Pradipta, Hikmia Rahadini (2022) POLITIK PENDIDIKAN DI INDONESIA ERA REVOLUSI INDUSTRI 4.0 (Studi Kasus Kebijakan Pendidikan Tinggi Vokasi). Masters thesis, Faculty of Social and Political Science.

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Abstract

The industrial revolution 4.0 had an effect on the need for a competent workforce for various fields of work. This is related to the Politics of Education, especially the policy of vocational higher education as a printer of graduates ready to work and able to work, in the current and future contexts. For this reason, this study aims to describe the policy of the Ministry of Cultural Education, Research and Technology in improving the quality of vocational higher education, the readiness of vocational higher education, obstacles and challenges to the condition of vocational higher education in Indonesia.
This research uses a descriptive qualitative method with research locations at the Directorate of Vocational Higher Education, Directorate General of Vocational Education, Ministry of Cultural Education Research and Technology. The data collection technique was carried out by interviewing with the Director of Vocational Higher Education and the Director General of Vocational Education of the Ministry of Education and Culture. Other data is sourced from internal documents and external documents issued by the Director General of Vocational Higher Education and other institutions. The data analysis technique of this study uses inductive analysis techniques.
The main policy of vocational higher education in the era of the industrial revolution 4.0 is Merdeka BelajarKampus Merdeka (MBKM) to improve the quality of vocational higher education, with programs, namely the improvement of polytechnics with BLU status (public service agencies), fast track D-2 programs, D-3 improvement programs to applied undergraduates, technology downstream programs, internship programs and certified independent studies. The readiness and implementation of the MBKM policy in vocational universities includes the polytechnic program with BLU status increasing by 3 so that a total of 5 polytechnics with BLU status in 2022. The D-2 fast track program has involved 60 study programs and there are as many as 33 study programs as beneficiaries. The D-3 upgrade program to applied undergraduates on the majority of campuses has implemented it and thinks this program is quite useful. The downstream technology program, where the response from local governments and the industrial world of business is very positive so that the interest of the world of work to invest can be said to be quite high. Certified internship and independent study program where there are 121 companies that have partnered with a total of 3000 mentors. The current condition of vocational higher education is good but there are still gaps to make improvements.
Some things that are still the weak points of vocational higher education in Indonesia are the need for qualified educators, completeness of infrastructure that resembles or even the same as those used by industry, curricula that must continue to be adapted to changing times, and character provision for graduates to have the soft skills expected by the industry. The challenges faced by vocational higher education include the need to have cooperation with the industrial world of business, improving the quality of educators/lecturers based on industrial needs and developing an industry-based curriculum. Meanwhile, the obstacles faced by vocational higher education, where there are still many semi-skilled graduates than high-skilled graduates and there is still limited industrial capacity for internships and vocational higher education.
Keywords:Politics of Education, Vocational Higher Education, Independent Learning
Independent Campus, Industrial Revolution 4.0

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