajaan atau swasta. Ianya ditubuhkan bertujuan bagi menampung keperluan
pendidikan pelbagai lapisan masyarakat disebabkan oleh tempat pendidikan yang ditubuhkan oleh kerajaan yang tidak
dapat menampung pelajar sedia ada. Kewujudan organisasi yang menjalankan program pendidikan ini memberi pilihan
kepada pelbagai lapisan masyarakat bawahan mahupun atasan untuk memilih tempat untuk belajar sesuai dengan
kemampuan mereka.

ISU DAN MASALAH
Kementerian Pendidikan Malaysia (KPM) mengambil langkah dengan meningkatkan taraf pendidikan dalam usaha
menangani isu kemiskinan. Pada tahun 2015, KPM telah melancarkan Pelan Pembangunan Pendidikan Malaysia 2015-
2025 (PPPM). PPPM ini adalah untuk merapatkan jurang pendidikan antara lokasi antara Bandar dan luar bandar, jurang
teknologi (digital), jurang sosioekonomi dan tahap keupayaan pelajar normal dan keperluan khas. Jurang ini perlu
dirapatkan dari segi akses, ekuiti, kualiti, perpaduan serta kecekapan. Disamping itu, pelbagai inisiatif kerajaan dalam
memberi bantuan pendidikan kepada golongan yang kurang berkemampuan ini dalam mendapatkan pendidikan yang
lebih baik.

Pada tahun 2012, kerajaan Malaysia telah memperkenalkan Pelan Induk Pendidikan Malaysia. PIPP memberi fokus
memperkasakan Sekolah Kebangsaan (SK) dengan memupuk perpaduan antara kaum diperingkat awal. Jurang
pendidikan di luar Bandar seperti sekolah-sekolah pendalaman Sabah dan Sarawak diberi tumpuan utama. Jurang ini
ditangani dengan menambah bilangan komputer, TV Pendidikan, video teleconferencing, SchoolNet, makmal komputer,
kemudahan perkakasan, pengisian dan tenaga kerja. Ini akan mengurangkan jurang digital yang wujud dalam kalangan
murid dan guru luar bandar. Selain itu, beberapa cara telah dikenal pasti untuk meningkatkan penyertaan Orang Asli dan
minoriti iaitu meningkatkan penguasaan 3M (membaca, menulis, dan mengira). Walaupun pelbagai usaha berterusan oleh
kerajaan untuk merapatkan jurang pendidikan antara bandar dan luar bandar serta meningkatkan penyertaan sekolah
dalam kalangan penduduk ini, kadar ketidakhadiran dan keciciran dalam populasi Orang Asli khususnya di Malaysia
masih menjadi kebimbangan banyak pihak (Ahmed et al., 2012; Sharifah Md Nor et al., 2011; Thanabalan, Siraj & Alias,
2014; Wan Afizi Wan Hanafi, Shaharuddin Ahmad & Noraziah Ali, 2014; Norwaliza Abdul Wahab, Abdul Razaq
Ahmad, Zalizan Mohd Jelas, Norshariani Abd Rahman & Lilia Halim. 2014).

KEMISKINAN DAN PENDIDIKAN
Ketidakmampuan dalam mengakses pendidikan di Malaysia terutamanya golongan luar Bandar mahupun bandar tidak
asing lagi. Didapati bahawa pendidikan berada pada tahap rendah kerana beberapa faktor, iaitu tiada kesedaran ibu bapa,
kemiskinan keluarga, sikap pelajar, kekurangan bahan bantu mengajar, kemudahan infrastruktur, dan jurang pendapatan
penduduk yang ketara (Zalika Adam,Faridah Kassim & Mohamad Johdi Salleh, 2009).

Masalah utama pendidikan masih ditahap yang rendah adalah tiada kesedaran ibu bapa untuk menghantar anak-anak
ke sekolah. Bagi mereka kos dan pendapatan yang diperoleh adalah lebih baik dibelanjakan untuk sara hidup berbanding
dikeluarkan kepada pendidikan anak-anak. Menurut Prakash dan Chaubey (1992) berpendapat bahawa peranan kos
dalam permintaan ke persekolahan dimainkan. Ibu bapa memikirkan risiko anak-anak yang akan gagal, dibuang dan
tercicir daripada pelajaran adalah satu pembaziran yang dibelanjakan sekiranya menghantar mereka ke sekolah.

Sehubungan dengan itu, walaupun pelbagai inisiatif kerajaan diambil bagi mengelakkan keciciran pelajar dalam
kalangan komuniti B40. Permasalahan asas seperti fasiliti dan infrastruktur menjadi kekangan utama masyarakat B40.
Fasiliti dan infrastruktur seperti kemudahan pengangkutan ke sekolah dan ketersampaian mengakses ke sekolah-sekolah
yang jauh dari tempat tinggal. Dari segi kemudahan pengangkutan, kekangan yang dihadapi oleh ibu bapa biasanya
adalah menghantar anak-anak mereka ke sekolah apabila tiada pengangkutan dan masalah kewangan sekiranya
menggunakan perkhidmatan awam. Apabila kekangan ini berlaku, secara tidak langsung corak nilai dan tingkah laku

keluarga akan mempengaruhi budaya miskin (Rodman, 1963, 1971) dan seterusnya tidak mengambil berat pendidikan
anak-anak.

Dari segi sokongan pembelajaran pula, jika dilihat dari sudut masyarakat Melayu luar Bandar mempunyai keadaan
kemiskinan yang serius. Tahap pendidikan keluarga miskin yang rendah turut memberi kesan kepada anak-anak dalam
mendapatkan pendidikan yang sempurna (Siti Masayu Rosliah,2008). Sokongan pembelajaran dalam bentuk mental dan
fizikal daripada ibu bapa menjadi asas utama untuk mengaspirasi pelajar untuk lebih berjaya. Namun, sekiranya ibu bapa
kurang mengambil berat mengenai akademik dan pencapaian pelajar, maka kecenderungan pelajar juga boleh
berkurangan. Ibu bapa perlulah menyokong pelajar dari sudut kewangan serta menyediakan kemudahan kepada anak-
anak dari bentuk penggunaan ICT adalah penting. Ini memudahkan pelajar mengakses maklumat berkenaan pelajaran dan
pendidikan semasa seiring dengan pembelajaran abad ke 21. Oleh itu, menyokong pembelajaran anak-anak merupakan
masalah dan kekangan kepada masyarakat B40.

Selain itu, dalam menghadapi pembelajaran abad ke 21, pelajar di sekolah diperkenalkan dengan pelbagai alat
teknologi semasa dan didedahkan pelbagai aktiviti berbentuk alam maya. Pelajar dididik dalam system pendidikan yang
menggunakan sepenuhnya teknologi dan bersaing dengan kemajuan sains dan teknologi yang sentiasa berkembang.
Pelajar perlu memenuhi tuntutan semasa dalam mengejar standard dan aras pendidikan yang berubah dari semasa ke
semasa. Pembangunan dan kemajuan menyebabkan masyarakat B40 tidak dapat memenuhi kehendak semasa untuk anak-
anak. Kesukaran dalam mendapatkan teknologi semasa kerana kurang mampu memiliki alat-alat teknologi seperti
komputer dan memasang capaian internet secara tidak langsung membebankan pelajar dalam mendapatkan akses sistem
pendidikan masa kini. Dengan itu, jurang pendapatan bagi golongan B40 dengan golongan atasan dalam mendapatkan
akses teknologi membantutkan pendidikan yang diterima dan menyukarkan golongan ini mendapatkan kesaksamaan dan
kecemerlangan dalam pendidikan seperti pelajar yang lain.

KESIMPULAN

Justeru, masalah pendidikan dalam kalangan komuniti B40 perlu diatasi. Jurang ini perlu diatasi dan diuruskan oleh pihak
kerajaan kerana kemiskinan adalah penentu kepada jatuh dan bangunnya sesebuah Negara. Apabila populasi masyarakat
miskin tinggi maka peratusan pengangguran juga akan tinggi. Ini mengakibatkan kemunduran sesebuah Negara dan
seterusnya boleh menyebabkan pepecahan mahupun peperangan di sesebuah Negara. Sehubungan dengan itu, usaha
kerajaan dalam membasmi kemiskinan seperti memberi bantuan pendidikan, serta menubuhkan pelbagai institusi latihan
dan kemahiran yang bersesuaian dengan golongan kurang mampu, antara peluang bagi golongan B40 keluar daripada
kemiskinan. Peranan dan tanggungjawab pihak kerajaan yang menyediakan inisiatif pendidikan dan golongan B40 pula
perlulah berperanan mengambil peluang yang diberi dan keluar daripada belenggu kemiskinan. Oleh itu, kedua-dua pihak
perlulah selari dalam menangani serta membasmi kemiskinan.

RUJUKAN

Affizal Ahmad. 2015. Kepentingan Pendidikan daalam Pembentukan Kualiti Hidup Sejahtera.
Ahmed A, Al-Mekhlafi HM, Al-Adhroey AH, Ithoi I, Abdulsalam AM & Surin J (2012). The nutritional impacts of soil-transmitted helminths

infections among Orang Asli school children in rural Malaysia. Parasit Vectors 5(1):119.
Bank Dunia. 2011. Poverty and inequality analysis.
Ishak Yussof, Zulkifly Osman and Zainizam Zakariya. 2009. Perkembangan Pendidikan Tinggi dan Kepentingan memenuhi Keperluan Pasaran. In: Nor

Aini Idris and Ishak Yussof (Eds.). Ekonomi Malaysia ke arah Pembangunan Seimbang, pp. 179-198. Bangi: Penerbit UKM
Khazanah Research Institute. 2016. Kemiskinan dan Pendapatan Isi Rumah. PersidanganMejaBulat: Isu dan Cabaran Institusi Zakat di Malaysia.

Anjuran Institut Kajian Tinggi Islam Antarabangsa (IAIS) Malaysia dan Lembaga Zakat Selangor (LZS)
Laporan Tahunan Unit Perancang Ekonomi 2014.
Laporan Pelan Pembangunan Pendidikan Malaysia 2015-2025. 2015.
Norwaliza Abdul Wahab, Abdul Razaq Ahmad, Zalizan Mohd Jelas, Norshariani Abd Rahman & Lilia Halim. 2014. The Role and Perspectives of

Administrators in the Schools of Orang Asli Students: A Case Study in the State of Pahang. International Journal of Learning and Teaching 1 (1):
60-64
Norzita Jamil & Siti Hadijah Che Mat. 2014. Realiti kemiskinan: Satu kajian teoretikal. Jurnal Ekonomi Malaysia 48(1):167-177.
Prakash, S. & Chaubey, P. K. (1992). Universalisation of Elementary Education. A Simple General Equilibrium Type Policy Model. Manpower
Journal, 28 (2), 9-18.
Ragayah Mat Zin. 2009. Peverty and Inequality Reduction in the ASEAN Community: Is Economic Integration a Possible Answer. In: S.Y. Tham, P.P.
Lee and Noraini Othman (Eds.). Community in ASEAN: Ideas & Practices, pp. 84-117. Bangi: Penerbit UKM.
Rodman, Hyman. 1963. “The Lower-Class Value Stretch.” Social Forces. 42(2): 205-215.
Sharifah Md Nor, Samsilah Roslan, Aminuddin Mohamed, Kamaruddin Abu Hassan, Mohamad Azhar Mat Ali & Jaimah Abdul Manaf (2011).
Dropout Prevention Initiatives for Malaysian Indigenous Orang Asli Children. International Journal on School Disaffection, 8(1), 42-56.
Siti Masayu Rosliah Binti Abdul Rashid. 2008. Tesis Sarjana. Peluang Dan Cabaran Pendidikan Dalam Kalangan Masyarakat Luar Bandar : Satu
Kajian Kes Isi Rumah Melayu Miskin Di Jajahan Bachok, Kelantan
Thanabalan, T. V., Siraj, S., & Alias, N. (2014). Development of a Responsive Literacy Pedagogy Incorporating Technology for the Indigenous
Learners in Malaysia. Turkish Online Journal of Educational Technology-TOJET, 13(2), 44-53.
UNDP. 2015. Multidimensional Poverty Index. http:// hdr.undp.org/en/content/multidimensional -poverty-index-mpi dan http://hdr.undp.org/
en/content/table-6-multidimensional-poverty-index-mpi Tarikh capaian: 24 November 2015.Weimer, D.L., & Vining A.R. 1999. Policy Analysis:
Concepts and Practice. New Jersey: Prentice Hall Inc.
Wan Afizi Wan Hanafi, and Shaharuddin Ahmad, and Noraziah Ali, (2014) Faktor budaya dan persekitaran dalam prestasi pendidikan anak Orang Asli
Malaysia: Kajian kes di Kelantan. Geografia : Malaysian Journal of Society and Space, 10 (5). Pp
Zalika Adam,Faridah Kassim & Mohamad Johdi Salleh. 2009. Memperkasakan Pendidikan Luar Bandar. Prosiding “Persidangan Kebangsaan
Pendidikan Luar Bandar 2009”, 3 – 5 Februari 2009, Hotel Baverly, Kota Kinabalu, Sabah. Anjuran: Sekolah Pembangunan dan Pendidikan
Sosial, University Malaysia Sabah

International Conference on Education and Regional Development 2018
(ICERD 3rd 2018)

“Curriculum for Millennial Generation in Disruptive Era and 4.0 Industrial
Revolutions”

Bandung, Indonesia.
22 November 2018

PERSONAL FINANCIAL MANAGEMENT: ISSUES AND
PROBLEMS IN MILLENNIUM

Andrew Huang Dung Kui, Mohd Mahzan Awang & Abdul Razaq Ahmad

Fakulti Pendidikan, Universiti Kebangsaan Malaysia
Emel: [email protected]
[email protected]
[email protected]

Abstract

The aims if this research study is to understand that issues and problems that lead to financial management among the
youth in millennium. The study focuses on the spending behavior, saving habits, financial management and financial
literacy that become the issue that cause the financial mismanagement among the youth nowadays. Financial literacy is a
very important knowledge for every individual in financial decision-making and is the key to achieving financial
prosperity. The issues are related to personal financial management as well as suggestions on enhancing personal
financial management based on experience and literature review.

Keyword: personal financial management, youth, issues, financial literacy

INTRODUCTION

The rapid change in the financial system today is due to the growth of global economy. Complexity and use of
technology on products and services is the main effect to this scenario. The rising costs of goods and services are one of
the main implication that push people to be able to make well-informed financial decisions (Lusardi & Mitchell, 2011a).
Report from Malaysia Human Development in 2013, 53% of the Malaysian did not have any saving that can be used
during emergency. This figure is something that nation should be worried about. While it also reported those who are stay
in outskirt or rural area in Malaysia, 63% reported they did not have any saving or asset while those who are living in
cities reported 45% did not have any saving or asset. It is also understand that many people retired with not enough
saving to support themselves during the olden day. Many people think that they have contributed to Employees Provident
Fund (EPF) is more than enough to support their retired day. In reality, if the fund is not managing probably at the end it
also will deplete. Many people being trained to look for money but at the same time many people did not know how to
manage their money. This shows that they are not ready to face on the uncertainty in their life as they did not have any
saving to support them.
Personal Financial Management (PFM)
Personal Financial management (PFM) is important for everyone. It is one of the applications of the concept of financial
management at the individual level that comprises activities for financial planning, management and controlError!
Reference source not found.. In other meaning, PFM is a process where to fulfill life goal with proper money
management. Life goal refer here is such as buying a property, saving for education, start up business or for stable
retirement in the future. Based on report issued by the Malaysian Insolvency Department in 2014, 58% of the individuals
declared bankrupt are young workers. It is clear that this figure is something that needs to be concerns in development of
the nation as well as the well being of an individual. It also provides us with a clear picture that young workers were
unable to manage debt wisely. This is due to the income they earn is not enough to cover there living expenditure and
commitment that has caused them to be in debt. According to Koon and Nurazrin (2015), the youth declare bankrupt has
become a trend over the years, especially those who are below 35 years old. This is mainly due to lack of discipline on
financial management, and their life style of overspend on the things like branded products, it gadgets and vehicles.

Therefore, it is not surprising that it is presented with a report on the youths who are huddled with indebtedness. There
are various factors that cause these youths to be burdened by the problem of indebtedness.

ISSUES AND PROBLEMS

The inability on youth to manage their financial had lead to their life troubled and at the same time, it will also affect the
country’s economy growth. When youth are unable to manage their financial well, it will cause them financial distress.
Poor financial knowledge is the main factor that causes this problem. According to Ahsan (2013), financial knowledge is

ability to read, analyze, manage and communicate about personal on financial situation that will give impact on well-
being. An individual that can plan well in their money or better money management tend to have less debts and are able
to cope with their financially better than those who did not plan or manage their money well.

One of the reason that cause the youth unable to manage their money well is due to illiterate in financial literacy.
Financial literacy is very important for the youth in order for them to plan or manage their monetary asset probably.
Financial literacy is the basic skill of today's daily life. Financial literacy is a very important knowledge for every
individual in financial decision-making and is the key to achieving financial prosperity. Financial literacy is crucial in
making financial decisions in ensuring financial wellbeing. Murugiah (2016), defined financial literacy is a result of a
combination of financial knowledge, awareness, skills, abilities, attitudes and behaviors needed to make prudent financial
decisions. The study conducted by (Noor Atiqah et al. (2017) showed that there was significant relationship in financial
education with the level of financial literacy. Financial literacy can result in positive financial behaviors and it plays an
important role in managing the individual's finances. Financially literate would mean that an individual would benefit
from that palette of abilities and attitudes such as comprehension of money management concept and knowledge of
financial institutions, which enable effective and responsible management of financial affair. Unfortunately, financial
literacy is still an issue facing the world (Wachira & Kihiu , 2012) and when individual are unable to manage their
finances, then it become a problem to society (Chen & Volpe, 1998)

The aim of the research is to understand the issues and problems that lead to financial distress among the youth. The
research will be focus on the internal factors such as spending behavior, saving habits, financial management and also
financial literacy. In modern era, the world is turning into a more materialistic whereby religious and moral value
becoming less important. In a materialistic importance world, youngsters are more putting effort in earning money. In
other words, nowadays money is an important aspect in one’s life and it act as motivation for individual in order become
more financially literate. Four factors that lead to financial distress among the youth nowadays and that is spending
behavior, saving habit, financial management and financial literacy. According to Carrier and Maurice (1998), spending
behavior is a learned behavior that often transmitted by parents and other influential individuals and can be defined, as it
will be passed thru generation to generation. Uncontrolled spending among young consumers happens due to current
technology trend and highly desired in obtaining the latest gadget (Haji Idrish, Krishnan and Azmi, 2013). Most of the
financial distress is due to bad spending decision and this is mostly due to lack of financial literacy Error! Reference
source not found.. Advertisement also plays a prominent role in influencing the youth in spending behavior. According
to Jariah et. al (2004), female tend to enjoy shopping and bought item that were on sale. Those who involved in impulse
purchases are easily influenced by the promotion activities.

Due to tremendous mushrooming growth in online purchases, it makes the buying process getting easier such as in
Internet, youth can purchase song, game, video, clothing and etc. Peer pressure also one of the factors that influence the
spending behavior. Youth tend to be same category as peer so they tend to follow what their peer with the perception that
they are up to the trend. With the easy access to the credit facilities offered by the bank, it change the consumer culture
where they tend to have mentality where “own now, pay later” compare to the previous generation they always tend to
save money first then spend later. Convenience of credit offered by financial institutions has also play an prominent roles
in affecting the consumers to spend their future money without much thinking. After the person had over borrowed and a
drastic change in lifestyle only discovered he/she had financial damage.

Young generation nowadays lack in practicing basic financial skills such as budgeting, saving account, or make a long
term planning (Birari and Patil, 2014). Based on the report by Employees Provident Fund (EPF)’s annual report, it is
understand that more than 30% of Malaysian did not have a saving account and it is also understand that, most of them do
not have enough saving to last them more than 5 years after their retirement. It also reported that a total of 90% of the
rural household does not have any savings while urban household accounted with 86% does not have any savings.
According to report by EPF, only 18% of the members are able to achieve the basic saving according to age and it is
something that very much difference form what being targeted by the institution where they targeted at leas 50% of its
member are able to meet the minimum basic saving in the next 5 years. According to Bank Negara Malaysia (2013),
almost every Malaysian claims that they have saving and understand the need to save but in reality they are not
financially prepare if anything happened to their income. A study conducted by Consumer Resource and Research Centre
(2012), stated that almost half of the respondent said that they had 30% of their salary are used up to paid debts, and 15%
of the respondent stated that they did not have saving at all while the respondent said that they only have an average of 4
months’ worth saving for them if there is emergency case.

Financial management is crucial for the youth to manage their own financial. A better money management tend to lead
to less debt and also able to cope with their financially better than those who do not make planning or manage their
money well. In this modern era, the main problem face by people is they never have a proper financial planning for their
future instead of they just view money as a measure to obtain their want. Nowadays, money is an important aspect of
one’s life. Family interaction plays important roles in financial management. Churchil and Moschis (1979) stated that
family interaction about financial management declines over age and this lead to the peer communication takes over the
role of family interaction on the financial matters. This happen as the age increases, youth spend most of the time with
peers compare to family. It is generally acknowledge that, youth should have the right attitude and right mind –set
towards money and they will more prone in an early financial planning and saving. Proper financial management will
hinder the youth from stepping into bankrupt but will benefited from enjoying an early financial savings.

Financial literacy is the basic skill of today's daily life. Financial literacy is a very important knowledge for every
individual in financial decision-making and is the key to achieving financial prosperity. Financial literacy is crucial in
making financial decisions in ensuring financial wellbeing. Achieving financial wellbeing ensures the wellbeing of
individuals, especially in today's increasingly demanding and complex financial landscape. Financial literacy is a result
of a combination of financial knowledge, awareness, skills, abilities, attitudes and behaviors needed to make prudent
financial decisions (Murugiah , 2016) while Mihalcova, Csikosova and Antosove (2013) stated that financial literacy as

the ability to use knowledge, skills and experience of a person to make effective decision regarding the use and
management of one’s finance in order to provide life-long financial security. Low level of financial literacy will lead to
bad financial decision and this will result into many problems such as debts or even bankruptcy. Better financial literacy
and capability will help to promotes better in financial decision making, thus it also enable an individual in doing better
planning and management of life events such as education, housing purchase or retirement. (Mahdzan & Tabiani, 2013)
INTERVENTION
In the line with above issues, the situation and circumstances has been discussed widely and it is understandable that poor
financial management was the main reason that leads to negative implication on the financial distress and contribute the
impact to one’s wellbeing. Poor personal financial decision landed youth in the state of indebtedness, lower saving and
also will lead the financial distress. In order to have proper financial planning among the youth, they should have a
proper planning with the aim of leading a healthy financial. Youth should learn using the S.M.A.R.T goal. S.M.A.R.T
goal is one of technique on how to manage the financial well. In order for the youth to manage their financial well, they
can follow the S.M.A.R.T goal where S stand for Specific. Youth should set a specific goal on what they want to achieve
in their financial. M stand for Measurable, where the goal set must be able to be measure while A stands for attainable is
method or means to achieve the desired goal. R stands for realistic. The goal set must be able to achieve and it is not
something that was hard or impossible to be achieve and the last is T stand for time. The time frame that they set to
achieve the desired goal that has been set. With the financial education able to equip youth with adequate financial
knowledge such as savings, expense management, budgeting, risk management, credit and debt management.

Figure 1: S.M.A.R.T Goal

CONCLUSION
In conclusion, strengthening financial literacy is important in order to obtain a healthy financial. It is undeniable that
education plays a prominent role in encouraging students to explore their personal values and behavior that influence the
youth financial decisions. In long term, improper financial decision can create stress and it also might relate it to health
problem. Financial behaviors have huge impact on personal financial well-being.
REFERENCES

Error! No bookmark name given.

International Conference on Education and Regional Development 2018
(ICERD 3rd 2018)

“Curriculum for Millennial Generation in Disruptive Era and 4.0 Industrial
Revolutions”

Bandung, Indonesia.
22 November 2018

AN EFFECTIVENESS MODEL OF SERVICE POLICY OF
BUILDING PERMIT (IMB) BASED ON A GREEN SPATIAL

ENVIRONMENT IN PALEMBANG CITY

Andries Lionardo

Faculty of Social and Political Studies,
University of Sriwijaya, Indonesia

Emel: [email protected]
ABSTRACT

This study is entitled An Effectiveness Model of Service Policy of Building Permit (IMB) Based on Green Spatial
Environment in Palembang City. The objective of this study is to find an Effectiveness Model of Service Policy of
Building Permit (IMB) Based on a Green Spatial Environment in Palembang City. This study uses a qualitative
descriptive approach. Data collection techniques used are observation, documentation, and in-depth interviews with the
informants. Data analysis techniques used are field data collection, data reduction, data categorization, data analysis, and
drawing conclusions. The findings of this study are: (1) The Building Permit as a source of local original revenue in the
Effectiveness Model of Service Policy of Building Permit (IMB) Based on Green Spatial Environment in Palembang

City has not been successful; (2) The service standards of Building Permit in the Effectiveness Model of Service Policy
of Building Permit (IMB) Based on Green Spatial Environment in Palembang City can be said to be fairly successful; (3)
The Clarity of Benefits in the Effectiveness Model of Service Policy of Building Permit (IMB) Based on Green Spatial
Environment in Palembang City can be said to be fairly successful. The suggestion put forward in this study to increase
Building Permit as a source of local original revenue in the Effectiveness Model of Service Policy of Building Permit
(IMB) Based on Green Spatial Environment in Palembang City should take some measures, one of which is by picking
up building permit applications from existing Subdistricts in Palembang City, so that the people in the Subdistricts no
longer need to carry out the management of Building Permit application in the Office of Investment and One Stop
Integrated Services of Palembang City. The targets set by the Building Permit authority also tend to increase from the
previous year's realization, this is because the determination of the target of the Building Permit was not determined in
the previous year's realization, therefore it is necessary to evaluate it to determine its effectiveness.

Keywords: Effectiveness Model, Policy, Building Permit

A. INTRODUCTION

Since the reformation era and the ratification of the Indonesian Act number 12 of 2012 concerning regional autonomy,
the talk of regional autonomy has become increasingly widespread, not only at the political level but also at the public
level. At the same time, the echo of demands from various regions is increasingly audible with varying degrees of
demands. Apart from that, it seems that the implementation of the regional autonomy also saves a lot of hopes and
concerns of the community, including the sector of public services.

The concern, among others, relates to the increasing practice of corruption, collusion and nepotism (KKN) among
regional government officials. It is realized that autonomy provides flexibility for the regions to carry out all regional
policies. The problem is that full power often gives birth to the officers who act as they wish (abuse of power). The past
experience shows that such a situation will foster a new ruler who is attached to the practices of KKN in terms of the
accountability of public services. If the dichotomy also colors every local government policy, even the public services
provided, it will challenge the hopes and confirm various concerns above.

The retribution from Building Permit (IMB) is one of the potential Regional Original Revenues (PAD). The
Government of Palembang City must optimize PAD. The key to optimizing PAD lies in the service of the regional
government apparatus and their ability in "how to create auto money", meaning how accountability is the ability of the
apparatus to explore the potential and to develop new strategies to bring income to the region. The problem is that the
regional government apparatus are still struggling with the old paradigm in which the implementation is always
dependent on money, not the public services.

The accountability of IMB services must realize regional autonomy and the creation of efficiency and effectiveness of
the regional development that has implications on the public services, various policies of local / city governments, the
public service behavior, and the issue of the performance of the regional / municipal government apparatus, namely how
they deliver public services in the field of IMB.

Whether or not it was realized, in the city of Palembang, the access has been opened with the issuance of operational
policies concerning public services in the form of One-Stop Integrated Services (PTSP). At the same time, there has been
a change and development of information and communication technology, which has moved very rapidly from the
industrial age to the new century, in the change of knowledge based on society. Our biggest challenge today is how to
control the driving force of the information revolution that occurs which can move in a direction that spports the wheels
of regional development through IMB services.

The description above indicates that the Municipality Government of Palembang has not fully had the access and the
driving forces to innovate and to create to realize the performance of IMB services provided by the apparatus which are
expected by the community and the business world which are followed up with the appropriate regional government
strategies and policies, in accordance with the environmental changes both internal and external at this time. The above
issues, then, led to the birth of factors that hindered, namely the absence of an ideal model of accountability for IMB
services. In fact, before the policy is implemented, the searches can be carried out which can explain and predict
obstacles that may be encountered before the implementation process occurs. The end result, the information becomes an
important point to note towards the successful implementation of the policy later. Unfortunately, it has not been done
much in the government bureaucracy.

Based on the aforementioned description of the problem, the objective of the study is to find, uncover, understand,
describe and interpret the inhibiting factors, and further to find, reveal, understand, describe and interpret the efforts made
to reduce the barriers to the accountability of the IMB Service in the city of Palembang in order to improve the quality of
regional autonomy.

B. THEORITICAL BASIS

This study is about An Effectiveness Model of Service Policy of Building Construction Permit (IMB) Based on Green
Spatial Environment in Palembang City. Talking about the stages of policy making, the implementation is one part of it,
while the complete stages consist of agenda setting, policy formulation, policy adoption, policy implementation and
policy assessment. (William N. Dunn, 1999).

Of the five stages of policy making above, the implementation plays a very important role. Even Udoji firmly stated
that the policies will remain dreams or blue prints unless they are implemented meaning that the implementation of
policies is something important, maybe even more important than just in the form of dreams or good plans stored neatly
in the archive if not implemented (Solichin A. Wahab, 1997).

Edward II (1980) said "without an effective implementation the decisions of the policymakers will not be carried out
successfully". These two opinions do not mean undermining the position of the policy itself, however, it must be realized
that even though the formulation of the policy has been done so well, which then leads to the issuance of a policy,
without being implemented in a program or activity, the policy does not mean anything. It is just like a book in a cabinet,
the book is just a display object, if not used for writing and reading.

Based on the above understanding, the implementation is a process of implementing policies (It can be both national-
level policies or policies at the local level) through one or a series of programs or projects with the implications of
regulating and allocating certain resources and the consequences of the effects or impacts caused. In the same context
Sofian Effendi (2000) states that "policy implementation is the process of implementing a policy or applying a policy
after the policy is passed to produce the desired outcome". Talking about the process of implementation or implementing
a policy does not mean the occurrence of a single or stand-alone process. It means that there is a process carried out in an
effort to prepare for the implementation and a "real" process of implementing the policy itself.

Based on the aforementioned description, it can be concluded that policy implementation is a process of implementing
or applying a policy through a series of operational actions to produce the desired outcome.
1. Inhibiting Factors of Policy Implementation

In policy studies, it is understood that it is not an easy matter to give birth to a policy even for a policy at the local level,
moreover a policy that has broad coverage and influence, meaning that it involves the large target groups and vast
regions. Even at the implementation level, the same problem occurs, even more complicated because in implementing
one policy it is always related to the target group and the bureaucrat itself, with their respective complexity. Not only in
the process of implementation, in reality it is also found that even though a policy with clear objectives has been issued, it
still encounters obstacles in the implementation (not or cannot yet be implemented) because it is faced with various
difficulties or obstacles. However, this assumption is not meant to assert that all policies are "difficult to implement",
because there are policies that are easy to implement. There is a policy which is instantly and automatically implemented.

The last description is exactly what is stated by Effendi (2000) and Darwin (1999) that there are policies that are easy
to implement, but there also some policies that are difficult to implement. Facing the policies that are easy to implement
is, of course "not" the main issue. The problem is what to do in facing a policy that is difficult to implement.

In the above context, Darwin (1999) stated "therefore, one of the important things in the implementation study is how
to recognize the difficulty level of a policy to be implemented, and how to make the policy more implementable". The
same question is also confirmed by Edward II (1980: 2), namely "what are the preconditions for successful policy
implementation?". The preconditions in question can be either obstacles / difficulties or driver for policies to be
implemented.

Furthermore, Darwin (1999) states that there are 5 aspects that determine the level of implementability of public
policy, namely:

a. The nature of the interests affected
The process of implementing one public policy often creates conflict with the target group or community, meaning that
there is an opportunity for the emergence of certain groups to benefit (gainer), while on the other hand the
implementation of this policy is actually detrimental to other groups (looser) (Agus Dwiyanto, 2000).

The implication is that the problem that arises then comes from people who feel disadvantaged. The attempts to
obstruct, complaining actions, even physical collisions can occur. In short, the greater the conflict of interest that occurs
in the implementation of a public policy, the more difficult the implementation process will be, and vice versa.

b. Clarity of benefits
In the context of trustworthy governance, it means that the government must solve problems, although it cannot be said of
all problems, because of the government's own limitations. It can then empower the community or NGOs and other
organizations to solve the problems that arise in the community.

At the level of "solving the problem", that means that the policy as an effort to intervene by the government must
benefit the community either directly or indirectly, where the benefits for the government itself will have a very positive
impact.

Viewed from a beneficial aspect or not, the more useful the implementation of a public policy, the easier the
implementation process will be in the sense that for a short time the implementation of the policy will be carried out and
the implementation process will be easy, otherwise it will be difficult in the process of further implementation.

c. Changes in behavior needed
Another aspect that must be considered in the implementation of a public policy is the change in behavior of the target
group or the community. That is, before the implementation of the policy the target group or the community did
something with the pattern of implementation of the previous policy. When a new policy is implemented, there is a
change in both financial, ways or places and so on. These changes will lead to the resistance from the target group. The
problem is that there are more implementation policies that require behavior changes, either a little or a lot, meaning that

policy makers should choose the policy alternatives that have the least influence on changes in behavior of the target
group or the community.

d. Implementing apparatus
The implementing officers or the implementors are another factor that determine whether or not a public policy is
difficult to be implemented. The commitment to behave according to the policy objectives is important to be owned by
the implementing apparatus. In regard to this Darwin (1999) said that in this case it is necessary to develop clear rules
and an effective and transparent monitoring and control system that can prevent the possibility of the behavior of
apparatus that is contrary to these public goals. In addition, the community needs to be empowered to be more critical in
responding to the behavior of deviant officials.

It should also be practiced, the choice of program as an effort to implement an in-built policy mechanism that
guarantees transparency and supervision. This is important to direct the behavior of the apparatus. In addition, the quality
of the apparatus in carrying out the implementation process is also an obstacle that is often encountered. Especially,
concerning the implementation of policies that require special skills.

The description above clearly gives an indication that the implementing officers of the policy is one aspect to assess
whether or not the implementation of a policy difficult to carry out. Good commitment, quality and perception will later
facilitate the process of implementing the policy and vice versa.
2. Support of Resources

A program will be implemented properly if supported by adequate resources, in this case it can be in the form of funds,
technological equipment, and other facilities and infrastructure. The difficulty in implementing a program is closely
related to the last few things. If the existing resources do not support the implementation of the program, it will be
difficult to implement the program later.

The five factors that determine whether or not the implementation process of the public policy is difficult is generally
described by Muhadjir Darwin without specifically distinguishing which aspects of the organization and which aspects
are environmental factors. According to Effendi (2000) that the difference between implementation studies and ordinary
scientific research lies in the research variables (especially independent variables). In which, an ordinary scientific
research is free to determine its independent variables, meaning that the variables that are theoretically important can be
used as independent or dependent variables and as research object or topic. While in the study of implementation, there is
a necessity in which the research variable (independent) is a variable that is comparable (can be implemented) becaused
the independent variables are used to improve policy implementation, therefore not all variables can be used as topics for
implementation studies. Effendi further states that there are three policy variables (influence factors), namely:

a. Policy variable
Included in the policy variable is the clarity of policy objectives, transmission (policy delivery). Unclear goals and the
delivery of policies to the implementor give rise to different perceptions. This condition will make it difficult in the
process of implementing the policy later.

b. Variables or organizational factors
One public policy must be carried out through an instrument or a particular tool and vehicle, in short there is no public
policy without being associated with certain tool. The instruments for carrying out this public policy is in the context of
state administration that is carried out through an organization or a public organization. The organization intended by the
author is not an organizational structure but rather a personnel (implementing apparatus).

c. Variables or environmental factors of implementation
A policy implemented by an organization or group of organizations does not occur in a vacuum (vacuum), but occurs in a
certain environment of implementation. The implementation environment can take the form of the condition of
community education, the social conditions where the policy is implemented and political conditions (Sofian Effendi:
2000). The statement above assumes that if one policy is implemented in two different environments it will also produce
different results. That means that the implementation of policy must pay consider the policy environment in which it is
implemented.

The three variables above, although referred to as variables that affect success or to measure the performance of policy
implementation which means to measure the extent to which policies that have been implemented achieve policy
objectives. But these variables can be modified as factors that hinder the implementation of the policy, which mean that
the factors that make it difficult so that the implementation of the policy cannot or has not been realized.

From the aforementioned opinion of Effendi and Darwin, it turns out that out of the 5 factors mentioned, the last one
can be included in the variables mentioned by Effendi. In which the factor of clarity of benefits can be included in the
policy variable, namely the extent to which the implementation of the policy establishes goals that are beneficial to the
community or target group. Then the factor of the nature of the interests that are affected and the changes in behavior
needed can be included in the implementation environment variable. Meanwhile, the factor of implementing apparatus
and resource factor are included in the implementation organization variable.

Regarding the aforementioned organizational variable mentioned by Effendi, Hjern refers to it as the implementation
organization as implementation structure, while O'toole and Montjoy in Dennis J. Palumbo (1987) say that it is an
interagency interaction. According to them there are three interactions that affect the policy implementation process,

namely: Firstly, Pooled interdependent, that is when agencies are involved in the implementation but do not have to deal
with each other in providing their particular contribution; Secondly, Sequential interdependent, that is where the output of
one unit is the input of other; And thirdly, reciprocal interaction that is where each unit poses contingencies for other.

The essence of the above theory is that if in the implementation of policies there are organizations that lead in their
implementation or lead organizations, in such a structure, both pooled, sequential and reciprocal must have the ability to
coordinate with other agencies both from the lead organizational, the implementation of policies can be be done and it
even runs well.

Besides that, other difficulties that hinder the implementation of a policy can also be influenced by the orientation or
interest of the apparatus or leaders of local government organizations on the existing policies. There are many problems
that need to be done. What priority policy choice will be implemented depends on the interest and the orientation of the
regional leadership.

C. RESEARCH METHODS

This study uses descriptive qualitative approach. A qualitative research aims to obtain a full picture of a matter according
to a careful human perspective. A qualitative research relates to the ideas, perceptions, opinions, or beliefs of the people
being studied, all of which cannot be measured by numbers. This study describes or depicts the inhibiting factors of an
Effective Policy Implementation in Building Construction Permit (IMB) in Palembang City.

The data used in this study are the primary data, namely data obtained from the results of the interviews with resource
persons, the observations, and the documentation at the Office of Investment and One Stop Integrated Services of
Palembang City. (DPM-PTSP); and the secondary data, namely the data obtained by the researcher from various
supporting books, documents, reports and other reference sources that are relevant and can complement the information
obtained through the observation and the interviews.

The data collection techniques used in this study are documentation, in-depth interviews, and observations. The
techniques of data analysis used in this study are:

1. Field data collection;
2. Reduction of data obtained;
3. Data categorization;
4. Analyzing data;
5. Conclusion Withdrawal.

D. RESULTS AND DISCUSSION

1. BP (IMB) As a Source of Local Original Revenue (PAD)

Building Construction Permit (IMB) is one of the potential Regional Original Revenues (PAD). The Municipality
Government of Palembang must optimize PAD. The key to the success in optimizing PAD lies in the service of the
regional government apparatus in knowing and implementing "how to create auto money", meaning that the ability of the
apparatus to explore potential and develop new strategies to bring income to the region must be accountable. The
problem is that the regional government apparatus are still struggling with the old paradigm in which the implementation
is always dependent on money not public services.

As stipulated in the Indonesian Act Number 34 of 2000 concerning Regional Taxes and Regional Retribution and the
Government Regulation Number 66 of 2001 concerning Regional Retribution, it is explained that retribution is divided
into 3 (three) groups, namely (i) Public service levies; (ii) Business service levies; and (iii) Certain permit levies. While
the Building Construction Permit itself is one type of levy collected by the regional government through the related
agency, in this case the Office of Investment and One Stop Integrated Services of Palembang City (PTSP DPM) which is
part of a certain permit levy category.

One of the regions that has a large portion of revenue from building permit levies is Palembang Municipality. The
permit to build a building itself is a permit that must be owned by an individual or entity that will carry out the building
construction. Building Permit levies are part of the revenues of Palembang as a rapidly developing city, which inevitably
raises development in all fields, ranging from buildings with residential, business, social cultural, religious and buildings
with other functions.

Serving the public by paying attention to the demands and challenges of globalization, the bureaucratic reform policy
is a strong foundation for all apparatus to achieve the three targets of Bureaucratic Reform, namely the realization of a
clean government free from corruption, collusion and nepotism; increasing capacity and accountability of bureaucratic
performance and increasing quality of public services.

Improving the quality of public services is expected to be able to increase the interest of business people to invest and
develop businesses that can help improve the economic activities of the community and have a positive impact on
increasing Regional Original Income (PAD).

The greater the need to carry out the government in the city of Palembang, the more effort is needed in exploring the
potential sources of revenue. PAD as a source of independence for regional revenues continues to be sought so as to be
able to finance the burden of regional financing, both in the implementation of government and in development.
Retribution as one of the sources of PAD also has a role in the city of Palembang itself. Building Permit levies play a
dominant role compared to other types of retribution.

At the Office of Investment and One Stop Integrated Services of Palembang City (DPM-PTSP), the implementation of
one-stop integrated services is an integral part of public services that mandates the apparatus to carry out service duties
with the principle of excellent service which ultimately gives satisfaction to the community in accordance with the tasks
and the functions, namely coordinating and carrying out administrative services in the licensing sector in an integrated
manner with the principles of coordination, integration, synchronization, simplicity, security and certainty. The following
table 1 is related to the target and realization of IMB in Palembang City.

Table 1 Target and Realization of Palembang City IMB for 2014-2018 (in billion rupiah)

Year Target of IMB Realization of % Target of Realization of PAD %
IMB PAD
2014 1,530 2,049 134 60,438 34,415 56
2015 2,000 2,384 119 56,479 52,348 92
2016 2,600 2,779 106 85,928 85,895 99
2017 2,860 2,895 101 149,206 155,428 104
2018 3,035 3,173 105 156,422 160,000 102

Source: The Office of Investment and One Stop Integrated Services of Palembang City (DPM-PTSP)

Realization of Building Construction Permit (IMB) in Palembang City increases every year and always exceeds the
target set. The realization of PAD was only achieved in 2017 and 2018, while in 2014 until 2016 the predetermined target
was not achieved.

The determination of the IMB target in each year is based on the potential of the year, not that of the previous year,
because the potential for that year could be smaller than that of the previous year. The PAD target is increased every year,
whereas the target set by the IMB is decreasing. The magnitude of the target in the IMB is determined through a meeting
in the House of Representatives (DPR). The indicator in setting the target of IMB is the vast geographical condition of
Palembang City which allows the government to collect IMB retribution fees which increases every year. Based on this,
IMB as a source of PAD in the Effectiveness Model of Service Policy of Building Permit (IMB) Based on Green Spatial
Environment in Palembang City has not been successful.
2. Building Construction Permit Service Standards

The flow or procedure is the exact sequence of the stages of instruction that explain what must be done, who does it,
when it is done and how to do it. The information flow for applying for IMB in the PTSP-DPM of Palembang City can be
seen in the Standard Operating Procedure (SOP) which is known that there are several steps that must be passed to
achieve the expected output as follows:

The First Stage, the Applicant or the Pemarkarsa seeks information about the requirements and includes building
permit levies in the DPM-PTSP customer service of Palembang. The requirements that must be completed for applying
for IMB are as follows:

1) Submit a written request to the mayor of Palembang through the Head of the DPM- PTSP;
2) Attach a photocopy of the applicant's Identity Card;
3) Attach a photocopy of the City Plan Statement (3 copies);
4) Attaching a photocopy of land certificate, if the proof of land ownership is not yet in the form of a certificate, the

applicant must attach a statement that the land is not in the dispute that was registered with the official who made
the land certificate
5) Attach a photocopy of proof of last year's full Land and Building Tax;
6) Attach recommendations from RT, Lurah and local Camat at the location of the building to be established;
7) For public buildings or their use that has an impact on the public safety, the environment, the traffic and fire
extinguishing systems, they must attach recommendations regarding the study of the environment, traffic and
related mechanical, electrical and fire extinguishing systems of the technical relevant SKPD;
8) Attach a picture of a building's architectural design (7 copies);
9) For a house building of more than 400 m2 (four hundred square meters) and a non- residential building of more
than 300 m2 (three hundred square meters) must be designed by experts licensed to work in the field of architectural

planners and higher than 2 two) the floor encloses the calculation of the structure by experts who are licensed to
work in the construction planner (3 copies);
10) Attach a site plan approved by the City Planning Office for an area of 5000 m2 (five thousand square meters) and
above.

11) Attach a plan and calculation of reinforced concrete / steel construction along with details of iron / steel frame
construction for a multi-storey building with an area of more than 25 m2 (twenty five square meters)

12) For establishments or buildings which are located in reclamation swamp land and / or cultivation swamp land with
an area of 1000 m2 (one thousand square meters) or more must attach the recommendations from the Public Works
Agency of Highways and PSDA.

The requirements for making IMB are based on a joint agreement between DPM-PTSP and the City Planning Office
through a coordination meeting held. If there is a change related to the requirements whether it is an addition or a
subtraction, then the two offices will hold a joint meeting.

The second stage, after the applicant gets all the info and the requirements, the applicant completes all the necessary
files. Then the completed file was taken to the Palembang City Planning Service as a technical team that handled building
permits.

The third stage, in this third stage the applicant will get assistance by the SKPD technical team. The files that have
been brought by the applicant will be brought to the City Planning Service and will be immediately examined and the
applicant can wait for the process to complete. Here the City Planning Office conducts activities in the form of checking
the completeness of the applicant's documents, if complete, an agreement sheet known as acc is provided, if it is not
complete, it is returned to the applicant so that it can be completed again. Then for the building permits that have
obtained an approval sheet by the Palembang City Planning Service, the permit can be registered and can be further
processed at the Office of Investment and One Stop Integrated Services of Palembang City (DPM-PTSP)

To apply for a building permit, at first the applicant will get a form to register for a building permit and it must be
done in the DPM-PTSP Office of Palembang. Then for the complete examination of the permit documents the applicant
must go to the City Planning Office itself to get an approval sheet or known as acc. This shows that the building permit
technical team is not in one service place, where the applicant must go to two places in case the permit is in DPM-PTSP
while the document inspection and acc file is done by the City Planning Office in the Palembang City Planning Service .
This is different from other types of permits, such as the application for disturbances and route permits, the technical
team is in the DPM-PTSP itself. When the applicant has obtained an approval sheet marked with an acc file, the applicant
can only register the proposed building permit.

In the fourth stage, the applicant registers his permission to the registration counter at the DPM-PTSP Office of
Palembang. The files that have received acc will be re-checked by the ticket service unit officer and if it has been
accredited, the data can be entered into the licensing application system and the applicant will get a receipt that must be
signed by the applicant.

The fifth stage is that the file that has been entered will be printed by the service unit. In this stage the role of the
applicant has ceased to exist because the acting system is the Office of DPM-PTSP of Palembang. The files that have
passed through the service unit will be brought by the head of the service division to be submitted to the field
coordinating team for the field to be checked, stamped and initialized to indicate that the files have passed the
requirements. In addition, the field coordinator will examine the application files, makes a cover letter, submit the files to
the technical team of the relevant SKPD for further action.

The sixth stage relates to the position of the files that have been in the City Planning Office to be examined and a
schedule of field checks is to be drawn up. The seventh stage, the information about the schedule of field checks can be
found out by the applicant in the service unit. In which the applicant will be informed by a service unit officer or he/she
can also ask directly for the schedule of field inspection to the service unit officer.

The eighth stage is when the applicant has obtained a schedule for field inspection of the building, the field inspection
will be carried out together with the City Planning Office. Here the City Planning Office as the technical team reviews
and carries out its duties, ensures the place and description of the building to be built in accordance with the building plan
that has been given to the engineering as attached in the permit document. Then after the City Planning Office completes
its task, the City Planning Office will fill out the results of the examination in the form of recommendations including
determining the amount of the levy to be charged.

The Ninth Stage further processes the output of the eighth stage, namely the files of the application and
recommendation. In which the files and recommendations from the City Planning Office will be handed back to the head
of the Office of Investment and One Stop Integrated Services of Palembang City (DPM-PTSP) and handed back to the
Field coordinator (Korlap) party. Here the Korlap of IMB will give an initial as an acc. As he receives the files from the
field coordinator, the head of service division will enter the levy in the licensing application system and print the payment
order (SPM) and re-check the results of the research in the field and give the initials. Then from the head of service
division the files of the application, the recommendations and the SPM are submitted to the administration to be checked
and initialized.

The tenth stage. The application files, the recommendations and the SPM are in the administrative unit and then
subsequently will be submitted to the Head of the Office of Investment and One Stop Integrated Services of Palembang
City (DPM-PTSP) to be signed and when it has been signed the head of information division will be informed to notify
the applicant that he has been able to make a payment that is given a time limit of 3 months.

The Eleventh Stage. The front office will register the applicants and provide SPM to the applicant to make payment at
the South Sumatra Bank located in front of the DPM-PTSP Office of Palembang. If the applicant has made a payment
with the proof of payment slip submitted to the front office and checked according to the amount of the retribution that
has been determined. After the payment phase is complete, the permit along with the regional levies (SKRD) can be
printed and checked by the head of the division of service and administration and then signed by the Head of the Office
of Investment and One Stop Integrated Services of Palembang City (DPM-PTSP) and the applicant can obtain a permit
and SKRD at the front office, precisely in the retrieval section.

This is made clear by the field coordinator of the Office of Investment and One Stop Integrated Services of Palembang
City (DPM-PTSP) through interviews, as follows: "The mechanism at PTSP is in accordance with the SOP, so if from the
initial stage the applicant came to PTSP beforehand he got the technical guidance (bimtek) from the relevant office called
City Planning, after getting bimtek, checking the file okay, then they come to the front counter to register the permit.
Well, after the file is delivered, later we will continue to the relevant office to have it managed technically. If it is
technically okay, then the recommendation from the technical team is issued to be forwarded to the applicant in the form
of SPM that is the retribution that must be paid. After the retribution is paid, SK is made. So the interaction between
agencies must be related, because we cannot issue recommendation without the technical agency ".

Based on the SOP of IMB making, it can be said that in making the IMB there is a coordination established between
DPM-PTSP and the City Planning Office. The coordination that is established is a sequential coordination, in which the
SOP requires that the City Planning Office do its part first before DPM-PTSP can continue its work. The coordination
that is established between DPM-PTSP and the City Planning Office can be seen in the fifth stage until the ninth stage of
IMB making which explained earlier.

The explanation reveals that the flow of information can be seen in the SOP of the Secretariat of DPM-PTSP of
Palembang City. The SOP shows a flow of IMB making, the requirements, the implementers and the standards of service
time at each stage are all mentioned. To apply for the IMB at the Office of Investment and One Stop Integrated Services
of Palembang City involves the City Planning Office as a technical team. It has a long bureaucratic flow, many tables that
must be passed by IMB applicants. In addition, the applicant has to deal with two service locations because the technical
team of IMB making is not located in one place of services. DPM-PTSP is located on Jl.Merdeka while the City Planning
Office is located on Jl. Pangeran Sido Ing Lautan.

One of the rules that underlies the entire processes of the application of building construction permits is the stipulation
of an agreement regarding the Standard Operating Procedure (SOP) contained in the Regulation of the Mayor of
Palembang Number 21 of the Year 2012 concerning the Standard Operating Procedures of the Secretariat of the Office of
Investment and One Stop Integrated Services of Palembang City, in which there are rules related to the procedure for
applying building construction permits involving both Offices, namely the Office of Investment and One Stop Integrated
Services of Palembang City and the City Planning Office of Palembang, in which each stage of the procedure is
sequential which means that the permit cannot be issued if the applicant fails in following the existing procedure. Then
each stage has the time limit which has been determined, as can be seen in Table 2 as follows:

No. Activities Table 2 The Standards of Service Duration for Obtaining an IMB
Official in Charge Duration

1. Providing information on the requirements of file completeness Front Office 5 minutes

2. Conducting technical guidance with the technical team of the relevant Technical Team 5 minutes
SKPD.

3. Checking the completeness of the applicant's documents, if complete an Technical Team 15 minutes
approval sheet is issued. If not returned

4. Registering a licensing application Front Office

5. Re-checking the completeness, if complete system input Front Office 5 minutes

6. Printing receipts and signing Front Office 1 minute

7. Receiving the receipts and signing Applicant 5 minutes

8. Checking the applicant's file, stamping and giving initial on the receipt Head of Service 2 minutes
Division

9. Checking the applicant's file and making a cover letter, submitting the Field Coordinator 5 minutes
file to the technical team of the relevant SKPD

10. Receiving the applicant's file and scheduling field checks Technical Team 10 minutes

11. Conducting field checks Technical Team 60 minutes

12. Filling in the results of field checks in the recommendations Technical Team 45 minutes

13. Inspecting the recommendations, inputting levies in the system, printing Field Coordinator 2 minutes
payment orders (SPM) and giving initial

14. Checking SPM and giving Initials Head of DPM- 2 minutes
PTSP

15. Checking SPM and giving Initials Administrative 2 minutes
Officer

16. Checking SPM and giving Initials Head of DPM- 2 minutes
PTSP

17. Providing information to the applicant, informing him that he can make Head of
payment Information 5 minutes
Division

Head of

18. Submitting the SPM to the applicant Information 1 minute

Division

Receiving payment, verifying the amount of retribution on the deposit

19. slip with the one stated on the SPM and validating the deposit slip / Bank 2 minutes

providing a stamp on the deposit slip proof.

20. Submitting proof of payment to the front office of DPM-PTSP Applicant 1 minute

21. Receiving the proof of payment and routing system Front Office 1 minute
22. Printing a permit and SKRD 15 minutes
23. Inspecting , giving initial to the permit and SKRD. Head of DPM- 1 minute
24. Inspecting , giving initial to the permit and SKRD. PTSP 1 minute

25. Inspecting, signing of permit and SKRD. Field Coordinator 2 minutes
26. Submitting the permit and SKRD 1 minute
Administrative
Officer
Head of DPM-
PTSP

Front Office

Source: Processed by the author from the SOP of the Secretariat of DPM-PTSP

Table 2 presents the time limit for each stage of IMB making starting from the beginning, that is giving information to
the applicant regarding the requirements up to the SKRD permit being submitted as a sign that the permit has been
completed. For the overall standard, the time needed for making IMB is 15 working days, but in the implementation in
the field the making of IMB is in fact still exceeds the predetermined time limit. As stated by the Secretary of the DPM-
PTSP of Palembang in an interview as follows:

"In our procedure there is no change. We are running according to the procedures. There is no procedure that
has been ignored. The only problem is the time of completion. It usually takes longer time for the file when a
survey is carried out by the City Planning Office which can take months for the file there because it is
sometimes difficult, but it can also be speeded up, but it's a different story”
The explanation reveals that the determination of the standard completion time of IMB making changes from 15
working days to months. This can also be seen from the Belated Recapitulation of Building Construction Permits, in
which there is a delay in the service of building construction permits that reaches 151 days, with the starting time on
March 16, 2017 with file position in the City Planning Office with file status of conducting surveys and determination of
retribution. Then on July 11, 2017 the file was sent to the Head which takes up to 43 to 151 working days.
So based on the explanation, it can be said that there is a change regarding the agreement of the completion of making
of IMB in the PTSP-DPM of Palembang City from 15 working days to 43 to 151 working days. The change occurs at the
stage of the field inspection (survey) conducted by the City Planning Office.
The Office of Investment and One Stop Integrated Services is responsible for administrative and information-giving
matters. The City Planning Office is responsible for matters of file checking, field surveys and determining the amount of
retribution. Based on the existing SOP, the coordination between the two offices interrelated to each other. One unit
cannot do its work before another unit has completed its task. With these linkages, the two agencies must do their best to
do their work in accordance with the existing standards so as not to hamper the other’s work. Because if the work is
hampered in one service unit, it will automatically hamper the work of the other service unit. As stated by the Secretary
of the Office of Investment and One Stop Integrated Services of Palembang as follows:
"Usually the file takes longer time when the survey is carried out by the City Planning Office, which can take
can months for the file to be there because it is sometimes difficult, on the other hand, it can also be accelerated,
but it is a different story in between quotation marks. If the file has been there for a long time, automatically
the issuance of permits is not in accordance with the existing SOP."
In addition, talking about the obedience of the implementors, it can be seen from how the executor carries out the task
properly. As stated by the Secretary of the Office of Investment and One Stop Integrated Services of Palembang City
regarding the obedience of the implementers through an interview: "There is no licensing process that violates the
established procedures, such as ignoring certain stages, but if there is a family member who needs help, he/she can
usually be prioritized."
So based on the interview, it can be said that in all procedures each stage has been carried out according to the
procedure, but when the service process occurs, discriminatory indications sometimes occur in this procedure, for
example the applicants who have relatives among the officials will be served faster than the people who do not have any
acquaintances or relatives.
3. Clarity of Benefits

Viewed from a beneficial aspect or not, the more useful the implementation of a public policy, the easier the process of
the implementation will be, in the sense that the time needed is not so long. In the reverse implementation model, if it is
not useful it will be difficult in the process of further implementation.

As for the link between the clarity of benefits of the Office of Investment and One Stop Integrated Services of
Palembang City is the use of technology as a work system of DPM-PTSP employees who have used the Licensing
Service Information System (SIPPERI) to help employees work effectively and efficiently. The use of information
technology is referred to as e-government or an explanation of the use or use of information technology that enhances
relations between government and other parties. Information technology is any technology that can help and facilitate
human beings in making, changing, storing, communicating and even disseminating information. Technology is a
computer network consisting of various information processing components that use various types of hardware, software,
data management, and the technology of information network. The use of information technology can provide benefits to
the implementers in terms of saving time, energy, costs and so on. For the DPM-PTSP of Palembang City the use of
information and communication technology can help implementers in carrying out their duties, including coordinating the
making of building permits. The Office of Investment and One Stop Integrated Services of Palembang City uses e-mail
and cellphone media to communicate and coordinate with the Related Offices. The field coordinator of the Office of
Investment and One Stop Integrated Services of Palembang City (DPM-PTSP) through an interview said that: "For clear
communication, there is one through email, the second by phone, we also have a WhatsApp group for sure. right, and the
third is officially in service, there is also official service. "

Then for the employee work system, DPM-PTSP has used the Licensing Service Information System (SIPPERI) to
help employees to work effectively and efficiently. The following figure 1 is an example of licensing service information
system (SIPPERI) of the Office of Investment and One Stop Integrated Services of Palembang City as follows:

Figure 1 Information System of Integrated Licensing Services (SIPPERI)
Source : website of DPM-PTSP of Palembang City (www.dpmptsp.palembang.go.id), of the year 2018.

In the implementation of service activities, DPM-PTSP has developed and implemented an electronic data input and
processing system using the Integrated Licensing Service Information System (SIPPERI). The application of this system
is limited to the Government To Employess as a media publish which is electronic government that is intended for
employee performance activities as community service. Whereas as a media publish which means that this activity is one

direction, where the government publishes various data and information which can then be accessed by parties who have
interests online.

The benefit of the technology of the Integrated Licensing Service Information System (SIPPERI) in the coordination
of making IMB for DPM-PTSP with the City Planning Office is as a media for monitoring the position of the existence of
the applicants’ IMB files. Through this system, the last position of the applicant’s requesting file can be seen and how
long the file will be completed at each stage can be known. If the file is still in the City Planning Office and has exceeded
the specified time limit, the DPM-PTSP through the field coordinator will inform the City Planning Office that the file
has passed the deadline or issues a warning which means the file must be completed immediately and the City Planning
Service must immediately send the applicant's file for further processing by the DPM-PTSP of Palembang City.

Based on the explanation, it can be said that the coordinating officers in issuing building permits in the Office of
Investment and One Stop Integrated Services of Palembang City and the relevant Office, namely the Palembang City
Planning Office have used information and communication technology as a form of technology using cellphones and
email. Then for working system of DPM-PTSP, Palembang City uses the Integrated Licensing Service Information
System (SIPPERI).

E. CLOSING

1. Conclusion

Referring to the results of the analysis and the discussion of the Effectiveness Model of Service Policy of Building Permit
(IMB) Based on a Green Spatial Environment in Palembang City, it was concluded that the Effectiveness Model of
Service Policy of Building Permit (IMB) Based on a Green Spatial Environment in Palembang City has been successful.
This can be proven by the fact that:
1. IMB as a source of PAD in Effectiveness Model of Service Policy of Building Permit (IMB) Based on a Green
Spatial Environment in Palembang City has not been successful.
2. The standard of building permit services in the Effectiveness Model of Service Policy of Building Permit (IMB) Based
on a Green Spatial Environment in Palembang City can be said to be fairly successful.
3. Clarity of Benefits in the Effectiveness Model of Service Policy of Building Permit (IMB) Based on a Green Spatial
Environment in Palembang City can be said to be fairly successful.

2. Suggestions

In increasing the IMB as a source of PAD in the Effectiveness Model of Service Policy of Building Permit (IMB) Based
on a Green Spatial Environment in Palembang City, steps should be taken, one of which is by picking up permits from
the Sub-districts in Palembang City, so that the people in the Sub-district do not have to conduct IMB application in the
Office of Investment and One Stop Integrated Services of Palembang City. The target set by the IMB also tends to
increase from the realization of that of the previous year, this is because the determination of the target of the IMB is not
determined by the realization of the previous year, therefore an evaluation is needed to determine its effectiveness.

REFERENCES

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Dunn, William, N. (1998). Introduction to Public Policy Analysis. Second Edition. (Translation), Yogyakarta : Gadjah Mada University Press.
Dwiyanto, Agus. Cost and Benefit Analysis. Lecture Materials of Cost Analysis and Benefits of MAP-UGM. Yogyakarta.
Edwards, G. C. III. (1980). Implementing Public Policy. Washington DC : Congressional Quarterly Press.
Effendi, Sofian. (2000). Implementation and Evaluation of Public Policy. Lecture Materials of MAP-UGM. Yogyakarta.
Gaspersz, Vincent. (1997). Quality Management: Application of Quality Concepts in Total Business Management. Jakarta : Gramedia.
Moleong, L. J. (2012). Qualitative Research Methods. Bandung. Bandung : Remaja Rosdakarya.
Solichin, A. Wahab. (1997). Policy Analysis: From Formulation to Implementation of State Policy. Jakarta : Bumi Aksara.
Palumbo, J. Dennis. (1987). Implementation What Have We Learned and Still Need to Know. Public Studies Review, Vol. 7, No. 1, 91-107.

International Conference on Education and Regional Development 2018
(ICERD 3rd 2018)

“Curriculum for Millennial Generation in Disruptive Era and 4.0 Industrial
Revolutions”

Bandung, Indonesia.
22 November 2018

21ST CENTURY LEARNING IN THE 4.0TH INDUSTRIAL
REVOLUTION

Ebrahim Panah

University college Yayasan Pahang, Malaysia

ABSTRACT

It is argued that human being has experienced 4 industrial revolutions so far. During the first 3 industrial revolution,
education has not been affected noticeably; however, the fourth industrial revolution is pushing education system to cater
to the ever-changing needs of job market. It has widely been believed that education prepares students for life job. With
the disruption of technology in the era of 4th industrial revolution, education needs to transform than reform. The
curriculums need to be revamped. This is because the nature of future jobs are changing and the education from content-
based of 19 century must prepare students for skill-based jobs. This paper reviews the issues of educations at different
levels from primary to tertiary to graduate levels. It will also discuss the issues of current jobs in the lens of 4th industrial
revolution. It discusses the solutions for addressing the issues of learning in the 21th century. Lastly, it will deliberate on
the implications and future trends and challenges to be addressed.

Keywords: 21st century learning, 4th industrial

INTRODUCTION

Technology has penetrated all aspects and walks of human life and facilitated daily life tremendously. However,
education system has grown very slowly where the same space, the same approach, and the same process are used. With
the disruption of technology such as artificial intelligence, internet of things, 3D printing, techno-biology, cloud
computing, cognitive computing to name a few, the skill required for work has seen a great change (Schwab,2017). The
graduates face a lot of challenges when they enter the workplace since they do not possess the specific skill required for
job market. There is no congruency between the graduates the universities are producing and the requirement of current
job market. It is argued that education has remained unchanged or slightly rectified during four industrial revolutions
(Ubell Robert, 2010; Xing, 2015).
Four Industrial Revolutions
History has seen four game changing industrial revolutions (IR) so far, namely IR 1.0, IR 2.0, IR 3.0, and IR 4.0. It is
believed that IR 1.0 was catalyzed by Newton’s law of motion which laid the foundation for the use of steam engine
power which consequently mechanization happened and man labor and animal power were replaced by machines. Here
the production is mechanized and boosted using water and steam power (Marwala, 2007). The second IR was catalyzed
by Faraday and Maxwell who united magnets and electric forces which led to the invention of electricity by Edison.
Electricity was used in assembly lines of factories where its disruption facilitated mass production. The third IR was
catalyzed by the creation of transistors which led to the invention of Information technology such as computers and
internet where internet and digitization caused automation (Marwala, 2015). The latest revolution is IR4 which was
coined at Hannover Fair in 2011.

The fourth IR is manifested through artificial intelligence (AI), automation, intelligent robot, mobile supercomputing,
self-driving/driverless cars, digital ubiquity, neuro-technological brains enhancements, genetic editing, up-skill, reskill,
nanotechnology, biotechnology, energy storage, quantum computing, biotechnology, block-chain, 3D printing, cyber-
physical systems, internet of things, fifth generation (5G) wireless network, growth of knowledge economy, where
disruption of technology blurs the boundaries between digital, physical and biological aspects of human life. This could
change the nature of job, skills and labor market. These technologies impact society, economy and industry enormously
(Xing and Marwala , 2018).

As result of IR 4.0, many current jobs will be lost or subject to automation by robots and plentitudes of job will be
created which now even do not exist where new technologies and new jobs yet to come. In this era, singularity happened
where machines acquired the capabilities and features of human being for the first time. The fourth industrial revolution
takes the automated factory to intelligent and integrated systems like the application of internet of things (IOTs)
transforming the whole process of manufacturing and productions (Marwala, 2014).

With this rapid, exponential speed of changes due to the disruption of technologies, many jobs will be lost while
plenty of jobs will be invented that do not exist currently. In such a game changer era of technology, technology affects
the future jobs where both younger and current generation could find it difficult to meet the requirement of job market.

Klaus Schwab (2017), the author of the book IR 4.0 is of the view that the pace of change in this tech disruption era is
creating unsurpassed opportunities.
The 4th IR and future of jobs

Currently, three futures of human being distinguish human from machines such as: creative endeavors, social
interactions, and physical dexterity and mobility; however, with this rapid progress in artificial intelligence (AI), these
features may pale into insignificance in coming years. Based on a report by Dell Technology Company, 85% of the jobs
that will come into existence in 2030 have not been yet created. Study shows that by 2030, up to 40% of jobs will
disappear. This leaves the today school leavers in an uncertain situation in terms of future job perspective. It is predicted
that 46.4% of jobs in manufacturing, 44% of jobs in wholesale, and 32.3% in finance by early 2030s will disappears,
while the jobs in social work and human health will see less effect (Schwab, 2017). The rapid growth of AI shows that
machines could carry out a wide range of jobs which was not predicted before (OECD; Future of Work, 2013; Bank of
England; MIT), where low-skilled jobs (security guard and cleaners) and middle skill jobs (cashiers and accountants) are
being outsourced to machines. This replacement could boost the company’s revenue (World Economic Forum). For
example, three giant companies in Detroit in 1990 had the revenues of USD 250bn with 1.2 million employees, while in
2014, three biggest companies in Silicon Valley generated the same amount of revenue (i.e., UDD 247bn) with
approximately ten times fewer workers (i.e., 137,000)( Schwab,2017). Only the jobs that involve critical thinking and
creativity cannot be currently done by machines and are left to human. Consequently, a great number of high skill,
technology jobs go unfilled due to lack of sufficient skilled workers. High skilled operators are needed to oversee the
automated machinery and robots in the high-tech, smart factories. International data corporation (IDC) predicts that
revenues from artificial intelligence will increase from the present (2015) USD 8 bn to more than USD 47 bn by 2020.
Due to job clustering, up-skilling and reskilling such as obtaining high-level technical skill, complex problem solving
skill, and social skill appear to be crucial for workers in order to adapt to the context of new emerging industries. It is
argued that 65% of children studying primary schools will occupy jobs that yet to be created. It is estimated that by
2030s, approximately 28% of jobs occupied by 16 to 24 years olds will have been automated. It is argued that
manufacturers are overlying on baby-boomers, who account for 20% of work force which is forecasted to reach up to
50% by 2047 (Schwab, 2017). This could have a negative impact or future of job market.
The skills the Employers seeking

With the advent of industry 4.0, the skills the employers are seeking for are accordingly rapidly changing. The premium
is placed on the skills related to high order thinking and creativity such as collaboration, problem solving teamwork and
critical thinking. Students need to possess the skills that robots lack (Marwala, 2015; Ubell Robert, 2010). According to
The Chartered Management Institute, 85% of business managers are of the opinion that work experience ought to be
embedded into courses with the purpose of developing necessary, critical skills and making students more employable.
The potential workers or employees should be able to work across disciplines and cultures and have a global identity. The
other required skills are reasoning, judgment, communication, work ethics, leadership, and customer service. It is
estimated that more than 30% of core skills for jobs will have changed by 2020 (World Economic Forum, 2015).
Technology may change the recruitment process by utilizing algorithms that meticulously match candidates’ skills to the
needs of employers.
Education Issues in 4th IR

It is believed that 90% of future jobs need some level of digital literacy while 44% of employees lack basic digital skills.
65% 0f students who enter primary school nowadays will take jobs that yet to be invented (report by Leapfrogging to
Education, 2017). Globally speaking, the average age of teacher is 48 which this aging teacher population poses
challenge to education. Digital literacy and resistance to change are also the issues of education in IR 4.0. Study shows
that there is a shortage of skills in some areas such as social media literacy, foreign language skill, 3D modelledrs,
hydroponic technicians, safety technicians, occupational health, ship repair engineering, ocean experts, and green
chemists, to name some.

All aspects of IR 4.0 impact society on a large scale which is not reflected in the curriculums of schools or university.
Two main threats are rapid job outsourcing to automation and the fast pace of knowledge obsolescence. This means that
arguably the paradigm ‘I learn and then I apply’ is practically challenged. This is because the process of becoming
obsolescent is shorter than the time students need to leave schools or universities with degree. Adults are left behind in
adapting to the transformational changes in job brought by technology. Technology and automation are displacing both
white-collar and blue-collar realms, forming the future cohort of adult learners, at an alarming scale. Schools, colleges,
and universities are facing a challenging issue and need to cope with complex, weighty, ever-growing evolving issue.

In schools, the same contexts, the same processes, and the same strategies are used in the same learning space as used
to be employed in the RI 1.0. Even the brilliant students leave the school without being equipped for the requirements of
IR 4.0 job market. There is lack of challenge in both teaching and curricula. Hence, the graduates would not be able to
take the jobs which need unprecedented set of skills. This is because content-based education of 19 century could not
satisfy the skill-based job of IR 4.0.
The 4th IR and Education

Education is the core of preparation of current and future generations to thrive in the era of 4th IR. Education system in
the era of 4th IR designed for knowledge-based and industry economy, needs to be transformed from a system which
based on facts and procedures to a system where knowledge is actively applied in collaborative, teamwork problem
solving (World Economic Forum, 2015) The top ten skills required for job market include: complex problem solving,
critical thinking, creativity, people management, coordinating with others, emotional intelligence, judgment & decision

making, service orientation, negotiation, and cognitive flexibility, where emotional intelligence and cognitive flexibility
were not crucial in 2015 (Schwab, 2017).

The use of automated education is gaining popularity. Automotive education refers to the use of software to do the
tasks of assignment, admission, attendance, grades, and so on with using machine and a click on a button efficiently.
Automated education eliminates paper-based processes and it is moving from software to cloud-based system, opening
novel vistas to connect, communicate, and collaborate via multiple channels like cloud, mobile devices and web.

Teacher should change their teaching approach. They must design teaching rather than delivery and their teaching
should cater to individual learners’ needs, interests, preferences, passions, and talents. Students need to learn how to learn
than reciting facts and procedures. It is argued that there is a need for de-siloing curriculum and focus on learning by
making through collaborative problem solving creatively. They need to use outcome-based (learning by doing),
customized learning vital for success in future global economy. Students need to work alongside machines than
competing with them through programming them than being programed by robots. Teacher should be a facilitator and
guide by side than a sage on the stage by designing the learning than delivering content. Teachers should guide students
in the process of Memorizing data/knowing information to understanding to critical thinking, high order thinking to
creativity. Students need to learn cross curricular and the skills that are transferable which fit them for the jobs that yet to
come. Alvin Toffler (1970) predicted that “the illiterate in the 21th century, will be those who cannot learn, unlearn and
relearn than those who are not able to read and write”. Interestingly, his prediction has come true.

AI and Intelligent automation is believed to enhance the significance of education of STEM (Science, Technology,
Engineering, and Mathematics) and soft skills, allowing the employees to trade on their unique human capabilities. This
means moving from merely focusing to STEM to STEAM (Science, Technology, Engineering, Mathematics and arts)
where they can bring science, technology, engineering and mathematics to life.

The concepts of upskilling and reskilling are becoming buzzwords in education nowadays. Organizations empower
their employees in order to enhance their productivity through up-skilling by reducing reskilling. Some employees need
to learn new skills such as automation and artificial intelligence referred to as reskilling, to meet the requirement of new
job market. Study shows that 74% of workers agree that they need reskilling to survive in their current job (report by
Leapfrogging to Education, 2017). The use of intelligent tutoring system in education is becoming more common.
Intelligent tutoring system refers to a computer system which aims at providing immediate and customized instructions or
feedback to students, normally without the intervention of human teacher. Schools and universities should focus on
learning outcomes, student-centered learning, ICT education, and lifelong learning. To prepare students for the industry
in this rapidly transforming world, multi- stakeholder collaboration is needed, i.e., government, educators and parents
need to collaborate effectively.
Teaching and Learning At school level

Due to globalization, students need to have global mindset or international mindedness to learn about various cultures
and be more globally employable in the future workplace and allows them to be suited to any global situation. OECD
(2015) says that a ‘new assessment of global competence’ was added to the test of Programme for International Student
Assessment (PISA), testing the knowledge and skills of 15 years old students from over 70 countries. This enables the
stakeholders to report on how well the students are prepared for living and succeeding in multicultural, multi-racial
societies and global economy. The level of adaptability and flexibility is crucial in the complex times ahead to thrive. To
plant the seeds of global mindedness, as a skill rather than only state of mind, schools should provide students with
various cultural counters. The International Baccalaureate (IB), is curricula with the focus on international mindedness.
This kind of curriculum is globally transferable and enables to smoothly transfer from context to context and country to
country. IB profile has ten attributes: inquirers, thinkers, knowledgeable, communicators, open-minded, principled, risk
takers, balanced & reflective, and caring (Courtney Knight, 2015). For example, students at both primary and middle
school levels spend some time in ‘retiring homes’ teaching language, computer skill, and culture to the society seniors. In
return, they get language lesson, and learn how to be patient and emphatic and enhance their communication skills. IB
helps to produce global learners who find themselves in their local community and the globe as a whole. Besides, global
networks (The World Leading Schools Association WLSA), also foster cultural understanding and promotes cooperation,
culturally diverse programs, academic exchange, between to secondary schools globally.

An example of a successful, effective education system is a new school model, known as Escuela Nueva, born in
Colombia in 1970s is popular for its innovative nature and contribution to the education globally with positive effect on
non-cognitive skills and high completion rate. It moves from teacher-centered to student-centered where there is an
integration of teacher training, curriculum and community involvement.

Hence, students need to develop critical thinking, creativity, making, doing, and collaborative problem solving skills
required for innovation-driven and entrepreneurial jobs of the future. Learners need to be equipped with the knowledge
and 21th century skills. Teachers should nurture global citizens. Students need to be put first and empowered
(Leapfrogging to Education, 2017).
Teacher Role

Teachers are considered as digitally literate facilitators with the purpose of preparing students for future workplace.
Teachers should learn how to implement blended learning/hybrid education. They should develop digital skills and
embrace innovations through experimental collaboration as well as partnership with technology industry (Leapfrogging
to Education, 2017). OECD (2015) supports teacher collaborations in order to transform practice and enhance learning.
Teacher efficacy and satisfaction need to be augmented. Collaborative professional learning such as peer observation,
mentoring, coaching, promoting teacher network, doing collaborative research could develop teacher professionalism
(Leapfrogging to Education, 2017). Networks such as pan-European teachers’ platform and eTwinning are constructive

for professional development. It is vital for teachers to have collaboration with business and technology community to
see what futures holds in terms of job opportunity for them and their students.

Teachers are societies’ ‘brain coders’, who make sure learners upload, retain and apply the given knowledge in the
uncertain context of job market. They play the parents role by rewarding those who learn coding quickly and comply
with the social rules and norms of school, college, and university. Teachers must acknowledge that knowing what other
people already know is not a capability in IR 4.0 era. Teachers should revamp, upgrade their teaching approach and teach
students how to renovate than replicate, think rather than memorize, and critically review than just accepting the fact,
asking their brains to ponder beyond the obvious. They should help students understand themselves profoundly and assist
each one in perfecting one’s ability to be a constant learners through group activities or individually. Students should be
able to imagine novel possibilities and adapt to new challenges and issues yet to come. This helps them specialize in the
unknown, not the known; and consequently be ready for the technology and jobs not invented and created yet. Teacher
should focus on both hard skills (STEM) and soft skills (communication skill, teamwork, judgment, and relationship
management). The content-based, instructions, and delivery mode teaching and learning should be replaced with learning
by making approach to STEAM education and constructionism. The classrooms should be transformed to experiential,
hands-on learning setting. Teachers are responsible for preparing the young generation as reeducating the present
generation for the rapidly changing social, work, and cultural environments. Hence, teachers, policy makers, nonprofit
organizations, and business community should work collaboratively to prepare the students for the technology and jobs to
come.
Teaching and Learning At school level At University Level

Universities play a key role in preparing students for industry and job market. In the era of IR 4.0, universities will
growingly see students who are in their 40s and 60s are pursuing new degrees and reskilling in line with lifelong learning.
In the fourth industrial revolution, we need educational revolution as well (Schwab, 2017). As AI is changing our
lifestyle and working method, institutes of higher education need to conform to the rapid changes. So, how universities
can develop new skills in students? And how to produce new critical, creative thinkers for future? . IR 4.0 lays the
foundation of our present education system and is a catalyst for immense change in the learning and teaching approaches.

Students need to develop digital skills and be tech-savvy. This means that using digital interface for operating
machinery, managing care diaries, dealing with customer complaints, running engine diagnostics, and administering
drugs, to name a few. There should be the right tool to teach the right skill, and there should be flexibility to adapt and
apply when needed. The contextual learning and embedded technology can facilitate learning. The focus should be on
developing the skill for ‘in time’ than ‘in case’. This means that the students must have the specific skill to carry out job
not just memorizing content and knowledge non-purposefully. The higher education system must focus on job-focused
education than academic qualification, where apprenticeship along with vocational routes is success markers.

Education system should be a fully enabled sector which designed to work vis-à-vis employers to utilize the best
digital tools in order to provide contextual learning, flexible credentials, experiential training, employing AI (Ashok
Goel, a Professor at Georgia Institute of Technology used robot as an assistant) to personalize learning experience
supported by sound pedagogy with the focus on continuous self-improvement and digital learning (Leapfrog to
education, 2017). They need to use AI to assist learning, improve retention, enhance the student experience, and make the
organization itself more productive. Education system should find better ways of providing skills through formal
qualification and credible non-formal qualification skills, covering the prevalent micro-accreditation and badging
producing tangible evidence for skill assessment, in which the skills which are learnt are skills used. Education also needs
to develop fully digitally competent trainers and teachers, in the context of formal education, in internal corporate
delivery as well as across all training providers.
Globalized students

Education system should create globalized students who are able to explore the world beyond the immediate environment
through investigating the local, global and cultural issues. They are able to recognize, understand, and appreciate the
other people’s views of the world. They are capable of communicating ideas cross-culturally efficiently, effectively with
a wide range of audience through engagement in appropriate, open, and effective interactions. Eventually, they have the
capability to take action for the collective wellbeing as well as sustainable development locally and globally (leapfrog to
education, 2017).
Suggestion for Future

The Boston Consulting Group (2015) suggests that education system need to offer broader skillsets to close the IT gaps
such as ICT competencies, digital divide, e-learning, open educational resources, mobile learning, and transform the
system to be flexible, adaptable providing education for IR 4.0. The skills provided need to be applicable to unseen,
social issues in uncertain context and works and be assessed and used in formal, non-formal and informal contexts.
Teachers need to be trained in short term and long run/lifelong learning to be primary facilitators of learning. New collar
workers (representing blue-collar and white-collar) should be specialist as well as multi-skilled. Due to the rapid change
of workplace nature, lifelong learning has come to be of great importance. In work place, the value of veterans for
sharing knowledge and experience is crucial since we are in the era of knowledge-based economy.

Education system should convert from mass production to mass personalization to provide quality, lifelong learning
experience, for all students (seen in educational reforms in Finland, Korea, and Singapore). Stronger partnership between
high education institutions and business need to be set up with the focus on specific skill needs through planning
curriculum, certifications and programs to satisfy the needs. The education system needs to infuse curricula the
distinguishing skills (the skills that distinguish human form robots and AI) such as judgment, system thinking, creative

problem solving, ethics and communication, cultural agility, creativity, strategic problem solving, teamwork and
collaboration. It should teach the skill that enhance and complement AI to meet the effect of machine automation.
Students need to develop The Power of Systems Thinking (via experiential, project-based learning), Humanism and the
Robot-Proofing of Education (e.g., what makes humans unique from machines), and Bringing Agile Methodologies to the
Academy (e.g., Modularized content in an easily accessible format). Learners need to learn empathy, wellbeing,
integration and resilience. Students need to develop self-determination and heutagogy (learning personalization) to be
active drivers in their learning than being passive recipient.

Further, students need both IQ and EQ, soft skills (e.g., teamwork, communication, and critical thinking) delivering
effective results. For effective collaboration, synergy, partnership and networking, EQ is necessary. The idea of
interdisciplinary, cross-disciplinary, and multi-disciplinary performances of disciplines must be supported to satisfy the
needs of IR 4.0. The core skills students need to develop in IR 4.0 education system are: communication skills,
interpersonal skills, excellent IT skills, ability to manipulate knowledge in new context, and the ability to create, make,
produce by applying theoretical concepts and notions to the practical outcomes. Students should be equipped with
cultural, moral compass to be more effective. Education system should develop 21th suited skills such as teamwork,
leadership, communication, cooperative learning and self-managed learning.

There is a need for developing future ready curriculum that lends support to critical thinking, emotional intelligence,
agility, creativity, and accelerate acquisition of STEM (Science, Technology, Engineering, and Mathematics) and
STEAM and digital skills matching the way people collaborate and work. There should be connectivity between inside
school (subjects and things be questions and linked) and outside school (physical, virtual and biological worlds fused)
affecting disciplines, industries, society and economy in response to IR 4.0.
The Future Trends

Universities are like ocean liners that may struggle with sudden changes. Institutional agility is increasingly gaining
popularity and fast decision making with the aid of AI is crucial. Keeping track of technology is challenging. The robot
revolution is on the way. New technologies and new jobs will be invented and new issues might arise. Our students need
to be equipped sufficiently to embrace robot revolution where robots are teaching and learning assistants. Online learning
using MOOCs will be more common for quality education. Further, data mining will help higher education systems to
build better understanding of their students performances and provide ‘education for you’ for students to help them
develop the skills to meet the requirements of job market. The data created through MOOCs platforms and university
smart campus help universities make intelligent decision in developing the required skills in students catering to their
needs, interest, preferences, passions, and talents. AI will also assist recruiters in recruiting the right person with the right
skill for the right job.

Students will have global identity as they get education from different universities, work in the global contexts and
participate in international activities without being tied to one organization (for example, federations Freeds Group is
active in 61 countries, 43 gaining federated identity with 18 pilot at stage). Quality of education will be more important
than quantity. Education will be ‘just in time’ than ‘just in case’. This means that education must prepare students with
the skill to do specific task at a specific time not obtaing knowledge that might never be utilized. This is because many
jobs are outsourced to automation and knowledge is becoming obsolete rapidly. Data related to student’s performances,
development, behavior and interactions both inside and outside classroom and online as well as data from smart campus
will be used for analysis. The high education would integrate the data into smart data to make intelligent decision in
reference to personalized, customized education.
Challenges Ahead

Transformation and revamping of education systems both at primary & secondary and tertiary levels are inevitable. As
universities and colleges are undergoing budget cut, they have to figure out ways to survive by thinking strategically
concerning methods to use their experiences in trust, credentials, and identity to give new services to society. Education
leadership should take more risks in the world of disruptive technology and change. To survive, institutes of higher
educations need to be innovative and creative.

Although we are living in the era of disruptive technology, around 4 billion of world population has no accesses to
internet (according to a study by McKinsey & Company 2015). Sadly, we are in the era of 4th industrial revolution but
some people in the underserved, impoverished area of some developing countries have not seen even the first industrial
revolution. This makes it difficult for the education system to prepare all students equally to meet the requirements of IR
4.0 job market. Besides, the people privacy of individuals could be in perils and the issue of cyber security needs to be
addressed.

CONCLUSION

As discussed, so far, human has seen four industrial revolutions in which the first and second revolved around mass
producing and consuming and the third focused on communication and automation, while the last on is changing human.
We are living in the era of IR 4.0 in which every aspect of our life is rapidly changing due to technology much faster than
ever before. This also impacts education system. Correspondingly, education system and institutes of higher education
need to revamp and transform their system of teaching and learning to the needs, interests, passion, talents of students in
response to IR 4.0. It is argued that education system is mainly following the traditional approach of teaching and
learning which is not able to prepare students and graduates fitting the job markets in this ever changing era of
technology where students must be prepared for the unknown not the known. This means that their skill must be in time

not in case to be able to embrace the technology and jobs to be invented yet and tackle the issues that yet to com. Hence,
gone are the days where students went to university to study for a degree to set them up with a job for life.

REFERENCES

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International Publishing Switzerland, ISBN 978-3-319-11423-1, 2014.
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Xing.B and Marwala,T. (2018). Implications of the Fourth Industrial Age on Higher Education.

International Conference on Education and Regional Development 2018
(ICERD 3rd 2018)

“Curriculum for Millennial Generation in Disruptive Era and 4.0 Industrial
Revolutions”

Bandung, Indonesia.
22 November 2018

SUMBANGAN DORONGAN PERSEKITARAN DAN
PENYERTAAN SOSIAL SERTA PENGETAHUAN

PATRIOTISME TERHADAP AMALAN PATRIOTISME DALAM
KALANGAN BELIA PELBAGAI ETNIK DI MALAYSIA

Abdul Aziz Rahman, Abdul Razaq Ahmad

Fakulti Pendidikan, Universiti Kebangsaan Malaysia
Emel: [email protected]

ABSTRAK

Kajian ini berbentuk tinjauan bertujuan untuk mengenalpasti sumbangan dorongan persekitaran dan penyertaan sosial
serta pengetahuan patriotisme terhadap amalan patriotisme dalam kalangan belia pelbagai etnik di Malaysia. Kajian ini
menggunakan soal selidik sebagai instrument utama. Hasil kajian rintis berdasarkan analisis Cronbach Alpha
menunjukkan tahap kebolehpercayaan kesemua konstruk adalah berada di tahap kebolehpercayaan yang tinggi di antara
0.812 hingga 0.952. Pemilihan sampel dibuat secara rawak berstrata dengan mengambilkira lokasi, jantina dan etnik.
Bilangan sampel adalah seramai 1600 orang belia yang terdiri daripada etnik Melayu,Cina dan India. Analisis data
menggunakan perisian SPSS 23.0 Statistik deskriptif menggunakan min dan sisihan piawai manakala inferensi
menggunakan MANOVA dua hala dan regrasi berganda bagi menjawab persoalan dan hipotesis kajian. Dapatan kajian
menunjukkan terdapat pengaruh dorongan persekitaran sosial, penyertaan sosial dan pengetahuan patriotisme terhadap
amalan patriotisme dalam kalangan belia pelbagai etnik. Implikasi kajian mendapati pelbagai usaha yang komprehensif
dan berterusan perlu dilakukan bagi meningkatkan persekitaran dan penyertaan sosial yang lebih menyeluruh dalam
memastikan belia Malaysia mempunyai semangat patriotisme dan toleransi kaum yang tinggi bagi membentuk
masyarakat malaysia yang harmoni.

Kata kunci : dorongan persekitaran sosial, penyertaan sosial, pengetahuan patriotisme, amalan patriotisme, belia pelbagai etnik

PENGENALAN

Isu hubungan etnik dan perpaduan akan terus disentuh dan dibincangkan tanpa penghujungnya terutamanya dalam
konteks negara Malaysia yang bersifat multi etnik dan mempunyai keberagaman budaya dengan pasak elemen etnik yang
terus dipertahankan. Perkara ini adakalanya menimbulkan kontradiksi antara tugas setiap etnik mempertahankan identiti
mereka namun dalam masa yang sama menjayakan hasrat pembinaan satu bangsa Malaysia dengan identiti yang sama.
Inilah yang dimaksudkan dengan kesatuan dalam keberagaman (unity in diversity).

Isu perpaduan amat penting dalam menjamin kestabilan politik di Malaysia yang terdiri daripada masyarakat pelbagai
etnik dengan menangkis setiap anasir yang cuba menimbulkan perpecahan sehingga boleh mencetuskan konflik dan
sensitiviti yang akan menjejaskan kualiti kehidupan rakyat. Sejak akhir-akhir ini limpahan maklumat globalisasi dengan
senang disalah guna untuk mencetuskan provokasi antara agama, menyentuh sensitiviti tentang amalan budaya hingga
menimbulkan salah faham dan sikap ekstrimis yang boleh menjejaskan kestabilan Negara dan menghalang perpaduan
bangsa.

Dorongan sosial (socio environment) adalah berasaskan kepada Teori Bronfrenbrenner yang menyatakan persekitaran
sosial banyak mempengaruhi tingkahlaku individu sama ada secara langsung atau tidak langsung. Dorongan sosial dalam
kajian ini memfokuskan kepada empat aspek utama dorongan keluarga, dorongan rakan sebaya, dorongan komuniti
setempat dan dorongan komuniti sekolah. Keseluruhan dorongan berkaitan dengan hubungan dengan pelbagai etnik.

Bagi penyertaan sosial (socio-participation) berasaskan ubahsuai daripada Teori Modal Sosial oleh Putnam (2001)
yang memfokuskan kepada tingkahlaku atau penyertaan dalam pelbagai aktiviti dalam masyarakat sama ada secara
langsung atau tidak langsung. Penyertaan sosial dalam kajian adalah menjurus kepada aktiviti bersama rakan sebaya,
aktiviti komuniti kejiranan dan tempat kerja, aktiviti sosio budaya dan aktiviti melalui media sosial. Aspek-aspek tersebut
adalah berkaitan dengan keterlibatan golongan belia secara langsung dalam aktiviti sosial, sukarelawan, rekreasi bersama
rakan sebaya daripada pelbagai etnik, kejiranan, komuniti sekolah dan interaksi aktif di laman maya. Di samping itu,
lebih kepada aktiviti kebudayaan.

Patriotisme pula adalah merujuk kepada Model Kementerian Pendidikan Malaysia (2000) dan Doganay (1990) yang
melibatkan 5 aspek, iaitu: (a) semangat cinta akan negara dan bangsa, (b) Berbangga sebagai rakyat Malaysia, (c)
bersemangat kekitaan, (d) Disiplin dan kepatuhan undang-undang dan (e) berdaya saing dan produktif. Aspek-aspek
tersebut telah diguna pakai dalam menguji pengetahuan dan kefahaman belia tentang patriotisme. Manakala, amalan pula

lebih memfokuskan kepada sejauh mana tingkah laku belia pelbagai etnik di Malaysia mengamalkan ciri-ciri patriotisme
tersebut dalam kehidupan seharian mereka.

KAJIAN LITERATUR

Perkataan patriotisme berasal daripada bahasa Greek iaitu patriotes (bermaksud rakan senegara) dan patrice (daripada
perkataan pater (father) yang bermaksud tanah air atau negara) (Saifuddin Abdullah 2005). Semangat patriotisme adalah
merupakan aspek penting dalam pembentukan negara bangsa yang harmoni terutamanya dalam konteks masyarakat yang
berbilang kaum. Dengan penerapan amalan patriotisme dalam diri setiap rakyat akan dapat melahirkan insan-insan yang
sanggup berkorban jiwa dan raga untuk mempertahankan kedaulatan negara dan memajukan negara. Mohd Mahadee
Ismail et.al (2016) dalam kajiannya mendapati bahawa semangat patriotisme dalam kalangan belia boleh dipupuk
sekiranya diberikan pendedahan yang betul dan dibentuk dari peringkat awal usia.

Dalam konteks masa kini, patriotisme boleh ditafsirkan sebagai sikap, semangat dan tindaktanduk yang menjurus
kepada gagasan dan usaha mengawal kepentingan, maruah dan kedaulatan bangsa dan negara dalam pelbagai bidang
kehidupan seperti ekonomi, politik, sosial, hubungan antarabangsa, kedaulatan, kebudayaan, agama, keselamatan,
undang-undang dan sebagainya. Menurut Kamus Dewan edisi keempat, nasionalisme boleh ditakrifkan sebagai perasaan
cinta pada negara dan bangsa sendiri atau pergerakan membebaskan negara atau ekonomi daripada cengkaman kuasa
asing.

TUJUAN KAJIAN

Kajian ini bertujuan untuk mengenalpasti sumbangan dorongan persekitaran dan penyertaan sosial serta pengetahuan
patriotisme terhadap amalan patriotisme dalam kalangan belia pelbagai etnik di Malaysia. Dorongan persekitaran sosial
dalam kajian ini merujuk kepada dorongan keluarga, rakan sebaya, komuniti setempat dan komuniti sekolah. Aspek
penyertaan sosial pula adalah merangkumi aktiviti bersama rakan sebaya, aktiviti komuniti kejiranan dan tempat kerja,
aktiviti sosio budaya dan aktiviti melalui media sosial. Bagi aspek pengetahuan patriotisme adalah merujuk kepada
elemen bangga menjadi rakyat Malaysia, setia kepada Raja dan negara, mempunyai semangat kekitaan, disiplin dan
mematuhi undang-undang serta berdaya saing dan produktif. Kesemua elemen-elemen pengetahuan patriotisme tersebut
adalah menjurus kepada penarapan amalan-amalan patriotisme sekiranya dipraktikkan dalam kehidupan seharian.

METODOLOGI KAJIAN

Kajian tinjauan ini menggunakan kaedah deskriptif melalui penggunaan soal selidik skala 7 Likert sebagai instrumen
kajian. Soal selidik ini dibina berdasarkan beberapa kajian yang berkaitan dengan persekitaran sosial dan toleransi kaum
serta diadaptasi daripada Doganay (2013), Ahmad Ali Seman (2011), Shamsul Amri (2012) dan Najamuddin (2014)
Hasil kajian rintis keseluruhan konstruk berada di tahap kebolehpercayaan yang tinggi iaitu di antara 0.812 hingga 0.952
dan boleh digunakan dalam kajian sebenar. Pemilihan sampel kajian berdasarkan jadual persampelan Krejie & Morgan
(1970) iaitu seramai 1,600 orang daripada belia pelbagai etnik berumur di antara 19 hingga 29 tahun secara stratifikasi
berdasarkan zon iaitu zon utara pulau pinang (n=400), zon timur di Pahang(n=400), zon tengah di Selangor(n=400), serta
zon selatan iaitu Johor(n=400). Daripada jumlah tersebut, 844 responden adalah Melayu (27.8%), 508 responden Cina
(24.9%) dan 248 responden India (15.5%). Bagi aspek jantina pula, 800 (50.0%) lelaki dan 800 (50.0%) perempuan
sedangkan bagi aspek lokasi pula 800 (50.0%) responden berasal dari luar bandar dan 800 (50.0%) responden berasal dari
bandar. Bagi aspek pendapatan pula, sebanyak 1022 (63.9%) responden mempunyai pendapatan <RM2000, 346 (21.6%)
berpendapatan RM 2001-RM3000, 158 (9.9%) mempunyai pendapatan RM3001-RM4000 dan 74 (4.6%) mempunyai
pendapatan >RM4001.

DAPATAN KAJIAN

Jadual 1 dan 2 menunjukkan keputusan analisis regresi berganda langkah demi langkah yang melibatkan tiga
pembolehubah bebas ke atas pembolehubah bersandar iaitu amalan patriotistisme. Terdapat tiga pembolehubah bebas
berkenaan telah menunjukkan korelasi dan sumbangan yang signifikan (p < 0.05) terhadap jumlah amalan patriotisme.

Jadual 1 Analisis Varians

Sumber Jumlah Kuasa Min Kuasa Dua Nilai F Tahap Sig.
Variasi Dua dk 0.000

Regressi 431.760 3 143.920 275.823
Ralat
Jumlah 832.768 1596 0.522

1264.528 1599

Analisis varians mendapati nilai F (3,1596)= 275.823 dan tahap signifikan p=0.000 (p<0.05).

Jadual 2 Sumbangan Pembolehubah Dorongan Persekitaran Sosial, Penyertaan Sosial dan Pengetahuan
Patriotisme terhadap Amalan Patriotisme dalam Kalangan Belia Malaysia

Unstandardized Standardized R2 Sumbanga
Coefficients Coefficients Sig. n
.000 0.241
Pembolehubah B Ralat Piawai Beta T .000 0.067 24.1%
13.036 6.7%
Pengetahuan 0.297 0.023 0.307 9.044 .000 0.034
Patriotisme .000 3.4%
0.279 0.031 0.211 9.029
Dorongan 8.129
Persekitaran 0.158 0.017 0.220
Sosial 1.144 0.141

Penyertaan
Sosial

Pemalar

Analisis regresi berganda (stepwise) pada Jadual 1 dan 2 menunjukkan bahawa pembolehubah bebas iaitu
pengetahuan patriotisme, penyertaan sosial dan dorongan persekitaran sosial adalah peramal yang mempunyai korelasi
dan sumbangan (34.1%) yang signifikan (p<0.05) terhadap amalan patriotisme.

Peramal utama dan tertinggi bagi amalan patriotisme dalam kalangan Belia Malaysia ialah pengetahuan patriotisme
(β=0.307, t=13.036 dan p=0.000) dan sumbangannya sebanyak 24.1 peratus. Keadaan ini menunjukkan apabila skor
pengetahuan patriotisme bertambah sebanyak satu unit, amalan patriotisme bertambah sebanyak 0.307 unit. Dapatan ini
jelas menunjukkan bahawa pengetahuan patriotisme adalah faktor utama yang menyumbang sebanyak 24.1 peratus
kepada amalan patriotisme dalam kalangan Belia Malaysia.

Peramal kedua terpenting yang menyumbang sebanyak 6.7 peratus terhadap amalan patriotism dalam kalangan Belia
Malaysia ialah dorongan persekitaran sosial (β=0.211, t=9.044 dan p=0.000). Keadaan ini menunjukkan apabila skor
dorongan persekitaran sosial bertambah sebanyak satu unit, amalan patriotisme bertambah sebanyak 0211 unit. Ini
menunjukkan bahawa dorongan persekitaran sosial dalam kalangan Belia juga merupakan faktor yang penting
menyumbang kepada amalan patriotisme mereka.

PERBINCANGAN

Kajian ini telah dapat mengenalpasti faktor-faktor yang menjadi penyumbang kepada amalan tingkah laku dalam
kalangan belia pelbagai etnik di Malaysia. Di mana faktor pengetahuan patriotisme merupakan penyumbang utama
terhadap amalan patriotisme iaitu sebanyak 24.1 peratus. Ini menunjukkan bahawa pengetahuan tentang patriotisme perlu
diberi penekanan samada melalui pendidikan formal iaitu di peringkat sekolah atau universiti dan juga pendidikan tidak
formal yang berlak di komuniti. Sekiranya pendidikan ke arah meningkatkan pengetahuan patriotisme dapat dilakukan
secara berterusan, sudah pasti ainya dapat merubah tingkah laku amalan patriotisme yang lebih kukuh dalam kalanann
masyarakat di negara kita. Selain daripaada itu juga, peranan dorongan persekitaran sosial dari aspek keluarga dan rakan
sebaya turut menyumbang kepada amalan patriotisme sebanyak 6.7 peratus. Begitu juga dengan peranan penyertaan
aktiviti sosial melalui aktiviti-aktiviti dalam komuniti yang menyumbang sebanyak 3.4 peratus.

Walau bagaimanapun, kajian yang telah dijalankan oleh Syed Husin Ali (2008) berkaitan pengetahuan dan amalan
patriotisme dalam kalangan belia di sekolah mendapati belia mempunyai pengetahuan tentang patriotism yang merujuk
kepada lambang-lambang negara, namun amalan mereka masih rendah dalam konteks kecintaan kepada negara, rasa
bangga sebagai rakyat Malaysia, penghayatan amalan demokrasi, sikap berdisiplin dan produktif serta kepatuhan
terhadap undang-undang negara. Selari dengan penyataan daripada Primoratz (2002) dan Chamil Wariya (2010) yang
menegaskan bahawa pentakrifan patriotisme sebagai ‘cintakan negara’ sahaja adalah terlalu umum dan cetek. Menurut
beliau, pekara yang perlu diberi penekanan dalam menentukan kecintaan seseorang itu kepada negaranya ialah apakah
sumbangan mereka terhadap negara. Oleh itu, pengetahuan mengenai patriotisme haruslah seiring dengan perbuatan yang
menyumbang kepada pembangunan negara.

KESIMPULAN

Berdasarkan perbincangan dalam bahagian ini, pengetahuan patriotisme mempunyai peranan yang sangat penting dalam
membantu belia bersama-sama mengadakan pelbagai aktiviti dalam komuniti sama ada secara formal atau tidak formal
yang dapat membantu meningkatkan patriotisme dan toleransi kaum. Dorongan persekitaran sosial turut menyumbang
dalam meningkatkan amalan patriotisme dalam kalangan belia pelbagai etnik di Malaysia. Oleh itu, pelbagai aktiviti
yang menjurus kepada penglibatan belia pelbagai etnik amat perlu dilakukan di negara ini. Selain daripada itu juga,
pengetahuan patriotisme perlu diterapkan bukan sahaja di peringkat sekolah tetapi juga bersifat berterusan di pelbagai
peringkat sama ada dalam aktiviti sosial, tempat bekerja, dalam aktiviti komuniti atau Badan Bukan Kerajaan (NGO) dan
sebagainya perlu dilaksanakan secara berterusan dan menggunakan pelbagai pendekatan berdasarkan maklumat dan data
yang diperolehi melalui penyelidikan. Ianya boleh digunapakai dalam merancang aktiviti tersebut samaada dalam bentuk

jangka pendek atau jangka panjang bagi memastikan aspek patriotisme dan toleransi kaum yang kukuh dapat
direalisasikan dalam masyarakat berbilang kaum di Malaysia

RUJUKAN

Ahmad Ali Seman. (2011). Keberkesanan Modul Pengajaran dan Pembelajaran Sejarah Berteraskan Perspektif Kepelbagaian Budaya Terhadap
Pembentukan Integrasi Nasional. Tesis Ph.D Belum Diterbitkan Fakulti Pendidikan Universiti Kebangsaan Malaysia

Chamil Wariya. (2010). 50 Fakta Asas Kenegaraan. Malaysia : Asas Pembinaa Negara Bangsa, Institusi Pemerintahan, Lambang Kebangsaan (Cet. ed.
2). Media Global Matrix, Kuala Lumpur.

Doganay, Y. (2013). The Impact of Cultural based Activities in foreign language teaching at upper-intermediate (B2) level. Education Journal, 2(4):
108-113

Mohd Mahadee Ismail, Azlina Abdullah, Mansor Mohd Noor & Siti Noranizahhafizah Boyman. (2016). Penghayatan Semangat Patriotisme Belia
Malaysia: Kajian Ke Atas PLKN. Research Journal of Social Sciences. 9(3). 37-44.

Najamuddin Bachora. (2014). Kecenderungan Interaksi Sosial Ke Arah Penghayatan Nilai Perpaduan Dalam Kalangan Guru Pelatih. Tesis Ph.D Belum
Diterbitkan Fakulti Pendidikan Universiti Kebangsaan Malaysia.

Primoratz, I. (2002). Patriotism : A Deflationary View, XXXIII(4), 443–458.
Saifuddin Abdullah. (2005). Patriotisme Alaf Baru: Dari Semangat kepada Khidmat. Belia dan Patriotisme Malaysia. Dlm Hussain Mohamed. Melaka:

Institut Kajian Sejarah dan Patriotisme Malaysia , IKSEP.
Shamsul Amri Baharuddin. (ed.). (2012). Modul Hubungan Etnik, Institut Kajian Etnik, Universiti Kebangsaan Malaysia: Bangi, Selangor.
Syed Husin Ali. (2008). Ethnic Relations in Malaysia, Kuala Lumpur: Strategic Information Research Development.

International Conference on Education and Regional Development 2018
(ICERD 3rd 2018)

“Curriculum for Millennial Generation in Disruptive Era and 4.0 Industrial
Revolutions”

Bandung, Indonesia.
22 November 2018

MANDIRI VILLAGE DEVELOPMENT MODEL BASED ON
LOCAL AND SOCIAL CAPITAL INTEREST IN SELF

INTEGRATED CITY (KTM) TELANG DESA MULIA SARI
KECAMATAN TANJUNG LAGO BANYUASIN DISTRICT

Alfitri, Andy Alfatih, Azhar, Jalalludin Abdul Malek, Abdul Razaq Ahmad & Mohd. Mahzan
Awang

Sriwijaya University
The National University of Malaysia

ABSTRACT

This research was conducted at Mulia Sari Village, Tanjung Lago District, Banyuasin District, South Sumatra Province.
Mulia Sari Village is the center of the Mandiri Integrated City Program (KTM) organized by the Ministry of Village,
Development of Disadvantaged Areas, and Transmigration of the Republic of Indonesia. KTM in this area is named
KTM Telang. The KTM program is an empowerment program targeted at transmigration communities with the aim of
supporting regional development through the development of production centers, expansion of employment
opportunities, and the provision of skilled labor needs both with the role of the government and independently through
direct and indirect policies. The KTM program has been held in 44 different places throughout Indonesia. Not all KTM
have good sustainability. KTM Telang is one of the few KTM that has succeeded in developing according to its
objectives. This success is thought to be a contribution from two aspects that live in the community of Mulia Sari Village,
namely local wisdom and social capital. So that this research study is intended to uncover local wisdom and measure
community social capital. The research method used is a mixed method with convergent parallel types. The results of the
study revealed that local wisdom in MuliaSari Village is still maintained as a culture of the community. For social capital
that has indicators of trust, confidence, networking and values statistically, almost all of them show high score criteria.
Only network indicators have a score with normal criteria.

Keywords: KTM, Mandiri Village, Transmigration

International Conference on Education and Regional Development 2018
(ICERD 3rd 2018)

“Curriculum for Millennial Generation in Disruptive Era and 4.0 Industrial
Revolutions”

Bandung, Indonesia.
22 November 2018

DISCOVERING TALENT IN STUDENTS AT RISK

Mindy Miriam Loh Leh Min, Abdul Razaq Ahmad & Mohd Mahzan Awang

Fakulti Pendidikan, Universiti Kebangsaan Malaysia
Emel: [email protected]

ABSTRACT

Studies of talented and gifted students has always revolve among those who are labelled ‘good behavior and disciplined’.
Students who do not demonstrate virtues according to moral codes set by teaching institutions are labelled as students at
risk. Teachers must be aware of the different personalities of their students and avoid branding their students as deviant
individuals. By focusing instead on each strong trait, the discovery of talent and giftedness can be accentuated to become
prominent talent.

Keyword: Discovering Talent

TALENT VS GIFTEDNESS

The term giftedness include the intellectual potential a student possesses which can be better expressed with effective,
consistent, nurturing and guidance by educators. In America, the Gifted and Talented Children’s Act of 1978 that
identified gifted students as individuals who are identified at the preschool, elementary, or secondary level as possessing
demonstrated or potential abilities that give evidence of high performance capabilities in areas such as intellectual,
creative, specific academic, or leadership ability, or in the performing and visual arts, and who by reason thereof, require
services or activities not ordinarily provided by school. In Malaysia, the PERMATApintar National Gifted Center at
Universiti Kebangsaan Malaysia recognizes students who poesses attitude and personal attributes that enrich and support
the development of self-potential. Attributes which are inculcated in individuals include internal abilities realting to
cognitive skills, opportunity to belong to a learning environment that promote high levels of cognitive abilty, enrichment,
speed learning, and curricular consolidation, and attitude and personality that significantly develop and support the
individual’s ability to reach the level of giftedness (Yusof, Ishak, Zahidi, 2017).

Gagne (2018) defines that giftedness designates the possession and use of untrained and spontaneously expressed
outstanding natural abilities or aptitudes (called gifts), in at least one ability domain, to a degree that places an individual
at least among the top 10% of age peers. Talent designates the outstanding mastery of systematically developed
competencies (knowledge and skills) in at least one field of human activity to a degree that places an individual at least
among the top 10% of ‘learning peers’ (those who have accumulated a similar amount of learning time from either
current or past training).

Although cognitive tests have traditionally been used to measure intelligence, it is important to note that there are
exceptions and variance in the identification of giftedness in children. The underlying concern is that language and
culture may pose a considerable barrier and erroneously evaluate true cognitive ability and potential. Many gifted
minority and economically disadvantaged children will be overlooked if intelligence tests are used as the only or most
important identification instrument.

DISCOVERING TALENT IN STUDENTS AT RISK

The support of gifted and talented children has been researched and studied for generations. Most often those who
achieve success come from environments in which there are families and systems in place in which these talents and gifts
can develop and are fostered. The National Commission on Excellence in Education (NCEE, 1984) estimated that 10% to
20% of high school dropouts are gifted, and approximately 50% of gifted students' achievement levels do not match their
abilities. Based on studies of delinquent gifted students, Seeley (1984) estimated that 18% to 40% of identified gifted
middle school students are at risk for school failure or academic underachievement. Schools should be providing
underachieving gifted learners with specific guidance and counseling services that address the issues and problems
related to underachievement and should be providing specialized intervention services to gifted learners who do not
demonstrate satisfactory performance in regular and/or gifted education classes Error! Reference source not found..

Students who are identified as educationally disadvantages or at-risk lack the home and community resources to fully
benefit from conventional schooling practices. Levin (2017) proposed accelerated education as a strategy for achieving
accelerated learning. This is a concept in which increasing the amount of learning that takes place within a given period
time. Among the features which makes Accelerated Schools prominent are: (1) school-based governance, (2) clear goals
for students, parents and staff, (3) nutrition and health, (4) curriculum in language, mathematics and other areas, (5)
instructional strategies including affective aspects, use of time, peer tutoring, cooperative learning and homework, (6)

community resources provided by adult tutors, businesses and social service agencies, (7) parental participation and
training, and (8) extended session.

Research showed both the need for ethical awareness and the impact of various barriers that impede long range talent
development. Although there are numerous programs being developed in parts of the world in which disadvantaged with
talent and potential are supported with various excellent programs which help disadvantaged tap into their potential and
develop it, these are focused on non-institutionalized children. Children and youth, regardless of being institutionalized or
not, have untapped potential inherent in being children. Not investing in at-risk children constitute a major loss of human
capital but will also very likely become a major social destabilization factor and a definite cause of social downfall.
MODELS OF TALENT DEVELOPMENT
Clemons’ (2008) social cognitive model of achievement suggests that achievement level is directly influenced by
achievement motivation and study and organizational skills. Achievement motivation is affected by how much a student
values the task, which in this case is measured by attitude toward school, as school is the task at hand. Parents'
involvement and style is related to the students' self-perception, students' attitude toward school, and the parents’
socioeconomic status. Students' self-perceptions are related to their attributional style, which both affect study and
organizational skills. The model also contains direct relationships between attitude toward school and achievement,
parental involvement and achievement, and socioeconomic status and achievement in order to determine the extent to
which achievement motivation is a mediator for these variables and achievement in a gifted population.

Gagne (2004) instituted a model about a “relationship among promise and fulfillment, or giftedness and talent” The
Differential Model of Giftedness and Talent (DMGT) is largely conceptualized by distinguishing between the terms
giftedness and talent (Gagne, 2004). Gagne (2004) conceded that giftedness is comprised of the top ten percent of
individuals who possess natural abilities in domains such as intellectual, creative, socio-affective, and sensory-motor;
whereas talent is described as the top ten percent of the population who possess mastery of methodically developed fields
such as arts, sports, and technology. The DMGT model involves catalysts in the developmental process which may either
contribute or inhibit growth towards talent. These catalysts include interpersonal factors, environmental factors, and
factors of chance. Using the metric system as the preferred tool of measurement, Gagne (2004) established five degrees
of giftedness: mildly; moderately; highly; exceptionally; and extremely. Each of these levels represents the top ten
percent of the previous group.

Figure 1: Gagne’s Differentiating Model of Giftednes and Talent (DMGT)

Renzulli and Park’s (2000) Three-Ring Conception of Giftedness incorporates above average ability, high levels of
creativity, and high levels of task commitment. This model focuses on creative and innovative productivity. Giftedness
that leads to innovation emerges from the interaction and overlap of three clusters of traits: well above average ability in
a particular domain, task commitment, and creativity. This will assist in the development of individuals most capable of
engaging in innovation and improving the quality of life for society. An additional development is the Revolving Door
Identification Model. This model incorporates the same three criteria as the Three Conception of Giftedness, but was
expanded to include “four general families of information that can be used to analyze human abilities: psychometric,
developmental, performance, and sociometric”.

Figure 2: Three-ring model of giftedness of J. Renzulli
The Sea Star Model as developed by Abraham Tannenbaum (2003) describes giftedness in a child is his or her
potential to become an adult with a developed talent. Tannenbaum asserts that there are two types of gifted people:
producers, who produce either things or ideas; and performers, who interpret or recreate these things or ideas. Both kinds
of gifted people demonstrate their talent either creatively by adding something new or original, or proficiently by having
high levels of skill. Like Gagné’s model, Tannenbaum’s model attempts to explore the process by which ability becomes
actual achievement. He identifies five factors that influence this conversion: superior general intellect; distinctive special
aptitudes; a supportive array of non-intellective traits such as personality, self-concept or motivation; a challenging and
facilitative environment; and chance. Tannenbaum argues that all factors need to be present for gifted potential to be
reflected in talent.

Figure 3: Abraham Tannenbaum’s ‘sea star’ model of giftedness

International Conference on Education and Regional Development 2018
(ICERD 3rd 2018)

“Curriculum for Millennial Generation in Disruptive Era and 4.0 Industrial
Revolutions”

Bandung, Indonesia.
22 November 2018

IMPORTANCE OF ENVIRONMENT IN DEVELOPING TALENTS
The ability to perform has always played an important role in society to be successful. According to Bronfenbrenner
(1979) an individual can create his independence on a micro level. If however an individual can make one’s ability
advantageous for himself then the exosystem and the mesosystem of the individual will profit, and if the society or
country in which the individual is in combines efforts to effectively compete in the international arena benefits for the
society and country as a whole will be observable. It is the responsibility of each society to offer an overall balanced
development. This includes optimizing the environment so that the person can develop his/her potential to the optimum.
Support program initiatives ideally follow both goals; the highest possible performance and individual development. The
characteristics of child care that have positive effects on development on children must have adult-child interaction that is
responsive, affectionate and readily available, including people who are committed to the children, include safe and
sanitary facilities, supervision that maintains consistency and stability and the care must include developmentally rich
educational content.

Bronfenbrenner noted the human development is a complex interplay of microsystems combined to create
mesosystems influenced, impacted and created in part by exosystems. A microsystem is the complex of relations between
the person and the environment in the immediate setting containing that person. Mesosystems includes the
interrelationships among major settings containing the person at a particular point in his or her life, which comprises a
system of microsystems. An exosystem is an extension of the mesosystems which embraces other specific social
structures, both formal and informal, that do not themselves contain the developing person but impinge upon or
encompass the immediate setting: work, neighborhood, mass media, government agencies, informal social networks in
which that person is found and thereby influence, delimit, or even determine what goes on there (Bronfenbrenner, 1977)
This would suggest that to have successful individuals one needs conducive microsystems, mesosystems and exosystems.
CONCLUSION
Researchers have identified a significant disparity in the number of disadvantaged children that are selected for gifted
programs. These under representation include children of ethnic minority and low socioeconomic status. However,
neither the environment nor the culture in which a child is raised should prohibit assumptions about intelligence,
giftedness, or any other exceptionality. Factors contributing to the underrepresentation of disadvantaged children in gifted
programs are broad, numerous, and frequently subject to interpretation. Contributing factors that may contribute to the
problem include ambiguity in defining giftedness, teacher perceptions, under achievement, culturally biased assessments,
singular standardized evaluations, and inadequate teacher training. It is the duty of educators to capitalize on individual
strengths, talents, and interests of students.
REFERENCES

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THE FUTURE OF LEARNING ECOLOGIES IN THE FOURTH
INDUSTRIAL REVOLUTION

Norazah Nordin

Faculty of Education
The National University of Malaysia

ABSTRACT

In the fourth industrial revolution (4IR), technological advancements are blurring the lines between physical, digital, and
biological worlds. Technologies in the physical world such as robots, the digital world such as cryptocurrencies, and the
biological world such as synthetic biology are offering educational affordances that have never been possible. In order to
be relevant, educationists tap into these affordances in designing more effective learning environments. As such learners
require personalization of teaching and learning to be tailored according to their needs, this calls for an urgent discussion
on tapping into the potential of 4IR for reorientation of curriculum. Hence, the keynote will address these issues and the
future of learning ecologies with focusing on design of 4IR learning approaches base on Learning 4.0, development of
4IR personalized learning environments as well as 4IR assessment strategy and policy development in moving education
towards the 4IR.

Keywords: - Fourth industrial revolution, children independence, learning design, learning intervention