Exploring Semester 3 Cadet Perspectives: Unraveling Dynamics in Maritime Education at STIP Jakarta
DOI:
https://doi.org/10.61132/semantik.v1i4.258Keywords:
Cadet Perspectives, Intrinsic Motivators, Maritime Education, Professional Competences, Self-Checked IntelligenceAbstract
This study delves into the intricacies of the Maritime Education and Training (MET) program at the Maritime Institute Jakarta (STIP Jakarta), focusing on Semester 3 cadets. Adopting a qualitative and descriptive research approach, the research aims to elucidate the perspectives of 240 cadets through the lens of academic self-checked intelligence, professional competences, motivations, and their interconnections. The findings reveal diverse self-checked intelligence profiles across Nautical, Technical, and Port and Shipping Management majors, necessitating a nuanced curriculum tailored to their distinct strengths. English communication emerges as a pivotal professional competence, urging a strategic enhancement of language instruction to equip cadets for effective communication in the global maritime community. Motivations driving cadet dedication encompass familial legacies, a love for the sea, and the pursuit of international exposure. Recognising and nurturing these intrinsic motivators emerges as a crucial element for sustaining cadet engagement. The positive correlation between self-checked intelligence and professional competences underscores the importance of tailored support mechanisms, prompting recommendations for mentorship programs and supplementary resources. Implications for STIP Jakarta include the need for continuous quality improvement through periodic curriculum reviews, fostering a holistic approach that combines technical proficiency with soft skills. The research contributes to the discourse on maritime education, offering a roadmap for institutions to navigate industry dynamics and diverse cadet needs. The findings, discussions, and recommendations collectively enrich the understanding of Semester 3 cadet perspectives, offering actionable insights for educators, administrators, and policymakers to refine and elevate maritime education at STIP Jakarta.
References
Albayrak, T., & Ziarati, R. (2012). Encouraging research in maritime education & training. Journal of Maritime Transport and Engineering, 1(1), 4–9.
Alidmat, A. O. H., & Ayassrah, M. A. (2017). Development of Critical Thinking Skills through Writing Tasks: Challenges Facing Maritime English Students at Aqaba College, AlBalqa Applied University, Jordan. International Journal of Higher Education, 6(3), 82–90.
Balcita, R. E., & Palaoag, T. D. (2020). Augmented reality model framework for maritime education to alleviate the factors affecting learning experience. International Journal of Information and Education Technology, 10(8), 603–607.
Carcia-Soto, C., & van der Meeren, G. I. (2017). Advancing citizen science for coastal and ocean research. European Marine Board IVZW.
Christenson, S., Reschly, A. L., & Wylie, C. (2012). Handbook of research on student engagement (Vol. 840). Springer.
Christodoulou-Varotsi, I., & Pentsov, D. A. (2008). The STCW Convention and related instruments. Maritime Work Law Fundamentals: Responsible Shipowners, Reliable Seafarers, 422–639.
Coccetta, F. (2018). Developing university students’ multimodal communicative competence: Field research into multimodal text studies in English. System, 77, 19–27.
Dyagileva, O., Goridko, N., Popova, H., Voloshynov, S., & Yurzhenko, A. (2020). Ensuring sustainable development of education of future maritime transport professionals by means of network interaction.
Ghosh, S., Bowles, M., Ranmuthugala, D., & Brooks, B. (2014). On a lookout beyond STCW: Seeking standards and context for the authentic assessment of seafarers. 15th Annual General Assembly of the International Association of Maritime Universities, IAMU AGA 2014-Looking Ahead: Innovation in Maritime Education, Training and Research, 77–86.
Govindan, K., & Hasanagic, M. (2018). A systematic review on drivers, barriers, and practices towards circular economy: a supply chain perspective. International Journal of Production Research, 56(1–2), 278–311.
House, D., & Saeed, F. (2016). The seamanship examiner: for STCW certification examinations. Taylor & Francis.
Kortüm, G. (2012). Reflectance spectroscopy: principles, methods, applications. Springer Science & Business Media.
Mallam, S. C., Nazir, S., & Renganayagalu, S. K. (2019). Rethinking maritime education, training, and operations in the digital era: Applications for emerging immersive technologies. Journal of Marine Science and Engineering, 7(12), 428.
Manuel, M. E. (2017). Vocational and academic approaches to maritime education and training (MET): Trends, challenges and opportunities. WMU Journal of Maritime Affairs, 16, 473–483.
Merriam, S. B., & Grenier, R. S. (2019). Qualitative research in practice: Examples for discussion and analysis. John Wiley & Sons.
Munim, Z. H., Dushenko, M., Jimenez, V. J., Shakil, M. H., & Imset, M. (2020). Big data and artificial intelligence in the maritime industry: a bibliometric review and future research directions. Maritime Policy & Management, 47(5), 577–597.
Organization, I. M. (2009). Maritime English (Vol. 3). IMO Publishing.
Saldana, J. (2014). Thinking qualitatively: Methods of mind. SAGE publications.
Secker, J. (2018). Students in the SADL: Lessons From LSE’s Digital Literacy Programme. In Digital Literacy Unpacked (pp. 83–96). Facet. https://doi.org/10.29085/9781783301997.008
SEP, S. A. T. (n.d.). IMO ‘Model Courses.’
Young, C. (1995). Comprehensive Revision of the STCW convention: an overview. J. Mar. L. & Com., 26, 1.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2023 Semantik : Jurnal Riset Ilmu Pendidikan, Bahasa dan Budaya
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
