Confluence International Journal of Research

This study determined the cognitive and technical skills developed through simulation scenarios in the Auxiliary Machinery 1 course among Bachelor of Science in Marine Engineering (BSMarE) students and examined their alignment with the competency requirements of the Standards of Training, Certification and Watchkeeping for Seafarers (STCW). Using a descriptive-comparative-correlational research design, the study involved 151 second-year BSMarE students selected through proportionate stratified random sampling and 16 Marine Engineering professional instructors included through total enumeration. Researcher-developed instruments based on the Intended Learning Outcomes of Auxiliary Machinery 1 were used to identify cognitive skills according to the Revised Bloom’s Taxonomy and technical skills categorized as Operation, Maintenance, Troubleshooting, System Analysis, Instrumentation, and Safety Compliance. Documentary alignment analysis was conducted using the Instructor’s Guide, Practical Assessment Development Plan, and applicable STCW competency requirements. Results showed that students predominantly identified Remembering and Understanding, whereas instructors predominantly identified Understanding and Applying. Operation was the most frequently identified technical skill among students and instructors. Significant differences were found between the two groups in their assessments of cognitive skills, χ²(5) = 174.41, p < .001, and technical skills, χ²(5) = 182.37, p < .001. However, cognitive and technical skill scores among students showed a weak positive but statistically non-significant relationship, ρ = .108, p = .187. The findings indicate the need to enhance existing learning materials by strengthening higher-order cognitive processes, broadening technical competency development, deliberately integrating cognitive reasoning with technical performance, and ensuring explicit traceability to applicable STCW competency requirements.

The nationwide transition from the 2013 Curriculum (Kurikulum 2013) to the Kurikulum Merdeka (Independent Curriculum), codified under the Ministry of Education, Culture, Research, and Technology (Permendikbudristek No. 12 Tahun 2024), represents one of the most ambitious systemic educational reforms in Southeast Asia. Designed to address severe post-pandemic learning loss and cultivate holistic character via the Profil Pelajar Pancasila (Pancasila Student Profile), the curriculum emphasizes student-centered flexibility, essential learning competencies (Capaian Pembelajaran), differentiated instruction (pembelajaran berdiferensiasi), and decentralized school-level curriculum development (Kurikulum Operasional Satuan Pendidikan / KOSP). However, empirical evidence regarding the systemic, pedagogical, and institutional determinants that dictate its implementation success across Indonesia's geographically fragmented education system remains uneven. This empirical study employs an explanatory sequential mixed-methods design to investigate the multidimensional factors influencing curriculum execution. Quantitative survey data were gathered from $N = 1,420$ educators (teachers, school principals, and instructional coordinators) across 480 primary and secondary schools in five major Indonesian island clusters, supplemented by $n = 36$ in-depth semi-structured interviews and focus group discussions. Partial Least Squares Structural Equation Modeling (PLS-SEM) and multiple regression analysis demonstrate that Teacher Pedagogical Readiness ($\beta = 0.342, p < 0.001$), Transformational School Leadership ($\beta = 0.281, p < 0.001$), and Institutional Infrastructure Support ($\beta = 0.198, p < 0.001$) are the primary direct drivers of successful implementation. Digital Platform Utilization via the Platform Merdeka Mengajar (PMM) serves as a significant mediating variable ($\beta = 0.164, p < 0.01$), although its effectiveness is severely moderated by regional ICT infrastructure disparities. Significant implementation variances emerge between Java and outer-island/3T (terdepan, terluar, tertinggal) regions ($F = 42.18, p < 0.001$), as well as between pilot Sekolah Penggerak and self-funded Mandiri schools. Qualitative findings uncover systemic challenges, including diagnostic assessment illiteracy, over-formalized administrative compliance in P5 project design, and digital fatigue. The study concludes with a tri-level policy and pedagogical framework to consolidate national curriculum implementation across diverse educational landscapes.

The Philippines is the world's leading supplier of seafarers, yet the relationship between safety culture and operational performance among Filipino seafarers remains underexplored. This study assessed the level of safety culture and its influence on operational performance among Philippine seafarers in the context of the International Safety Management (ISM) Code and the Standards of Training, Certification and Watchkeeping for Seafarers (STCW) Convention. Using a descriptive-correlational research design, data were collected from 210 Filipino seafarers holding officer and rating ranks currently serving on international and domestic vessels. A structured questionnaire measured safety culture across six dimensions: management commitment, safety training, incident reporting, risk awareness, regulatory compliance, and safety procedures. Findings revealed that safety culture was rated moderately high overall, with management commitment receiving the highest mean and non-punitive incident reporting the lowest. Operational performance was positively and significantly correlated with safety culture (r = 0.685, p < 0.001), indicating that stronger safety culture is associated with better operational outcomes. Multiple regression analysis showed that management commitment, regulatory compliance, and safety procedures were the strongest predictors of operational performance. The study highlights persistent challenges in underreporting, fatigue management, and cultural barriers to safety communication, and proposes recommendations for strengthening safety culture through targeted training, just culture frameworks, and enhanced regulatory enforcement.

The Philippines, ranked among the most disaster-prone countries in the world, has increasingly turned to artificial intelligence (AI) to strengthen its disaster risk reduction and management (DRRM) capabilities. This study assessed the utilization, effectiveness, and challenges of AI technologies in Philippine DRRM across the four thematic areas of the National Disaster Risk Reduction and Management Framework: prevention and mitigation, preparedness, response, and recovery. Using a descriptive-evaluative research design, data were collected through a survey questionnaire distributed to DRRM officers, meteorologists, data scientists, and information technology personnel from national agencies and local government units. Findings reveal that AI is most extensively utilized in preparedness, particularly in early warning systems and flood forecasting, while adoption in post-disaster recovery remains limited. Effectiveness was rated highest for AI-enhanced weather prediction and flood risk modeling, with agencies reporting improved forecast accuracy and reduced warning lead times. However, significant challenges persist, including inadequate data infrastructure, insufficient technical expertise, funding constraints, and interoperability issues among government platforms. The study proposes a strategic framework for accelerating AI integration in DRRM, emphasizing data governance, capacity building, and cross-agency collaboration.

This study assessed the effectiveness of the Educational Organization Management System (EOMS) based on ISO 21001:2018 among selected universities in Luzon, Philippines, and evaluated their readiness to transition to ISO 21001:2025. Using a descriptive-evaluative research design, data were collected through a structured survey questionnaire distributed to quality management personnel, internal auditors, and academic administrators across ISO 21001:2018-certified institutions in the National Capital Region, Central Luzon, and CALABARZON. Findings indicate that EOMS implementation yielded moderate to high effectiveness in organizational context, leadership commitment, and learner satisfaction, while operational planning, internal audit, and continuous improvement practices remained areas requiring strengthening. Transition readiness toward ISO 21001:2025 was found to be preliminary, with most institutions lacking formal gap analyses against the revised standard. Key barriers include insufficient awareness of the 2025 changes, limited resources for transition planning, and the absence of climate change integration and digital learning governance provisions. The study proposes a transition framework emphasizing early gap assessment, leadership engagement, and stakeholder involvement to meet the July 2028 transition deadline.