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Muhammad Takwin Machmud
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ijepp@globresco.com
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Jl. Buaran Raya No.9A, RT.1/RW.15, Duren Sawit. Kec. Duren Sawit, Kota Jakarta Timur, Daerah Khusus Ibukota Jakarta 13440
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INDONESIA
International Journal of Educational Practice and Policy
Published by PT. Global Research Collaboration
ISSN : 2988487X     EISSN : 29886716     DOI : https://doi.org/10.66314/ijepp
Core Subject : Education, Social,
Education Social Sciences
International Journal of Educational Practice and Policy (IJEPP) is an interdisciplinary journal that publishes innovative educational research and writing from scholars throughout the world. IJEPP aims to offer a place for researchers to exchange information, principles, and expertise in the area of education. The journal covers a wide range of topics such as Educational evaluation, curriculum design, educational philosophies, educational technology, educational administration, educational policy, community education, and other areas related to educational practice.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 49 Documents
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Customary Institutions as Social Agents in Strengthening Fathers’ Roles within Families in Nifaloolauru Village Ewi Darman Ndraha; Sugito; Serafin Wisni Septiarti; Popon Aryani Sapitri; Muhammad Ihya Ulumuddin
International Journal of Educational Practice and Policy Vol. 4 No. 1 (2026): March-April 2026
Publisher : PT. Global Research Collaboration

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66314/ijepp.v4i1.238

Abstract

This study aims to identify the forms of the weakening of fathers’ roles within families experienced by children and analyze the role of traditional institutions in overcoming it. Using a qualitative approach with purposive sampling techniques, the study involved five key informants consisting of traditional leaders, children experiencing the weakening of fathers’ roles within families, and guardians. Data were collected through in-depth interviews and documentation, then analyzed through the stages of reduction, presentation, and verification.  The results show that the weakening of fathers’ roles within families in this village appears in three forms: physical absence due to the death of the father, functional absence even though the father lives at home, and emotional absence due to authoritarian parenting. Customary institutions play an important role through cultural activities such as Famaena, hendri-hendri, and Fasile, which create spaces for interaction between fathers and children, strengthen communication, and restore emotional closeness. These traditional activities serve as a means of reconstructing the role of fathers in the family, as well as a local mechanism to reduce the impact of the weakening of fathers’ roles within families.
Organizational Change Management, Institutional Leadership, and Faculty Capacity Development Supporting Sustainable Technology Integration in Maritime Vocational Education Titis Ari Wibowo; Tri Cahyadi; April Gunawan Malau; Larsen Barasa
International Journal of Educational Practice and Policy Vol. 4 No. 1 (2026): March-April 2026
Publisher : PT. Global Research Collaboration

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66314/ijepp.v4i1.205

Abstract

The accelerating pace of technological transformation in the global maritime industry demands corresponding institutional readiness within maritime vocational education systems. Yet, the organizational structures, leadership capacities, and faculty competencies required to sustain such transformation remain insufficiently understood. This study investigates how organizational change management, institutional leadership practices, and faculty capacity development collectively support sustainable technology integration in maritime vocational education in Indonesia. Employing a qualitative research design, data were collected through semi-structured interviews with 12 maritime education experts, 18 vocational lecturers, and 15 recent graduates from three maritime polytechnic institutions. Data analysis followed a three-stage procedure encompassing thematic analysis, cross-group comparison, and narrative synthesis. The findings reveal five interconnected themes: strategic leadership alignment, organizational culture readiness, structured faculty professional development, industry–institution collaborative governance, and sustainability-oriented curriculum embedding. Cross-group comparisons indicated that while experts emphasized systemic reform, lecturers prioritized pedagogical support, and graduates highlighted experiential coherence. The study contributes a contextually grounded framework demonstrating that sustainable technology integration requires simultaneous and coordinated advancement across leadership, organizational culture, and human capacity dimensions rather than isolated interventions.
Maritime Safety Culture Development and Incident-Based Learning Integration in Vocational Competency Assessment Nafi Almuzani; Irfan Faozun; Natanael Suranta; Chanra Purnama
International Journal of Educational Practice and Policy Vol. 4 No. 1 (2026): March-April 2026
Publisher : PT. Global Research Collaboration

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66314/ijepp.v4i1.206

Abstract

Maritime safety remains critically dependent on the quality of vocational competency assessment, yet current assessment systems predominantly evaluate procedural compliance rather than the safety culture dispositions and incident-informed judgment that prevent maritime accidents. This study investigates how safety culture development and incident-based learning can be integrated into vocational competency assessment within Indonesian maritime education. Employing a qualitative design, semi-structured interviews were conducted with 12 maritime safety and assessment experts, 18 maritime vocational lecturers, and 15 recent graduates across three maritime polytechnic institutions. Data were analyzed through thematic analysis with open and axial coding, cross-group comparison, and narrative synthesis leading to framework derivation. Five themes emerged: the procedural–dispositional assessment gap, incident knowledge as a pedagogical resource, safety culture as an assessable competency dimension, the psychomotor–cognitive–affective integration challenge, and institutional barriers to incident-based learning implementation. Cross-group analysis revealed that experts prioritized safety disposition assessment, lecturers emphasized standardization constraints, and graduates reported that their safety competence was tested through recall-based examinations bearing limited resemblance to the judgment-intensive safety decisions professional practice demanded. The study contributes a safety-integrated competency assessment framework positioning safety culture and incident-informed reasoning as structurally assessable dimensions alongside procedural proficiency.
Adaptive Leadership and Digital Transformation in Maritime Vocational Curriculum Development Naomi Louhenapessy; Irfan Faozun; Marihot Simanjuntak
International Journal of Educational Practice and Policy Vol. 4 No. 1 (2026): March-April 2026
Publisher : PT. Global Research Collaboration

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66314/ijepp.v4i1.207

Abstract

Maritime vocational education is under growing pressure to equip graduates with competencies that extend beyond operational seamanship into the domains of digital transformation, sustainability governance, and quantitative decision-making. Yet existing curricula have been slow to integrate these dimensions systematically, partly because the institutional leadership capacity required to drive such reform remains underdeveloped. This study examines how maritime institutional leaders (including program coordinators, department heads, and maritime instructors) which enact adaptive leadership in the context of curriculum reform to facilitate the embedding of digital transformation competencies within maritime vocational education. Employing a qualitative-dominant mixed-methods exploratory design, data were collected through semi-structured interviews, curriculum document analysis, and stakeholder group discussions with maritime industry experts, vocational lecturers, and recent graduates (n = 52). Thematic analysis identified three overarching themes: institutional adaptive capacity under digital disruption, the pedagogy-industry competency gap, and sustainability governance as emergent curriculum priority. Supplementary Likert-scale validation yielded overall mean scores ranging from 4.51 to 4.61 across four competency domains, corroborating qualitative patterns. Findings demonstrate that adaptive leadership functions not merely as one competency among many but as the organizational mediator that determines whether digital transformation initiatives succeed within maritime institutional environments. The study offers the first empirically grounded, context-specific model positioning adaptive leadership as a structural prerequisite for maritime vocational curriculum reform, with direct implications for institutional governance, accreditation policy, and faculty development
Competency-Based Curriculum Design and Strategic Career Pathway Integration in Maritime New Cadet Professional Development and Workforce Sustainability Rosna Yuherlina Siahaan; Larsen Barasa; April Gunawan Malau; Susi Herawati
International Journal of Educational Practice and Policy Vol. 4 No. 1 (2026): March-April 2026
Publisher : PT. Global Research Collaboration

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66314/ijepp.v4i1.208

Abstract

Maritime workforce sustainability depends on vocational education systems that not only develop technical competencies but strategically align cadet professional development with viable career pathways. Yet current maritime curricula inadequately integrate competency-based design with career development mechanisms. This study investigates how competency-based curriculum design and strategic career pathway integration can strengthen professional development and workforce sustainability among maritime cadets in Indonesian maritime vocational education. A qualitative research design was employed, with semi-structured interviews conducted with 12 maritime industry and career development experts, 18 maritime vocational lecturers, and 15 recent cadet graduates across three maritime polytechnic institutions. Data were analyzed through thematic analysis with open and axial coding, cross-group comparison, and narrative synthesis. Five themes emerged: competency–career misalignment in current curricula, the self-efficacy–career readiness nexus, experiential career immersion deficits, industry-responsive competency framework requirements, and the mentorship–professional identity formation gap. Cross-group analysis demonstrated that experts prioritized workforce pipeline sustainability, lecturers emphasized curricular rigidity, and graduates reported a critical disconnect between certification-based competence and career navigation capacity. The study contributes an integrated competency-career pathway framework that positions career development not as a supplementary guidance function but as a structural curriculum design dimension essential for maritime workforce sustainability. The framework explicitly bridges Social Cognitive Career Theory with competency framework methodology, offering the first theoretically grounded, empirically derived design model for maritime cadet career-integrated education.
Blended Learning Design and Green Shipping Technology Integration in Maritime Vocational Officer Education Tri Kismantoro; Tri Cahyadi; Winarno
International Journal of Educational Practice and Policy Vol. 4 No. 1 (2026): March-April 2026
Publisher : PT. Global Research Collaboration

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66314/ijepp.v4i1.209

Abstract

Global decarbonization pressures and technological disruption in maritime industries create urgent demand for deck and engine officers possessing both traditional operational competencies and contemporary green technology expertise. This research examined how blended learning designs combining simulator based instruction, theoretical instruction, and hands on practical training effectively integrate green shipping competencies such as alternative fuel propulsion, environmental compliance, and IMO 2050 carbon reduction into vocational maritime officer education. A mixed methods quasi experimental design compared learning outcomes between blended learning groups consisting of simulator, theory, and practical instruction and traditional instruction control groups across four maritime institutions (n = 184 students). Results demonstrated significant advantages for blended learning on green technology competency assessment and knowledge transfer measures. Instructor technological pedagogical content knowledge significantly predicted student outcomes, highlighting the importance of teacher capacity development. Thematic analysis of faculty interviews with step by step open and focused coding revealed that institutional barriers such as simulator equipment costs, faculty technological pedagogical knowledge limitations, and curriculum time constraints substantially limited green technology integration despite widespread recognition of its importance. Representative participant quotations illustrate the experiential texture of these barriers and enablers. The study contributes an empirically validated blended learning framework for maritime green technology education that positions simulator based experiential learning within an experiential learning cycle framework, advances technological pedagogical integration in maritime vocational contexts, and provides evidence based guidance for institutions navigating the pedagogical and resource tensions of decarbonization era officer education.
A Systematic Curriculum Design Study in Maritime Vocational Education (Marketing and Innovation Integration in Maritime Management Curricula) Larsen Barasa; Tri Cahyadi; Marihot Simanjuntak
International Journal of Educational Practice and Policy Vol. 4 No. 1 (2026): March-April 2026
Publisher : PT. Global Research Collaboration

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66314/ijepp.v4i1.210

Abstract

The maritime management sector increasingly demands graduates equipped with marketing acumen and innovation capacity alongside traditional operational competencies, yet maritime vocational curricula have been slow to integrate these dimensions systematically. This study investigates how systematic curriculum design can facilitate the integration of marketing and innovation competencies into maritime management programs within Indonesian maritime vocational education. Employing a qualitative research design, data were gathered through semi-structured interviews with 12 curriculum and maritime industry experts, 18 maritime management lecturers, and 15 recent graduates across three maritime polytechnic institutions. Analytical procedures combined thematic analysis, cross-group comparison, and narrative synthesis. The findings reveal five curricular dimensions requiring systematic integration: industry-responsive competency mapping, innovation-oriented pedagogical design, marketing knowledge embedding within operational modules, experiential industry-linked learning architecture, and outcome-based assessment alignment. Cross-group analysis demonstrated that experts emphasized strategic market positioning of maritime services, lecturers identified structural rigidity as a primary barrier to innovation integration, and graduates reported a disconnect between curricular content and the commercial realities of contemporary maritime management. The study contributes a systematic curriculum design framework grounded in the triple helix model and ADDIE methodology, positioning marketing and innovation not as supplementary electives but as structurally integrated dimensions of maritime management professional competence. Each framework component is explicitly derived from a corresponding empirical theme through a step-by-step mapping process, ensuring methodological transparency and design credibility.
Intercultural Communication Development in Maritime English Professional Communication Competence Tristanti; Jin Chul Choi; Fauzan Atsari
International Journal of Educational Practice and Policy Vol. 4 No. 1 (2026): March-April 2026
Publisher : PT. Global Research Collaboration

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66314/ijepp.v4i1.211

Abstract

This study investigates how intercultural communication development can be integrated into Maritime English professional communication competence within Indonesian maritime vocational education. Employing a qualitative design, semi-structured interviews were conducted with 12 maritime communication experts, 18 maritime English lecturers, and 15 recent maritime graduates from three maritime polytechnic institutions. Data were analyzed through thematic analysis, cross-group comparison, and narrative synthesis. The findings identify five thematic dimensions: multilingual professional communication demands, culturally situated discourse competence, multimodal instructional integration, industry-aligned communicative assessment, and intercultural experiential learning gaps. Cross-group analysis revealed that experts prioritized regulatory and operational communication standards, lecturers emphasized pedagogical constraints in teaching cultural dimensions, and graduates reported persistent inadequacy in real-world intercultural maritime encounters. The study contributes a conceptually grounded framework for embedding intercultural communication within Maritime English curricula, arguing that professional communication competence in maritime contexts requires the integration of linguistic, discursive, cultural, and situational knowledge dimensions beyond conventional English for Specific Purposes approaches. These findings suggest that future research should examine the implementation of intercultural communication-based Maritime English curricula, evaluate pedagogical interventions such as simulation and experiential learning, and conduct comparative or longitudinal studies across different maritime education systems to strengthen global understanding of intercultural communication competence in maritime professional education.
Predicting Biology Identity from Plant Literacy, Systems Thinking, and Reflective Judgment: A PLS-SEM Approach Ismail Ismail; Yusminah Hala; Nurhayati B; Suhartini Azis; Asham Bin Jamaluddin
International Journal of Educational Practice and Policy Vol. 4 No. 1 (2026): March-April 2026
Publisher : PT. Global Research Collaboration

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66314/ijepp.v4i1.418

Abstract

This study examined the relationships among plant literacy, systems thinking, reflective judgment, and biology identity among university students. Using a quantitative non-experimental approach with a cross-sectional survey design, data were collected in January 2026 from students of the Department of Biology, Faculty of Mathematics and Natural Sciences, Universitas Negeri Makassar. The data were obtained through a structured questionnaire using a 1–7 Likert scale and analyzed with Partial Least Squares Structural Equation Modeling (PLS-SEM). The results showed that the measurement model met the required reliability and validity criteria, with all indicator loadings above 0.70, AVE values above 0.50, and HTMT values below 0.90. In the structural model, plant literacy had a positive and significant effect on biology identity (β = 0.603, p < 0.001), and reflective judgment also had a positive and significant effect (β = 0.275, p < 0.001). In contrast, systems thinking had a negative but non-significant effect (β = -0.026, p = 0.647). The model explained 68.6% of the variance in biology identity. These findings indicate that biology identity is more strongly associated with students’ connection to core biological content and reflective engagement with knowledge than with systems thinking as a direct predictor.

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