Ijmet 09 11_004

http://www.iaeme.com/IJMET/index.asp 28 editor@iaeme.com
International Journal of Mechanical Engineering and Technology (IJMET)
Volume 9, Issue 11, November 2018, pp. 28–36, Article ID: IJMET_09_11_004
Available online at http://www.iaeme.com/ijmet/issues.asp?JType=IJMET&VType=9&IType=11
ISSN Print: 0976-6340 and ISSN Online: 0976-6359
© IAEME Publication Scopus Indexed
SKILLS FOR THE USE OF INFORMATION AND
COMMUNICATION TECHNOLOGY
PROSPECTIVE PHYSICS TEACHERS IN
FACING THE LEARNING OF THE INDUSTRIAL
REVOLUTION ERA 4.0
Syamsul Bahri and Richard Semuel Waremra
Department of Physics Education, Faculty of Teacher Training and Education,
Musamus University, Merauke, Indoensia
ABSTRACT
This research is a descriptive study which aims to describe the ability of ICT
students of the Department of Physics Education as prospective teachers in the face of
the industrial revolution 4.0. This research was conducted at the Department of
Physics Education, Musamus University, Merauke, with a sample of 52 people. Data
was collected using questionnaires and analyzed using a simple percentage formula.
The results of the study showed that the students of Physics Education Department
had 76.4% of the overall standard of basic ICT skills. This means that students of the
Department of Physics Education are skilled in using ICT. Based on the results of this
study, it is advisable for policy makers to provide training to students and lecturers
that are more intensive given the development of ICT that continues to progress
rapidly.
Key words: Industrial Revolution 4.0., Information, Communication Technology,
Prospective Physics Teacher.
Cite this Article: Syamsul Bahri and Richard Semuel Waremra. Skills for the Use of
Information and Communication Technology Prospective Physics Teachers in Facing
the Learning of the Industrial Revolution Era 4.0, International Journal of Mechanical
Engineering and Technology 9(11), 2018, pp. 28–36.
http://www.iaeme.com/IJMET/issues.asp?JType=IJMET&VType=9&IType=11
1. INTRODUCTION
Industrial revolution 4.0 (I4.0) is a term that has been used frequently lately because it has an
impact that is in contact with the general public, the industrial world, universities to students.
The term "Industrie 4.0" was first used at the Hannover Exhibition in 2011 and the topic
continues to develop every year not only at the exhibition (Vogel-Heuser and Hess, 2016.). In
essence there are four design principles in I4.0. These principles help companies identify and
implement I4.0 scenarios. These principles are 1) Interoperability (suitability); namely the
ability to connect and communicate with one another via the Internet; 2) Information

transparency, namely the ability of information systems to create copies of the physical world
virtually; 3) Technical assistance, namely the ability of the assistance system to help humans;
and 4) Independent decision, namely the ability of the cyber-physical system to make their
own decisions and carry out independent tasks as possible (Wikipedia, 2018.).
However, at present human resources in facing I4.0 are not ready to the maximum. This is
because there is no standard competency model to deal with it. In fact, a literature review
shows that research on I4.0 competence is rather rare. The work analyzed mostly underlines
that the work environment will change, but there is no concrete vision or proposed
competency model (Prifti et al., 2017). Therefore, a competency model is needed to deal with
this I4.0. At present, many schools or colleges are trying to prepare their graduates to face
I4.0. One such school is The School of Engineering Practice Technology (SEPT) at McMaster
University which is working to train the next generation of engineers who are ready to work
in Industry 4.0. They have developed equipment to teach technology that supports Industry
4.0, namely first teaching machine-to-machine communication (M2M), while the second is
used to teach system control and automation data access (Wanyama et al., 2018).
Learning challenges faced in the I4.0 era must be able to be answered by the learning
trends of this century which are better known as 21st century learning terms. 21st century
education requires a change in the educational model in the future, namely: the learning
process: from teacher-centered to learner-centered (Zubaidah, 2016), from isolation to a
networking environment, from passive to active investigating, from virtual / abstract to real
world contexts from personal to team-based learning, from broad to distinctive behaviors
empowering the rules of attachment, from single-sense stimulation to stimulation in all
directions, from a single tool to a multimedia tool, from a one-way relationship shifting to
cooperative, from mass production to customer needs, from single conscious effort toward
plural, and from one science shifts to plural disciplinary knowledge (BSNP, 2010). If learning
is related to I4.0, then in addition to changing the educational model, it also requires several
skills such as critical thinking skills, digital literacy skills and knowledge, information
literacy, media literacy and mastering information and communication technology (ICT)
(Frydenberg and Andone, 2011).
Mastery of ICT is an absolute thing in the I4.0 era. The presence of ICT is very beneficial
for all aspects of human life, especially in the world of education, in addition to practical uses
(Betaubun, 2018; Betaubun and Betaubun, 2018; Ludang and Mangkoedihardjo, 2009; Utama
et al., 2018; Waremra and Bahri, 2018). ICT includes many technologies that allow us to
receive information and communicate or exchange information with others, with devices and
functions for capturing, interpreting, storing, and transmitting information (Anderson, 2010).
However, there are things that need to be considered that the use of ICTs must be maintained
so as to keep students from becoming human beings with character and intellectual
intelligence and empowering educators and related education personnel (Madya, 2011).
Empowerment of educators and education personnel, especially teachers is very important
to do. As a professional, the success of the teacher lies in the ability to communicate and use
information to solve complex problems, be able to adapt and innovate in response to new
demands and changing circumstances, and expanding the power of technology to create new
knowledge (Binkley et al., 2012). One of the best ways that can be done to equip teachers
with ICT knowledge is when attending one-level education as a teacher candidate. A teacher
candidate who has problems with internet use is an indicator of problems they may experience
in the future in teaching their students so they cannot present a good model (Kalalo, 2018;
Tutgun et al., 2011).
A teacher who fails in learning will certainly give birth to a generation that fails in the
future. Therefore, students as prospective teachers must be educated since college. To provide

Skills for the Use of Information and Communication Technology Prospective Physics Teachers
in Facing the Learning of the Industrial Revolution Era 4.0
the right action for the prospective teacher, it is necessary to have data about the level of
ability in using ICT. Therefore, researchers conducted research on the ability of ICT physics
teacher candidates in the face of revolutionary I4.0 era learning. The measurement of the
ability of ICT students refers to the standard of the use of ICT which is formulated by
Glascow Caldeonian University in the UK which consists of: 1) the basics of computer /
network use; 2) electronic mail (e-mail); 3) word processing; 4) information search; 5) basics
of work sheets; and 6) the ability to integrate various IT applications (Imran, 2010).
2. METHODOLOGY
This research is a descriptive study that describes the ability of ICT students of physics
teacher candidates. This research was conducted at the Department of Physics Education,
Musamus University with a sample of 52 people from 4 generations (semester 1 - 7). Data
collection instruments used were questionnaires. The statement used in the rating scale to
determine the response of respondents is a Likert scale. The guide to scoring a Likert scale
can be seen in Table 1.
Table 1 Guide to Scoring a Likert Scale
Alternative answers Score of each answer
Strongly agree 4
Agree 3
Disagree 2
Strongly disagree 1
Processing of respondents' questionnaire score is done by following the following stages.
1) Calculate the ideal score (maximum score) of each item / statement
2) Calculate the total score obtained by each item
3) Calculate the percentage of total score per item with the formula:
(1)
where:
= percentage of score
= total score of each item
= number of ideal scores (highest score)
Criteria for the level of student use skills can be seen in table 2.
Table 2 Student Skills Level Criteria
Percentage (%) Score of each answer
1 - 20 Unskilled
21 - 40 Less skilled
41 - 60 Skilled enough
61 – 80 Skilled
81 - 100 Very skilled
%100x
x
x
P
i

P
x
i
x

3. RESULTS AND DISCUSSION
3.1. Results
The results of the study on the description of student ICT skills are presented in Figure 1.
Figure 1 Level of Mastery of ICT Based on Aspects of Capability Measured
Figure 1 shows that in general, students have not been able to integrate various kinds of
information technology applications. Meanwhile, students have the basic ability to use
computers / networks, the ability to use word processing II, and the basic capabilities of
worksheets.
Details of the ability of students to use ICT can be seen in Figure 2. Figure 2 shows all
indicators in each aspect. The picture shows that the highest ability of students in mastering
the use of ICTs is in the indicators of copying, deleting, renaming, and moving. Meanwhile,
students have the lowest ability on indicators to integrate various applications. In general, the
average level of student ICT capability is 76.4% of all indicators measured. This shows that
the ability of ICT students is in the skilled category.
86
80
81
86
68
86
63
Basic of Computer/
Network Usage
Email
Word Processing I
Word Processing IIInformation Search
Basic of Worksheets
Integrate Various IT
Applications

Figure 2 Students' ICT Ability Based on Indicators from Every Aspect
If viewed from the semester level of students, the results of the study can be presented in
Figure 3. Figure 3 shows that the semester 1 students have the lowest mastery of ICT skills,
which is only an average of 70%. However, the ability of these ICTs has been categorized as
skilled. The skills most mastered by this generation are basic computer / network capabilities.
Meanwhile, email usage skills in this generation are still low. Students who have the highest
computer skills are semester 5 with an average skill of 79%. Just like semester 1, this
generation also mastered the most basic computer / network. Meanwhile, this generation is
very low in terms of information retrieval on the internet.
86
64
80
88
90
80
76
70
81
86
71
72
86
85
80
67
75
79
75
78
80
79
71
69
68
73
73
65
82
76
80
70
86
75
69
70
63
75
80
84
log on & of a network
use graphical user interface
manage files using folder & drives
perform data management such as create, save, open, close
perform management file: copy, delete, rename, move
open, compile & send emails
read, respon, & forward email
send attachments in an email
edit text
save & print documets
check the spelling of documents
addition of word in a document
change the margin
change the space
using headers & footers
using footnotes & endnotes
insert pages & dates in a document
insert, use, & format tables
using automatic bullets and numbering
insert page breaks
insert equations
insert Clip Art
insert framed objects
insert drawing
search for book in online libraries
search for journal in online libraries
print search result as a file
access electronic databases
use internet browsers & navigations
search the world wide web
save search result
access certain internet gateways
enter, edit, & format data
use formuls to calculate
create graphs based on data in spreadsheet
make a tittle & name a chart
switch various applications
insert a file to another file
copy text from the web and insert it into a document
copy images from the web and insert it into a document
Basicof
Computer/
Network
UsageEmail
Word
Processing
IWordProcessingIIInformationSearch
Basicof
Worksheets
Integrate
VariousIT
Application
s

Figure 3 Student's ICT Ability Based on Semester Levels
3.2. Discussion
This research is a research describing the ability of ICTs owned by students as candidates for
physics teachers in the face of I4.0. Previous research shows that students' technological
abilities are relatively low (Supriyadi et al., 2018). However, this study does not measure
students' technological capabilities in detail, but in general. The results of the study show that
students have a high ability in using computers / networks, word processing, and worksheets.
High ability to use computer / network aspects is a natural thing. This can be seen from the
highest percentage, which is 88% in indicators of data management capabilities such as creating,
storing, opening and closing files. This ability is a very basic ability that must be possessed, especially
by a student as a prospective teacher. In the I4.0 era, it was hoped that this most basic ability could be
completed considering there were still students who had not mastered this skill.
In addition, word processing is also a capability that has a high percentage. In this aspect,
the indicator that is most controlled by students is the ability to replace the margin of paper
used in a document worksheet. Although this ability looks very simple, it is very influential in
working on a document with a limited number of pages. This is seen in some students when
given assignments that have not been able to make margins according to the format given.
Word processing in general is one of the skills needed in today's learning. To create a digital
teaching material, of course it must be done through the MS Word worksheet. Related to
digital teaching materials, researchers have tested the results of the development of a
computer-based teaching material. One of the things that researchers saw in the development
trial was the ability of students to use digital teaching materials (Bahri et al., 2017).
Worksheets are also one aspect that is very much controlled by students. In this aspect, the
ability to enter, edit, and format data. This ability is also the most basic ability in the
worksheet aspect. To enter a data into a worksheet, be careful. An incorrect entry of data can
result in incorrect data processing. Missing data that is wrong certainly requires improvement
so that the ability to edit is also very important to be owned by students. Associated with
learning in this all-digital era of I4.0, of course this skill is very useful in evaluating internet-
based learning.
However, until now students in general still have problems in integrating various IT
applications. The lowest indicator of ICT capability is the ability to use multiple IT
applications at the same time. This is a natural thing if you see the development of the internet
network in the city of Merauke, especially in the campus environment which has been
facilitated 24 hours. Lately, students have started diligently to learn to use the internet, either
74
67
71
68 69 70 69
84
78 78
82
77 77 77
82 81 81
78
74 76
80
84
78 79 77
72
76 75
0
10
20
30
40
50
60
70
80
90
Basic of
Computer/
Network Usage
Email Word Processing I Word Processing
II
Information
Search
Basic of
Worksheets
Integrate Various
IT Applications
1st Semester 3rd Semester 5th Semester 7th Semester

through computers available in majors, personal laptops, notebooks, or smartphones they
have. This is certainly a positive step that must be supported and needs to be developed
continuously.
If viewed from the semester level of students, 1st semester students have the lowest level
of ICT mastery among all generations. However, this generation has been skilled in the use of
computers / networks. Meanwhile, this generation has not been able to use email. If studied
further and based on this research, this is a natural thing for them. There are several factors
that influence this. Students of the Department of Physics Education are not all from within
the city of Merauke, but also come from regions that are not yet touched by technological
progress. Therefore, students from this region are still unfamiliar with ICTs, especially if they
have to send electronic mail. In addition, they rarely use e-mail, except for social media or
even some who don't know about e-mail at all. In general, the campus has provided solutions
to the ICT problems faced by these students, namely through the Basic Computer courses
held in semester 1.
The results of the study showed that students of 5 meters had the highest ICT ability. If
the reason that 1st semester students have low ability because they are new to ICT, then the
question will arise: why not 7th semester students who have the highest ability? The answer is
because when they were between semester 1-5, the lecturers who taught at the Department of
Physics Education were incomplete. This makes lecturers teach many courses that have an
impact on the delivery of print-based tasks.
The highest ability in this semester is the same as the ability of students in general,
namely the basic ability of computers and networks. However, the lowest aspect of this
generation is information seeking. So, even though they have mastered ICT in general, they
are still weak in ICT literacy. Whereas in the era of I4.0, the old literacy movement that only
focused on improving the ability to read, write and count (mathematics) had to be replaced
with a new literacy movement focused on 3 main literacy, namely data / digital literacy,
technology literacy, and human literacy (Yahya, 2018; Aoun, 2017; Suwardana, 2017). This
weakness for students is not a big problem for them or the lecturers because of the support of
adequate campus facilities and departments. Students only need direction and guidance so
they can complete their studies and become professional teachers with high ICT mastery.
Thus, of course the student can be said to be able to follow 21st century learning trends and
not be left behind in I4.0.
4. CONCLUSIONS
The level of ability to use ICT by students of the Department of Physics Education reaches
76.4%. This percentage is included in the skilled category so that it can be said that students
of the Department of Physics have been skilled in the use of ICTs and are ready to follow the
development of I4.0 and 21st century learning trends. especially in the Department of Physics
Education. In addition, the department has also prepared a computer that can be used by
physics students.
During this time, basic computer courses have been running so as to contribute to the
development of students' ICT capabilities. However, seeing the rapid development of ICT, so
researchers gave suggestions related to this research. The advice is devoted to policy makers
to provide special training to students related to mastering ICT skills. Besides students,
actually lecturers are far more important to develop this skill because they are the ones who
will print future teacher candidates.

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