Towards a Golden Indonesia 2045: Transforming 21st Century Skills
Education
Khoirunnisa
a
Faculty of Economics, Business and Social Sciences,
Universitas 17 Agustus 1945 Jakarta, Indonesia
Keywords: Demographic Bonus, Golden Indonesia 2045, 21st Century Skills Education.
Abstract: This article aims to analyze the demographic bonus of Indonesia, which has a very large human population.
In 2017, the school age or pre-productive age, which spreads from early childhood, elementary school, junior
high school, senior high school and college, has the largest share compared to the productive age and post-
productive age. This age group is much larger than the age group that is in the productive or post-productive
phase. The research uses the literature review method. The literature review is a summary of theories, findings,
and research materials taken from various references. The results show that through skills education,
Indonesia's young generation will be prepared to face the demands of an ever-evolving modern world. Skills
such as digital literacy, complex problem solving, creativity, effective communication, teamwork, and critical
thinking will be the main foundation of 21st century skills education.
1
INTRODUCTION
The year 2045 is believed to be the peak productivity
of the Indonesian population. At that time, the
generation that currently dominates the primary and
early childhood education levels will enter productive
age. This means that starting in 2045, Indonesia will
experience a Demographic Bonus, a phenomenon
where the number of people of productive age
exceeds the number of children and the elderly. This
Demographic Bonus, as explained by Prameswari
(2020), creates great opportunities for economic
growth and social development, provided that the
country's human resources are managed wisely and
supported by adequate education and training
infrastructure. By utilizing this Demographic Bonus
well, Indonesia can achieve significant progress in
various sectors and strengthen its position on the
global stage (Prameswari, 2020).
The Demographic Bonus owned by Indonesia is a
valuable asset in the form of human resource savings
that has great potential to be developed into
development capital. As mentioned by (Triono, Andit,
Margitamia, Roro Imas, Ubaidillah, Aisyah & Setiani,
2020) in 2045, this Demographic Bonus can become a
major development capital or burden to the country
a
https://orcid.org/0009-0001-2325-4922
depending on the preparations made now. Therefore,
it is imperative to prepare wisely for this Demographic
Bonus so that it can be turned into capital that supports
the country's growth and progress.
Education plays a crucial role in realizing the
Demographic Bonus as the golden generation in
2045. Through proper investment in the education
system, including improved access, quality and
relevance of the curriculum, Indonesia can ensure that
the current generation grows up to be bright,
potential, productive, literate, competent,
characterized and competitive individuals. A quality
education will equip them with the knowledge and
skills needed to succeed in various fields, face global
challenges, and contribute positively to the country's
development.
It is also important to pay attention to training and
skills development, including technological skills and
expertise that match the demands of the future labor
market. Thus, through holistic and labor market-
oriented education and training, Indonesia can
maximize the potential of the Demographic Bonus to
become a force that drives the country's economic
growth and social progress in the coming years
(Nurrohmah, Siti, Agustin, Esma Nur Sevina, &
Muhyidin, 2021).
Khoirunnisa, .
Towards a Golden Indonesia 2045: Transforming 21st Centur y Skills Education.
DOI: 10.5220/0012580100003821
Paper published under CC license (CC BY-NC-ND 4.0)
In Proceedings of the 4th International Seminar and Call for Paper (ISCP UTA ’45 JAKARTA 2023), pages 41-47
ISBN: 978-989-758-691-0; ISSN: 2828-853X
Proceedings Copyright © 2024 by SCITEPRESS Science and Technology Publications, Lda.
41
Law of the Republic of Indonesia No. 20/2003 on the
National Education System, in Article 1 paragraph
(1), provides a very important definition of education.
According to this law, education is a conscious and
planned effort to create a learning atmosphere and
learning process in which learners are encouraged to
develop their potential. The main purpose of
education is to help learners generate the spiritual
strength, self-control, personality, intelligence, noble
character, and skills needed for their survival and also
to benefit society.
Education, as implied by the law, requires
awareness from all parties involved, including the
consciousness of the nation, to educate each other and
set an example for learners. This creates a fertile
learning environment, ensuring that learners become
literate (able to read and write), competent (have the
necessary knowledge and skills), and have character
(develop moral and ethical values). Through planned
education, each individual can develop their potential
in accordance with their nature, enabling them to live
properly in the surrounding community, and also in
the global context, in accordance with the demands of
an ever-evolving era (Suharsono, 2021). Thus,
education plays an important role in shaping quality
individuals and contributing positively to advancing
the nation and society.
In facing the complex demands of a globalized
society in the 21st century, future generations are
expected to possess a number of key skills that can
prepare them to live and contribute productively.
These skills can be grouped into three broad
categories:
1. Foundational Literacies:
a. Language Literacy: The ability to read, write,
speak and understand language well.
b. Mathematical Literacy: The ability to
understand, apply and use mathematical concepts
in a variety of situations.
c. Scientific Literacy: The ability to understand
scientific principles and use the scientific method
to solve problems.
d. Digital Literacy: The ability to use digital
technology, including an understanding of social
media, the internet, and other digital tools.
2. Competencies:
a. Critical Skills: The ability to think critically,
assess information, and make rational decisions.
b. Collaboration Skills: The ability to cooperate and
collaborate with others, including in cross-
cultural teams.
c. Creativity: The ability to think creatively,
generate new ideas, and solve problems with
innovative approaches.
d. Communication Skills: Ability to communicate
effectively through various media and in various
contexts.
3. Character Qualities:
a. Hard Work and Perseverance: The ability to
work hard, persevere, and have perseverance in
the face of challenges.
b. Work Ethics: Ability to work with integrity,
honesty and responsibility.
c. Empathy: The ability to feel and understand the
feelings of others, to be empathetic, and to
understand others' perspectives.
d. Independence: The ability to self-manage, take
initiative, and take responsibility for personal
actions and decisions.
That these skills are interrelated and mutually
supportive. Future generations who possess this
combination of basic literacy skills, competencies and
character qualities will be better equipped to face the
complex challenges of the modern world and make
positive contributions in various areas of life.
Therefore, a holistic education oriented towards the
development of these skills is essential for shaping
quality individuals in the future.
The importance of developing 21st century skills
in the golden generation in 2045 has triggered
innovation in education in Indonesia. The Ministry of
Education and Culture of the Republic of Indonesia
has adapted three important concepts in the
development of 21st century skills through the 2013
Curriculum for Elementary Schools (SD/MI), Junior
High Schools (SMP/MTs), and Senior High Schools
(SMA/MA). These concepts include:
1. 21st Century Skills: 21st century skills include
abilities such as problem solving, creativity,
communication, collaboration, critical thinking
and life skills. Through the development of these
skills, learners are prepared to face the challenges
of a complex and ever-changing modern world.
2. Scientific Approach: The scientific approach
involves solving problems through a scientific
process. Learners are encouraged to observe, ask
questions, experiment, build hypotheses, seek
information, and conclude results. This approach
develops analytical and critical thinking skills in
learners.
3. Authentic Assessment: Authentic assessment
refers to assessments that reflect real-life or
workplace situations. In an educational context,
authentic assessment allows learners to
demonstrate their understanding and skills in
relevant and real contexts. This includes problem-
based projects, portfolios, and assignments that
are similar to real-world tasks.
ISCP UTA ’45 JAKARTA 2023 - THE INTERNATIONAL SEMINAR AND CALL FOR PAPER (ISCP) UTA ’45 JAKARTA
42
The application of these concepts aims to develop
education towards a Creative Golden Indonesia in
2045. By ensuring the suitability of these concepts
with the capacity of students and the competence of
educators and education personnel, the learning
process can be designed in such a way that students
can develop 21st century skills effectively. Thus, the
golden generation in 2045 will be ready to face the
complex demands of the modern world and contribute
positively to the country's development (Kurniawati,
Lis, & Sugiharto, 2022).
2
LITERATUR REVIEW
Previous research that has been conducted on the
issue of Students As Nation Pioneers Towards
Golden Indonesia 2045 written by Sherina Septa Dila,
(2023). This research is based on students will be
pioneers of change towards golden Indonesia.
Furthermore, Alfian Jamrah (2019) in his article
entitled "Shaping the Golden Generation Through
Character Education Towards 100 Years of
Indonesia." Focusing on discussing the importance of
building knowledge competencies (cognitive) and
skills (psychomotor), it is also very important to be
balanced with building character (affective),
(cognitive) and skills (psychomotor), it is also very
important to be balanced with building character
(affective).
Another research was conducted by Aprillio
Poppy Belladonna (2023) with the title " Responding
to the Challenges of the 2045 Golden Generation:
Improving a Legal-Aware Golden Generation with a
Cultural and Identity Education Approach". This
research focuses more on the importance a golden
generation that is aware of the law in culture and
identity in answering the challenges of the golden
generation 2045.
While this research emphasises more on the
essential aspects of the Demographic Bonus to a
much larger age group compared to the age group that
is in the productive or post-productive phase,
although it refers to almost the same discussion about
the Demographic Bonus, but with a different
perspective, which is related to Golden Indonesia, so
it is still actual to be discussed.
3
METHODS
The research used the literature review method.
Literature review is a summary of theories, findings,
and research materials taken from various references.
The literature review acts as a basis for research,
including analysis, synthesis, and evaluation of
various sources such as articles, books, presentations,
internet information, and others related to the topic
discussed. A good literature review should be
relevant, up-to-date and adequate. In this process,
theoretical foundations, theoretical reviews, as well
as literature reviews and current literature are
explored (Khoirunnisa & Jubaidi, 2023). There are
various methods that can be used to compile a
literature review, including the collection and
synthesis of information from various reliable
sources.
4
RESULTS AND DISCUSSION
According to Ki Hadjar Dewantara's view, education
is divided into two main categories: general
education and special education. General education
aims to teach learners the skills needed to live in
society, be part of the nation, and play a role in the
state (knowledge for life). On the other hand, special
education aims to prepare learners for the world of
work.
Ki Hadjar Dewantara argues that primary school
is part of general education. Therefore, education in
primary schools should focus more on providing
knowledge that enables students to live a meaningful
life. The knowledge taught to learners should not only
be materialistic and intellectual, but also include
values and life skills. The goal is for learners to live a
prosperous life not only physically, but also
emotionally and spiritually. In this context, education
is not only about the accumulation of knowledge, but
also about the development of character, morality and
life skills needed in everyday life (Tharo, 2021).
Education plays a major role in the progress of a
nation. Indonesia's demographic bonus is expected to
produce a superior generation, often referred to as the
golden generation in 2045, through wise investment
in education.
Ki Hadjar Dewantara has firmly distinguished
between teaching and education. Teaching focuses
more on the physical welfare aspect, which is
prepared through educational institutions such as
schools. Meanwhile, education focuses more on
mental and spiritual well-being, which is prepared
through the three centers of education, namely
schools, families, and communities. With this holistic
approach, it is expected that Indonesia's golden
generation in 2045 will have a solid foundation of
knowledge, moral values and life skills, enabling
Towards a Golden Indonesia 2045: Transforming 21st Century Skills Education
43
them to contribute positively to advancing the nation
(Sunarya, Iwan, Nurwahidin, Muhammad, &
Sudjarwo, 2022).
Education has a deeper meaning than just teaching
in schools. Ki Hadjar Dewantara emphasized that
education does not only happen in the classroom, but
involves the whole community, especially family and
society. Successful education cannot rely solely on
schools as the sole source of knowledge and values.
According to this view, every individual has an
important role as a teacher for learners, not only in
terms of knowledge, but also in providing good moral
and behavioral examples. The active involvement of
all members of society, including parents, community
leaders and the surrounding community, is crucial in
shaping the character and morality of the golden
generation. Therefore, effective education involves
cooperation between schools, families and
communities to create an educational environment
that supports the holistic growth of learners, ensuring
that the future golden generation truly becomes the
nation's hope (Samadhinata, 2022).
The golden generation of 2045 is expected to be
an outstanding group of individuals who are
intelligent, have values, are competitive, literate, and
have noble character. They are expected to have the
necessary skills to adapt and compete in an ever-
evolving global society. There are 16 key skills that
the future golden generation must possess, which can
be grouped into three broad categories: basic literacy,
21st Century competencies, and character qualities.
1. Basic Literacy Category:
a.
Language and Literature Literacy
b.
Numeracy Literacy
c.
Science Literacy
d.
Financial Literacy
e.
Information and Communication Technology
Literacy
f.
Cultural Literacy and Citizenship
2. 21st Century Competency Categories (4C/4K):
a.
Critical Thinking and Problem Solving
b.
Creative Thinking and Innovation
c.
Communication
d.
Collaboration
3. Character Quality Category:
a.
Curiosity
b.
Initiative
c.
Never Give Up
d.
Adaptation
e.
Leadership
f.
Social and Cultural Skills
A golden generation with this combination of skills is
expected to not only achieve personal success, but
also become ethical leaders, contribute positively to
society, and help move the world forward. By
developing these skills, the golden generation of 2045
is expected to be a positive force that brings change
and progress to the nation and the world.
Basic literacy is a key ability for students to
understand the meaning of texts. It involves reading,
writing and using their potential and skills in
everyday life. Basic literacy is an important
foundation for lifelong learning.
In this context, language and literacy play a
central role. Understanding language and literature
not only enables students to communicate well and be
understood by others, but also forms the basis for
interacting effectively in a global society. This
involves mastering local, national and global
languages.
According to Ki Hadjar Dewantara's view,
mastering a global language is important, but this
should not neglect the national language and mother
tongue of students. The national language and mother
tongue are evidence of pride in the nation's identity
and culture, and reflect a high spirit of nationalism.
Therefore, global language learning should be done
along with maintaining the diversity of national
languages and cultures, so that students can become
knowledgeable individuals who appreciate diversity
in global and local contexts (Wulan, 2023).
Numerical literacy is a key skill that is very important
in this abstract digital era. Mastery of the basics of
mathematics, including addition, subtraction,
multiplication and division, is the foundation for
understanding more complex mathematical concepts.
Numerical literacy enables students to develop
critical thinking skills, deal with everyday problems,
and make informational and data-driven decisions.
In the digital age, numerical literacy is also highly
relevant in the context of using technology and data.
An understanding of numbers, statistics and data
processing enables individuals to interpret
information, identify patterns and make smart
decisions in a variety of situations, including in an
increasingly connected and globalized world of work.
Therefore, mastering the basics of mathematics is
a crucial foundation, equipping future generations
with the necessary skills to communicate, work, and
contribute in an increasingly advanced and
technology-dependent society (Janah, Siti Riyadhotul,
Suyitno, Hardi, & Rosyida, 2019), the importance of
numerical literacy in an abstract digital era, mastering
the basics of mathematics such as addition,
subtraction, multiplication, and division is indeed
very important for future generations. In the context
of modern life that is highly dependent on technology
and data, these skills enable individuals to understand
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information, interpret data, and make smart decisions
(Janah, Siti Riyadhotul, Suyitno, Hardi, & Rosyida,
2019).
Financial literacy is needed so that students
understand the importance of means of meeting needs
and how best to use them in order to survive in a
competitive world environment, including by
reducing consumptive behavior that tends to lead to
waste. Technology and information literacy is needed
so that students can understand and use technology
and information for something progressive and
productive, so that technology and information
provide positive benefits for those living in an ICT
environment. Cultural and civic literacy is needed so
that students can appreciate their own culture and the
cultures of other nations, and become good citizens
and citizens of the world (Jaelani, 2022).
Future generations also need to develop important
competencies in thinking and acting. In the context of
21st century competencies, there are four key skills
that future generations must possess:
1. Critical Thinking and Problem Solving: These
skills involve the desire to find out and the ability
to carefully analyze a situation. Future
generations are encouraged to critically evaluate
information, ideas and evidence, and use logical
reasoning to solve complex problems.
2. Creativity and Innovation: Creativity involves
the ability to think outside the box and generate
new ideas. Innovation, on the other hand, involves
the ability to apply those ideas to create new and
effective solutions. Future generations should be
encouraged to think creatively, imagine, and
create innovative solutions to the challenges they
face.
3. Communication: Communication skills include
the ability to convey ideas clearly, listen with
empathy, and interact with others effectively.
Future generations need to master various forms
of communication, both oral and written, and
understand the importance of effective
communication in various contexts.
4. Collaboration: Collaboration skills involve the
ability to work with others, appreciate diversity,
and contribute to a team. Effective collaboration
involves sharing tasks, listening to others'
opinions and achieving common goals. Future
generations must be able to work in teams and
understand the importance of cooperation across
disciplines and cultures.
By developing these skills, future generations will
become more adaptive, creative and contributing
individuals in an ever-changing and complex society.
These skills also support social and economic
development, create productive work environments,
and promote peace and intercultural understanding
(Muryati, Sri, Sudiatmi, Titik, & Saptomo, 2022).
Abilities possessed by the critical, creative, and
innovative generation. Here are the key points you
raised:
1. Critical Generation:
a.
High Metacognition: The critical generation has
high metacognition skills, which means they are
able to understand and control their thinking well.
b.
Speaking Objectively: They know when to speak
and are able to speak objectively based on facts,
not emotions.
c.
Positive Impact: This generation has a positive
impact on building and solving problems, both for
themselves and society at large.
2. Creative and Innovative Generation:
a. Flexibility of Thinking: They have fluidity and
flexibility in thinking, allowing them to generate
new ideas easily.
b. Modification and Creation: This generation is
able to modify or extend existing ideas and also
create something new and original, both in the
form of ideas and real work that benefits the
global community.
3. Communication Skills:
a. Absorbing, Conveying, Connecting: This
generation has the ability to absorb information
well, convey ideas and information clearly, and
connect these ideas in various modes of language
and communication.
A generation with these capabilities is invaluable,
especially in the context of a world full of challenges
and complexities. They are not only consumers of
information, but also producers of ideas, innovations
and solutions that can bring about positive changes in
the global society. By equipping future generations
with these skills, we can create a more innovative,
inclusive and sustainable world (Handini, Oktiana, &
Mustofa, 2020). A generation with good
communication skills is essential in the context of the
survival of an increasingly connected and complex
world. Here are some reasons why good
communication skills are needed by the world
community:
1. Understanding Key Messages: In an age of fast-
paced, data-heavy information, the ability to
convey important messages clearly and
effectively is key. A communicative generation is
able to understand these messages well, so that
crucial information related to the world's survival
can be widely disseminated and understood by
many people.
Towards a Golden Indonesia 2045: Transforming 21st Century Skills Education
45
2. Facilitate Dialogue and Collaboration: The
ability to communicate well enables this
generation to facilitate constructive dialog and
effective collaboration. Through discussion and
exchange of ideas, solutions to global challenges
can be better found.
3. Dissemination of correct information: In the
age of digital information, the dissemination of
true and accurate information is critical. A
communicative generation can help combat the
spread of false information and ensure that the
world's sustainability messages are delivered with
truth and integrity.
4. Driving Social Change: Good communication
skills enable this generation to address important
social issues such as climate change, equality and
justice. They can be drivers of positive social
change through campaigns, advocacy and
community education.
5. Building Intercultural Connectedness: In an
increasingly integrated world, a communicative
generation is able to build understanding and
connect with others intercultural connectedness
better. This is important for strengthening global
cooperation and respecting cultural diversity
around the world.
By building good communication skills in future
generations, we can create a society that is more
informed, connected, and concerned about global
issues, which in turn can bring positive changes to the
sustainability of the world (Trisnawati, Winda
Winda, & Sari, 2019). The importance of e x c e l l e
n t collaboration skills. Collaboration plays a key
role in achieving common goals and solving complex
challenges in a global society. Here are some key
points about the importance of collaboration:
1. Achieving Shared Goals: Through collaboration,
individuals with different skill sets and
backgrounds can combine strengths and resources
to achieve common goals that would be difficult
to accomplish individually.
2. Building Partnerships and Consensus:
Collaboration involves building strong
partnerships between different parties, including
individuals, organizations, and countries. In the
collaboration process, achieving consensus is key,
allowing all parties to understand and agree with
the steps b e i n g taken.
3. Managing Conflict: Within the framework of
collaboration, conflicts may arise due to
differences in opinions, values, or goals.
However, good collaboration involves the ability
to manage conflict in a constructive way, seeking
solutions that satisfy all parties involved.
4. Addressing Global Challenges: Global issues
such as climate change, poverty, and inequality
require collaborative solutions. A generation
skilled in collaboration has the potential to design
innovative and sustainable solutions.
5. Accelerates Innovation: Collaboration enables
the exchange of ideas and knowledge between
individuals and groups. In a collaborative
environment, innovation can be accelerated due to
the contribution of multiple perspectives.
6. Global Thinking: Collaboration involves
understanding the complexities of the larger
world. The collaborating generation has a greater
awareness of global issues and can contribute to
global solutions.
By equipping future generations with collaboration
skills, we prepare them to face increasingly complex
global challenges, build more inclusive and
competitive societies, and promote progress and
peace around the world (Sofyan, Fitri Silvia, &
Sanusi, 2023).
5 CONCLUSION
The golden generation of 2045, which is a
demographic bonus for Indonesia, has the potential to
be an asset or a burden to the country, depending on
the preparations made by all parties, including
through education. The next generation needs 21st
Century skills education that requires them to have
strong literacy, competence and character. The ideal
educational approach is one that develops individuals
rather than directing them, allowing each learner to
grow according to their nature and become part of a
global society without losing their cultural identity.
Through education, future generations can become
intelligent, valuable and competitive so that they can
survive in various situations, wherever they are.
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