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p-Index From 2021 - 2026
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This Author published in this journals
All Journal IWJ : Inland Waterways Journal Jurnal Multidisiplin Riset Ilmiah (ATRIA) Jurnal Transportasi dan Bahari (ALTAIR)
Afdolludin Afta Tazani
POLITEKNIK ILMU PELAYARAN SEMARANG
Aerospace Engineering Automotive Engineering Chemical Engineering, Chemistry & Bioengineering Civil Engineering, Building, Construction & Architecture Economics, Econometrics & Finance Transportation Other

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Improve Performance Of Watchkeeping Duties By Fix Overtimes Analysis In MT. Ontari PT. Buana Listya Tama Afdolludin Afta Tazani; Tony Santiko
IWJ : Inland Waterways Journal Vol. 2 No. 1 (2020): Inland Waterways Journal (IWJ:April)
Publisher : Politeknik Transportasi Sungai, Danau dan Penyeberangan Palembang

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (117.293 KB) | DOI: 10.54249/iwj.v1i2.18

Abstract

Fix overtime on MT. Ontari at PT. Buana Listya Tama, can help Crews finish work on time with limited time, but the implementation of fix overtime at PT. Buana Listya Tama has not been going well to improve the performance. The purpose of this study is to determine the cause of fix overtime in order to improve the performance of Watchkeeping are given to Ship Crews to improve. This research uses descriptive qualitative method which will reveal facts, phenomena, variables and conditions that occur when the research is going on regarding fix overtime experienced by Crews. The results of the study indicate the causes of fix overtime including, the role of the rear face when leaning or off the dock, existence of anchor, loading and unloading, drill, bunkering, and ship engine maintenance. Policy of the fix overtime are not comfortable so many crew want to sign off before the contract expires, and the policy of fix overtime there are problems or obstacles that need time and process for the creation of efforts or steps taken can realized business that can be done including, increasing salaries, providing incentives and compensation and vessel allowance to the crew at PT. Buana Listya Tama.
Transformation of an Immersive Learning-Based Engine Room Simulator to Enhance Cadets' Technical and Non-Technical Competencies Afdolludin Afta Tazani
ALTAIR: Jurnal Transportasi dan Bahari Vol. 2 No. 2 (2025): ALTAIR - November 2025
Publisher : PT. Alpha Trianguli Australis

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62554/jx6mhv02

Abstract

Digital transformation in maritime education and training is driving a paradigm shift from instruction-based learning toward learning that is more contextual, interactive, safe, and experience-oriented. Engine Room Simulators (ERS) have long been used to train cadets in operating ship machinery and support systems without exposing them to the operational risks associated with actual vessels. However, conventional simulators—dominated by two-dimensional or desktop interfaces—still have limitations in conveying spatial perception, a sense of presence, physical interaction, situational pressure, and the complexity of the engine room work environment. This article aims to analyze the transformation of ERS through an immersive learning approach and to formulate a learning model capable of developing cadets' technical and non-technical competencies in an integrated manner. The study employs an integrative literature review approach, examining scientific publications from 2017 to 2026 regarding engine room simulators, virtual reality, immersive learning, simulation-based learning, maritime education and training, technical and non-technical competencies, and seafarer competency standards. The findings indicate that an immersive learning-based ERS transformation has the potential to enhance proficiency in machinery operation procedures, fault diagnosis, decision-making, situational awareness, communication, teamwork, leadership, and stress management. This transformation requires more than simply replacing simulator monitors with head-mounted displays; it necessitates pedagogical engineering that encompasses pre-briefing, adaptive scenarios, multisensory interaction, scenario-based training, cadet collaboration, real-time feedback, debriefing, and competency-based assessment. The article proposes a conceptual model for ERS–Immersive Learning Transformation that integrates four key components: immersive environment, authentic scenario, competency-based assessment, and reflective debriefing. The model can serve as a basis for developing simulator-based training at maritime education and training institutions to produce graduates who are not only technically competent but also possess the non-technical skills required to handle operational, abnormal, and emergency situations on board.
Data-Driven Reformulation of Education Policy: The Synergy of Big Data and Social Analysis Afdolludin Afta Tazani; I Kadek Laju
ATRIA: Jurnal Multidisiplin Riset Ilmiah Vol. 3 No. 1 (2026): ATRIA - Januari 2026
Publisher : PT. Alpha Trianguli Australis

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62554/vyy3zc73

Abstract

Digital transformation has created new opportunities for reformulating educational policy through the utilization of big data, educational analytics, and social analysis. The availability of data concerning learner characteristics, learning outcomes, family socioeconomic conditions, the distribution of educators, school infrastructure, and access to technology enables policymakers to gain a more comprehensive understanding of educational issues. However, the use of data in educational policy cannot rely solely on computational capabilities and statistical modeling. Quantitative data must be integrated with social analysis to uncover structural inequalities, power relations, cultural diversity, regional characteristics, and the experiences of groups vulnerable to educational exclusion. This article aims to analyze the conceptual relationship between big data and social analysis, and to formulate a framework for educational policy reform that is evidence-based, equitable, participatory, and accountable. The study employs a qualitative approach, utilizing an integrative literature review covering educational analytics, data governance, digital transformation, social justice, and educational policy. The analysis involves thematic categorization, conceptual synthesis, and the formulation of policy implications. The findings highlight five key requirements: cross-sectoral data integration, social interpretation of educational indicators, the strengthening of policymakers' analytical capacity, the protection of personal data, and policy evaluation focused on promoting equity. This article proposes a "Data and Social Analysis Synergy" framework that links data collection, the diagnosis of inequalities, policy formulation, implementation, and evaluation in a continuous cycle. Within this framework, technology serves as an instrument to support decision-making, while ethical considerations, social justice, and public accountability remain the foundational pillars of educational policy.
Co-Authors I Kadek Laju Tony Santiko