THE SEAFARERS’ CHARACTER VALUES STANDARD FOR

INTERNATIONAL SHIPPING INDUSTRY

Wegig Pratama
Yogyakarta Maritime Academy (AMY)

Pardjono Pardjono
Department of Mechanical Engineering Education
Faculty of Angering, UNY

Herminarto Sofyan
Department of Automotive Education
Faculty of Engineering, UNY

Abstract

This study aimed to identify seafarers’ officers character values: as demanded by International Shipping
Industry (ISI), that need to be developed for the cadets in Indonesian Maritime Colleges (IMC) in meeting the
needs of ISI, and that have been developed /undeveloped for the cadets at the IMC. The descriptive research
was employed. The research covered two main steps, identification of character values relevant to the ISI and
the character education practices in the IMC. Data were collected through survey using instruments validated
by expert review. Subjects consisted of the shipping industry managers, the experienced seafarers of ocean
going vessels, IMC managers, and lecturers. The results of the study were as follows: (1) the ISI required 17
character values: discipline, toughness, commitment, responsibility, creativity, integrity, confidence,
cooperation, courage, tenacity, work ethics , fortitude, adaptability, independence, problem-solving, sense of
humor and vigilance; (2) to stipulate the values that need to develop in the character education program,
respondents have selected and ranked 6 characters, namely: discipline, responsibility, self-confidence, work
ethics, problem solving, and cooperation; and (3) discipline was the value that has been successfully
developed in IMC, yet character of responsibility, self-confidence, work ethics, problem solving, and
cooperation have not been developed effectively.

Key words: character values, seafarers officers, ocean going vessels, Indonesian Maritime Colleges.

INTRODUCTION International Maritime Organization (IMO), for

December 2016 was a historic moment for the qualification of maritime workers, it is needed
Indonesia when it was then officially joined the a particular strategy and it is generally not easy. In
ASEAN Economic Community. Since then addition, in order to meet the International
Indonesia has entered the world of competition Standards of Training Certification and
among ASEAN countries that join it, in terms of Wacthkeeping for Seafarer (STCW) and its
trade and labor. The rhythm of global life has amandement, someone have to have both the
touched the niches of Indonesian society ever Certificate of Competence (CoC) and the
since, especially in these two respects. Certificate of Proficiency (CoP).
Nevertheless, the quality of the Indonesian The STCW requirements were reaffirmed
workforce, in term competence, is a worrying based on the IMO for its implementation of the
matter when they compete with colleagues from Quality Standard System (QSS). However, the
neighboring ASEAN countries. implementation of QSS in the Indonesian Maritime
Preparing workforce in meeting the needs to Colleges (IMC) is not optimized as only reaching
international standard for competencies needs at 88.26% as stated by Pratama (2010:142) based
rigorous planning and hard working to realize the on his research findings, entitled "Evaluation of the
plan. Likewise, in preparing workers for the Implementation of the IMO-based-QSS in
maritime field which is required by the Yogyakarta Maritime Academy (YMA).
international standards, as recommended by the Furthermore, it is the fact that the YMA graduates
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are still at hard struggle level of entering activities. Arthur, et.al. (2015: 4) states that one of
International Shipping Industry (ISI) work market. the most important ethical developments today is
The gap of competency between the need the recovery of ancient wisdom about the
of the required labor market and that of achieved importance of character. We need a good character
by the IMC graduates in which has adopted the ISI for an ethical, productive, satisfying life, and
standard indicates other factors may affect creating a just society, loving, and productive.
graduates ability in dealing with real tasks in the Samani & Hariyanto (2012: 43) interpreted
world of work. In other words, there are some character as the basic values that build a person,
factors other than knowledge and skills that formed because of the influence of heridity and of
estimated affecting graduate competence, such as the environment, which distinguishes his/her from
particular character values. As Elenora, the Human others, and embodied in attitudes and behavior in
Resourse Developement officer at PT. Arpeni everyday life. Character can also be regarded as
Ocean lines Tbk., indicated in her public lecturing human behavior related to God Almighty, self,
at YMA in 2009, the components of competencies fellow human, environment, and nationality
as required by seafarers’ officers besides embodied in thoughts, attitudes, feelings, words
knowledge and skills, are characters. and deeds based on religious norms, law, etiquette,
Blanpain & Dimitrova (2010) argued that culture, customs and aesthetics.
the essential characteristics of working In addition, one of the shipping companies
environment of the seafarers whenever must be engaged in Crew Management, Ship Management,
associated with monotonous work, living in remote Marine Consultation in Jakarta when recruiting
environment on the ship, and socially isolated from seafarers using recruitment tools containing certain
family and friends, working at high stressful level elements of character considered as determinant
and must whenever prepared themselves in facing factors, such as responsibility, integrity
bad weather, marine accidents and other unsafe professional skills, attitude/team building,
condition of the ship. These characteristics, personality/general appearance/cheerful/sense of
accordingly, need particular character of seafarers, humor, communication skills, problem solving,
among others are toughness, self confidence, decision making, and future potential/creativity as
discipline, adaptability and independence. part of interview evaluation in crew recruitment
The problem is unavailability of (Altus Anglo-Eastern Crewing Services, 2013).
information pertaining characters required by the Building and improving particular character
ISI where the graduates of the IMC will work. The of a person is not a simple program, as Helen
other problem is to what extent the IMC graduates' Keller says (cited in Soedarsono, 2009: 92)
character fulfilling standard of seafarers’ character "Character can not be developed easily and simply,
as required by the ISI. To what extent the practice only through trial experience and suffering can the
of educating cadets' characters in IMC and what soul be strengthened, the vision clears the ambition
seafarers’ character values that have been inspired, and success is achieved ". However,
successfully developed in the IMC, and what success in character building will have a positive
character values have not. So far, it is not clearly impact on the following matters such as: (1) a
identified. Therefore, what seafarers’ character strong soul, (2) a clear far ahead vision, (3) having
values that should be developed for cadets in the an inspiring drive in all effort to achieve a true
IMC in accordance with the needs of the ISI need success. In more detail, the character is the value
to be explored. embedded in human being through education,
It was reflected from the preliminary experience, experimentation, and sacrifice. The
observation data in Yogyakarta Maritime Academy value of humanity when combined with
(YMA) and interviewing the Assistant Director of environmental experience will affect the power
Maritime Academy of Nusantara (AMN) Cilacap. system underlying thoughts, attitudes, and
Data of the observations and the interview showed behaviors.
that the development of character education in Building on a specific seafarers’ character
IMC have not been carried out in an appropriate education is the key to succeeding, as human
structure and in a comprehensive ways. As a result experience as it has been witnessed until now that
the seafarers’ character values that have been all successful attempts to forge particular
developed has never been properly and clearly characteristics of people by means of education. As
identified. At this time, cadet’s character values are stated also by Brown (2008: 74) that character
developed with hierarchical based approach education does have an impact on student’s
through physical health fitness dan discipline behavior. Thus, character education is the key to
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build seafarers’ character, that all people who character education is important for human growth
involved in this program should be knowledgeble as a whole and should be done early on. It is
the principles of education, especially education important that educational institutions not only pay
for character building. Furthermore, Lickona attention on the needs of academic competence of
(1992: 50) states that character education is learners, but also character development so that
education for personality involving knowing, graduates become graduates who are ready to
feeling, and acting. Without these three aspects, the perform academically with the characters needed
education of seafarers' character will not be in doing their duty. Shield (2011: 49) argues that
effective. In addition, character education should education should develop intellectual character,
be carried out in a systematic and sustainable moral character, character of
manner. Kamaruddin (2012: 227) adds that
citizenship, and performance character, This research was essentially using
along with the collective character of the school. In quantitative inquiry approach with the pattern of
addition, according to Berkowitz & Bier (2005: 11) presentation of results as well as the analysis of
character education is intended to promote the data in descriptive manners. This research was
development of the character of learners. This preceded by preliminary research to get initial
character education has been considered, information about the values of seafarers' character
recommended, and/or applied for a variety of by which 16 types of seafarers’ character values
reasons. Davis (2003: 34) adds that "character that have been obtained. Starting from the
education" can be used more broadly to include character values obtained from the preliminary
institutional efforts other than school to form research, then the Focus Group Discussion (FGD)
characters. was conducted to elicite conclusions about the
According to Williams (2010: 117) to values of character for seafarers based on the
integrate our education, we must share our views inputs from FGD participants.
during the instructional planning process. The idea
of integrating theory and practice is emphasized on Method of Data Collection and Respondentsp.
the concept of competence development, which Primary data were collected through survey
captures the unification of different resources and technique using questionnaire validated by expert
applies them to specific work situations. review. Respondentsp. were determined
Individuals develop competence by applying the pusposively and selected from lecturers and leaders
overall aspects of the person, including the ability of the IMCs. Four IMCs was selected randomely
to reflect on the situation and the actions among the IMCs which had been approved by the
themselves. Students and workers become the Directorate General of Sea Transportation (Hubla)
producers of knowledge, essential to the success of as IMO administration in Indonesia. The selected
knowledge-based work processes (Brockmann, four IMCs were: Indonesian Maritime Academy
Clarke and Winch, 2008: 562). (AMI) Medan, Indonesian Maritime Academy
Christina (2005: 88) even reminds that it is (AMI) Veteran Makasar, STIMART-AMNI
important for any university not only to pay more Semarang, and Yogyakarta Maritime Academy
attention on the academic needs and the character (AMY). There were 14 participants involved in the
of the students but also character building so the FGD comprised 12 experienced seafarers who had
graduates are well prepared both academically and involved as maritime officers in various
characteristically. In other words, educational international shipping companies and 2 managers
institutions should not only serve as a place to of international shipping companis.
build students' academic abilities but also to build
their characters. Procedures of Eliciting Character Values
Based on the above explanation, it is The procedure for elicing seafarers’ character
necessary to conduct a study to investigate the values was divided into three stages: identifying
values of seafarers’ character that: (1) in the seafarers’ character values needed by the ISI;
accordance with the needs of the international identifyang the seafarers’ character values that
shipping industry; (2) should be developed for must be developed to meet the demands of the ISI;
cadets to meet the requirements of the ISI; 3) have and identifying the character values that had been
been successfully developed by IMC and which effectively developed in the IMCs and the
characters have not. characters that had not. The 16 types of seafarers’
character values that had been obtained from the
Research Method initial research, then they were taken to the FGD
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forum to get feedback from participants whether character values that had to be owned by seafarer,
the character values were agreed to be owned by a those were vigilance and creativity in dangerous
seafarer officer. The 14 participants who involved and emergency situations. The reason behind the
in the FGD should approve what character values addition of these two character values is that when
should be possessed by seafarers, then it would be a seafarer is in the ship, the vigilance is needed to
validated to more informants. So that survey was respond the dangerous and emergency situation
the right method employed to validate the quickly. Creativity is also considered important for
character values that had been determined in the the seafarer-who must be able to perform tasks
FGD. Respondents' responses, in attempt to within limited facilities and infrastructure- to save
validate the character values, were collected using the ship, passengers and cargo.
questionnaire. Tabel 1 shows a brief description of Furthermore, after FGD character values
the entire research process. obtained 17 character values from the results of
discussion that must be owned by a seafarer
officer. Those values were discipline, toughness,
commitment, responsibility, creativity, integrity,
Tabel 1. Investigation Process in a Brief confidence, cooperation, courage, tenacity, work
ethic, fortitude, adaptability, independent, problem
solving, sense of humor, and vigilance. After
reducing and adding the seafarers’ character values
during the FGD finally there were 17 character
values of seafarers’ officers that should be
considered meeting the requirements of the
Research Findings international maritime industry. The 17 character
The Character Values of Seafarers values were discipline, toughness, commitment,
The material used in the FGD was the responsibility, creativity, integrity, confidence,
result of the preliminary research by interviewing cooperation, courage, tenacity, work ethic,
some AMY colleagues/lecturers who had persistence, adaptability, independence, problem
backgrounds as seafarers officers to get initial data solving, sense of humor and vigilance.
of seafarers’ character values. The initial data
provided 16 character values: discipline, The Character Values for Seafarers Developed
toughness, commitment, responsibility, integrity, by the IMC
confidence, cooperation, courage, tenacity, work In the next step, the FGD participants were
ethics, fortitude, adaptability, independence, asked to rate the above 17 character values to
problem solving, sense of humor, and corsa spirit. specify 6 character values of seafarers that should
This data of seafarers’ character values then were be developed in the IMC. Those 6 character values
taken to the FGD forum for having agreement from than were promoted as the target of seafarers'
the parcitipants concerning seafarers’ character character development in the IMC.
values that meet ISI requirements. Agreement from After analyzing the data from the FGD
the parcitipants concerning seafarers’ character participants, 6 characters of seafarers were
values that meet ISI requirements. obtained with the scores of each character value
Then the selected 16 character values were namely discipline 12, responsibility 10, work
completed with the descriptors and used as the ethics 9, confidence 8, problem solving 6, and
materials for FGD forum. FGD discussions came cooperation 6.
to the conclusion that the character value of the The scores of each character value and its
corsa spirit was not chosen by any participant. The descriptor are shown in Table 2.
reason for not choosing that the corsa spirit was Table 2. Scores of Each Character Value and The
just right owned by a cadet while studying on Descriptor
campus. When he/she works as a seafarer officer
then there is an estimated negative effect of having
this corsa spirit. On the contrary there were two
additional character values, the spirit of vigilance
and creativity, that must be possessed by a
seafarer. When you are already working as a
seafarer officer there is a negative effects that may
happen. Instead, there were two additional
4
 Character Values of Seafarers that Havet Been
Developed in IMC

Research step after finding the values of

seafarers' character values required by the shipping
industry was to investigate the character values
that have been developed in IMC. The data
obtained from the questionnaire were then
analyzed to find the character values percentage.
The results of the percentage analysis are shown as
follows: discipline has been fully implemented
(100%) either through learning or campus culture;
responsibility has been implemented through
learning 89,58% and through campus culture
97,92%, and average is 93,75%; confidence has
been implemented through learning 41,67%,
through campus culture 33,33%, and average is
37,50%; work ethics have been implemented
through learning 75%, through campus culture of
83.33%, and the average is 79.17%; problem-
solving through learning has been implemented
35.42%, through campus culture 45.83%, and the
average is 40.62%; cooperation through learning
has been implemented 43.75%, through campus
culture 52.08%, and the average is 47.92%. Table
4 shows the response distribution of the
respondents and the percentages of each character
value and the activity through which of each value
is acquired.
Figure 1. Chart Scores of Character Values Table 4 shows that development of
discipline value in the IMC has been done well
Figure 1 shows the scores obtained by each with the achievement of 100% through learning
charater values. The chart also clearly shows that process and through campus culture. While the
there are outstanding seafarers’ character values value of responsibility, work ethics, cooperation,
among the 17 values which get high scores problem solving and confidence have not been
compared to other character values: discipline, fully implemented in the IMC.
responsibility, work ethics, confidence, problem Table 4. Distribution of Responses Toward Each
solving, and ability to work together (cooperation). Character Value
In other words, these 6 seafarers’ character
values must be prioritized to be developed to equip
cadets in IMC. Table 3, shows 6 types of seafarers’
character values sorted from the ones that get the
highest priority scores to the lowest.
Table 3. Prioritized Seafarer Characters Values

Table 4 also shows that confidence,

problem solving, and cooperation are seafarers’
character values which are still in low percentage
of formation both through the learning process or
the campus culture. Self-confidence, for example,
has not been effectively done yet through the
development since only at 28% or 53.3% of
learning and through campus culture at 32% or
67%. Similarly, problem solving, through learning
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with score of 31% or 65% and campus culture 26% learning model that capable of developing these
or 54%. In other words, more respondents five character values.
responded that confidence and problem solving are
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