Transkrip diambil dari YouTube. Klik timestamp biru untuk melompat ke posisi tersebut di pemutar.
0:55 success Bismillahirrahmanirrahim. Peace 1:48 be upon you warahmatullahi wabarakatuh. 1:50 Alhamdulillahiabbil alamin wasalatu 1:52 wassalamu ala sayyidina Muhammad wa ala 1:55 alihi wasohbihi ajmain. Rbi zidni ilma 1:58 Allahumfani bima alamtani waimni ma 2:01 yangfoni warzuqni ilman yangfoni. 2:04 Transmitted from the road of the 2:06 silaturahim mosque number 36 Kalimangis 2:09 Cibubur Bekasi, silaturahim radio and 2:11 visual rasil for one Islam. Ikhwan 2:13 akhwat who are blessed by Allah 2:14 subhanahu wa taala. Hopefully your news 2:17 this evening is in good health. 2:19 Wherever you are who can listen to our 2:21 broadcast, Ikhwan Akhwad. It is a 2:24 pleasure that on Sunday night we have 2:27 entered the third Sunday of November 2:29 2021. I am Angga Aminuddin accompanied 2:32 by Ondi and Fahri to be able to greet 2:34 you again Iwan Ahwad. We are present at 2:39 an educational discussion event with 2:41 our resource person, who, thank God, is 2:43 in good health and appears to be 2:45 present at Mr. Munif Khatib's studio. 2:49 Peace be upon you, Mr. Munif. May Allah 2:52 bless you and grant you peace. May you 2:54 be 2:54 healthy, Mr. Munif? 2:55 Thank God, you must be healthy. You 2:57 must be healthy. 2:58 How long have you been using Zoom? 2:59 How long, if I calculate it, Fahri, it 3:02 seems like it's been months. 3:04 Yes. Three times. Two or three times, 3:07 right? 3:07 Yes, it's been several months, and the 3:09 last broadcast was via Zoom. 3:11 Yes, that's right. 3:12 Now Mr. Munif can visit the studio 3:15 again. 3:15 Thank God. 3:16 If you look at the studio, has anything 3:18 changed, Mr. Munif? 3:18 Yes, Rasil's studio is always changing. 3:22 Rasil's studio is always changing, 3:24 and that's good, right? 3:25 Good, yes. 3:26 Yes, good. 3:27 Hopefully, the changes are good. 3:29 Don't make them worse. The interior is 3:32 always changing. There was a journal 3:37 I read yesterday that said it's not 3:38 just like a studio like this, it's like 3:41 a 3:41 house 3:42 if it changes. 3:43 Yes. It refreshes the brain, they say. 3:46 So the brain is refreshed, refreshed 3:49 like that. 3:51 Because even a slight change in space, 3:54 but that change, has a big impact 3:58 on our brains. That's the 4:00 layout, right? Yes. 4:02 If the curriculum keeps changing, 4:04 what's that like? It makes you dizzy, 4:08 it makes you dizzy, not your faith. 4:11 Tonight, God willing, we will discuss a 4:14 topic raised by Mr. Munif regarding the 4:17 characteristics of schools in the 4:20 cyberspace era or the virtual world era 4:23 . Actually, it's not about touching on 4:28 the virtual world of education, indeed, 4:31 several topics are always related to 4:34 this, 4:35 especially as development continues to 4:37 advance. Now, more specifically, we 4:40 will discuss the characteristics of 4:42 schools, when we see that education 4:44 must produce a generation that is able 4:46 to conquer its era. 4:49 Yes. 4:49 Instead of becoming a victim of its era 4:52 . That generation, right? So, as 4:56 brothers and sisters, we will be 4:58 listening to the discussion that will 5:00 be delivered by Mr. Munif and we also 5:02 invite you to join. Please send your 5:05 questions and comments to Rasil's 5:07 WhatsApp number at 0811999720. You can 5:14 also contact us by phone if you want to 5:17 have a direct dialogue with Mr. Murif 5:19 at 0218451512. As usual, we will 5:24 broadcast live on the YouTube channel 5:27 Rasil TV. Okay, Mr. Munip, as the 5:29 opening of our topic, what 5:31 characteristics of Cyberspace schools 5:33 would you like to convey? 5:34 Yes, thank you, Mas Angga. 5:36 Bismillahirrahmanirrahim. 5:37 Assalamualaikum warahmatullahi 5:39 wabarakatuh. Well, if we always focus 5:46 on the world of education, Mas Angga, 5:48 now November is at the end. Well, next 5:52 month our children will have exams, Mas 5:54 . 5:55 Heeh. 5:55 And ee the next semester, the even 6:00 semester starts in January. 6:03 Well, hopefully there will be no more 6:05 changes, face to face. So, back to how 6:07 it was before the pandemic, Mas. 6:08 Yes. Well, and now is the time or the 6:12 time when people, especially parents, 6:16 have started choosing schools, Mas 6:19 Angga. 6:19 Yes. 6:20 For their children, 6:22 even though it's still the end of the 6:25 year, but I see the trend now is 6:27 extraordinary. 6:29 Parents have started hunting for this 6:31 school. H. 6:33 Well, because of that, remembering ee 6:36 there were two experiences yesterday, 6:39 almost 2 years of changes in the 6:42 learning system from 6:45 conventional classrooms to 6:48 ee online classes. That's the first. 6:50 Then the second is ee our children ee 6:53 whether they like it or not still have 6:56 to go to school. Well, tonight I want 7:00 to share some information. Well, maybe 7:04 there will be additional input from 7:05 listeners, 7:07 from viewers too about ee what are the 7:10 characteristics of schools that I think 7:13 are appropriate for the era of 7:15 cyberspace. Well, maybe as a prologue 7:19 Mas Angga, I want to give two points 7:22 first. The first is the era of 7:27 cyberspace. Well, as I often say at 7:34 every opportunity, what should we do 7:37 now, eh, like it or not, we have to 7:41 follow that this world is now two, 7:45 there is the real world and the virtual 7:48 world, right? 7:50 If we look at the image, there are many 7:53 images on the internet and so on, eh 7:56 The real world is a picture of the 8:00 earth like that. 8:01 Heeh. 8:02 Mr. Angga, the virtual world is like 8:04 the earth is covered like that. Well, 8:07 covered by a package is actually the 8:09 cyber world. Well, 8:12 and of these two worlds, the one that 8:15 dominates extraordinarily now is 8:18 cyberspace, not the real world anymore, 8:22 Mr. Angga. 8:23 Yes. If the audience wants to check the 8:27 evidence, I often say, "Just check with 8:31 our children. Just the number of 8:34 friends, Mr. Angangga. Which number of 8:37 friends do our children have more now? 8:39 In the real world or in the virtual 8:40 world?" The 8:40 virtual world. Well, that's 8:42 extraordinary. Well, that means we as 8:47 parents, as teachers, also have to know 8:54 what the characteristics of this 8:56 cyberspace are. 8:57 Heeh. 8:59 Well, besides the internet of things 9:03 now, 9:04 yes. 9:04 Everything is internet. Then there is 9:07 the rise of artificial intelligence. 9:12 There are important things that we all 9:14 need to know. The first is the freedom 9:20 to obtain information. This freedom is 9:23 something that doesn't exist in the 9:25 real world, Mas. Support that. 9:29 Then the second is, or the next, the 9:32 freedom to obtain information is also 9:36 accompanied by no longer being hindered 9:39 by regional territories. It's no longer 9:42 like that. So, uh, it seems like the 9:48 world is in our hands. Then, when Mas 9:53 Angka, the speed is extraordinary in 9:57 cyberspace, uh, and uh, 10:00 today, science and technology are 10:02 getting more and more extraordinary, 10:04 the speed of information is so 10:05 extraordinary. So, what supports this 10:09 speed of information? There is also one 10:12 characteristic that, if we don't pay 10:14 attention, could be very dangerous, 10:17 especially for the fate of our children 10:19 : all data conveyed in cyberspace in 10:21 this cyber era is stored, meaning, all 10:24 data submitted in cyberspace in this 10:26 cyber era is stored. 10:28 Yes, 10:29 it is stored as a digital footprint. 10:32 Now, be careful, this is what is 10:34 even more powerful, besides being 10:36 stored, it can be retrieved again, 10:38 uploaded again. 10:40 So, after it is stored, anyone can use 10:42 it, can upload it again, can re-display 10:45 it. He. 10:47 Now, this is very closely related to 10:50 digital footprints, uh, especially for 10:54 our children. Yes. 10:56 If this is positive, thank God. But if 11:00 a digital footprint is negative, it's 11:03 actually related to reputation. A 11:06 person's reputation is recorded 11:08 digitally. Now, Mr. Angga, pretty good 11:14 schools and companies when accepting 11:21 students, like in the real world of 11:24 college, especially with scholarship 11:26 programs. One of the requirements for 11:33 acceptance is not only the student's 11:35 written work, but also a digital 11:38 footprint. 11:40 So, there is a part of the campus, Mr. 11:43 Angga, that checks everything. This is 11:46 usually at campuses abroad that offer 11:49 scholarship programs. Well, if the 11:52 digital footprint is good, Mr. Angangga 11:55 , then you pass. But if the digital 12:01 footprint is not good, you don't pass. 12:05 There's one example of this case, 12:08 uh, a 12th grade high school student 12:10 from Indonesia, I don't need to mention 12:11 the school. 12:12 Heeh. 12:14 He was accepted into a college abroad, 12:16 in America, Mr. Sangga, and got a 12:18 scholarship. Uh, I was so happy. 12:21 Heeh. 12:22 His family was happy, his child was 12:24 happy, and so on. After the first 12:26 letter was accepted into the 12:28 scholarship program, it turned out that 12:31 the second letter was canceled. Mr. 12:33 Angangga. 12:34 Oh. 12:34 Well, the reason was a negative digital 12:38 footprint. What's 12:40 zoomed in on that report? 12:42 Hehe. 12:44 The case from when he was in junior 12:45 high, Mas. Imagine how many years ago, 12:48 that was 4 years. 12:50 This child is now in 12th grade, right? 12:52 This is backward, 12:53 he kept a cat 12:55 and accidentally or maybe intentionally 12:58 , we don't know, he kicked the cat 13:01 because he was feeding it or something. 13:05 He kicked the cat and it was uploaded 13:07 on his Facebook. That's what's used as 13:09 an indicator. Well, this doesn't happen 13:11 in the real world, Masangga. Yes. 13:13 Well, this is the characteristic of 13:15 cyberspace. So we have to be careful, 13:17 especially now that everything is 13:19 supported by big data, right? All of 13:22 that is saved in data that increases, 13:24 as technology advances over the years, 13:28 the capacity of big data becomes even 13:30 more powerful. Well, this 13:34 characteristic of cyberspace definitely 13:40 has an effect, Mas. 13:41 Yes. Positive and negative. 13:45 He. 13:47 If it's positive, okay, we already know 13:49 , right? 13:50 Heeh. But the negative is the most 13:52 powerful, Mas Angga. There's a term in 13:55 one journal that says the negative 13:57 impact of the cyberspace era is, using 14:00 English, V, like U C a fuka. The fuka 14:03 era starts from voletele doubt. This is 14:06 a century of uncertainty for our 14:08 children. Then confusion, complexity, 14:12 and constant change, and so on. Well, 14:16 here's the solution, Mr. Angka. If we 14:19 want our children to survive in this 14:21 era, the solution is, whether we like 14:23 it or not, 14:24 education that can be a medium for 14:27 solutions. The question is what kind of 14:31 education, 14:32 what kind, 14:33 what kind of education can conquer this 14:35 era? 14:36 Well, that's perhaps an introduction, 14:38 not an introduction, right? 14:40 I, 14:41 because I brought this up, there are 14:43 bound to be many questions, Mr. Munip. 14:46 This is a continuous change. Then, how 14:50 should education adapt to it? And the 14:52 simple question is what must be done. 14:56 What must the world of education do in 14:58 facing the cyberspace era? What must 15:02 schools prepare for? 15:04 Then also, uh, the larger part of 15:07 education, by the state, or 15:09 individually by humans themselves. How 15:14 do you see that, Mr. Munip? 15:16 Yes, that's right, Masangga. There 15:19 shouldn't be a term like 15:21 H, where 15:22 the school is in the 19th century, the 15:24 teacher is still in the 20th century, 15:26 but the students are already in the 15:28 21st century. It doesn't make sense. 15:32 Don't let that happen, right? One side 15:34 is in the 19th century, the teacher is 15:35 in the 20th century, 15:36 the students are in the 21st century, 15:37 what century is the world in? So that's 15:40 why, right? So, actually, how should 15:45 schools, eh, 15:47 or education in general, 15:49 prepare for this? Well, if I divide it 15:54 into two sides, Mas. Sangga. 15:56 Heeh. 15:57 Or in two categories. The first is the 16:00 context. 16:01 Look at it. The context of education 16:04 itself, from the school itself. 16:06 Like a plate. 16:07 Yes. 16:08 How is the model. 16:09 Heeh. And the second is the content, 16:12 the content. The content is Masak, 16:14 namely what is on the plate. 16:19 If this plate and the content are 16:21 presented to our children by the world 16:24 of education, then God willing, our 16:26 children will master the era. 16:29 H that's 16:30 not, he is instead mastered by the era. 16:33 Right. Ee, if we, our children, are now 16:36 asked to choose three of one Masangga. 16:39 Heeh. The first is cooperation with 16:41 robots, with this era, with artificial 16:43 intelligence. 16:44 Yes. 16:45 Or is he controlled by a robot or vice 16:48 versa, our child is the one who 16:51 controls it. 16:52 Well, we hope this last one is 16:54 in control. 16:55 Right. Well, so I'll divide it into two 17:01 , context and content. Well, hopefully, 17:05 some of the listeners might be school 17:10 administrators. 17:11 Yes. 17:11 This can be noted and used to evaluate 17:15 this study. Is 17:18 the context of this school like what I 17:22 want to explain here? Then also for 17:29 educators, these teachers are also 17:32 important. Well, the first thing, Mr. 17:37 Angga, in terms of the context of 17:41 schools or education in facing this 17:45 cyberspace era, is the concept must be 17:50 education for all. That education for 17:55 education is for all, 17:57 right? He 17:58 means this is probably the era of this 18:02 year, Mr. Angga, 18:04 as long as there are schools that still 18:06 implement segregation. Segregation is 18:09 an exclusive school. 18:11 Heeh. Oh, if you want to go to school, 18:14 to our place, students have to be smart 18:16 in this, smart in that, and so on, 18:19 using selection, it seems that it's 18:22 waalaikumsalam now. 18:24 Yes. 18:25 Wasalam. 18:26 Yes, it's waalaikumsalam. And uh, this 18:31 is not unrelated to the context when 18:34 there are schools that require their 18:37 students to have abilities or to avoid 18:40 any obstacles. For example, pilot 18:44 schools must have good eyesight, right? 18:46 This is different. But all education 18:49 for all means all children, regardless 18:51 of their condition, have the right to 18:53 go to school. 18:54 They have the right to go to school 18:55 to learn. Well, that's it. So, Mas 18:58 Angga, nowadays, advanced schools, 19:01 especially those abroad, are open to 19:04 everyone. That's the first, education 19:09 for all. Now, if there are still very 19:14 exclusive schools like that, still 19:17 maintaining a system of classification 19:20 or segregation, how come they are no 19:23 longer suitable for the era, for the 19:25 times. 19:27 But in 4 years, are there still some in 19:29 Indonesia? There are 19:30 many in Indonesia. There are many in 19:32 Indonesia, even many. In fact, Mas 19:37 Angga, there are still some schools 19:39 like this, although the number of 19:41 people who consider them favorite 19:42 schools is getting smaller, the number 19:45 of people who consider them superior 19:47 schools. Well, for example, the 19:50 government itself, Mas Angga, once 19:53 introduced international standard 19:55 schools. 19:56 Right. 19:57 Right? But 19:58 I also have a standard class. 20:00 Right. Yes, the class is like that too. 20:03 Well, but when it was evaluated, 20:07 it was clear that it was segregation. 20:11 Well, it was eventually disbanded, Mas 20:13 Angga. 20:14 Yes. 20:14 Well, but the fact remains. It seems 20:18 like this, Mas Angga. I often say that 20:22 this school is sometimes not ready to 20:25 accept children who don't fit the 20:28 criteria expected by the school. Well, 20:32 that's Masangga's first point. 20:36 Then from the second context, it 20:39 connects when the paradigm is education 20:44 for all and the world has announced 20:47 yes 20:48 education for all. In fact, Mas Angga, 20:52 in Finland, I'll take one example, 20:55 there 20:56 are only two types of schools there. 20:58 Heeh. 20:59 Inclusive schools, which are now no 21:01 longer called inclusion because all 21:03 schools are inclusive. Inclusion. 21:05 And the second is hospital school. Heeh 21:08 . 21:08 So if there are children who have 21:10 difficulty interacting due to physical 21:13 obstacles and so on, 21:15 these children still have the right to 21:18 study at the hospital. H. 21:20 And the doctor teaches them, the 21:22 teacher comes because their condition 21:24 is indeed unable to interact with their 21:26 environment. 21:27 Yes. Heeh. But children with special 21:30 needs, and all sorts of things, enter 21:34 school alongside regular children. 21:38 And UNESCO announced that the whole 21:41 world should follow that education form 21:44 . 21:44 Yes. 21:45 Well, because of this paradigm, the 21:47 second characteristic was born in terms 21:50 of context. What's the problem? Schools 21:54 , in which all elements of the school, 21:57 the administrators, the teaching staff, 21:59 the educational staff must have an 22:01 educational mentality, uh, agents of 22:03 change. Well, that's an 22:06 agent of change. 22:07 Yes. They have to do that. Otherwise, 22:09 uh, these students will graduate 22:12 swallowed up by the cruelty of this era 22:15 , like that. 22:16 Well, so 22:18 uh, the sign is like this, Mas. No, the 22:20 sign is not to be afraid of accepting 22:23 naughty children into the school, you 22:26 know. 22:27 Because the school must be an 22:29 institution that improves the child. 22:34 Don't be allergic to it, you know. Oh 22:35 no, not like that. 22:36 Yes. 22:37 Especially with children who are 22:39 cognitively slow. 22:41 This and others. These are sometimes 22:44 rejected using test filters, right? Yes 22:46 . 22:47 So, an agent of change must be ready to 22:50 accept problems and negative things for 22:53 the school to change 22:56 for the participants. If it's negative, 22:58 then let's change it into a positive 23:01 one. If it's already positive, make it 23:04 positive for a long time and increase 23:06 the positive in various ways. So, 23:08 that's the mentality of an agent of 23:11 change. This is the mentality of school 23:13 personnel. Well, if a school doesn't 23:17 have that kind of mentality yet, 23:21 I'm also worried that the school will 23:24 be swallowed up by the current era. The 23:29 era is constantly changing, I mean. 23:31 So, being an agent of the chain must be 23:34 right. Well, that's what, eh, eh, those 23:37 two partners, 23:39 basically all elements of education, 23:41 right? 23:42 Yes, all of them. 23:43 Yes. Yes, in schools in Indonesia, 23:45 there are two organizers: 23:48 the government, 23:49 what we call public schools, and the 23:51 community, which is private. This 23:53 starts from the chairman of the 23:56 foundation, sir, in private schools, 23:58 down to the lowest level. Everyone must 24:01 have an agent-object mentality. The 24:03 same goes for public schools. 24:05 Right. That's a must. 24:08 Well, this is a challenge, maybe next 24:11 time, how can we ensure that these 24:16 educators have this agent of jing 24:18 mentality. 24:20 Yes, like 24:20 that. Well, then thirdly, Mas Angga saw 24:28 or was triggered by the pandemic these 24:31 past two years, Mas Sangga. So, the 24:35 context of the characteristics of 24:38 cyber-era schools emerged, 24:41 namely that e-learning in the learning 24:44 system should no longer be allergic. 24:47 This is the context of e-learning. This 24:49 is actually the system. 24:52 Well, several times on Rasil radio, I 24:54 said that e-learning actually didn't 24:56 emerge because of the pandemic. 24:59 Yes. 24:59 Because of the internet. Well, it was 25:03 just accelerated by the pandemic. 25:05 Accelerated. 25:05 By. Accelerated by circumstances. 25:07 By circumstances. Made aware of that. 25:09 Made aware. 25:10 What's the difference? The difference 25:12 is, Mas Angga, when there was a 25:14 pandemic, this e-learning was held at 25:16 home. 25:16 Heeh. 25:17 Before the pandemic, e-learning was 25:19 still held at school. 25:20 Yes. 25:22 The interaction between students and 25:24 teachers, especially at the high school 25:26 pedagogical level and below, is still 25:28 intense. 25:29 Heeh. Well, but after the pandemic, 25:33 children were quarantined at home. 25:37 Yes. 25:37 This BDR learning from home has had an 25:40 extraordinary effect. That's 25:41 right. 25:42 The world now recognizes this, Mas 25:45 Angga, after checking this, we want to 25:47 meet face to face, 25:49 this is the world, not just Indonesia, 25:50 learning loss has occurred. Learning 25:53 loss. The latest data, Mas Angga. The 25:55 learning loss that was hit first was 25:57 early childhood and elementary school, 25:59 right? 26:00 Well, 26:01 those basic reading, writing, and 26:03 arithmetic skills have been lost for up 26:05 to 13 months now. It's been over a year 26:10 . 26:10 Even though that includes, uh, what is 26:12 the basic capital when children want to 26:14 enter school? At that age, the 26:17 learning loss is greatest. 26:18 The greatest there. I 26:20 because that's where the difficulties 26:23 are really systemic 26:25 and methodological, teachers in 26:27 delivering material 26:28 because interaction is suddenly limited 26:31 , yes, they 26:32 can't interact directly. Well, but 26:37 e-learning must still be maintained, 26:40 e-learning. Well, there are still many 26:43 friends who find it difficult to 26:45 differentiate the masses, especially 26:47 teachers. 26:47 Yes. 26:48 They still think that January will be 26:53 goodbye to e-learning. Well, that's the 26:57 danger, this January, goodbye 26:59 e-learning. We're going back to the way 27:02 it was before. That means the internet 27:04 is just a medium. That means it wasn't 27:07 in the system yet. 27:08 Right. Not in that system 27:10 yet. So, in my opinion, the 27:12 characteristics of today's schools are 27:14 those that still maintain e-learning, 27:17 but it's not from home, you know, but 27:19 at school because e-learning has a lot 27:22 of things going for it, Mas Angga. For 27:30 example, the library has become an 27:31 e-library. Right. The 27:32 textbooks have become e-modules. Well, 27:35 like that. 27:36 Right. Assignments and portfolios are 27:39 all 27:39 already there. 27:42 Well, this is the third characteristic. 27:47 So, for example, parents, if I want to 27:50 choose a school for my child, 27:53 I will check this characteristic. 27:56 That. Well, the fourth, Mas Angga, the 27:59 fourth is the nature of this e-learning 28:02 . Well, right now, Mas Angga, this is 28:06 what's in it and it's only been felt 28:09 this year that it's needed, it's called 28:12 an LMS Learning Management System. 28:15 Learning Management System. 28:18 In the past, LMS was only considered 28:21 sufficient if the school website was 28:24 enough. 28:25 Heh. 28:25 Now it's not. So the entire management 28:29 of the school is summarized in one 28:31 application called the learning 28:34 management system. 28:36 This starts from personnel, 28:39 right, 28:39 finances, other information, both to 28:43 parents, to students, 28:46 all in one ee learning management 28:50 system. 28:50 He. Well, in the past, procuring a 28:52 learning management system in schools 28:53 was quite expensive, especially 28:54 high-class schools that had something 28:55 like that. But now because of the 29:07 internet, the cyberspace is even more 29:08 extraordinary. It's no longer a luxury 29:12 item. He. In fact, it has become a 29:15 necessity. It has become a primary need 29:27 , not a secondary or tertiary need like 29:29 before. I once went to an international 29:30 school in Masangga here in Jakarta, 29:31 about 10 years ago, the LMS was already 29:33 there, he, 29:34 I just thought, eh, why not just do it 29:36 as usual, but it turns out now I just 29:39 realized, yes, now I just 29:41 realized, 29:42 now it has become a necessity, actually 29:44 , 29:44 here are the characteristics. Now, it's 29:48 easy for the public to know whether a 29:50 school has an LMS or not. H, 29:53 the characteristics of the website that 29:55 we can check from our cellphones, 29:56 everything is known. 29:58 I understand it like this, a learning 30:00 management system because I'm really 30:03 experiencing it now, young people, when 30:06 they want to register their children 30:08 for 30:09 school, they've opened up an online 30:12 pathway. 30:13 Yes. Even for example, their family 30:15 card (KK), their ID card (KTP). Oh, sir 30:17 , please upload it. 30:19 That's right. 30:19 Just enter it into your email. Um, 30:22 we'll confirm it later. After 30:25 confirmation, you'll be contacted again 30:26 , please make the payment. Payment is 30:29 also via Mobile Banking. All the 30:32 evidence is online. 30:33 Later, you will be given an e-module 30:36 guide for your child 30:38 to enter into your email. 30:39 I 30:39 also enter my email. And later for the 30:41 face-to-face meeting, we will inform 30:43 you of the schedule. That's it, Sir Mip 30:45 , you don't have to go back and forth 30:47 to take care of this, take care of the 30:48 archives. 30:49 Right. 30:50 So, this means this school has already 30:52 implemented a management system. 30:55 Right. 30:55 And that has happened, I've experienced 30:58 it. But it's not comprehensive. In the 30:59 regions, they're still like, oh, what 31:01 is it? 31:01 Yes, 31:02 I experienced that. That's how it was, 31:03 ma'am. 31:04 Yes. 31:04 That's how LMS was 31:06 until paperless came about. Finally, 31:09 paperless came about. Huh, 31:11 yeah. That's why we rarely see cool 31:14 schools using brochures. 31:16 Yes. 31:18 Especially long brochures that include 31:20 the school's vision and mission, right? 31:23 It's not like that anymore. 31:24 Yes. 31:25 Yes. If that's really needed, the 31:27 brochure should only be short. 31:29 Heeh. 31:30 Ee because the concept of a brochure is 31:31 to look at it and then throw it away. 31:33 So there has to be something that 31:34 sticks before it's thrown away in the 31:36 brain of the person who sees it. But to 31:38 contact the school, they use barcodes 31:40 now. 31:41 Well, yes, 31:42 just scan the barcode and after what we 31:45 can find out from there. 31:47 Right? Well, 31:48 and maybe added to that, maybe now, 31:50 because of the development of gadgets 31:52 that are so 31:52 truly 31:53 applicable, 31:55 we don't have to open a computer first, 31:57 but we can do everything anytime. Oh, 31:59 you can also use WhatsApp. For example, 32:02 yes, from a cellphone, we can access it 32:05 according to where 32:07 and where. Is this LMS really supported 32:11 by existing policies? 32:14 Yes, 32:14 because it's not yet widespread, there 32:16 are still many schools that are still 32:17 hesitant about this. 32:18 How is that? 32:18 Yes. Yes. The ministry itself is very 32:21 supportive now. 32:22 Heeh. That's 32:23 even ee if from ee Director General of 32:26 Early Childhood Education. Heeh. 32:30 That TKTK now if possible has LMS. 32:34 Imagine reporting their child's 32:36 learning activities to parents and it's 32:38 already automatic from the system. 32:40 Heeh. 32:41 This. Well, in practice, it's true that 32:44 it's still not like that. Heeh. 32:47 Well, that's why tonight so that we 32:49 don't get left behind, at least know 32:50 beforehand and then 32:52 have a plan in that direction, Mas. 32:56 This, this learning management system 32:59 is what I think is ee important. 33:02 Sometimes ee this speeds things up, for 33:05 example, saving money. Imagine, with 33:09 transportation, all 33:11 kinds of things are simple ee all at 33:14 once with the 33:15 LMS for external, yes, for school 33:18 consumers, the community, not for 33:20 internal, 33:21 that school is the most complicated 33:24 institution Masangga, that's really 33:26 amazing, yes, 33:27 yes, I help that school 33:30 Heeh 33:31 ee I start from the structure 33:34 h 33:35 school structure Clear. 33:36 Sometimes 33:37 this school has a structure but the 33:40 structure doesn't work. That and the 33:42 most complicated structure because 33:44 everything has to be there, that school 33:46 rather than another corporation. That's 33:50 amazing. That school, this problem, 33:52 yes, there are parts that are actually 33:54 not important, huh. 33:55 But there is 33:56 that. So, uh, that's school. Hm. Well, 34:02 that means, uh, for these schools that 34:06 really want to avoid being crushed by 34:10 this cyber era, 34:13 let's make a plan 34:16 for procuring a learning management 34:18 system. This LMS has levels, starting 34:22 from the simplest level first. 34:25 Yes, that's right. Well, and lastly, 34:29 from the context side, 34:31 there are four points, right? The 34:33 fourth point is quality control. This 34:36 is QC quality assurance, 34:37 right? What people nowadays want to ask 34:42 schools is, is there this guarantee? 34:46 He. 34:47 Vision, mission, good programs, 34:51 heeh. 34:52 Their children will enjoy being at that 34:53 school. 34:54 Yes. Now, is there a guarantee or not? 34:57 Well, quality control is the term. If 35:01 there is quality control, then that 35:03 indicates that the school has, uh, 35:06 there is quality assurance, Mas. 35:10 Now, this is what sometimes goes blank, 35:14 it's funny, Mas Angga, if I ever 35:18 randomize this school. 35:21 Heeh. 35:22 20 schools, Masangga. 35:24 Yes. Yes, I randomly asked, random, 35:30 what I wanted to ask was whether there 35:33 was a quality control system. Of the 20 35:37 , one had 19, and 19 didn't. 35:41 H, 35:44 when I expanded the respondents to 35:47 almost 100 schools, Masangga, 95 of 35:50 them were the same as Masangga. Of 35:55 those 95, 1 to 2 had quality control. 36:00 The others didn't have any. Well, that 36:03 means we have to think about that too. 36:09 Well, there's a lot of quality control, 36:11 Mas. Sangga has 36:12 a lot of systems. Choose a young system 36:17 where the school culture can be 36:20 encapsulated there. Well, the one I 36:25 know from Japan is total quality 36:27 management because it's built in, yes, 36:29 TQM in academia is built in. So the 36:32 school itself builds the design 36:34 to create it. So it's not like there's 36:37 a consultant and then pays every year 36:40 and then gets a certificate. If the 36:43 next year doesn't pay, the certificate 36:45 is revoked, there's no more training. 36:48 No. But this is built in. Well, because 36:51 this school is related to the budget, 36:53 it really has to be prioritized. 36:56 He. 36:57 I think this quality control should 36:59 still exist, but those built in schools 37:01 have the opportunity to build their own 37:03 . Yes, 37:04 that's it, Mr. Angka. I think there may 37:07 be many other contexts, but these five 37:09 are important points in my opinion. 37:12 Quality control from the community's 37:14 perspective. 37:16 Yes. So, quality control, Mr. Angga, is 37:21 for customer satisfaction. 37:27 Hehe. That's the 37:29 term, 37:30 yes, the 37:30 school's customer community is diverse. 37:33 There are parents, students, and the 37:35 community. 37:37 Well, they also want to know the 37:39 quality of the school. School quality 37:43 nowadays can't just be determined by 37:44 having an A accreditation, it's not 37:46 like that. It's just a sticker, but 37:48 what's 37:48 attached isn't like that. 37:50 Yes. 37:51 So, this quality control is actually 37:53 for the needs of school consumers, 37:56 starting from the students. Even 37:58 teachers are internal school consumers. 38:01 But 38:02 external consumers include students, 38:04 parents, the education office, third 38:06 parties, and the community. So, if 38:09 there is quality control in a school, 38:12 all customers have the potential to be 38:15 satisfied, 38:16 like that. So, there is already a 38:19 system 38:20 like that. 38:22 Well, maybe later if I have the 38:24 opportunity, I can explain in more 38:26 detail what quality control in a school 38:28 actually involves. Because performance 38:32 assessment is included in that, sir, 38:34 and 38:35 that is included. Well, those are 38:39 probably five points. 38:41 Five from a contextual perspective. 38:42 From the perspective of the plate, this 38:44 is the context of the container, 38:45 yes. 38:45 Yes, regarding characteristics. What 38:50 about from a content perspective, Mr. 38:52 Mip? 38:53 Well, from a content perspective, 38:55 heeh. 38:56 This is actually the 38:58 content. 38:59 So, there are three big points, Mas 39:02 Angga. 39:03 The 39:05 first one, from the content of this 39:07 school, is the curriculum design. That 39:10 is the 39:11 curriculum design. Because the 39:14 curriculum is what we want to give to 39:16 our children, 39:17 yes. 39:18 From that material, we can conquer this 39:20 cyber era. 39:21 Heeh. 39:21 That. Then second, how is the process? 39:27 Heeh. 39:29 This curriculum is delivered to 39:30 students, to our children, what is the 39:32 process? 39:33 Heeh. 39:33 That. Well, this learning process in 39:37 the academic world is called pedagogy. 39:40 Heeh. Pedagogy is how knowledge is 39:44 transferred from teachers to 39:46 students. And thirdly, Mr. Angga, this 39:53 is the final result. 39:55 He. 39:57 What I often talk about at every 40:00 opportunity. It's a shame for our 40:04 children to graduate without a 40:06 portfolio. Well, portfolio 40:09 H. Well, these are three points. Later, 40:13 maybe I can explain this one by one, 40:15 Mr. Angga, from the 40:16 curriculum design, okay? This 40:19 curriculum design, please, Mr. Angga, I 40:21 can finish my new book, the human 40:23 curriculum later. 40:24 Oh, it's still in process. 40:26 Yes, it's still in process. 40:27 Yes. The 40:28 human curriculum is like a book, like a 40:31 guide. If a school principal reads the 40:34 book, they will be guided to be able to 40:37 design the curriculum, yes, according 40:40 to their vision and mission. 40:43 Heeh. 40:44 Well, the name is ee, it's moving 40:46 towards curriculum decentralization, 40:49 and that's where the world is heading 40:51 now. 40:51 Heeh. 40:52 So, actually, curriculum design has two 40:57 periods. The first is how to approach 41:02 the curriculum. What is the curriculum 41:07 approach? How to approach the subjects 41:12 that are to be presented, how to 41:14 package them, that's called the 41:16 approach, Mr. Angga. 41:19 Yes. 41:20 Now, Mr. Angka, the fragmented approach 41:23 is starting to be abandoned. What is 41:25 fragmented, Mr. Angga? Like when we 41:28 were in school, we studied math in the 41:32 morning. 41:33 Heeh. Then after that, we changed to 41:36 Indonesian, 41:37 but it wasn't related. 41:40 Well, that's no longer the case. 41:45 Schools, from a curriculum approach, 41:47 now have to be meaningful. 41:51 Otherwise, our children, who have 41:53 knowledge of all the chapters of the 41:55 KD-KD from their subjects, leave school 41:57 confused about what to do with this in 42:00 everyday life. What's the point? What's 42:02 the point of this? It's like a puzzle. 42:04 How come a 42:05 puzzle 42:06 has a picture of an elephant, 42:08 but our child is given puzzle pieces 42:11 without being told what the overall 42:13 picture is. Well, when our child gets 42:16 an elephant's tail, especially half a 42:18 tail, they're confused about what this 42:20 is or that is. 42:21 Yes. 42:21 Well, that's 42:22 one child, another child gets an ear. 42:26 So, Mas Angga's current curriculum 42:29 approach is varied, but 42:32 those are no longer separate and 42:35 individual. Well, that's an integrated 42:39 thematic approach. Indonesia is already 42:42 cool for its mass elementary school. 42:43 Heeh. 42:44 Integrated thematic, integrated theme. 42:46 So, 42:47 yes, that's 42:48 the theme that Mas Angga came up with. 42:50 Then it's approached by subjects. Well, 42:52 so that theme 42:53 can be applied to all subjects, right? 42:55 I can give my appreciation, but there 42:59 are only a few, Mas Angga. 43:02 He, 43:03 don't just do it in elementary school, 43:04 then junior high school, then senior 43:06 high school, and so on. Well, this is a 43:07 problem. 43:08 Now it's only elementary school, it 43:10 hasn't progressed. 43:10 Integrated thematic learning in 43:12 elementary school should be enough. 43:14 Oh, enough in SP is 43:15 enough. In junior high school, it was 43:17 renamed project-based learning. That's 43:19 the curriculum approach. 43:20 Yes. Yes. Yes. 43:22 So if project-based learning is the 43:24 problem from the theme, 43:25 He. It 43:26 was raised again to be a project. 43:28 Yes. 43:29 Then the project was approached by the 43:30 Subject Matter. 43:31 Hmm. 43:32 Well, a good project must solve the 43:35 problem. Well, this is called 43:38 project-based learning. Now this 43:39 curriculum approach has become global, 43:42 so our children's lesson schedules, 43:44 Masangga, are the names of projects. 43:47 This in junior high school is 43:50 not the name of the subject. 43:51 Not the name of the lesson. Just like 43:53 in elementary school, the name of the 43:54 theme. 43:55 Yes. Yes. 43:56 I right. Oh, the themes are me and my 43:59 new friend. 44:00 Hey, there are 44:03 many themes that if we look at books 44:06 now. He. 44:07 Well, but junior high school is already 44:08 a project. 44:09 Heeh. 44:10 Making. Well, that project has made 44:14 this happen. Well, this is 44:17 Heeh. 44:18 It tries various experiments, what is a 44:21 project? 44:22 Heeh. 44:22 That. Well, when our child is 3 years 44:25 in junior high school, Mas Angga, he 44:27 enters high school. Well, this is based 44:32 on passion, which I call passion-based 44:35 learning in my new book. So the child 44:41 chooses subjects because soon he will 44:44 go to college, which must be a major. 44:49 Heeh. 44:50 So the subjects chosen in high school 44:54 must match his passion. Passion is a 44:57 combination of talent and interest. 45:00 Well, we call this a new term, Mas 45:02 Angga. He 45:04 in the academic world, I haven't found 45:06 this theory about patient-based 45:08 learning. Well, if we wait to come up 45:11 with a theory, it will take too long. 45:15 Let's just do it, let's practice it 45:17 first, so that later whoever will write 45:19 this into a scientific paper can do it. 45:22 Well, in my book, the human curriculum, 45:24 I explain in detail. 45:25 Yes. Yes. What is passion-based 45:27 learning? So, that curriculum approach, 45:32 Mas Angka, children learn meaningfully. 45:37 Nice, right? Meaningful. 45:39 Yes. 45:40 There's not a single one who doesn't 45:42 understand what this is really for. 45:45 If it's meaningful, it won't be in vain 45:47 . That's right. Now, this is the 45:49 approach. Yes. 45:50 What's the second one? 45:52 What's the content of the subjects? 45:53 Hmm. He. 45:54 Well, the most important subjects are 45:57 these. These are the subjects that will 46:00 be integrated and others. This is the 46:03 most important thing now in the 19th 46:05 century era of doubt, confusion, he 46:09 in this cyber era, if it's like a tree, 46:12 I'll even analogize its roots as 46:15 religion and morals. 46:17 Hm. 46:17 Religion and morals. That's number one. 46:19 Yes. Yes. If the school isn't strong in 46:22 religious learning, he 46:25 and also there's no touch of character 46:29 building, then it will be like a tree 46:33 with weak roots. 46:35 And the second one, in my opinion, is 46:38 mandatory besides religion and morals. 46:44 Because I think the other one is 46:46 optional, namely 21st century skills. 46:51 UNESCO has coined the term 46:53 21st century skills. Yes, that's 46:57 it. There's a 46:58 book about it. 46:58 There's a book about it. 46:59 Yes, 47:00 there's the 4J creative, how can it not 47:03 be creative? If it's creative, it's in 47:06 our schools, like Insan Mandiri. 47:08 Heeh. 47:09 Then in the School of Human, the 47:11 subject is called creative preneer. 47:14 It's one semester. 47:15 Creative preneer. 47:16 Yes. Then there's also critical 47:18 thinking. Well, that's the subject 47:20 called problem solving. One semester. 47:25 Then there's communication. 47:27 Well, this subject is public speaking. 47:30 Yes. Yes. 47:31 One more semester. And collaboration. 47:34 Collaboration is the subject called 47:36 leadership. That's 47:38 one semester. Imagine. So children get 47:41 21 skills in those 4 semesters. 47:43 Yes. Yes. This. Well, in addition to 47:46 literacy, we're introducing digital 47:47 literacy. H. 47:49 Well, besides reading and writing, the 47:51 literacy that we're promoting now 47:52 because it's important is digital 47:54 literacy 47:55 because we're in the cyber era. 47:57 Well, that's Mas Angga about the 48:00 content of curriculum design. 48:02 Yes. 48:04 So if the approach is still separate, 48:07 what usually happens? I'm worried that 48:12 schools like this will be left behind. 48:14 So the approach must be meaningful. 48:16 That's the key word. 48:17 Yes. Yes. 48:18 That. 48:20 Well, that's the first one, Mas Angga. 48:25 Well, the second content is pedagogy. 48:29 The process is the teacher's ability. 48:30 Masangga is actually the 48:32 teacher's ability. Well, that's why I 48:35 said this, Mas Angga. If teachers 48:39 aren't creative nowadays, believe me, 48:42 they will be replaced by hologram 48:44 teachers, artificial intelligence. 48:49 How to make teachers creative, 48:51 especially in their ability to deliver 48:53 pedagogical knowledge, is now very much 48:56 needed. 48:57 Yes, 48:57 it is very much needed. Imagine, Mas 48:59 Angga, if in a school structure with 49:02 the most people, the Masangga teacher 49:05 structure has the most people there. So 49:10 some say that in a school, the heart is 49:13 the teacher. Now, that's not true 49:17 because now, with hologram teacher 49:20 technology, fewer teachers are more 49:24 capable. One Masangga teacher just 49:26 records in a studio like this. They can 49:28 immediately teach parallel classes to 49:30 10 classes. They can be more capable 49:32 and even teach in another country in 49:35 that country's language. Imagine. So, 49:40 this teacher structure now may have 49:42 fewer teachers. 49:44 But the ones who will exist are 49:46 teachers who have pedagogical abilities 49:49 because of creativity. Now, is that 49:51 threatening teachers, or will it 49:53 actually 49:54 threaten teachers who are not creative? 49:55 Threatening teachers who aren't 49:56 creative. 49:57 Because even if the teacher is creative 49:59 , Angga, even if it's 50:00 artificial intelligence, the hologram 50:04 is still just a medium. 50:06 The content comes from the principal. 50:08 That's right. 50:09 The content comes from the principal. 50:10 Well, this is also a challenge. 50:12 That H. So, uh, this pedagogical 50:16 process is indeed spearheaded by 50:19 teacher creativity. 50:22 Teacher creativity, 50:23 that is. And finally, Angga, uh, the 50:27 final result of this learning process. 50:32 Our children graduate well from school, 50:36 do they have a portfolio document? 50:39 Hehe. That. So if I come to school, I 50:44 just ask a simple question, can I see 50:47 the report card? If the report card is 50:50 given in addition to the report cards, 50:54 the school is able to present the 50:57 portfolio. Oh, that's a cyber era 51:01 school. Because nowadays what's needed 51:03 is a portfolio, 51:06 right? A portfolio contains our 51:10 children's work. 51:11 Hehe. 51:12 Secondly, our children's performance is 51:17 all recorded. That's why using an LMS 51:19 is easy, isn't it? 51:21 Yes. 51:21 Then all our children's projects are 51:26 recorded. 51:27 Heeh. Then activities outside of school 51:30 , for example, participating in this 51:33 competition, that competition, 51:35 just participating in it is included in 51:36 the portfolio, let alone winning an 51:38 award. 51:38 Yes. 51:39 That participation in this organization 51:42 is all recorded. Because now the world 51:44 needs that. The world doesn't need 51:48 someone who represents our children 51:51 only with a GPA. No. That's enough. 51:53 Yes. Yes. 51:54 But who are you? Where is your 51:56 portfolio? He. So, in terms of content, 52:01 these three are the curriculum, and 52:04 then how to deliver it, the second and 52:08 the final result is the portfolio. Well 52:13 , this is a challenge, yes, the 52:14 challenge is 21st century skills. This 52:19 starts from curriculum design, 52:22 pedagogical competence, and portfolio. 52:25 It was interesting to look at 52:28 pedagogical competence from the 52:30 teacher's perspective, how is learning 52:33 in our time 52:37 if you want them to not be a teacher 52:38 who is left behind, a cheater. 52:40 Yes. ee, like it or not, you can't stop 52:44 learning. The problem is that 52:48 teachers will never be left behind and 52:51 will never be replaced by automation, 52:54 by robots, whether it's artificial 52:56 intelligence, which is a real robot, 53:00 or a hologram teacher. A teacher who, 53:10 when teaching, 53:11 always involves the students. 53:16 So, the teacher's role is truly to be a 53:19 facilitator and catalyst. The catalyst. 53:23 Now, this is something that can't be 53:25 replaced by robots. Just look at when 53:28 the teacher who appears is a robot, I 53:31 have a lot of video recordings from 53:34 abroad, Sir. The one teaching is 53:36 already a robot. That's the weakness is 53:39 interaction. 53:40 Heeh. 53:40 With students, it's very difficult. 53:43 Robots don't have emotions. 53:44 Yes. They can't. Oh, 53:46 yes. Holograms don't have emotions 53:47 either. 53:48 They only store data, right? They 53:49 convey data. 53:50 Yes. Now, this is actually an 53:52 opportunity 53:53 for creative teachers to stay existing. 53:59 In the end, holograms, artificial 54:01 intelligence are only used as media. 54:04 Heeh. to be effective and efficient. 54:08 It's all that, 54:10 but the spirit of the teacher is still 54:12 there, 54:13 the man behind the machine. 54:14 Yes. Iwan akhwat. Characteristics of 54:18 schools in the cyberspace era. Earlier, 54:25 Mr. Menip mentioned that there are two 54:27 characteristics, seen from the context 54:30 and also the content side. We will be 54:34 back in the second session, Ikhwan 54:36 Akhwat, stay with us. Later in the 54:38 second session, we will answer incoming 54:40 questions and we will delve deeper into 54:43 the material discussed earlier by Mr. 54:45 Munip. For those of you who want to 54:48 join, please send your comments and 54:51 questions via WhatsApp number 54:53 0811999720. For phone calls, you can 54:59 call 0218451512. We will be back soon. 58:25 Brail TV Radio Silaturahim and Rasil 59:16 Visual for Islam. Ikhwan akhwat blessed 59:19 by Allah Subhanahu wa ta'ala, listeners 59:21 and viewers. Uh, thank you for being 59:24 with us. Currently, our live broadcast, 59:27 our live broadcast in an educational 59:29 talk show with Mr. Monat, brings up a 59:31 topic regarding the characteristics of 59:33 schools in the cyberspace era. How 59:36 education must produce a generation 59:39 capable of conquering its time. Uh, 59:43 attention comes from many listeners, 59:46 huh. This is Mrs. Fatimah, there is 59:51 also Mr. Sanem. In Depok there is Mrs. 59:54 Kartini, Mrs. Dian, there is also Mrs. 59:56 Hajal Asmiati. This is Ms. Dinar I 1:00:00 think. Then there is Mr. Heri Candra, 1:00:02 Mrs. Lili, Mr. Herman, Mr. Imam Pratomo 1:00:05 give a thumbs up. Always listening to 1:00:08 Mr. Munif. Thank you. There is also 1:00:11 Pwan Canyago, Mrs. Ida in Bekasi, there 1:00:14 is Mrs. Vina in Pamulang, too. 1:00:18 Meanwhile, there is also this from Mrs. 1:00:20 Emilda. Alhamdulillah, I listened but I 1:00:24 was late so I missed it a bit. For 1:00:28 those who missed it, you can watch it 1:00:30 on YouTube, Andi. On the YouTube 1:00:32 channel, when the event is finished, we 1:00:34 immediately save it and 1:00:35 then you can listen to it by typing it. 1:00:41 There is also Mrs. Nurzana binti Madi 1:00:43 from Singapore listening, if you want 1:00:45 to ask questions outside the topic, 1:00:47 please feel free to ask your questions. 1:00:51 There is also Mr. Abu in Bekasi. You 1:00:54 are in Cikarang. Thank you for the 1:00:55 information, Mr. Munip. Well, to delve 1:00:58 deeper into this, Mr. Munip, we 1:01:00 discussed it earlier, and we also 1:01:02 touched on the 24th century skill. 1:01:07 There was a review when this innovation 1:01:10 must be in line with media, and it must 1:01:14 also be in line with technology so that 1:01:17 it will determine the careers of 1:01:20 students. This is talking about careers 1:01:23 , Mr. Pun. Well, with the 1:01:26 characteristics mentioned above, in 1:01:28 terms of the context and content of the 1:01:31 future cyberspace era, what promising 1:01:33 careers can these students achieve in 1:01:39 the future, Mr. Munip? 1:01:41 Yes. 1:01:42 Because now it's getting looser when 1:01:46 people used to enter, for example, IKIP 1:01:50 or now UIN or the 1:01:52 University of Education. Oh, he 1:01:54 graduated to be a teacher. He. 1:01:55 Entered the law faculty. Oh, he 1:01:57 graduated to be a lawyer, advocate, or 1:02:00 something. Entered medicine. But now 1:02:02 it's getting looser. 1:02:03 Yes. 1:02:04 Entering any university, any career can 1:02:06 be. There are so many entrepreneurs now 1:02:09 . Yes. So, if we're talking about 1:02:15 careers for our children, the first 1:02:18 step or level of education that 1:02:21 determines it is actually high school, 1:02:24 Mas. 1:02:26 Heeh. 1:02:27 High school is a crossroads. I always 1:02:30 say that. He 1:02:32 who wants to turn left or turn right or 1:02:35 go straight to get to the next level, 1:02:39 namely college, which is where his 1:02:42 career emerges. 1:02:44 He. 1:02:45 So, during high school, children must 1:02:47 actually know 1:02:48 Heeh. 1:02:50 His multiple intelligences, his 1:02:51 identity, what he wants to be in high 1:02:53 school. 1:02:55 Heeh. 1:02:55 If it's still okay in middle school. If 1:02:58 he doesn't know, it's still okay in 1:02:59 middle school. But if he doesn't know 1:03:01 in high school, that's a problem. So 1:03:04 Masangga, a cool career starts with 1:03:07 choosing the right major. 1:03:10 Heeh. 1:03:11 Choosing the right major means choosing 1:03:13 our child's major now based on his 1:03:15 passion. As mentioned before, between 1:03:18 talent and interest, that's passion. 1:03:20 Well, 1:03:22 because of this, Mas Sangga, nowadays, 1:03:26 when it comes to careers, our children 1:03:29 must have that professional label. 1:03:33 Yes. 1:03:34 If our children want to be anything, 1:03:37 have any profession but are not 1:03:39 professional, they 1:03:41 will usually be 1:03:43 swallowed up by time. There was an MKEN 1:03:46 report that said this is what will be 1:03:49 replaced by automation, by robots. 1:03:52 Yes. That's what it's 1:03:54 like. A linear career, a linear 1:03:57 profession. So, being a teacher, just 1:04:00 an ordinary teacher. Waalaikumsalam, 1:04:03 right? Ordinary doctors have been 1:04:06 pushed aside too. I 1:04:08 see. 1:04:09 Those with careers in banking are 1:04:11 linear, right? Well, that means they 1:04:13 have to be professional. 1:04:15 So, the question is, how professional 1:04:17 is this? If we're talking about careers 1:04:20 , a professional is characterized by 1:04:22 someone working in their profession, 1:04:25 there must be work, especially if this 1:04:27 work is beneficial to many people. 1:04:31 And secondly, they have the ability to 1:04:33 problem-solve to address the 1:04:35 difficulties that arise in their 1:04:37 profession. Hm. 1:04:39 Well, when these two things are present 1:04:41 in our children who already have a 1:04:43 profession, in my opinion, that's what 1:04:46 we call professional. He. 1:04:49 But Mas Angga doesn't stop here for the 1:04:51 cyber era. 1:04:52 Yes. 1:04:54 If we already feel like we have a 1:04:56 professional profession, it's still 1:04:58 specific from the perspective of that 1:05:00 profession as well. H 1:05:03 even higher level, becoming an 1:05:05 entrepreneur. Well, that's the second 1:05:09 level, Mas Angga. He 1:05:10 in this cyber era. If we become 1:05:13 professional teachers, thank God. But 1:05:17 professional teachers who have 1:05:19 entrepreneurship are different. 1:05:22 Different. 1:05:23 I. Well, what is usually characterized 1:05:26 by? Multitasking. I'll give an example, 1:05:30 I'll often give the example of a doctor 1:05:32 . 1:05:33 Heeh. A 1:05:34 professional doctor is an extraordinary 1:05:36 doctor with his patients. I mean, he 1:05:39 always analyzes correctly, right, Mas 1:05:42 Angga. 1:05:43 Giving the right medicine is enough to 1:05:45 make his patients love him. But a 1:05:49 professional doctor who has an 1:05:51 entrepreneurial spirit is not like that 1:05:53 . Masangga. 1:05:55 Yes. He will see why there are still 1:05:57 many sick people, 1:06:00 he will visit a community, it turns out 1:06:03 there are problems, such as the problem 1:06:07 of healthy nutrition, which is still 1:06:10 minimal, suddenly this doctor becomes a 1:06:13 trainer, 1:06:15 yes, 1:06:15 who provides uh, what counseling to the 1:06:18 surrounding community so that life must 1:06:22 be healthy. Well, a professional doctor 1:06:25 who becomes a trainer has entered the 1:06:27 level of entrepreneur. Well, when he 1:06:32 continues to practice as a doctor, his 1:06:34 days off are as a trainer, he will 1:06:36 continue to develop, Masak. Yes. If I 1:06:39 don't write a book, this doctor will 1:06:42 end up writing a book and becoming a 1:06:44 writer. Well, that's an entrepreneur. 1:06:47 So innovate too, 1:06:48 continue to innovate. Now it seems 1:06:50 that's what is required. 1:06:52 Yes. And finally, the highest level is 1:06:55 Masangga start-up. 1:06:58 Yes. 1:06:59 Well, for startups, if you're a 1:07:02 professional, the income for that 1:07:05 profession is still for entrepreneurs, 1:07:09 that's still for doctors. If I gave you 1:07:13 the example of a doctor. 1:07:14 Hehe. 1:07:15 Maybe the sources can vary from their 1:07:17 medical practice. Hehe. 1:07:20 Then from their books and from their 1:07:22 trainer's training fees. 1:07:24 Hehe. 1:07:25 That. But if it's a startup, besides 1:07:29 their steady income multiplying, they 1:07:31 can also create income for thousands of 1:07:34 other people. Well, in this cyber era, 1:07:38 startups are extraordinary. 1:07:41 They are problem-solving. Before the 1:07:44 pandemic, Maska. I was asked to make 1:07:47 plans to go to Finland at that time. I 1:07:51 still remember it was March 4, 2020, 1:07:53 but it ultimately didn't happen. 1:07:56 Yes. 1:07:57 During the lockdown, 1:07:58 and on the 7th I had to speak at a 1:08:01 forum in Helsinki. It was Mas Angangga. 1:08:04 Hehe. 1:08:05 I thought the person listening was a 1:08:06 teacher. 1:08:07 Hehe. The 1:08:08 chosen theme was educational problems 1:08:11 in Indonesia. Hehe. 1:08:13 It turns out these people were 1:08:15 designing startups. Did you install it? 1:08:18 Oh, I see. 1:08:18 Yes. Imagine it was a simulation. At 1:08:21 that time, we were given this by Mr. 1:08:24 Munif, who would explain the problems 1:08:26 of education in Indonesia. The various 1:08:29 problems can be seen from various 1:08:31 angles, right? 1:08:32 Yes. 1:08:33 But the ones who listen are the young 1:08:35 app makers. I said, for what? To make 1:08:38 the app a problem-solving application. 1:08:39 Then, 1:08:40 analyze the problem first. That startup 1:08:43 is awesome. 1:08:44 Yes. He immediately did the research. 1:08:46 Then I asked, once it's finished, where 1:08:47 will it be sold? In Indonesia. 1:08:48 Indonesia. 1:08:50 Wow. That's it. 1:08:52 He. 1:08:53 So 1:08:54 now, let's be creative, become 1:08:57 professionals, create work, 1:08:59 and then what about problem-handling 1:09:03 skills. 1:09:04 Heeh. 1:09:04 I hope our children will level up again 1:09:07 to become entrepreneurs. 1:09:08 Yes. 1:09:09 Like that. Right? Well, how about that, 1:09:11 but still not running away from the 1:09:13 content of their profession. 1:09:16 Well, and let's go up again. 1:09:18 H, well, 1:09:20 that's becoming ee, designing, applying 1:09:24 ee, businesses or professions related 1:09:27 to the cyber era, such as startups and 1:09:30 others like that. Sir, 1:09:35 let's move on to Ms. Nurzana's question 1:09:38 . Assalamualaikum warahmatullahi 1:09:39 wabarakatuh, Mr. Munif Khatib. Please 1:09:43 give me your advice and enlightenment, 1:09:45 Mr. Munif. I have a niece in 6th grade 1:09:49 who is currently studying online via 1:09:52 cellphone. She asked for the cellphone 1:09:55 because she doesn't want to be with her 1:09:57 mother all the time. And now, learning 1:10:00 has to be done via cellphone. Finally, 1:10:04 I wanted to buy her a laptop, but she 1:10:05 didn't want it because she said no one 1:10:07 at school uses laptops yet. I thought 1:10:11 that if she's in junior high next year, 1:10:13 she'll have to use a laptop. How do I 1:10:15 explain to her parents and also to her 1:10:18 child that a laptop is more important 1:10:20 than her cellphone? Okay, thank you. 1:10:23 Yes, 1:10:23 that's Mr. Muri. 1:10:24 Yes. So this is just the actual benefit 1:10:28 . Hm. 1:10:30 Your child's knowledge of the benefits 1:10:33 of this tool, between a laptop and a 1:10:36 cellphone. He, 1:10:38 when I just have a casual chat, it's 1:10:40 detailed, written down. 1:10:42 Heeh. 1:10:44 If a cellphone is used for the learning 1:10:46 process like this, maybe how many 1:10:48 points will be earned? Sat du like that 1:10:51 . But with a laptop, there will be a 1:10:55 lot of points listed. Especially since 1:10:57 January's 1:10:59 learning will be offline. 1:11:01 Offline. 1:11:02 Well, offline cellphones will return to 1:11:05 what their main function is actually. 1:11:10 But for laptops, well, this is for 1:11:12 writing assignments, typing, and all 1:11:15 sorts of things, all there. Those with 1:11:17 cellphones will actually have 1:11:18 difficulty. So, I think just talking 1:11:21 about this knowledge issue, actually, 1:11:24 our children's insights are arranged 1:11:26 like this about this list of 1:11:29 benefits or advantages of laptops in 1:11:31 the educational process, how much 1:11:32 compared to cellphones. If our children 1:11:35 already know well, yes. Laptops 10, 1:11:38 cellphones only two, right? Because the 1:11:40 other cellphones are all for playing 1:11:43 games, then that's it. 1:11:44 Hm. 1:11:45 Why buy a cellphone like that, right? 1:11:48 We'd be 1:11:49 better off prioritizing laptops. That's 1:11:51 probably my answer. 1:11:52 He. Considering these devices in 1:11:56 schools later in the cyberspace era, 1:11:59 how important and how crucial are they, 1:12:02 Mr. Ulif? Yes, gadgets, various things, 1:12:06 laptops and so on. In this cyber era, 1:12:11 if society is educated with digital 1:12:14 literacy, these are considered tools. 1:12:18 Right. 1:12:18 Done. 1:12:19 H is 1:12:20 not enchanted by this. 1:12:22 Heeh. 1:12:23 These are considered tools, tools, only 1:12:26 two, those tools. I asked the person 1:12:29 concerned several times directly, yes. 1:12:32 Although from the reference study, only 1:12:35 two are 1:12:37 enough to complete assignment H and for 1:12:41 self-development, that's enough 1:12:45 if our children and we, parents, our 1:12:47 society are educated in digital 1:12:49 literacy, 1:12:50 but if not, uh, we will be 1:12:53 addicted and dependent on this. If 1:12:57 there are no cellphones, no gadgets, it 1:12:59 seems like this world is empty or 1:13:02 something. 1:13:03 Well, that's 1:13:04 actually the tool, 1:13:06 if for example, if it was linked to LMS 1:13:09 , Mr. Munip, 1:13:11 learning management system. 1:13:13 Some say, "Oh, the main model is we 1:13:15 have to prepare sophisticated devices 1:13:17 too." 1:13:18 Yes. 1:13:18 Yes, that's okay. It's just a medium, 1:13:20 sir. It's 1:13:21 just a medium. 1:13:22 Just a medium. Yes. So, for example, we 1:13:25 want to know or the school wants to 1:13:29 inform the learning activities of 1:13:31 students D by D. 1:13:33 Well, if there is no internet media, 1:13:36 the school prints photos and then posts 1:13:39 them to their parents. If you use this, 1:13:43 it becomes a tool, if you use it, you 1:13:44 just send it directly. Oh, it's done. 1:13:47 So, you have to be able to 1:13:49 differentiate which one is a tool. The 1:13:52 tool is effective, efficient, 1:13:55 if the task is completed, it's closed 1:13:57 like that. Well, and ee this is for ee 1:14:01 the effects of dependency. Well, that 1:14:05 can be there, we must have ee the red 1:14:07 line, Mas Angga. 1:14:09 Well, if there is all this structured 1:14:12 digital literacy, this understanding, 1:14:15 that's extraordinary. Often, maybe in 1:14:18 rasil, I also said that when Finland 1:14:21 introduced Nokia, the 1:14:23 Nokia cellphone was immediately at the 1:14:25 same time the Ministry of Education 1:14:26 introduced a curriculum in schools from 1:14:28 preschool to high school, gadget 1:14:29 literacy at that time. 1:14:31 Right. Imagine. Well, that's almost 1:14:34 zero, you know, gadget addiction in 1:14:36 Finland is 1:14:37 successful, that means there is. If we, 1:14:41 wow, not only our children, we parents 1:14:43 are affected, there is 1:14:46 no literacy guide, right? 1:14:49 Well, this literacy guide is also 1:14:51 important not only for students, but 1:14:54 this literacy guide is for ee teachers, 1:14:56 parents, and 1:14:57 parents, right. teachers and parents. 1:14:59 Hey, 1:15:00 if you enter the school structure, MIP 1:15:02 said earlier that the structure is the 1:15:04 most complicated and the most numerous. 1:15:06 Yes. 1:15:08 How is literacy to ensure uniformity? 1:15:11 Yes, 1:15:13 all of these elements can be understood 1:15:15 . 1:15:15 Yes, it can be used as learning 1:15:18 material content. 1:15:19 Heeh. I'm currently teaching at school, 1:15:24 teaching a subject that I think is 1:15:26 important but is missing from the 1:15:28 national education curriculum, digital 1:15:30 literacy. I teach problem solving. I 1:15:34 take on a role there, Masangga. 1:15:37 So, we teach it, and I hope that if 1:15:40 this happens, Mas Angga, yesterday at 1:15:43 Insan Mandiri, it was 1:15:45 hybrid learning, 1:15:47 so I taught digital literacy to the 1:15:49 children and their parents via Zoom, 1:15:52 and the parents also learned it. Well, 1:15:58 if this can be cultivated continuously, 1:16:00 and the concern of parents and students 1:16:03 about the importance of this subject is 1:16:06 also high, it can be successful. So 1:16:09 what Masa Angga was worried about 1:16:11 earlier will no longer happen. 1:16:13 He. 1:16:13 People have evidence, why is it that 1:16:15 one country has proven that this is 1:16:16 only used as a tool. Well, so, eh, if 1:16:21 someone can do it, why can't we? 1:16:25 Well, that's it. Next, we go to Mr. 1:16:28 Yusuf in Bekasi. Assalamualaikum 1:16:29 warahmatullahi wabarakatuh. Mr. Munif, 1:16:33 what about people who seem 1:16:35 knowledgeable but don't have empathy 1:16:38 for education in this country? Oh, I'm 1:16:44 just asking for Pakip's opinion. 1:16:46 Yes, yes. He seems knowledgeable but 1:16:49 lacks empathy. Well, this is what I 1:16:53 think, if 1:16:55 perhaps 1:16:56 many academics, people of science, 1:16:58 knowledgeable people and smart people 1:17:00 see, education like this is not given 1:17:03 any attention, maybe. 1:17:04 Yes. Well, I'm also confused about how 1:17:08 to answer this. What actually happened 1:17:11 wrong? 1:17:12 Where? Is it in Mas Angga's academic 1:17:19 institution? 1:17:20 Heeh. 1:17:22 We shouldn't just blame him carelessly. 1:17:25 In my opinion, Masangga's insight. 1:17:27 Heeh. 1:17:28 So if there are people, no matter how 1:17:32 many degrees they have achieved and are 1:17:37 labeled as knowledgeable, because they 1:17:42 hold many titles. But when their 1:17:47 insight to advance civilization, 1:17:51 especially education, 1:17:53 is still minimal, I think their 1:17:56 knowledge is useless, Masangga. Their 1:18:00 knowledge is useless. Because that's 1:18:03 the level of a cool person when their 1:18:06 profession, which was mentioned earlier 1:18:09 , enters that area of worship. And 1:18:14 secondly, it's beneficial for many 1:18:15 people. Well, that's it. Yes, that's 1:18:17 it. Well, it's pointless to have six 1:18:20 titles. Three in front of a name and 1:18:23 three more after a person's name, but 1:18:25 they don't have any benefit for many 1:18:27 people. 1:18:29 Right? Well, according to you, it's 1:18:31 pointless, 1:18:32 sir, if you don't include material on 1:18:35 environmental and social care in the 1:18:37 curriculum design? 1:18:40 Yes, that's called local wisdom. 1:18:42 Local wisdom. 1:18:43 Yes. 1:18:44 So, I haven't mentioned all of them, 1:18:46 right? 1:18:47 Hehe. 1:18:48 One of the important things in 1:18:50 curriculum design, besides the approach 1:18:53 mentioned earlier, is the content, 1:18:55 right? 1:18:56 Hehe, like 21 st-century skills, 1:18:58 digital literacy. Well, one of them is 1:19:01 local wisdom. It's a 1:19:05 shame, Mas Angga, that no one has 1:19:07 touched on that. 1:19:08 No one has touched on it. Indonesia is 1:19:10 extraordinary. The concept of the 1:19:12 cyberspace era is this. Is there 1:19:14 something unique? Is there something 1:19:16 different, or different? If something 1:19:19 different is brought up now, it's easy 1:19:22 to popularize it throughout the world 1:19:25 through cyberspace, so people will know 1:19:28 , hear about it, and be interested in 1:19:32 coming to visit. So, where do we want 1:19:35 to see Indonesia's local wisdom? 1:19:38 We have thousands of regional languages 1:19:40 . 1:19:41 Well, if I'm not mistaken, Papua has 1:19:44 the most regional languages. He because 1:19:47 of this language, different clothes and 1:19:52 different foods emerged. All of these 1:19:56 treasures are actually 1:19:58 just culture, not to mention natural 1:20:01 resources, it's a shame. But we never 1:20:04 bring this up as a curriculum 1:20:06 differentiation in schools that the 1:20:08 world can know. 1:20:10 Heeh. It's a shame that the one with 1:20:13 the most titanium mines is in Indonesia 1:20:16 , you know, Mas. 1:20:19 Even though titanium is the mine of the 1:20:21 future. 1:20:21 Right? That 1:20:22 I 1:20:23 if ee uranium is a material for nuclear 1:20:28 He. 1:20:28 But producing energy requires quite a 1:20:31 lot of uranium. Titanium is just one 1:20:34 spoon of this is comparable to tons of 1:20:36 uranium. Imagine. 1:20:38 Yes. I 1:20:39 is the number one most 1:20:41 in Indonesia. 1:20:41 In Indonesia like that. 1:20:43 But Mas Angga uranium and titanium 1:20:46 still produce dangerous radioactive 1:20:49 waste. 1:20:50 That's right. 1:20:51 It was discovered again now, Mas 1:20:53 Angangga, it's called thorium. 1:20:55 Thorium. Just 1:20:56 a little bit of thorium, according to 1:20:58 the journal article, one spoon of 1:21:00 thorium powder can light a small amount 1:21:03 of electricity. 1:21:05 What's so amazing? No radioactivity, no 1:21:08 waste. 1:21:09 The question is, where are the largest 1:21:11 thorium mines? Indonesia. 1:21:12 In Indonesia. 1:21:15 But who knows, who knows? And how are 1:21:18 our children doing in school related to 1:21:20 the 1:21:22 blessings of Allah Ta'ala on this 1:21:24 country, which I often call the emerald 1:21:26 of the equator? It's 1:21:29 a shame. It's a 1:21:30 shame that students still have to 1:21:31 struggle with grades and GPAs. 1:21:33 Right. What a shame. Mr. MIP, there was 1:21:37 also a comment from Andi Muhammad on 1:21:40 the YouTube channel Rasil TV. Could you 1:21:45 please give me some tips on what kind 1:21:47 of education cyber learning is and how 1:21:50 to make students or learners more 1:21:52 valuable to humanity? 1:21:55 Yes. So, from the system, 1:22:00 hehe. Cyber learning is actually 1:22:03 e-learning, e-learning. E-learning. E 1:22:06 is an abbreviation for electronic, 1:22:09 learning. 1:22:09 Yes. Well, that's Mr. Angga, because 1:22:16 the characteristics of this cyber era 1:22:17 are different from the real world, as I 1:22:23 mentioned earlier: 1:22:26 territorial freedom, high speed, and 1:22:30 then this cyber era can store data, 1:22:34 dipig data, and the types of data can 1:22:38 be various. Starting from Mr. Angga's 1:22:42 writings, photos, and videos, it's 1:22:44 really amazing. So, learning with 1:22:47 e-learning should be able to provide 1:22:50 benefits to many people. Because of 1:22:53 that ease of access, 1:22:55 that ease of access. For me, in the 1:23:00 world of campus, Mas Angga, now finding 1:23:03 journals for dissertations or theses is 1:23:07 no longer as difficult as it used to be 1:23:10 . Our lecturers, our professors, used 1:23:14 to go door-to-door to the library to 1:23:16 collect books. I had to do that. Now, 1:23:20 we just sit at home, open our laptops, 1:23:23 go into one application, and we can 1:23:29 find out what journals, dissertations, 1:23:32 or theses are recent. Now, Google has 1:23:35 specifically created Google Schooler. 1:23:37 Yes, Google Schooler is extraordinary. 1:23:41 It would be a shame if 1:23:43 it couldn't be used for the benefit of 1:23:46 many people. It would be a shame, 1:23:48 actually. 1:23:49 Well, that's probably my comment. This 1:23:52 means that the direction of education 1:23:55 for these learners is that they must 1:23:58 continue to move, keep up with 1:24:00 developments. 1:24:02 Right. If technology is now the main 1:24:06 tool, they must be able to master it. 1:24:09 Yes, that's right. And believe me, 1:24:11 technology is getting more 1:24:15 user-friendly. It's 1:24:17 not something difficult. Now elementary 1:24:20 school kids can create Google Forms. 1:24:22 Yes. 1:24:24 Very fast, right? Share it. 1:24:27 Right. Right. Amazing. In the past, we 1:24:30 made it using basic programming 1:24:32 language. Still remember that? 1:24:34 Right? And it had to be a computer 1:24:37 engineer who could make Turbo Pascal, 1:24:39 it was very difficult to use 1:24:41 programming language. Now the template 1:24:45 is just there, the kids just press it, 1:24:46 what else are those videos for? 1:24:49 Yes, just fill it in. What is that? Hey 1:24:51 , my grand-nephew, Mas Angga, hasn't 1:24:53 gone to school yet, this is still that. 1:24:55 I came to his house to take a picture, 1:24:58 yes, he called me JDJ, so MUI, took a 1:25:00 picture, took a picture, how long has 1:25:02 it been? 1 2 minutes, the picture has 1:25:05 been taken, I added this, added that. 1:25:09 Imagine editing it. How is that for a 1:25:11 child who hasn't gone to school now? 1:25:13 It's 1:25:13 amazing. 1:25:14 H it's amazing. Okay, it's a shame, Mr. 1:25:17 Munip, we are limited by time for all 1:25:20 of our discussions, ee, in closing, 1:25:23 what can you say, sir? 1:25:25 Yes, in closing, this is the closing 1:25:27 statement, the world is changing now. 1:25:31 There is a world that dominates, called 1:25:33 cyberspace. He. 1:25:34 And cyberspace has two impacts. 1:25:37 Positive and negative impacts. Well, 1:25:39 maintaining positive impacts is good. 1:25:43 Heeh. But if we lose to the negative 1:25:46 impacts, that's not good. 1:25:48 Yes. 1:25:49 So, to keep our children, our 1:25:51 generation safe from these negative 1:25:53 impacts, the solution is from schools, 1:25:55 supported by education. 1:25:58 This education must have the character 1:26:02 of today's cyber era. So, hopefully, 1:26:05 what we discussed earlier from the 1:26:08 context of a school, the context must 1:26:10 be like this, the content must also be 1:26:13 like that. Hopefully, this can invite 1:26:17 education for the public, especially 1:26:20 this listener, so they can really 1:26:22 choose the right education or school 1:26:25 for their children. Well, that's the 1:26:28 closing statement. 1:26:30 Okay. Excellent. Thank you very much, 1:26:32 Mr. Murip, for your knowledge and also 1:26:34 your time on this occasion. God willing 1:26:36 , we will meet again next month. 1:26:37 Next month, God willing. So, brothers 1:26:40 and sisters, blessed by Allah subhanahu 1:26:42 wa ta'ala. Discussing education with 1:26:44 Mr. Monif Hatif this evening. May what 1:26:47 he said be beneficial for all of us. We 1:26:50 take our leave from the studio. We 1:26:52 apologize for any mistakes in our words 1:26:53 . May Allah grant us guidance and 1:26:55 guidance. Peace be upon you, O Allah, 1:26:58 and the Most Gracious, the Most 1:27:01 Merciful. 
