International Journal of Education and Practice

2020 Vol. 8, No. 3, pp. 379-393.

ISSN(e): 2310-3868
ISSN(p): 2311-6897
DOI: 10.18488/journal.61.2020.83.379.393
© 2020 Conscientia Beam. All Rights Reserved.

THE INFLUENCE OF THE MARITIME LEARNING ACTIVITIES ON DEVELOPMENT

OF STUDENT COMPETENCIES: A CASE STUDY

Sri Hidayati1+
1,2,3,4
Indonesian Education University, Bandung, Republic of Indonesia.
Ishak Abdulhak2
Dinn Wahyudin3
Rusman Rusman4
(+ Corresponding author)

ABSTRACT
Article History This study aimed to test the impact of government commitment, curriculum
Received: 17 April 2020 development, and education and training, either directly or indirectly through school
Revised: 19 May 2020
Accepted: 24 June 2020 management and business actors' participation in maritime learning activities to
Published: 7 July 2020 develop student competencies. This research was conducted in five junior high schools
in North Jakarta and Java provinces, Indonesia. The sample size was 175 students of
Keywords grade IX selected through random sampling techniques. Data was collected through a
Collaboration questionnaire distributed to student respondents, and interviews and focus group
Curriculum Development discussions with school principals and teachers. Specifically, testing was performed
Government Commitment
Learning Facilities before the questionnaire was administered to determine its validity and reliability using
Marine Learning the help of the SPSS program version 24.0. The responses to the questionnaire were
Students' Competencies
processed and analyzed using SEM techniques with the Lisrel 2 version 8.70 program.
The findings revealed that variables of government commitment, curriculum
development, education and training, directly and indirectly, through school
management and business actors’ participation, have a positive effect on maritime
learning activities. Furthermore, maritime learning activities also have a positive
impact on the development of students' competencies, especially in making career
choices, developing entrepreneurial aspirations, and developing the love of marine life.
On this basis, marine learning activities require attention to influence variables along
with indicators that contribute to each of the variables studied. The development of
marine competence requires supporting facilities, establishing cooperative relationships
with parties outside of school, apprenticeship or training assistance, the availability of
learning media (including digital technology as a source of knowledge, information,
etc.).

Contribution/Originality: This study is a unique attempt to examine the impact of variables like government
commitment, curriculum development, and education and training maritime learning activities at two levels: first
directly through school management and participation of business actors; second, indirectly by developing students’
competencies.

1. INTRODUCTION
A maritime curriculum in educational institutions awakens students' insights, awareness and love for the sea
that surrounds the Republic of Indonesia, an archipelago consisting of more than 17 thousand large and small
islands. Most of the Indonesians depend on sea and maritime activities not only for their livelihood but also they
develop their culture through sea exploration. Historically, Indonesians are well-known as a maritime community
with resilient seamen and maritime-based familial history, who have brought gloryto the nation, and who travelled

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 International Journal of Education and Practice, 2020, 8(3): 379-393

throughout the world. But the reality also shows that some Indonesians have shifted to look for a source of life to
another job, because sea is now considered less fulfilling for their life.However, there is still education which
provides students enough orientation to the sea in Elementary Schools (SD & MI), Junior High Schools (SMP /
MTs), and Middle Schools (SMA / MA).The aim is to develop students' attitudes, knowledge and skills about
maritime (Center for Curriculum and Bookkeeping, 2017). Especially for junior high school students, it was stated
that marine education in SMP / MTs aimed to make students proud to be a part of maritime nation by knowing
history, to have a sense of caring attitude towards the preservation of the coastal and marine environment, to have
knowledge of coastal and marine ecosystems and natural phenomena that occur, to foster creativity and
entrepreneurial spirit with knowledge of the potential and utilization of marine resources, to foster a spirit of
nationalism, and develop maritime character to confidently participate in preserving maritime culture.
The current ruling government pays special attention to exploring and exploiting the potential of the sea,
especially in supporting the country's foreign exchange income and economic growth. The contribution of the
marine economy alone is quite large part of the national gross domestic product (GDP), which constitutes also
activities like oil extraction, natural gas and other marine mineral resources. In 2013 the fisheries and marine
sector, for example, alone contributed 3.21% to GDP, which increased to 6.5% in 2014. On the other hand, foreign
exchange earnings from the marine tourism sector in 2013 accounted for around 30% of the total national tourism
revenue of US $ 10.1 billion (BPS., 2015). This trend has continued till the current time.
There has been an overwhelming contribution of marine based businesses and activities such as fishing and
trading marine minerals to education sector. However, the potential of the abundant marine resources have not
been utilized optimally. It is not only the government that seeks to improve all forms of businesses sourced from
the marine sector; the marine sector also holds big promises for universities and students. There are 5 (five) aspects
included in the maritime curriculum namely: maritime resources; geomaritime and marine dynamics; sea
transportation and maritime industry; history, culture and maritime innovation; and geopolitics, law and maritime
security (Center for Curriculum and Bookkeeping, 2017). Each aspect is broken down into sub-aspects for preparing
learning material to generate awareness, interest, and foster student competencies as a basis for working in this
sector. There are still many problems felt in utilizing this sector, especially in terms of making a source of economic
growth (Wibowo, 2017). Latifah and Larasati (2017) stated that one of the obstacles faced was the lack of
supporting facilities for the management and utilization of marine resources. Bappenas (2018) states that the main
obstacle in realizing marine fishery activities are fisheries management, law enforcement, and inadequate fisheries
business. Public interest in exploiting the potential of the sea as a promising source of business is still far from
expectations. In the medium and long term, it is necessary to awaken the soul and maritime spirit of the Indonesian
people. Marine education and developing learning curricula for students is one good strategy. This allows students
to involve from an early age to get to know, understand, and ultimately direct the love and orientation of marine
and sea life.. However, it is recognized that success in achieving these goals is not easy. It requires government's
strong commitment in the form of appropriate policies and strategies. It also needs a systematic and effective
maritime curriculum for maritime education and training. These are prerequisites to influence the educational
environment and to manage maritime learning and involve public business participation in implementing maritime
curriculum learning. Having these prerequisites will affect the development of student competencies in the marine
field. This paper therefore attempted to investigate the impact of government commitment factor (KSI1), maritime
curriculum development (KSI2) and maritime education and training (KSI3) as exogenous variables on school
management (ETA1), involving business community participation (ETA2), in the implementation of maritime
curriculum learning (ETA3). The last three variables are are also thought to influence the development of student
competencies (ETA4). On the other hand an indicator contribution will also be analyzed for each variable so that
conclusions can be drawn and recommendations can be provided .

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 International Journal of Education and Practice, 2020, 8(3): 379-393

2. LITERATURE REVIEW
2.1. Maritime Potential
A maritime country is defined as a country that has a large sea area that stores abundant resources. Maritime
countries prioritize marine resources for economic development and the welfare of its people. This understanding is
relevant to see the geographical characteristics of Indonesia as an archipelago which has thousands of islands and
the second longest coastline in the world at the intersection of two continents, namely Asia and Australia, as well as
the Pacific Ocean and Indian Ocean, thus placing an important and strategic position regionally and globally. With
full sovereignty of 3.2 million km2 of water and sovereignty rights of around 2.6 million km2 in the Exclusive
Economic Zone (EEZ), Indonesia is rich in resources sourced from marine life for the interests and progress of the
nation. The current ruling government places special emphasis on maritime potential. The potential of the sea, the
coast-line and small island resources are optimally managed to support economic development and improve the
quality of life of the community. The sectors benefited include tourism, biotechnology and biopharmacology,
minerals, deep sea water, shipping and transportation, renewable energy, offshore aquaculture, and many others.
The government is committed to the maritime sector as one of sustainable development by maintaining a balanced
management of development resources, supporting economic growth, and improving the welfare of the community,
and maintaining environmental quality. From this angle, marine, coastal and small island resources are considered
strategic as suppliers and alternatives for economic development that are faced with reduced carrying capacity of
the land. The reality of marine sector productivity shows an increase from year to year (BPS., 2015).
The abundant potential of marine resources has revived the spirit of the Indonesian maritime community.
However, this effort requires government commitment, not only to issue appropriate and directed policies and
strategies, but also provide support from other aspects in the form of adequate supporting facilities such as
transportation and infrastructure, security guarantees and assistance to the fishing communities involved in the
marine sector. In other words, these requirements also attributes that could influence the government commitment
(KS1) the exogenous variable of this study. Eventually, this is also going to influence school management, business
participation, and maritime learning activities, the other variables of this study. Sariwulan, Agung, Atmadiredja,
and Sudrajat (2019) suggest that there is a relationship between the government's commitment and the
performance of organizations, employees, and their learning (see also: (Hidayat, 2013; Suryana, 2016)).

2.2. Maritime Curriculum Development

Various types of education experts have put forward the definition of maritime curriculum. Wiles, Bondi, and
Guo (1989) for instance, suggest that a curriculum is an objective or set of values, which is activated for the
development of students. A direct function of the effectiveness of curriculum development is the representation of
the goals or objectives of learning. Berris (1989) argues that the curriculum itself is a construct or concept,
verbalizing a very complex idea or set of ideas. Carl (2009) argues that curriculum is a construction that is built to
transfer what has happened in the past to the next generation to be preserved, passed on or developed. The Law of
the Republic of Indonesia No./2003 states that the curriculum is a set of plans and arrangements regarding the
objectives, content, and learning materials as well as the methods used as guidelines to regulate learning activities
in order to achieve certain educational goals. The maritime curriculum is a set of educational plans based on
historical insights, cultural values and marine potential to instill awareness, love and build superior and competitive
Indonesian human character in this field. There are 5 (five) aspects given in the maritime curriculum, namely:
maritime resources; geomaritime and marine dynamics; sea transportation and maritime industry; history - culture -
maritime innovation; and geopolitics - law - and maritime security (Center for Curriculum and Bookkeeping, 2017).
Maritime curriculum development, starting from elementary school students, junior high schools and senior high
schools throughout Indonesia, is constructive, distinctive, innovative, and environmentally friendly. The maritime
curriculum as a set of learning plans, not only requires the determination of clear learning objectives but is also

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 International Journal of Education and Practice, 2020, 8(3): 379-393

supported by other aspects such as books / learning modules, infrastructure, funding, and experts related to
maritime learning. All these aspects are thought to influence maritime learning activities.

2.3. Maritime Education and Training

The maritime curriculum education and training for students is carried out by teachers who have prior
experience of education and training in the five aspects of maritime curriculum. Education and training are planned
programs given to individuals or groups of workers to develop knowledge and abilities to carry out activities
related to specific tasks or jobs. Dong (2014) defines maritime education and training (MET) as an educational
system with the aim to provide seafarers for merchant vessels. Malek, Jaafar, and Aiyub (2019) interpret education
and training involved in competent and knowledgeable manpower supply. Education and training are given to a
number of teachers and instructors in schools in order to integrate marine curriculum learning materials into intra-
curricular, extra-curricular, and curricular activities. The five aspects of the maritime curriculum are broken down
into sub-aspects and education and training material as follows.
• Maritime Resource Aspects: There are several resources seen as sub-aspects and learning material provided like
marine and brackish fisheries and capture fisheries, tropical marine ecosystems (coral reefs, mangroves, and
seagrass), marine biodiversity, coastal and small islands, marine energy, and petroleum, gas natural, and
marine minerals;
• Geomaritime and Ocean Dynamics aspects: This includes sub-aspects and learning material provided like
geography of the Indonesian archipelago and marine (maritime map), characteristics of the sea - coast - and
islands, marine climatology, marine and coastal pollution, and marine disasters;
• Sea Transportation and Maritime Industry aspects: This includes sub-aspects and learning materials provided
like sea transportation (sea toll), types of sea transportation, ship navigation and shipping, ports, safety at
sea, maritime industry, shipping and shipping industry, introduction of the maritime profession, marine
product processing industries (food, pharmaceutical, cosmetics, bioenergy, deep sea water), and maritime
service industries (tourism, marine energy, petroleum, natural gas, mining, underwater telecommunications
and electricity, coastal engineering);
• Aspects of History, Culture, and Maritime Innovation: This includes sub-aspects and learning material like the
history of maritime and shipping kingdoms, sinking cargo objects (treasure), coastal community life, local
wisdom of marine life as assets of Indonesian maritime culture, marine sports, and technological innovation
maritime affairs (appropriate and up to date);
• Geopolitical, Legal, and Maritime Security aspects: This includes sub-aspects and learning material on national
and international sea laws, marine defense and security systems (land, air, sea integration), geoeconomic and
geopolitical strategic strengths of the Indonesian maritime region, and archipelago insight. and the
cultivation of the soul of the state defense (Center for Curriculum and Bookkeeping, 2017).
It is hoped that the success of maritime education and training in fostering the knowledge, mastery, and ability
of teachers and instructors will influence learning activities and the development of student competencies.

2.4. School Management

It is necessary to integrate marine curriculum education into school management. Maritime education must be
one of the visions and goals of the school with a commitment to develop student competencies for marine values.
School management is simply defined as the utilization of resources (human and non-human) by educational
institutions through the process of planning, organizing, implementing, and monitoring to achieve certain goals
((Davis & Newstrom, 2004; Kotter, 2004; Terry & Franklin, 1997)). Schools as organizations need systematic
planned management to influence, mobilize, and direct the behavior of members in order to achieve the expected
goals. School management will achieve maximum results and attainment if individuals and groups realize activities

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 International Journal of Education and Practice, 2020, 8(3): 379-393

in accordance with the objectives and expected outcomes (Kotter, 2004; Luthans, 2014; Marquardt, 1996;
Mortimore, 1998; Nanus, 2001). The importance of maritime curriculum integration must be reflected in the
concept of School-Based Management, as a manifestation of a decentralized spirit of education that gives schools
greater authority and flexibility in managing all aspects of education in their institutions that lead to school
progress (Law of Republic of Indonesia, 2003). Various aspects need to be considered to integrate the maritime
curriculum as one element of learning in school management. Temporary estimates of school management in
maritime learning are not only influenced by the availability of the curriculum as teaching material, but also need to
be supported by funds, availability of maritime learning facilities inside and outside of school, as well as relevant
expert assistance to assist intra-curricular, extra-curricular cooperative and curricular activities at school. Maritime
learning in schools is not enough to be done only by teachers and instructors who have been educated and trained,
but support is also required from relevant experts outside the school. However, regardless of these indicators as
resources, maritime education tends to move to failure.

2.5. Participation of Business Actors

To support the achievement of school goals, relationships and participation of parties outside the school need to
be fostered. Participation means involvement of an individual or group of people to fight for the success of an
activity, so as to achieve the expected goals (Davis & Newstrom, 2004). Participation is the mental and emotional
involvement of an individual or group to contribute to an activity, so that goals can be achieved. The development
of the maritime curriculum is also related to the participation of business actors that are directly or indirectly
related to this sector. Efforts to increase awareness, interest and love of students will be hampered, if it is known
that employment opportunities in this sector are relatively difficult and low and small, medium and large employers
are reluctant to participate in the business sector in the marine sector. Related to the application of the maritime
curriculum in schools, especially learning activities, at least 4 (four) forms of participation can be realized by
businesses, namely: financial assistance, support for property provision (for example: personal computer assistance,
laptops, props, wifi provisioning, etc.), the granting of student training and internships, and participation in skills as
a resource, and sending experts to school (Agung, 2010, 2017). Provisional allegations of business actor
participation have an influence on maritime learning activities and student competency development.

2.6. Maritime Learning Activities

Various opinions are expressed by educational experts about learning. Marwanto, Hendrik, and Prasetya (2020)
argue learning as a system that aims to help the learning process of students. It contains a series of events that are
designed, structured to influence and support the occurrence of student learning processes that are internal. Corey
and Solomon (1988) defines it as an intentionally managed environmental process to enable someone to behave in
special conditions or produce a response to a particular situation. Republic of Indonesia Law No. 20/2003 learning
defines learning as a process that is built by the teacher to develop thinking creativity that can improve students'
thinking abilities, and can enhance their ability to build new knowledge in an effort to improve mastery of subject
matter. Maritime curriculum is the teaching material given to students in learning activities at school by
integrating it into subjects. Marine education is not a monolithic field of study or a standalone course, but it is
integrated into learning activities inside and outside of the school. Therefore maritime curriculum learning not only
requires the ability of teachers to integrate into the subject matter being taught, but also to manage learning time,
manage classes, utilize methods, approaches and learning media, and encourage students' interests, motivations,
active and creative attitudes (Agung, 2010; Kunter et al., 2013). These indicators contribute to the development of
maritime learning and contribute to develop student competences in the maritime field.

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2.7. Student Competency Development

Marine education is an effort to instill and foster students' understanding about this sectorand maintain balance
and sustainability in their orientation about maritime in their future life. A wealth of marine resources are can
potentially be utilized to create employment opportunities and support country's foreign exchange income and
economic growth. In today's competitive global era, the development of high quality and competitive human
resources is needed to fight over limited resources and achieve benefits for the welfare of life. Without a qualified
and competitive workforce, with the maritime sector no exception, a country cannot excel in competition nor can
take the opportunity to improve their standard of living. Education must be able to produce students who are
competent, active, and creative, and innovative (Agung, 2017; ISTE, 2008; Pearlman, 2006).
In the context of maritime education, success or failure must be avoided just by looking at the number of test
material provided, but the most important thing is developing student competencies in the form of love for marine
life, encouraging high interest and concern, making choices in work, and developing active attitudes and creative
entrepreneurship in the maritime sector.

2.8. Theoretical Framework

Based on the description above, a theoretical framework was prepared to analyze the issues raised in this study
(Figure 1)

Figure-1. The influence of the maritime learning activities on the development of students competenciesdy.
Source: Study the influence of the maritime learning activities on the development of student competencies: case study.

KSI1 KSI2 KSI3 ETA1 ETA2 ETA3 ETA4

x1 = Policy and strategy x5 = Curriculum extention x9 = Material x13 = Learning fund x17 = Funding support x21 = Learning integration x27 = Love sea life
x2 = Facilities support x6 = Books/Module x10 = Facilities x14 = Learning facilities x18 = Company facilities x22 = Learning time x28 = Continuity study
x3 = Maritime security x7 = Learning failities x11 = Instructur x15 = Relationship x19 = Training/internship x23 = Class management x29 = Work choice
x4 = Credit assistance x8 = Experts x12 = Accommodation x 16 = Entrepreneurial training x20 = Experts x24 = Learning methods x30 = Business development
x25 = Learning communication
x26 = Learning media
2.9. Hypotheses
• KSI1, KSI2, and KSI3 have an influence on ETA1, ETA2 and ETA3.
• ETA1 and ETA 2 have an influence on ETA3.
• ETA3 has an influence on ETA4.

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 International Journal of Education and Practice, 2020, 8(3): 379-393

3. METHODOLOGY
This paper is a part of research on the application of maritime curriculum. It can be seen as a case study that
focuses on five state junior high schools:(Indonesian: Sekolah Menengah Pertama Negeri / SMPN), namely: SMPN
Hang Tuah 2 in North Jakarta CityDKI Jakarta Province; SMPN Pulau Harapan in District Pulau Seribu - DKI
Jakarta Province; SMPN 2 Pandeglang Regency - Banten Province; SMPN 13 in Cirebon city - West Java province;
and SMPN 9 in Tegal city - Central Java province. All the sampled schools are located close to the sea area, and
they are a part of the community life from this maritime sector.
All respondents were junior high school students of class IX and who had received maritime education since
class VII. 35 students of class IX from each school were selected as sample with a random technique, which means
that all students had the same opportunity to become research sample. Explicitly, overall sample from five schools
totaled 175 students. Data and information collection was carried out through questionnaire distribution techniques
to student respondents. Other data collection tools included interviews with the school principals and teachers, as
well as focus group discussions (FGD) with participants comprising officials, entrepreneurs, principals, teachers,
and community leaders. The questionnaire was validated and verified using the product moment test criteria of
Pearson and Cronbach Alpha SPSS version 24.0. The analysis was done using the Structural Equation Modeling
(SEM) LISREL 8.70 program. The analysis was also conducted with a sample meeting the requirements of more
than 100 respondents (Haryono & Wardoyo, 2017; Kusnendi, 2009).

4. FINDINGS
4.1. Characteristics of Respondents
Out of the sample of 175 grade IX junior high school students of five schools of Indonesia, 92 students (52.75%)
were male and 83 (47.43%) were female. The average age of respondents was 15 years (61.71%) with the youngest
was 14 years (20%) and the oldest was 16 years old (18.29%). Most students (84.57%) belonged to families with
intact parents, while the rest (15.43%) informed that they lived jointly with brothers / sisters, uncles / aunts, and
other relatives. The distance of the respondent's place of residence from the study site was about 10 kilometers far
and the closest one was only a few hundred meters.

Table-1. Distribution of student respondents.

Location
(%)
No Profession SMPN SMPN SMPN 2 SMPN SMPN 9 Total
Hang Pulau Pandeglang, 13, Tegal,
Tuah 2, Seribu, Banten Cirebon, Central
Jakarta Jakarta West of Java
Java
1. Government Jobs 5 (2.86) 2 (1.14) 4 (2,29) 9 (5,14) 10 (5,71) 30 (17,14)
2. Military Army 2 (1.14) 1 (0,57) 4 (2,29) 2 (1.14) 2 (1.14)) 11 (6,29)
3. Enterpreuneurs 2 (1.14) 2 (1.14) 1 (0,57) 2 (1.14) 4 (2,29) 11 (6,29)
4. Fishermen 15 (8,57) 20 (11,43) 10 (5,71) 5 (2.86) - 50 (28,57)
5. Fish sellers 2 (1.14) 4 (2,29) 4 (2,29) 1 (0,57) 2 (1.14) 13 (7,43)
6. Small shop traders 2 (1.14) 1(0,57) 2 (1.14) 4 (2,29) 4 (2,29) 13 (7,43)
7. Peasants - - 2 (1.14) 3 (1,71) - 5 (2,86)
8. Mechanics - 1 (0,57) 1 (0,57) 2 (1.14) 2 (1.14) 6 (3,43)
9. Building labor, and like 4 (2,29) 2 (1.14) 5 (2.86) 1 (0,57) 8 (4,57) 20 (11,43)
10. Others 3 (1,71) 2 (1.14) 2 (1.14) 6 (3,43) 3 (1,71) 16 (9,14)
Total 35 35 35 35 35 175
(20.00) (20.00) (20.00) (20.00) (20.00) (100,00)
Source: Study the influence of the maritime learning activities on the development of student competencies: case study.

Generally students reached school on foot, or take public transportation, or a ride on a two-wheeled motorcycle
or a ride with friends, and some of them were driven in a car by parents or drivers who worked in their families.

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 International Journal of Education and Practice, 2020, 8(3): 379-393

The work of the respondent's family included government jobs, military, fishermen, fish traders, food stall vendors,
farmers, workshop workers, laborers, and like (Table 1). The level of income also varied from under 1 million
rupiah every month to more than 20 million rupiah a month ($ 1 USD = 14,000 rupiah). Relatively small income
levels respondents who earned below one million rupiah worked as construction laborers, or farm and market
laborers while respondents above one million earned income from various jobs.

4.2. Validity and Reliability

In the operationalization of variables, the research hypotheses were transformed into data. Data were analyzed
and hypotheses tested. In a quantitative approach based research, the stages of measuring variables are important
things that determine the success or failure of a study that explains a phenomenon. The issue of the quality of
measurement of reliability and validity is very important in research with quantitative approaches (Richie, 2017).
Testing the validity means whether a variable measures what needs to be measured. The instrument validity is a
match between the characteristics of the variables formulated in the conceptual and operational resolutions. If all
characteristics of variables formulated in the conceptual resolution can be revealed through points of an instrument,
then the instrument is declared to have good content validity. A variable is said to be valid if it is able to measure
what is desired. Validity test is done by comparing the loading factor value with a minimum limit of 0.5. If the
loading factor value is greater than 0.5 then the indicator is valid.
Reliability test shows the extent to which a measuring instrument can provide relatively the same results if it is
measured again on the same object. The reliability value is measured by Construct Reliability (CR) and Variance
Extract (VE). It is said to be reliable if the CR value is 0.70 and 0.50. Table 2 shows the results of testing the
validity and reliability of the questionnaire.

Table-2. Validity and reliability test results.

Conclu-
Indicators SLF ei CR VE Conclusion Indicators SLF ei CR VE sion
X1 0.96 0.07 X17 0.87 0.25
X2 0.76 0.41 Valid X18 0.83 0.31 0.8810 0.6501 Valid
0.9420 0.8036
X3 0.92 0.15 & reliable X19 0.75 0.43 & reliable
X4 0.92 0.15 X20 0.77 0.41
X5 0.97 0.07 X21 0.90 0.19
X6 0.93 0.14 Valid X22 0.88 0.23
0.9618 0.8629
X7 0.92 0.15 & reliable X23 0.90 0.36 0.9331 0.6999 Valid
X8 0.90 0.19 X24 0.82 0.33 & reliable
X9 0.95 0.10 X25 0.80 0.36
X10 0.91 0.17 Valid X26 0.78 0.38
0.9633 0.8678
X11 0.94 0.12 & reliable X27 0.87 0.24
X12 0.93 0.14 X28 0.90 0.20 0.9199 0.7419 Valid
X13 0.83 0.30 X29 0.83 0.30 & reliable
X14 0.83 0.31 Valid X30 0.84 0.29
X15 0.77 0.41 0.8943 0.6792 & reliable
X16 0.86 0.26
*Source: Study the influence of the maritime learning activities on the development of student competencies.

4.3. Goodness of Fit Models

Structural model analysis in SEM begins by testing the suitability of the overall model seen based on indicators
from LISREL output (Hair, William, Black , & Babin, 2010). If all or most of the indicators are declared good, then
the model is worthy of further use. Overall, a summary of the critical values from the model compatibility test can
be shown in Table 3.
Based on the GOF Table 3, most of the indicators show that the SEM model is Fit or good. Data from the
questionnaire was thus able to answer the theory that was built.

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 International Journal of Education and Practice, 2020, 8(3): 379-393

Table-3. Goodness of fit models results.

Acceptable level of
Size Degree of Match Value Conclusion
compatibility
CMIN/DF 2 0.813 Good Fit
RMR (Root Mean Square Residual) 0,05 atau 0,1 0.035 Good Fit
RMSEA (Root Mean square Error of
0,08 0.0229 Good Fit
Approximation)
GFI (Goodness of Fit) 0,90 0.98 Good Fit
AGFI (Adjusted Goodness of Fit
0,90 0.98 Good Fit
Index)
CFI (Comparative Fit Index) 0,90 0.99 Good Fit
Normed Fit Index (NFI) 0,90 0.97 Good Fit
Non-Normed Fit Index (NNFI) 0,90 0.99 Good Fit
Incremental Fit Index (IFI) 0,90 0.99 Good Fit
Relative Fit Index (RFI) 0,90 0.95 Good Fit
Tucker Lewis Index (TLI) 0,95 0.97 Good Fit
*Source: Study the influence of the maritime learning activities on the development of student competencies: case study.

4.4. Hypotheses Testing

Data processing using the help of the LISREL 8.70 program produces a structural model of the variables and
indicators studied, as follows (Figure 2).

Figure-2. Structural model of variable and indicators.

Source: Study the influence of the maritime learning activities on the development of student competencies: case study.

The structural model in Figure 2 also shows the results of hypothesis testing between the variables studied, as
follows (Table 4). Table 4 shows that the government commitment variable (KSI1), maritime curriculum
development (KSI2), and maritime curriculum education and training (KSI3) have a positive influence on school
management (ETA1), business actor participation (ETA2), and maritime learning activities (ETA3) ). The
curriculum development variable (KSI2) has the highest influence on school management (ETA1), business actors
(ETA2), and maritime learning activities (ETA3) as compared to the other two (KSI1 and KSI3). On the other
hand, ETA1 and ETA2 have almost the same influence on maritime learning activities (ETA3), and furthermore
ETA3 has a considerable influence on the development of student competencies in the maritime field (ETA4).

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Table-4. Hypotheses testing results.

Hypothesis Coef. Value Conclusion
KSI1 → ETA1 0.57 Significant
KSI2 → ETA1 0.61 Significant
KSI3 → ETA1 0.56 Significant
KSI1 → ETA2 0.58 Significant
KSI2 → ETA2 0.59 Significant
KSI3 → ETA2 0.53 Significant
KSI1 → ETA3 0.85 Significant
KSI2 → ETA3 0.93 Significant
KSI3 → ETA3 0.83 Significant
ETA1 → ETA3 0.74 Significant
ETA2 → ETA3 0.72 Significant
ETA3 → ETA4 0.81 Significant
*Source: Study the influence of the maritime learning activities on the development of
student competencies: case study.

Table-5. Results the relationship of variables with indicators.

Variables Indicators Measurement Loading Construct Contri-
Equations Value Coef. bution
Government x1 = Policy and strategy x1 = λ1Polstra + δ1 0.07 0.96 0.0672
Commitment x2 = Facilities support x2 = λ2Facility + δ2 0.41 0.78 0.3198
(KSI1) x3 = Security x3 = λ3Secutiry + δ3 0.15 0.92 0.1380
x4 = Credit assistance x4 = λ4Creditassist + δ4 0.15 0.92 0.1380
Maritime x5 = Curriculum extention x5 = λ5Extention + δ5 0.07 0.97 0.0679
Curriculum x6 = Books/module x6 = λ6Module + δ6 0.14 0.93 0.1302
Development x7 = Learning facilities x7 = λ7Kearningfac + δ7 0.15 0.92 0.1380
(KSI2) x8 = Experts x8 = λ8Experts + δ8 0.19 0.90 0.1710
Maritime x9 = Material training x9 = λ9Materialtraining + δ9 0.10 0.95 0.0960
Edication and x10 = Facilities training x10 = λ10Facilities + δ10 0.17 0.91 0.1547
Training (KSI3) x11 = Instructur x11 = λ11Instructur + δ11 0.12 0.93 0.1116
x12 = Accommodation x12 = λ12Accomodation+ δ12 0.14 0.93 0.1302
School x13 = Learning fund x13 = λ13Fund + δ13 0.30 0.83 0.2490
Management x14 = Learning facilities x14 = λ14Facilities + δ14 0.31 0.83 0.2573
(ETA1) x15 = x15 = λ15Raltionship + δ15 0.41 0.77 0.3157
Relationship/Collaborative x16 = λ16Entrepreneur + δ16 0.26 0.86 0.2236
x16 = Entrepreuneur
training
Participation of x17 = Funding support x17 = λ17Fundingsupport + 0.25 0.87 0.2175
Business Actors x18 = Company facilities δ17 0.31 0.83 0.2573
(ETA2) x19 = Internship/training x18 = λ18Facilities + δ18 0.43 0.75 0.3225
x20 = Experts support x19 = λ19Insternship + δ19 0.40 0.77 0.3080
x20 = λ20Expertssupport +
δ20
x21 = Learning integration x21 = λ21Integration + δ21 0.19 0.90 0.1710
Maritime x22 = Learning time x22 = λ22Timemanag + δ22 0.23 0.88 0.2024
Learning management x23 = λ23 Methods + δ23 0.36 0.80 0.2880
Activities x23 = Learning methods x24 = λ24Communication + 0.33 0.82 0.2706
(ETA3) x24 = Communication δ24 0.36 0.80 0.2880
x25 = Class management 0.38 0.78 0.2964
x25 = λ25Classmanag + δ25
x26 = Learning media
x26 = λ26Media + δ26
Student x27 = Love sea life x27 = λ27Lovemaritime + δ27 0.24 0.87 0.2088
Competencies x28 = Study continuity x28 = λ28 Continuitystudi + 0.20 0.90 0.1800
Development x29 = Work choice δ28 0.30 0.83 0.2490
(ETA2) x30 = Business x29 = λ29Workchoice + δ29 0.29 0.84 0.2436
development x30 = λ30Businessdev + δ30
* Source: Study the influence of the maritime learning activities on the development of student competencies: case study.

However, the effects of KSI1, KSI2, and KSI 3 on ETA1 and ETA2 did not show significant differences, except
for the effect on ETA3. The influence of ETA1 and ETA2 on ETA3 also did not show significant differences. If
observed, KSI1, KSI2, and KSI3 showed considerable influence on ETA3, and subsequently ETA3 showed

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significant effect on ETA4. Looking at the significant impact of these variables indicates that these variables need to
be taken into account in influencing student learning (ETA3) and student competence development (ETA4).
The results of the analysis illustrated the relationship between variables. Each indicator in this study also
contributed to exogenous and endogenous variables. Table 5 shows the relationship between the indicator and its
variables.

5. DISCUSSION
The variable under influence is called the exogenous variable, while the recipient of the effect is called the
endogenous variable. Table 4 shows the exogenous variables KSI1, KSI2, KSI3 have a positive influence on the
endogenous variables ETA1, ETA2, and ETA3. Furthermore, the variables ETA1 and ETA2 become exogenous
variables since they too have a positive influence on the endogenous variables ETA3. Finally, the ETA3 variable
becomes an exogenous variable that influences the ETA4 endogenous variable. This section discusses the
contribution of the indicators of each variable under study.

5.1. Contribution of Indicators to Government Commitment Variable

The government commitment variable (KSI1) has an influence on the school management variable (ETA1),
participation of business actors (ETA2), and maritime learning activities (ETA3). Table 5 exhibits the maritime
activity facility support indicator (x2) showing the highest value of 0.3168 in the government commitment variable,
followed by indicators of the importance of maintaining security (x3) of business credit assistance (x4) of 0.1380,
and policy and strategy indicators (x1) 0,0672. In this case students' perceptions emphasize the importance of
supporting facilities, maintaining security, and providing business credit assistance rather than the policies and
strategies themselves. According to students' perceptions, even though the policies and strategies issued by the
government are important, they will not be meaningful nor can run according to expectations if they are not
accompanied by concrete supporting steps. The government's commitment to maritime development must be
followed by efforts to provide adequate facilities, such as the availability of ports, transportation infrastructure,
commercial vessels, fishing vessels, etc., accompanied by maintaining security for traffic and distribution of goods,
as well as catching fish from piracy interruptions in sea, and provide credit assistance to develop business in the
maritime sector.
The government's commitment to all these aspects is an encouragement for those who will participate directly
or indirectly in maritime development, including raising awareness and enthusiasm for students to work in this
sector. The introduction and understanding of the wealth and potential of the sea contained therein is expected to
encourage business activities and absorb labor in the long run. All of these aspects need to be instilled through
learning in order to attract students' interest and make work orientation after finishing school later.

5.2. Contribution of indicators to the Maritime Development Curriculum variable

The maritime curriculum development variable (KSI2) also has a positive influence on the variables like school
management (ETA1), participation of business actors (ETA2), and maritime learning activities (ETA3). Indicators
that have the highest value on the KSI2 variable, as revealed in Table 5, are the provision of experts (x8), a value
of 0.1710, followed by learning facilities indicators (x7), a value of 0.1380, availability of books or curriculum
modules (x6), a value of 0.1302, and dissemination of curriculum (x5), a value of 0.0679.
The respondents were unanimous about the availability of competent experts in the development of the marine
curriculum, duly accompanied by learning facilities, books / modules, and funding aligned with it. It is true that
competence of experts determines the development and design of a good maritime curriculum; it is not only
communicative but it is also developed in accordance with the comprehensibility levels of recipient students and
compatible to learning facilities needed like books, learning media, and others.

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5.3. Contribution of indicators to the Maritime Education and Training variable

The maritime education and training variable (KSI3) also has a positive influence on the variables of school
management (ETA1), business participation (ETA2), and maritime learning activities (ETA3). The training
facilities indicator (x10) contributed the highest value to the KSI3 variable, a value of 0.1547, followed by the
training accommodation indicator (x12), a value of 0.1302, the training instructor indicator (x11), a value of 0.1116,
and the training material indicator (x9), a value of 0.0960 Table 5. This is the evidence of students’ perception that
maritime education and training is greatly emphasized by the availability of facilities of learning and training.
According to students, both aspects are important for teachers to receive training with high concentration, so that
they can absorb teaching materials to be taught to their students.
The implementation of maritime education and training is an attempt to help teachers master the marine
curriculum (in theory and practice). It is implemented in such a way that they are able to integrate it into their
teaching and utilize it to arouse interest in students. The success or failure of maritime education in students is very
much dependent on the teacher's level of preparation of the teaching material. It is therefore important that teachers
use learning methods / approaches, communicating material, in order to attract students' interests. Students look
up to the teacher as a motivator to acquire marine learning, in both theory and practice. The teacher also helps
them to develop the skill of utilizing the learning facilities needed to carry out their assignments.

5.4. Contribution of indicators to the School Management variable

The school management variable (ETA1) has a positive influence on maritime learning activities (ETA3). From
this ETA1 variable, the indicator that contributed the highest value was the cooperative relationship with the
business world, the industrial world, entrepreneurs, and others (x15), a value of 0.3157, followed by indicators of
learning facility support (x14), a value of 0.2573, indicators of support learning funds (x13), a value of 0.2490, and
entrepreneurship training (x16), a value of 0.2236 Table 5. The results showed that students perceived school
collaboration with parties outside the school as an important aspect related to maritime learning, especially to
support field practice.
It is important to provide training or internships for students in maritime industry companies, but it is also
possible that students are already skilled and can be accepted to work after completing their education. The
development of maritime related skills through education and training also requires adequate financial support, for
example: for the purpose of payment of salaries and expert transportation, transportation of students who attend
training or internships at companies, and others. One source of funding is parents of students, such as supporting
children's practice activities, providing the necessary learning facilities, and so on. Finally, students consider it
important enough to receive entrepreneurial training in maritime learning, both theoretically and practically.

5.5. Contribution of indicators to the Participation Business Actors variable

The participation of business actors variable (ETA2) has an influence on the variables of maritime learning
activities (ETA). From the ETA2 variable, the indicators that contributed the highest value were internship /
training (x19), a value of 0.3225, followed by expert support indicators (x20) a value of 03080, company facility
indicators (x18), a value of 0.2573, and funding support (x17), a value of 0.2175 Table 5. Students see support from
the participation of business people in the marine sector more to direct the importance of internship / training
practices in companies with expert teaching and completeness of the required facilities. Funding support by
companies is also considered important by students to facilitate internship / training activities.
Participation in internships / training by students is an important factor in developing competencies in the
marine sector. Students are not only taught theoretical subjects but a lot of emphasis is given on maintaining
continuity between theories taught in the maritime curriculum and their practice. Internships are considered to play
an important role in providing experiences to students that have recently acquired the knowledge of maritime

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theories. Students who gain hands-on experience from work environment also get the opportunity to apply the
theoretical principles to real work problems and benefit from such interactions in the real world. Students'
perceptions are in line with the opinions of experts, internships which fosters their entrepreneurial spirit (Arum &
Indriayu, 2017; Backes-Gellner & Moog, 2008; Ooi, Selvarajah, & Meyer, 2011). According to Cohen (2014)
practical experience available during internships helps to summarize the gap between academic knowledge and the
application of theoretical knowledge.

5.6. Contribution of indicators to the Maritime Learning Activities variable

The two variables, school management and business actors, have a positive influence on marine learning
activities variable (ETA3). The indicators that contribute the highest value to ETA3 variable are the use of
instructional media (x26), a value of 0.2964, followed by indicators of the use of learning methods / approaches
(x23) and class management (x25) respectively of 0.2880, indicators of learning communication (x24), a value of
0.2706, learning time management indicators (x22) amounted to 0.2024, and learning integration indicators (x21), a
value of 0.1710 Table 5. Students perceived the use of instructional media as primary with the understanding that it
includes: learning props, laboratories, internships / training in companies, to the use of digital technology. The
students interviewed asserted that current learning needs to be supported by the ability to develop and utilize
digital technology as a source of knowledge, along with communication tools between teachers and students related
to learning, and other needs (Agung, 2017; ISTE, 2008; Pearlman, 2006)). Another element that is also emphasized
by students is the importance of using methods / approaches, class management, communication, and good and
effective classroom management. The integration of learning material is placed in the last place, perhaps because it
is considered that students are the concern of the teachers.

5.7. Contribution of indicators to the Student Competencies Development variable

All exogenous variables affect the variables of marine learning activities and subsequently affect the student
competency development variable (ETA4). There are four indicators used in the ETA4 variable, namely: love for
the sea life, making study continuity options, work choices, and business development. Table 5 shows that the job
choice indicator (x29) gives the highest value on the ETA4 variable of 0.2490, followed by business development
indicators (x30), a value of 0.2436, love for sea life indicators (x27), a value of 0.2088 and finally the study
continuity choice indicator (x28), a value of of 0, 1800. In the perception of students, the maritime sector can be a
job choice or the basis for developing a business after graduating from school later. This desire is supported by
having an understanding of maritime education material (theoretical and practical). But students tend to choose
education to conventional secondary school over to more specific marine education, arguing they have more
freedom if they continue their education to university later.

6. CONCLUSION
The findings, results and subsequent analysis of this study reveal that maritime learning activities affect the
development of student competencies . The maritime learning activities themselves are influenced by complexity
factors, including government commitment, curriculum development, education and training, school management,
and the participation of business actors. These factors are exogenous variables that influence school management,
business actor participation, and maritime learning activities, and then influence student competency development.
It is suggested that maritime learning activities need to pay attention to the existing influence variables. From
each such variable, it is necessary to consider indicators that contribute to maritime learning. This study shows the
indicators of facility support provide the highest value on the variables of government commitment, curriculum
development, and training and education. In the school management variable, the indicator that gives the highest
value is the establishment of cooperative relations or collaboration between the school and parties outside the

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school related to maritime learning. In the business participant variable, the indicator that gives the highest score is
internship assistance or training for students. Indicators that contribute the highest value to the maritime learning
activity variable are the availability and use of instructional media (including internships and the use of digital
technology as a source of knowledge, information, etc.). Finally, in the variable of student competency development,
the indicator that contributes the highest value is the possibility of students making work choices after completing
education or developing business in this sector later in their lives.

Funding: This study received no specific financial support.

Competing Interests: The authors declare that they have no competing interests.
Acknowledgement: All authors contributed equally to the conception and design of the study.

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