TRANSFORMATIVE LEARNING DALAM PENDIDIKAN MARITIM: PENDEKATAN KONSEPTUAL TERHADAP PEMBENTUKAN IDENTITAS PROFESIONAL PELAUT
Abstract
Artikel ini mengkaji peran Transformative Learning dalam pendidikan maritim dengan fokus pada pembentukan identitas profesional pelaut. Pendekatan pembelajaran tradisional di institusi maritim Indonesia cenderung menekankan kompetensi teknis tanpa mengembangkan kesadaran reflektif dan tanggung jawab moral. Kajian konseptual ini menganalisis teori Transformative Learning (Mezirow), Experiential Learning (Kolb), dan pembentukan identitas profesional (Trede) untuk merumuskan model pembelajaran yang integratif. Metode kajian menggunakan pendekatan kualitatif-konseptual dengan analisis isi terhadap literatur teoretis dan dokumen kebijakan maritim internasional. Hasil kajian menunjukkan bahwa integrasi Transformative Learning dan Experiential Learning dapat membentuk siklus pembelajaran berkelanjutan yang menghasilkan pelaut dengan kesadaran kritis, integritas moral, dan identitas profesional yang kuat. Studi ini mengusulkan Reflective-Integrative Maritime Learning Model (RIMLM) sebagai kerangka konseptual yang terdiri dari empat lapisan pembelajaran: pengalaman, refleksi, konseptualisasi, dan transformasi. Implikasi praktis mencakup reorientasi kurikulum berbasis refleksi, pelatihan pedagogik fasilitatif bagi dosen, dan penerapan evaluasi berbasis portofolio reflektif.
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