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All Journal Jurnal Kebijakan Sosial Ekonomi Kelautan dan Perikanan Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa dan Seni Program Studi Pendidikan Bahasa Inggris IKIP
Adhi Pratistha Silen
Politeknik Ilmu Pelayaran Semarang, Indonesia
Agriculture, Biological Sciences & Forestry Humanities Education Environmental Science Languange, Linguistic, Communication & Media Other

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The Effect of Growth Mindset on Work Readiness: The Mediating Role of Occupational Health and Safety (OHS) Competence and the Contribution of Seafaring Experience Adhi Pratistha Silen
Jurnal Kebijakan Sosial Ekonomi Kelautan dan Perikanan Vol 16, No 1 (2026): Juni 2026
Publisher : Balai Besar Riset Sosial Ekonomi Kelautan dan Perikanan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15578/jksekp.v16i1.18538

Abstract

The urgency of strengthening work safety mindset and occupational health and safety (OHS) competence has become a policy priority for Indonesia’s maritime human resource development in facing global competition and STCW (Standards of Training, Certification and Watchkeeping for Seafarers) requirements. This study aims to analyze the effects of growth mindset and OHS competence on work readiness, as well as the role of seafaring experience, as an empirical basis for formulating holistic maritime HR development policies. The research employed a quantitative approach using Partial Least Squares Structural Equation Modeling (PLS-SEM) with 243 upgrading trainees at Politeknik Ilmu Pelayaran Semarang, measuring growth mindset, work readiness, OHS competence, and seafaring experience constructs. Results show that growth mindset positively and significantly affects work readiness (β=0.225; t=3.659; p<0.001) and OHS competence (β=0.406; t=4.395; p<0.001). OHS competence strongly influences work readiness (β=0.547; t=6.600; p<0.001). Seafaring experience significantly contributes to growth mindset (β=0.542; t=7.255; p<0.001), work readiness (β=0.194; t=3.145; p=0.002), and OHS competence (β=0.528; t=5.881; p<0.001). Mediation analysis confirms the significant role of OHS in the growth mindset→work readiness pathway (indirect effect=0.222; 95% CI [0.131; 0.361]). Policy implications include strategic recommendations: (1) integration of growth mindset modules in national maritime training curricula; (2) strengthening OHS training portion and quality to minimum 20-25% of total training hours; (3) implementation of Recognition of Prior Learning (RPL) systems for seafaring experience validation; (4) development of evidence-based holistic competency assessment standards. This research contributes to transforming Indonesia’s maritime HR development policy towards excellence in maritime human capital supporting the world maritime axis vision.
Determinants of Maritime English Proficiency in Vocational Higher Education: The Roles of Self-Directed Learning, Simulation-Based Training, and Educational Culture Sri Purwantini; Adhi Pratistha Silen; Syafni Yelvi Siska
Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa & Seni Prodi Pendidikan Bahasa Inggris IKIP Vol. 13 No. 1 (2026): June
Publisher : Faculty of Culture, Management, and Business Universitas Pendidikan Mandalika (UNDIKMA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jo-elt.v13i1.19691

Abstract

Maritime English is a critical competence in vocational maritime education because it supports safe communication, operational performance, and global employability. However, empirical evidence regarding the combined influence of self-directed learning, simulation-based training, and educational culture on Maritime English proficiency remains limited. This study investigated the effects of self-directed learning and simulation-based training on Maritime English proficiency, as well as the moderating role of educational culture among students at Politeknik Ilmu Pelayaran Semarang. Using an explanatory quantitative design, data were collected from 444 students through a five-point Likert-scale questionnaire and analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM). The findings reveal that self-directed learning and simulation-based training significantly improve Maritime English proficiency, with simulation-based training emerging as the strongest predictor. Educational culture also demonstrates a significant direct contribution to Maritime English proficiency. However, educational culture does not significantly moderate the relationships between self-directed learning, simulation-based training, and Maritime English proficiency. These findings highlight the importance of contextual simulation practices and autonomous learning development in strengthening Maritime English competence within vocational maritime education. The study contributes to vocational language education literature by integrating learner autonomy, simulation-based learning, and institutional culture within a single predictive model.
Co-Authors Sri Purwantini Syafni Yelvi Siska