DAMPAK REKRUTMEN DARI SEKOLAH MENENGAH KEJURUAN (SMK) JURUSAN TEKNIK MESIN UNTUK DIJADIKAN TARUNA AKADEMI ANGKATAN LAUT KORP TEKNIK
DOI:
https://doi.org/10.59447/engment.v2i1.103Keywords:
Recruitment, SMK, Mechanical Engineering, Naval Academy, academic achievement, learning adaptation, , technical competency, , military education, educational diversityAbstract
This study aims to analyze the impact of recruiting Vocational High School (SMK) Mechanical Engineering graduates on the quality of education at the Naval Academy (AAL) Technical Corps. Using a mixed methods approach with quasi-experimental design, the research involved 160 Naval Academy cadets consisting of 80 cadets with SMK Mechanical Engineering background and 80 cadets with Senior High School Science background as control. Data were collected over 4 semesters through academic achievement instruments, technical competency tests, academic adaptation scales, and in-depth interviews. Results showed that although SMK cadets experienced initial academic adaptation challenges with lower GPA in the first semester (3.12 vs 3.28), this gap narrowed over time and even showed positive trends in the final semester (3.41 vs 3.38). SMK cadets demonstrated significant superiority in technical subjects such as Ship Propulsion Systems (85.2 vs 78.9) and Auxiliary Machinery (83.7 vs 76.4), particularly in practical components. In terms of social adaptation, the SMK group consistently showed higher scores throughout the research period. Learning style analysis revealed dominance of kinesthetic (47%) and visual (31%) preferences in the SMK group, different from the SHS group which preferred read/write (38%) and auditory (29%). These findings indicate that recruiting SMK Mechanical Engineering graduates has a positive impact on the quality of AAL education, particularly in applied technical competencies and social adaptation abilities. Educational background diversity can become a strategic strength if managed through appropriate bridging programs and diversification of learning methods that accommodate the diversity of cadet learning styles.
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