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Hydraulic systems are vital components in modern naval vessel operations, controlling 60-70% of all ship operational systems. This research aims to comprehensively analyze the benefits of hydraulic system learning for Engineering Corps cadets at the Indonesian Naval Academy (AAL). The study employed a mixed methods approach with concurrent embedded design, involving 163 cadets for quantitative components and 20 cadets for qualitative components. Data collection techniques included structured questionnaires, pre-test and post-test cognitive tests, practical performance observations, and semi-structured interviews. Quantitative data analysis used descriptive and inferential statistics, while qualitative data was analyzed using thematic analysis. Results showed significant improvement in hydraulic system knowledge with large effect size (Cohen's d = 2.31) and average score increase of 28.8%. Cadets' perception of learning benefits was highly positive (M = 4.31 on a 5-point scale), with "Relevance to Operational Tasks" dimension achieving the highest score (M = 4.47). Practical performance showed 74.8% of cadets achieved good to excellent grades. Qualitative analysis identified five main themes: technical understanding transformation, practical competency development, theory-practice integration, soft skills development, and career motivation and orientation. Factors influencing learning benefits included instructor quality (β = 0.34), practical facility availability (β = 0.28), and learning motivation (β = 0.23). This research confirms that hydraulic system learning provides multidimensional benefits encompassing cognitive, psychomotor, and affective aspects, contributing to holistic professional competency development essential for success as Indonesian Navy technical officers.

This research aims to identify and analyze the essential instructional tools needed in gas turbine learning for cadets of the Naval Academy's engineering corps using a mixed-method approach with an explanatory sequential design involving 160 respondents, consisting of 120 engineering corps cadets, 15 instructors, and 25 field engineering officers. The research results identified 28 types of gas turbine instructional tools categorized into four groups, with simulators and software showing the highest level of importance (4.65/5.0), and there were significant differences in the perception of importance levels among the three groups of respondents (F(2,157) = 12.45, p < 0.001). The AHP analysis produced a priority framework in four levels, with Level 1 encompassing 5 essential instructional tools: gas turbine simulator (0.742), gas turbine cut-section model (0.698), control system trainer kit (0.681), interactive learning video (0.673), and troubleshooting simulator (0.667). Regression analysis showed that instructional tools significantly contribute to learning effectiveness (R² = 0.742), with the gas turbine simulator as the main predictor (β = 0.384), positively impacting the cognitive aspect with a 26.8% increase in concept understanding (effect size 1.24), the affective aspect with an increase in learning motivation and career interest from 67% to 84%, and the psychomotor aspect with a 33.7% increase in hands-on skills and a 28.5% reduction in troubleshooting time. The resulting priority framework provides strategic guidance for optimizing resources and gradually developing gas turbine learning capabilities in military educational institutions, despite facing major obstacles such as budget constraints, technology compatibility, lack of quality human resources, and limited laboratory infrastructure.

This research aims to analyze the benefits of learning shipbuilding theory for cadets of the Technical Corps at the Indonesian Naval Academy (AAL) using a mixed methods approach. The research results show that mastery of shipbuilding theory significantly enhances the technical competence of cadets, particularly in understanding ship structure, stability, hydrodynamics, and propulsion systems, and contributes to their operational readiness in the TNI AL environment. However, the main challenges identified include the complexity of the material, limited laboratory and simulator facilities, and the gap between classroom theory and real-world application on warships. The effectiveness of learning is greatly influenced by interactive teaching methods, instructor competence, and the support of learning facilities. This research recommends the development of an adaptive curriculum, increased investment in simulation technology, and collaboration with the maritime industry to enrich the cadets' learning experience. These findings are expected to serve as a basis for the evaluation and development of the shipbuilding theory curriculum at AAL, as well as a reference for other maritime educational institutions in designing more applicable and relevant learning programs that meet operational needs in the field.

Kartika Jala Krida (KJK) in 2023 is one of the practical training courses for AAL Cadets Level III Corps, Seamanship, Engineering, Electronics and Supply. The KJK was implemented based on AAL Governor's Decree Number: Kep/87/VII/2024 dated 17 July 2024 concerning the AAL Cadet Education Implementation Program for the 2024/2025 Academic Year, and Instructions for implementing AAL Cadet Practical Training. KJK's shipping activities use the KRI Bima Suci with a shipping route of Surabaya – Jakarta – Singapore – Cambodia – Vietnam – China – South Korea – Russia – Japan – Philippines – Balikpapan and will return to Surabaya Base covering a distance of 10,715 Nm, departing Sunday 17 July 2024 from AAL and returning to AAL Wednesday 30 October 2024. The KJK 2024 practical training aims to provide knowledge and skills as initial preparation to become an Indonesian Navy officer as well as forming the character of marine soldiers. Apart from that, this exercise is a manifestation of the Indonesian Navy's diplomatic role in showing that the Indonesian nation is a maritime nation with a maritime perspective to the international world. The specific aim of the Kartika Jala Krida voyage is to train AAL cadets to carry out the Great Circle Astronomical Navigation Voyage and to practice all basic marine professional lessons in real conditions.