Towards a Golden Indonesia 2045: Transforming 21st Century Skills

Education

Khoirunnisa

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.

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

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

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

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).

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.

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.

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

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:

Language and Literature Literacy

Numeracy Literacy

Science Literacy

Financial Literacy

Information and Communication Technology

Literacy

Cultural Literacy and Citizenship

2. 21st Century Competency Categories (4C/4K):

Critical Thinking and Problem Solving

Creative Thinking and Innovation

Communication

Collaboration

3. Character Quality Category:

Curiosity

Initiative

Never Give Up

Adaptation

Leadership

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

ISCP UTA ’45 JAKARTA 2023 - THE INTERNATIONAL SEMINAR AND CALL FOR PAPER (ISCP) UTA ’45 JAKARTA

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:

High Metacognition: The critical generation has

high metacognition skills, which means they are

able to understand and control their thinking well.

Speaking Objectively: They know when to speak

and are able to speak objectively based on facts,

not emotions.

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

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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