RANCANGAN PEMBELAJARAN TRANSFORMATIF PADA MATA KULIAH WAJIB KURIKULUM (MKWK) DAN PENCIRI UNIVERSITAS DALAM BLOK TAHAP PEMBELAJARAN BERSAMA

  • Dwi Purnomo Departemen Teknologi Industri Pertanian, Fakultas Teknologi Industri Pertanian Universitas Padjadjaran
  • Anas Bunyamin Departemen Teknologi Industri Pertanian, Fakultas Teknologi Industri Pertanian Universitas Padjadjaran
  • Wahyu Gunawan Departemen Sosiologi Fakultas Ilmu Sosial dan Politik. Universitas Padjadjaran
  • Ida Widianingsih Departemen Sosiologi Fakultas Ilmu Sosial dan Politik. Universitas Padjadjaran
  • Wanodyo Sulistyani Pusat Penelitian Desentralisasi dan Pembangunan Partisipatif, Fakultas Ilmu Sosial dan Politik. Universitas Padjadjaran
  • Irsan Firmansyah TLE Sacita Research

Abstract

Transformative education is not negotiable. Along with the changing era, where generation Y and Z have
the character of their generations; they are very different from the previous generation. The various effects of
digital disruption make it important in presenting transformative education. Transformative means that new ways
are needed to ensure that a series of education can provide good outcomes for learning. The current challenges,
embedding the character and attitude of statesmanship, critical thinking, and being able to provide creative
solutions to those around them are fundamental to producing superior learners. There are five compulsory
subjects, namely Indonesian, English, Religion, Pancasila, and Citizenship which are often still delivered in
conventional ways. In this era, learning is required to produce noble values that are internalized as learners.
Besides this, there are contextual things that need to be embedded in these Y and Z generation learners, especially
in the context of changing times whose challenges are different and lead to sustainable actions that are grown to
generate benefits for their surroundings. This research was conducted with a transformative research approach,
developed directly for three years at Padjadjaran University and then titrated three times so that it could produce
compulsory course formulations and university characteristics that resulted in learning outcomes in the form of
mastery of values, attitudes, and basic skills needed as fundamental learners in the industrial era 4.0. This research
produced an elaborative model of compulsory subjects and university characteristics by elaborating on
compulsory substances, skills, and attitudes with learning models designed as a unit to provide a greater
probability of achieving outcomes.
Keywords: Compulsory Courses, Industry 4.0, Generation Z, Transformative Learning

Published
2022-01-24