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ANALYSIS OF THE IMPROVEMENT OF MARITIME SAFETY
THROUGH SEAFARER SKILLS TRAINING COOPERATION
BETWEEN POLTEKPEL SURABAYA AND THE MAIN SHIPPING
OFFICE OF TANJUNG PERAK
Elly Kusumawati
Politeknik Pelayaran Surabaya, Indonesia
Email: elly.kusumawati@poltekpel-sby.ac.id
KEYWORDS
Skills, Sailors, Diklat,
Urbanity, Security,
Cruise
ABSTRACT
One effort to enhance seafarer skills is by improving knowledge. Increasing
knowledge can be achieved through the implementation of training for ship crews.
Through training implementation, it is expected to minimize ship accidents caused
by human error, thereby improving maritime safety. This research aims to
understand the regulations regarding navigation in the Tanjung Perak harbor area
and analyze the role of seafarer skills training in enhancing maritime safety. The
method used in this research is qualitative. The data used in this study are primary
data obtained directly from respondents through questionnaires and secondary data
collected from other sources. The research results show that in the event of an
accident within the jurisdiction of the Tanjung Perak Port Master, based on the
Minister of Transportation's Decree No. 55 of 2006 concerning Procedures for Ship
Accident Inspections, if a ship accident occurs, such as sinking, burning, collision,
or grounding, the ship's Master or leader who experiences the accident must report
it to the Port Master at the nearest or first port visited. The research also indicates
that the implementation of seafarer skills training has an impact on maritime safety.
Improving maritime safety can be achieved by participating in self-development
activities to enhance the quality of ship personnel (seafarers) for better performance.
INTRODUCTION
Indonesia, as an archipelagic nation, is united by vast maritime territories governed by
laws and sovereignty outlined in the constitution. In pursuit of national goals based on
Pancasila and the 1945 Constitution, including realizing the Archipelagic Outlook and
strengthening national resilience, a national transportation system is essential. Maritime
activities, encompassing waters, ports, maritime safety and security, and maritime protection,
constitute a crucial part of the national transportation system. They play a role in developing a
effective and efficient transportation system, facilitating stable and dynamic national
distribution (Kerakyatan, 1988; Lukijanto & Priyatmono, 2019).
In maritime operations, adherence to operational procedures related to safety, security,
and environmental protection is crucial. International regulations, such as the Safety of Life at
Sea (SOLAS), Collision Regulations (COLREGS), and Marine Pollution (MARPOL), provide
guidelines for ensuring safety, preventing collisions, and minimizing environmental pollution.
Despite these regulations, maritime accidents, including sinking, capsizing, grounding, fire,
and collisions, continue to rise in Indonesian waters. Investigations attribute 65% of these
accidents to human error, highlighting the need for a focus on human factors to minimize
maritime accidents. The International Maritime Organization (IMO) encourages research in
this area.
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Safety at sea is heavily reliant on the safety culture of ship crews. Adhering to procedures
can minimize accidents, and optimizing maritime safety involves enhancing crew knowledge.
One way to achieve this is through basic skills training for maritime human resources. In
response, the government, through the Ministry of Transportation, has initiated empowerment
training programs for vocational school students and the general public (Dunn, 2015). This
year, training opportunities are also extended to government employees working in maritime
transportation. Politeknik Pelayaran Surabaya collaborates with Tanjung Perak Port Authority
to provide Basic Safety Training (BST), Advanced Fire Fighting (AFF), and Security
Awareness Training (SAT).
Tanjung Perak Port in Surabaya plays a vital role in the connectivity of Indonesia's
eastern region. Its strategic position as a major hub for collecting and distributing goods
supports local, regional, and international trade. Over the years, the number of ships entering
and leaving Tanjung Perak Port has increased significantly. The port's role as a gateway to the
eastern part of Indonesia makes it crucial for supporting maritime activities in the region. To
enhance safety, security, and comfort in maritime transportation services, the government,
through the Ministry of Transportation, provides training programs, including BST, AFF, and
SAT, to maritime professionals and the public (Davis & Baulch, 2010).
The importance of safety in the maritime sector is evident, with 60%-80% of ship
accidents attributed to human error. Crew members undergo training before starting their actual
duties, emphasizing the significance of Basic Safety Training (BST) to ensure skills in
operating safety equipment. As technology advances, maritime industries increasingly use
modern, automated, and complex equipment, emphasizing the need for competent and
knowledgeable crew members. Diklat programs are essential in minimizing human error-
related accidents and promoting maritime safety (Froholdt & Hansen, 2011; Hadiyatno &
Rahmawati, 2016). Researchers are conducting a study on the Analysis of Improved Safety and
Security in Maritime Transportation through Training in collaboration with Politeknik
Pelayaran Surabaya and Tanjung Perak Port Authority.
The study delves into the intricate aspects of maritime regulations at the Tanjung Perak
Shipping Office and the pivotal role played by seafarer skill training (diklat) in bolstering
maritime safety and security. The core problem statements guiding this investigation are
twofold. Firstly, an exploration of the structured framework governing navigation regulations
at the Tanjung Perak Shipping Office. This involves an in-depth examination of how the
maritime sector is overseen and managed in this vital region. Secondly, an analysis of the extent
to which seafarer skill training contributes to the enhancement of maritime safety and security.
This inquiry aims to uncover the tangible impact of skill development programs on the
competency and preparedness of seafarers in navigating potential challenges and ensuring the
safety of maritime activities (Ćorović, 2013). Aligned with the delineated problem statements,
the objectives of this research are clear. Firstly, to gain comprehensive insights into the
regulatory landscape of maritime navigation at the Tanjung Perak Shipping Office. Secondly,
to conduct a thorough analysis of the role played by seafarer skill training programs in elevating
the standards of maritime safety and security.
RESEARCH METHOD
This qualitative study employs a case study approach to delve into intricate phenomena.
Qualitative research, as described by (Creswell, W. John & Creswell, 2018), is instrumental in
uncovering and comprehending the underlying aspects of phenomena that may be challenging
to grasp thoroughly. It focuses on discoveries that statistical procedures or other quantitative
methods cannot yield. The research relies on both primary and secondary data. Primary data,
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acquired directly from respondents through questionnaires, is complemented by secondary data
obtained from literature, journals, and other supporting sources (Lukijanto & Priyatmono,
2019).
The study utilizes various techniques for comprehensive and natural data collection. The
primary method involves in-depth interviews with research subjects, lasting approximately 15–
30 minutes. These interviews, conducted at the participants' designated offices during their
leisure time, are essential for obtaining verbal statements. The questions prepared by the
researcher may be adjusted based on the information provided by the participants (Rahman et
al., 2017).
Observation is another technique used to gather secondary data supporting the primary
information. This involves collecting authentic evidence such as photos, letters, and other
documents related to the training program. The researcher acts as a participant observer during
this activity, ensuring a non-intrusive role in the observed events.
Data analysis follows the steps outlined by (Miles et al., 2014): data condensation, data
display, and conclusion drawing and verification. Data condensation involves selecting,
focusing, simplifying, abstracting, and transforming written field notes or transcriptions. The
process includes selecting pertinent dimensions, focusing on crucial data, abstracting
summaries, and simplifying and transforming the collected data. In the data display phase, the
researcher analyzes and presents the information systematically for a clear understanding of
the events, actions, or incidents in a narrative text (McCusker & Gunaydin, 2015). The goal is
to find meaning in the obtained data, presenting it coherently and selectively.
The conclusion drawing and verification stage involve summarizing the data based on
the research focus, drawing preliminary conclusions, and seeking supporting or contradicting
data. Verification is performed by comparing the conclusions with relevant theories,
conducting a member check, and making general conclusions for the research report. The
analysis during data collection includes transcribing interview results, observations, and
documentation, followed by creating a summary list of interviews and observations.
RESULTS AND DISCUSSION
A. Seafarer Skills Training
The Surabaya Maritime Polytechnic has conducted maritime training programs to
enhance skills on board, including Basic Safety Training (BST), Advanced Fire Fighting
(AFF), and Security Awareness Training (SAT).
Objectives of Basic Safety Training (BST):
1. Understand the importance of safety.
2. Recognize the significance of accident prevention.
3. Understand the importance of implementing Occupational Safety and Health (OSH)
values in the workplace.
4. Recognize the importance of accident prevention in the workplace.
Objectives of Security Awareness Training (SAT) is understand how to maintain security
stability on board. Objectives of Advanced Fire Fighting (AFF) is understand the procedures
for using firefighting equipment and extinguishing fires on board.
In 2023, Surabaya Maritime Polytechnic collaborated with the Tanjung Perak Main
Shipping Office (KSU) through a Cooperation Agreement between Surabaya Maritime
Polytechnic and the Tanjung Perak Main Shipping Office regarding the Implementation of
Maritime Education and Training, as well as Research and Community Service Number:
HK.201/2/05/POLTEKPEL.SBY-2023 and Number HK.201/01/05/SBY.Tpr/2023. This
collaboration aimed to conduct skill training programs (BST, AFF, and SAT) for employees
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within the Tanjung Perak Main Shipping Office to support their roles in ensuring maritime
safety through the enhancement of human resources' quality (Sunarto, 2015).
The distribution of participant categories for the training conducted is shown in Table
4.1, detailing the age groups of participants in different months
Table 4.1 Distribution of Participant Age Categories
No.
Age Group
Number of Participants in Months -
August
July
May
March
February
1
0 - 20
182
296
162
1
94
2
21 - 25
129
151
23
13
61
3
26 - 30
59
28
7
11
16
4
31 - 35
29
7
11
7
19
5
36 - 40
18
3
19
8
10
6
41 - 60
13
1
45
12
23
Total Training Participants
430
486
267
52
223
The data indicates that a significant number of young participants attended the maritime
skills training over a specific period. Age and educational level are directly related factors to
performance, especially in the maritime profession, where the productive age enhances the
performance of crew members (ABK).
Interest in improving maritime competency and soft skills poses a challenge for our
seafarers. A seafarer's career involves continuous competency development. For instance, to
work on a tanker, one needs more than just a certification. They must have tanker operation
skills certified by Basic Oil and Chemical Tanker training, and for more advanced roles, they
need Advanced certification for both oil and chemical tankers. This is just a small example,
and if seafarers aspire to work on larger vessels with higher ranks, navigating broader sea
routes, they must upgrade their competencies, certified by higher-level endorsements
(Syarifuddin et al., 2016; Van Meter & Van Horn, 1975).
Raising one's professional level is not an easy task for a seafarer, as it directly correlates
with income or salary. Competency development is a crucial factor in enhancing human
resource quality, including in the maritime profession. The interest in such development is
closely related to job satisfaction. While specific studies on job satisfaction and development
interest among seafarers are limited, research by Mazhari (2018) highlights the competency of
merchant ship officers in the global shipping labor market, emphasizing the 'knowing-doing'
gap. The study finds that seafarers with lower wages and career challenges on land tend to have
lower motivation for training and may not represent the competencies they should possess.
Conversely, seafarers with higher responsibilities and appropriate wages show higher
motivation for training(Ziarati et al., 2012). Income or wages play a determining role in
motivating individuals to pursue education and training.
The success of a training program is not only measured by its execution and achievement
of planned targets but also requires continuous efforts in the form of evaluation and analysis
for better implementation and quality improvement. The outcome of an education and training
process is in the form of trained participants, and the real benefit is seen in their actual
performance in their respective workplaces. Post-training evaluation is essential to reveal the
real impact and benefits of an education and training program.
The response from participants in the training, including various aspects that indicate
implementation indicators, is summarized in Table 4.2
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Table 4.2 Summary of Service Evaluation and Priority Improvement Indicators for
February
Aspect
Indicator
NRR
Impr
ovem
ent
NRR
per
aspect
NRR
measu
red
SKM
Service
Quality
Conclusion
Aspect 1
Conformity of service requirements
with the type of service
849
3
3.807
0.419
93.105
Quality of
Service Unit
"A",
Performance
of Service
Unit "Very
Good"
Aspect 2
ease of service procedures
822
8
3.686
0.405
Aspect 3
speed of time in providing services
798
9
3.578
0.394
Aspect 4
Fairness of costs / rates in service
864
1
3.874
0.426
Aspect 5
Conformity of service products
between those listed in the service
standard and the results provided
836
7
3.749
k.412
Aspect 6
Competence/ability of officers in
service
847
4
3.798
0.418
Aspect 7
Behavior of officers in service,
related to politeness and friendliness
856
2
3.839
0.422
Aspect 8
quality of Facilities and
Infrastructure
837
6
3.753
0.413
Aspect 9
Service User Complaint Handling
841
5
3.771
0.415
Aspect 10
satisfaction level
858
3,848
3.724
Table 4.3 Summary of Service Evaluation and Priority Improvement Indicators for
March
Aspect
Indicator
NRR
Improv
ement
NRR
per
aspect
NRR
measured
SKM
Service
Quality
Conclusion
Aspect 1
Conformity of service
requirements with the type
of service
200
3
3.846
0.423
93.5
Quality of
Service Unit
"A",
Performance
of Service
Unit
"Excellent"
Aspect 2
ease of service procedures
197
5
3.788
0.417
Aspect 3
speed of time in providing
services
182
9
3.500
0.385
Aspect 4
Fairness of costs / rates in
service
201
2
3.865
0.425
Aspect 5
Conformity of service
products between those
listed in the service standard
and the results provided
194
8
3.731
0.410
Aspect 6
Competence/ability of
officers in service
200
3
3.846
0.423
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Aspect
Indicator
NRR
Improv
ement
NRR
per
aspect
NRR
measured
SKM
Service
Quality
Conclusion
Aspect 7
Behavior of officers in
service, related to politeness
and friendliness
202
1
3.885
0.427
Aspect 8
quality of Facilities and
Infrastructure
196
6
3.769
0.415
Aspect 9
Service User Complaint
Handling
196
6
3.769
0.415
Aspect 10
satisfaction level
201
3.865
3.740
Table 4.4 Summary of Service Evaluation and Priority Improvement Indicators for
May
Aspect
Indicator
NRR
Improvement
NRR
per
aspect
NRR
measured
SKM
Service
Quality
Conclusion
Aspect 1
Conformity of service
requirements with the type
of service
977
3
3.659
0.403
89.875
Quality of
Service Unit
"A",
Performance
of Service
Unit "Very
Good"
Aspect 2
ease of service procedures
943
5
3.532
0.389
Aspect 3
speed of time in providing
services
951
9
3.562
0.392
Aspect 4
Fairness of costs / rates in
service
968
2
3.625
0.399
Aspect 5
Conformity of service
products between those
listed in the service
standard and the results
provided
958
8
3.588
0.395
Aspect 6
Competence/ability of
officers in service
987
3
3.697
0.407
Aspect 7
Behavior of officers in
service, related to
politeness and friendliness
988
1
3.700
0.407
Aspect 8
quality of Facilities and
Infrastructure
988
6
3.700
0.407
Aspect 9
Service User Complaint
Handling
966
6
3.618
0.398
Aspect
10
satisfaction level
978
3.663
3.595
Table 4. 1 Recapitulation of service assessment and priority improvement of training
elements in July
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Aspect
Indicator
NRR
Impr
ovem
ent
NRR
per
aspect
NRR
measu
red
SKM
Service
Quality
Conclusion
Aspect 1
Conformity of service requirements
with the type of service
1841
2
3.788
0.417
92.017
Quality of
Service Unit
"A",
Performance
of Service
Unit "Very
Good"
Aspect 2
ease of service procedures
1774
8
3.650
0.402
Aspect 3
speed of time in providing services
1736
9
3.572
0.393
Aspect 4
Fairness of costs / rates in service
1800
6
3.704
0.407
Aspect 5
Conformity of service products
between those listed in the service
standard and the results provided
1810
5
3.724
0.410
Aspect 6
Competence/ability of officers in
service
1843
1
3.792
0.417
Aspect 7
Behavior of officers in service,
related to politeness and friendliness
1838
3
3.782
0.416
Aspect 8
quality of Facilities and
Infrastructure
1830
4
3.765
0.414
Aspect 9
Service User Complaint Handling
1790
7
3.683
0.405
Aspect 10
satisfaction level
1850
3.807
3.681
Table 4. 2 Recapitulation of service assessment and priority improvement of training
elements in August
Aspect
Indicator
NRR
Impr
ovem
ent
NRR
per
aspect
NRR
measu
red
SKM
Service
Quality
Conclusion
Aspect 1
Conformity of service
requirements with the type of
service
1626
5
3.781
0.416
93.270
Quality of
Service Unit
"A",
Performance of
Service Unit
"Very Good"
Aspect 2
ease of service procedures
1561
9
3.630
0.399
Aspect 3
speed of time in providing
services
1564
8
3.637
0.400
Aspect 4
Fairness of costs / rates in service
1673
1
3.891
0.428
Aspect 5
Conformity of service products
between those listed in the
service standard and the results
provided
1618
7
3.763
0.414
Aspect 6
Competence/ability of officers in
service
1640
3
3.814
0.420
Aspect 7
Behavior of officers in service,
related to politeness and
friendliness
1654
2
3.847
0.423
Aspect 8
quality of Facilities and
Infrastructure
1628
4
3.786
0.416
Aspect 9
Service User Complaint
Handling
1620
6
3.767
0.414
Aspect 10
satisfaction level
1638
3.809
3.731
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Service user ratings are important in the service industry, including education. One way
that can be used to check the quality of service is to check customer feedback and ensure their
satisfaction. This is the concept used in this study, which is to see the quality of the
implementation of seafarer skills training through the assessment of participants.
The tangible manifestation of this service is represented by statements related to adequate
equipment or facilities, ease of access to certification locations and registration procedures,
visually attractive environment for certification, and the availability of supporting services such
as accommodation and sports facilities. Based on the assessment through the training
implementation questionnaire, the highest priority value for improvement was obtained related
to the behavior of officers in service, related to politeness and friendliness. Participants did not
get satisfaction with Attitude so that the score was the lowest among other indicators even the
minimu value was also very low. Therefore, training institutions must improve service attitudes
towards training participants, including a good understanding from the certification
implementer of the needs of participants, the intention and efforts of the implementer to be able
to help participants, the availability of instructions and directions or input related to the
implementation of certification, and personal attention given fairly or equitably to each
participant.
The progress of seafarer skills training institutions will be greatly influenced by the
ability of each institution to identify its advantages and disadvantages. Things that are already
good can be maintained and things that are still considered lacking must be corrected
immediately. One way to identify these advantages and disadvantages is to check customer
satisfaction. This is important because customer satisfaction plays a big role in winning the
competition in the global era.
CONCLUSION
The conclusions drawn from this research are as follows: 1. To ensure maritime safety
as a support for smooth ship traffic at sea, competent, capable, and skilled ship crews are
required. Therefore, every ship that will sail must be manned by an adequate and appropriate
crew to perform their duties on board based on their positions, considering the size of the ship,
ship arrangement, and sailing area. In the event of an accident within the jurisdiction of the
Tanjung Perak Port Master, according to the Minister of Transportation's Decree No. 55 of
2006 concerning Procedures for Ship Accident Inspections, if a ship accident occurs, such as
sinking, burning, collision, or grounding, the ship's Master or leader who experiences the
accident must report it to the Port Master at the nearest or first port visited. The Port Master,
after receiving the report of the ship accident, summons the Master, Ship Officers, and Crew
Members in writing. Subsequently, the Port Master conducts an examination and prepares a
written preliminary examination report of the ship accident to the Director-General of Sea
Transportation. The preliminary examination of the ship accident is documented in the
Preliminary Examination Report, which includes the ship accident report, conclusions of the
preliminary examination results of the ship accident, and other necessary documents. To
prevent accidents in shipping activities, better control of human factors participating both on
board and on land is necessary. Respondent interviews with the researcher revealed inhibiting
factors in the role of the Port Master in implementing maritime safety standards at the Tanjung
Perak Port Master's Office, namely the lack of human resources with port certification and
natural factors. 2. Maritime safety is a necessity, and therefore, the fulfillment of safety criteria
is carried out well. Continuous efforts are made to improve maritime safety. The research
results show that the implementation of seafarer skills training has an impact on maritime
safety. Improving maritime safety can be achieved by participating in self-development
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and the Main Shipping Office of Tanjung Perak]
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activities to enhance the quality of ship personnel (seafarers) for better performance. There is
still room or opportunity for improving the quality of seafarer skills training implementation,
which will enhance the competitiveness of training institutions. The priority or sequence of
indicators to be improved for quality improvement may vary from one training institution to
another, depending on which receives the lowest rating from training participants.
The Maritime Training Institution is advised to organize seafarer skills training by
applying management and following the implementation of training management. This can be
achieved by: (1) conducting training based on the training management guidebook and training
material book; (2) developing materials according to the needs of training participants and
following developments; (3) determining the competencies to be achieved; (4) systematically
arranging the materials; (5) selecting a suitable learning method based on the characteristics of
training participants; (6) employing competent lecturers/instructors; (7) organizing internships
on various types of ships with different cargoes alternately.
The leadership of Poltekpel Surabaya is advised to provide opportunities for
lecturers/instructors to develop their knowledge, attitudes, and skills by: (1) providing and
completing learning media; (2) providing facilities that support the implementation of training;
(3) facilitating lecturers/instructors to improve their knowledge and skills; (4) providing
opportunities and facilitating lecturers/instructors to consistently participate in competency
development activities.
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Copyright holders:
Elly Kusumawati (2023)
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Devotion - Journal of Research and Community Service
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