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All Journal Jurnal Penelitian dan Evaluasi Pendidikan Didaktika: Jurnal Kependidikan Jurnal VARIDIKA
Aliya Izet Begovic Yahya
Universitas Indraprasta PGRI
Decision Sciences, Operations Research & Management Education Languange, Linguistic, Communication & Media Mathematics Other

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Gamification in English Language Learning for Seafarers in Preparation for Marlins Test: Enhancing Motivation and Engagement Yuliana Fatima Dayana; Laila Puspitasari Anggraini; Capt. Suhartini; Aliya Izet Begovic Yahya
Didaktika: Jurnal Kependidikan Vol. 14 No. 3 Agustus (2025): Didaktika Jurnal Kependidikan
Publisher : South Sulawesi Education Development (SSED)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58230/27454312.2154

Abstract

This study explores the impact of gamification on motivation and engagement in English language learning among seafarers preparing for the Marlins test. Employing a mixed-methods approach, quantitative surveys and qualitative interviews were conducted to investigate the effects of gamification. The theoretical framework integrates gamification principles and Self-Determination Theory to examine how game-like elements enhance intrinsic motivation and learning outcomes. Results indicate that gamification fosters engagement by providing clear goals, immediate feedback, and a sense of achievement. The findings suggest practical implications for maritime education in creating autonomous learning environments that sustain motivation and enhance language proficiency.
The The Implementation of Teaching Factory in Vocational Education: A Systematic Review Dede Syukrillah Rifai; Achmad Ardiansyah; Aliya Izet Begovic Yahya; Riska Fitriyani
Jurnal VARIDIKA Volume 38 No 1, April 2026
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/varidika.v38i1.13289

Abstract

This study aims to comprehensively review the literature on Teaching Factory (TeFa) within vocational education, focusing on its role in narrowing the gap between classroom learning and industry demands. Through a Systematic Literature Review (SLR), the research synthesizes theoretical perspectives and empirical findings from peer-reviewed journals, conference papers, and other indexed publications published between 2020 and 2025. A structured screening and thematic coding process guided the selection of relevant works, enabling the identification of core variables, implementation strategies, and contextual factors shaping TeFa across countries. The review highlights that infrastructure readiness, teacher expertise, industry partnerships, and financial support influence successful TeFa practices. TeFa offers students authentic, industry-oriented experiences that strengthen technical and soft skills, thereby enhancing overall work-readiness. However, several challenges remain, such as resource limitations, uneven teaching practices, and the integration of digital manufacturing technologies. Moreover, gaps are evident in research concerning long-term digital factory planning, effective knowledge management, and data-based decision-making in vocational contexts. By systematically mapping these findings, this study advances the discourse on vocational education, offering evidence-based insights into the strengths, limitations, and future directions of TeFa. The results provide valuable input for educators, policymakers, and researchers to improve vocational education models, reinforce collaboration between schools and industry, and design sustainable frameworks for Teaching Factory implementation.
The impact of instructional media and cultural intelligence on maritime English literacy: A meta-analysis Aliya Izet Begovic Yahya; Merry Lapasau; Syahfitri Purnama; Oom Rohmah Syamsudin; Abdulkarimu Yanda
Jurnal Penelitian dan Evaluasi Pendidikan Vol. 29 No. 2 (2025)
Publisher : Graduate School, Universitas Negeri Yogyakarta in cooperation with Himpunan Evaluasi Pendidikan Indonesia (HEPI) Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/pep.v29i2.89176

Abstract

This study aims to analyze the influence of learning media and cultural intelligence on Maritime English literacy through a quantitative meta-analysis approach. A total of 28 journal articles published between 2012 and 2025 were systematically reviewed based on the PRISMA protocol, involving a combined sample of 3,164 participants from various educational levels and maritime training institutions. Statistical synthesis was conducted using JASP software to obtain pooled effect sizes and assess heterogeneity across studies. The results revealed that both variables had a positive and significant impact on Maritime English literacy. Learning media demonstrated a strong effect size of 0.782 (p < 0.001) with high heterogeneity (I² = 89.59%), reflecting diverse contexts of media implementation. Cultural intelligence showed a moderate effect size of 0.523 (p < 0.001) with very high heterogeneity (I² = 96.99%), indicating contextual variations across studies. These findings affirm that digital and interactive media, as well as cross-cultural competence, play a vital role in enhancing maritime learners’ English proficiency and global communication readiness. The study contributes to both theory and practice by providing a comprehensive quantitative synthesis of the determinants of Maritime English literacy. The results offer a strong empirical foundation for developing technology-based and culturally responsive teaching strategies, aligned with the Standards of Training, Certification, and Watchkeeping for Seafarers (STCW) and International Maritime Organization (IMO) standards.
Co-Authors Abdulkarimu Yanda Achmad Ardiansyah Capt. Suhartini Dede Syukrillah Rifai Laila Puspitasari Anggraini Merry Lapasau Oom Rohmah Syamsudin Riska Fitriyani Syahfitri Purnama Yuliana Fatima Dayana