Quo Vadis of Indonesia’s Education in Disruption Era: Teacher’s

Role in Value and Technology Perspective

Imanuel Adhitya Wulanata Chrismastianto

and Budi Wibawanta

Faculty of Education, Economics Education, Universitas Pelita Harapan, Tangerang -Indonesia

Keywords: Quo vadis, teacher’s role, disruption era, value, technology.

Abstract: The rapid development of science and technology in disruption era has led to emergence of various forms

about learning technology-based education innovations that have made it easier for people to access various

educational contents. This condition is characterized by the ease of gaining access to information, speed of

connection in the global scope, and accuracy of data interpretation. Teachers as educators may not be able to

compete with technology in terms of memorizing, counting, and searching for information quickly and

accurately. On the other hand, technology is considered capable of doing this according to instructions of

users that will be done by the system digitally. However, teacher’s role is still needed in Indonesian

education system regarding aspects of calling, character, and compassion for students where the role will

not be replaced by technology. Referring to the description above, this paper aims to find out the quo vadis

of Indonesia’s education in disruption era relating to teacher’s role in values and technology perspective.

The research methodology used in article writing is descriptive qualitative using literature study data that is

relevant to Indonesian education system and the latest learning technology innovations. This study result is

expected to provide applicable recommendations for teachers in addressing use to appropriate learning

technology without losing teachers role as educators.

1 INTRODUCTION

The rapid development of science and technology in

disruption era has led to emergence of various forms

learning technology-based educational innovations

that have made it easier for people to access various

educational contents. This condition is characterized

by the ease of gaining access to information,

connections speed in global scope, and data

interpretation accuracy in learning process. The ease

of access to these technologies will have a

significant effect on teacher’s role as educators, both

now and in the future. This is different from

teacher’s role in the past, where technology has not

developed massively as it is today, namely teachers

it is still possible to teach conventionally, such as

taking notes on the blackboard, using teaching aids

manually, using learning literature that is still

limited to books availability in school library or

delivering material directly to students without using

creative and modern learning media. Referring to

above, teachers as educators in Indonesian education

context may not be able to compete with technology

in terms of memorizing, counting, and searching for

information quickly and accurately. Likewise using

technology as a learning medium, both in the

classroom and outside. On the other hand,

technology is considered capable of conducting a

variety of learning processes according to user

instructions that can be done by the system digitally.

This means that teacher will face major challenges

when delivering learning material in the classroom

or carrying out his role in relation to his profession

as an educator. Referring to Jack Ma's statement at

the World Economic Forum annual meeting 2018,

education is a big challenge this century, if it does

Chrismastianto, I. and Wulanata, B.

Quo Vadis of Indonesia’s Education in Disruption Era: Teacher’s Role in Value and Technology Perspective.

DOI: 10.5220/0009493900830087

In Proceedings of the 1st Unimed International Conference on Economics Education and Social Science (UNICEES 2018), pages 83-87

ISBN: 978-989-758-432-9

not change the way of educating and teaching, then

we will experience great difficulties in the next 30

years (Subagya, 2018). The great difficulty in

question is challenge that will be faced by teachers

in terms of implementing learning technology when

delivering teaching materials to their students. In

addition, teacher competencies are needed that are

highly competitive to prepare students to have

innovation and creativity power, where teachers are

no longer the only source of knowledge, but rather

act as inspirers (Ambarwati, 2018).

Both of the above indicate that teachers should

prepare themselves to face the challenges of

education in this disruption era, namely how

teachers are able to compete in a healthy manner and

adjust to changes that occur in various fields of

public life, especially in communication technology

and information systems (Chrismastianto, 2018).

However, apart from the challenges faced, however,

teacher’s role is still needed in the Indonesian

education system with regard to aspects calling,

character, and social empathy for students where the

role will never be replaced by any technological

sophistication.

Referring to description above, this paper aims to

formulate a quo vadis of Indonesian education

relating to the role of teachers in the era of

disruption in the perspective of values and

technology. The results of this study are expected to

provide applicable recommendations for teachers in

addressing the use of learning technology

effectively, without eliminating teacher’s role as

educators.

2 THEORICAL FRAMEWORK

2.1 Definition and Characteristic of Disruption

Era

The disruption era is an era of rapid development of

information and communication technology that has

the potential to disrupt the comfort and

establishment of many old social institutions

(Petuguran, 2018). One form of old social

institutions in question is education, in this case

teacher’s role as an educator who experiences

revolutionary change, which can be seen from the

conventional teaching method towards the use of

digital technology as a medium of learning and an

indication transfer of teacher’s role as a learning

facilitator, not just transferring knowledge.

The emergence of this term disruption refers to

the theory of disruptive innovation put forward by

Clayton M. Christensen, a professor of business

administration at Harvard Business School, Harvard

University (Lumowa, 2017). According to Clayton,

disruptive innovation refers to a process in which

products or services are rooted initially in simple

applications at the bottom of the market and then

without stopping moving to the market, eventually

displacing established competitors (Silalahi, 2017).

Starting from an understanding of disruption era

definition above, it implies a characteristic that can

be explained that entering this era of technology

disruption users are offered a concept of simplicity,

convenience, accessibility, and affordability,

including educational institutions in it, because the

demands of this disruption era will affecting the

future quo vadis of Indonesian education which are

closely related to the education system that will be

used, in this case directly related to the curriculum

that will be applied in education sector. In line with

the statement above, the Chancellor of the Bogor

Agricultural Institute, Dr. Arif Satria, universities

must move quickly to encourage innovation,

facilitate students to become active learners by

preparing a curriculum that meets the demands of

the times according to the needs of the community

(Sasongko, 2018).

Thus, the disruption era is an important study

material to do with how educational institutions

prepare human resources, in this case the teacher as

an educator who is able to play a significant role in

responding to the latest learning technology

dynamics.

2.2 Quo Vadis of Indonesia’s Education in

Disruption Era

The current disruption era has undeniably brought

major changes to the Indonesian education system.

The education system that is still struggling on the

cognitive, affective, and psychomotor aspects will

continue to move towards other aspects that are

relevant and contextual, for example the mastery of

digital technology that produces creative innovation

leads to artificial intelligence and machine learning.

The above thought arises from understanding the

function of education in reference to Law No.

20/2003 concerning the National Education System,

which states that national education serves to

develop the ability and shape of dignified national

character and civilization in order to educate the

lives of the nation, aiming to develop the potential of

students to become faithful and fearful people of

God, noble, healthy, knowledgeable, capable,

creative, independent, and a democratic and

responsible citizen (Wahyuni, 2015, p. 240).

UNICEES 2018 - Unimed International Conference on Economics Education and Social Science

Looking at the function above, it is very open to

the possibility of revising the law by stating the

phrase mastery of digital technology which aims to

reinforce the direction of the curriculum used in the

future in accordance with the dynamics of

technological developments and civilization

structures that will be built in the future. If at a

glance look back at the history of the Indonesian

education system as reflected in the curriculum

products used since the post-independence era until

the current disruption era, the direction of

Indonesian education can be categorized

systematically as follows: the period before

independence or known as the people's school

curriculum, the post-independence period covering,

curriculum 1947 which was named lesson plan

1947, curriculum 1952 which was named the lesson

plan decomposed 1952, curriculum 1964 which was

named education plan 1964, curriculum 1968,

curriculum 1975, curriculum 1984 called the

curriculum for active student learning, curriculum

1994 and supplements curriculum 1999, curriculum

2004 or what is known as the competency-based

curriculum, curriculum 2006 which is known as the

education unit level curriculum, curriculum 2013,

and curriculum 2013 which is refined as the

curriculum used to date in the Indonesian education

system (Wahyuni, 2015, p. 240).

Based on the study of the curriculum historicity

above, how important it is to conduct a curriculum

review used in relation to education sustainability

based on quo vadis Indonesia’s education in the

future. The development of digital technology that is

increasingly massive today should be balanced with

improvements in educational curriculum and

infrastructure related to human resources, in this

case teachers as educators. If this is done

simultaneously and consistently, Indonesian

education is increasingly directed towards efforts to

prepare students as millennial generation who are

technologically literate, but remain firm in their

calling, character, and social empathy as members of

the whole community in the future.

3 RESEARCH METHOD

The research methodology used in article writing is

descriptive qualitative using literature study data

relevant to the Indonesian education system and the

latest learning technology innovations. As for

qualitative descriptive research aimed at gathering

actual and detailed information, identifying

problems, making comparisons or evaluations, and

determining what others do in dealing with the same

problems and learning from their experiences to

determine plans and decisions in the future

(Suyanto, 2006 ) Thus, the research conducted was

only to provide a response in the form of thought

contribution to quo vadis Indonesia’s education in

disruption era related to teacher’s role in values and

technology perspective.

4 ANALYSIS

4.1 Teacher’s Role in Value

Perspective

Teachers as educators have a very strategic role in

learning media development and implementing the

learning process to achieve the educational goals set

by the government according to their competencies.

In general, teacher’s role and competence in

teaching and learning process includes many things

as expressed by Adam and Becey in the basic

principles of student teaching, including teachers as

instructors, class leaders, mentors, regulators,

environmental regulators, participants, expeditors,

planners, supervisors, motivators and counselors

(Khairunnisa, 2017).

This shows that how important the teacher’s role

in learning process is related to development of

aspects of calling, character, and social empathy.

Teacher’s role referred to above certainly cannot be

replaced by any sophisticated technology. Why is

that? We will discuss it based on the approach to the

three aspects that are subject to study in this article.

The first aspect, namely the teacher’s role in

responding to his call as an educator not only helps

students know the variety of knowledge and

technology, but is also morally responsible for

introducing God's truth in each student. This is

closely related to efforts of students to respond to

what limits them in behaving and behaving to build

relationships with their environment.

Learning technology that allows the disruption of

their personality to act immorally or justify any

means to achieve an achievement. This is where the

teacher as an educator plays a role in making

students stay consistent in the path of truth by

maintaining self-discipline so that they are not

tempted to act outside the limits of regulations or

norms that apply in the environment in which they

live. The role in question cannot, of course, be

replaced by technology, because technology is not

able to understand a truth that is absolute in nature

and a regulation that has been mutually agreed upon.

Quo Vadis of Indonesia’s Education in Disruption Era: Teacher’s Role in Value and Technology Perspective

This shows that teachers play a role in the learning

process more than just conveying information to

their students, but continues to encourage them to

dynamically grow in the community of truth

(Palmer, 1998, p. 115). Thus, it is hoped that

students can apply the concept of truth to serve God

and love others in real life now and in the future.

The second aspect, teachers as educators should

consistently shape the character of students so as not

to get caught up in self-esteem because of the

technological innovations they master, so that they

can achieve the highest cognitive achievement in

school. However, when the teacher is able to explain

to students that the achievement achieved is the gift

of God alone, where God has given an intellectual

ability that is born from a family that stimulates

intellectual development, but whatever the cause of

ability to excel or succeed in any endeavor is

ultimately from God himself (Bridges, 2008, p. 107).

This shows how the teacher's role is so significant in

terms of minimizing and even preventing the

potential for student arrogance because of his

competence when using technology.

The third aspect, in terms of social empathy,

teacher as an educator plays a role to pay attention to

students cognitive, affective, and psychomotor

aspect development. The sophistication of learning

technology may detect students' cognitive and

psychomotor development, but it is not necessarily

able to observe the development and growth of

students from the affective side, because this domain

is directly related to the emotions and behavior of

students on a daily basis. In connection with this

context, mentoring conducted by teachers is more as

a facilitator of learning, both concerning the

cognitive, affective, and psychomotor domains of

students. In addition, the presence of advanced

technology in learning allows students to lose their

social empathy and their ability to work in group

assignments because they feel they are able to work

on their own with the help of technology without

helping of their friends. If this is left unchecked,

then in this disruption era students social relations

will become disrupted and have a negative impact

on students' developmental psychology.

This is where teachers play a role in keeping

students' social relationships from getting stuck in

individualistic behavior, but how they can share the

skills they have with other students as part of a

community where they socialize in the school

environment with regard to their understanding of

technology use as a tool to solve assignments

instructed by the teacher.

4.2 Teacher’s Role in Technology

Perspective

The development of learning technology in

disruption era cannot be denied its use in the

education system in Indonesia. Learning and applied

technologies such as machine learning, big data, and

artificial intelligence are creative innovations that

are claimed to be able to help facilitate human work,

including when applied to the Indonesian education

system. Of course, the technological innovations

referred to above do not necessarily replace the

teacher’s role as educators. However, the technology

found will provide many benefits for its users,

especially when applied in the Indonesian education

system. The presence of these technology products

must be accompanied by an awareness that results in

the thought that no technology in the world is found

by experts who are not inspired by the wisdom of

God who works in every human being as a scientist

or inventor of technological innovation

Referring to Peter Van Inwagen, one of the

foremost philosophers in the world, when he said

that there were no discoveries in science that at least

had a tendency to show that God was not exist

(Zacharias, 2017, p. 67). Or in other words, every

discovery in science or technology shows the

greatness of God revealed over the entire universe as

His creation. Thus, our admiration for technology

does not shift the position of God as the creator, but

instead makes us aware that reason is the uniqueness

of God's creation that can be used for the welfare of

all humanity in the universe. The statement above is

further strengthened by the presuppositions stating

that we must be in mind, but on reason itself as

God's unique creation (Zacharias, 2016, p. 98).

Based on the above studies, it increasingly shows

us that technology is an innovation that should not

be rejected or avoided, but precisely with the

technology invention, people are increasingly helped

to access knowledge from various knowledge groups

that support the achievement of significant

improvements in education quality in the present and

in the future, when the technology is used in the

right way and understanding refers to the value of

benefits while upholding human dignity as God's

creation. If the above thinking is applied in

Indonesia’s education in disruption era, then the

presence of learning technology is not a threat, but

instead becomes an accurate, fast, and practical tool

to support the learning process, both inside and

outside the classroom. Likewise the teacher as an

educator will be greatly helped in carrying out his

duties to transfer his knowledge, without losing his

UNICEES 2018 - Unimed International Conference on Economics Education and Social Science

role as a learning facilitator which refers to aspects

of calling, character, and social empathy as

embodiments of four basic teacher competencies,

namely professional, pedagogy, personality and

social competence refers to Law No. 20/2003

concerning the National Education System.

5 CONCLUSIONS

Based on the study described above, it can be

concluded that quo vadis Indonesia’s education

disruption era should accommodate a variety of

technological innovations as learning media without

negating the teacher’s role in aspects of calling,

character, and social empathy that are transformed to

every student they educate in value and technology

perspective. Thus, it is expected that Indonesia’s

education will be wiser in addressing the use of

appropriate learning technology without eliminating

the teacher’s role as educators.

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Quo Vadis of Indonesia’s Education in Disruption Era: Teacher’s Role in Value and Technology Perspective