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This research delves into the intricate realm of maritime education, focusing on the academic and professional preparedness of Semester 3 cadets at the Maritime Institute Jakarta (STIP Jakarta). Anchored in a qualitative descriptive approach, the study synthesizes document analysis and cadet surveys to unravel the multifaceted dynamics shaping the educational landscape. The document analysis reveals a curriculum at STIP Jakarta that aligns commendably with international standards, supported by comprehensive lecturer training programmes. However, the nuanced cadet perspectives spotlight a need for refined emphasis on the practical application of English proficiency in real-world maritime scenarios. Cadet self-assessment underscores both confidence in academic intelligence and an identified need for additional language support, calling for targeted interventions. Exploring professional competences uncovers a disparity between technical proficiency and English Maritime communication, highlighting the importance of a holistic approach to bridge this gap. Cadet motivations vary from a genuine passion for maritime activities to the allure of lucrative career prospects and international recognition. Recognizing this diversity urges the need for personalised career guidance and mentorship programmes. The research also sheds light on English Maritime and Literacy proficiency, differentiating between basic skills and the ability to handle complex communication scenarios. Recommendations include integrating advanced language modules and tailored language support initiatives within the curriculum, ensuring a seamless development of linguistic skills alongside technical competences. In conclusion, this research offers a comprehensive understanding of maritime education at STIP Jakarta, unveiling challenges and opportunities that resonate globally. The synthesis of findings and recommendations forms a compass for refining pedagogical approaches, fostering linguistic and technical adeptness in future maritime professionals. This voyage towards enhancement is not merely a localized pursuit but a contribution to the broader discourse on cultivating global competence in maritime education.

This research delves into the intricate realm of maritime education, focusing on the academic and professional preparedness of Semester 3 cadets at the Maritime Institute Jakarta (STIP Jakarta). Anchored in a qualitative descriptive approach, the study synthesizes document analysis and cadet surveys to unravel the multifaceted dynamics shaping the educational landscape. The document analysis reveals a curriculum at STIP Jakarta that aligns commendably with international standards, supported by comprehensive lecturer training programmes. However, the nuanced cadet perspectives spotlight a need for refined emphasis on the practical application of English proficiency in real-world maritime scenarios. Cadet self-assessment underscores both confidence in academic intelligence and an identified need for additional language support, calling for targeted interventions. Exploring professional competences uncovers a disparity between technical proficiency and English Maritime communication, highlighting the importance of a holistic approach to bridge this gap. Cadet motivations vary from a genuine passion for maritime activities to the allure of lucrative career prospects and international recognition. Recognizing this diversity urges the need for personalised career guidance and mentorship programmes. The research also sheds light on English Maritime and Literacy proficiency, differentiating between basic skills and the ability to handle complex communication scenarios. Recommendations include integrating advanced language modules and tailored language support initiatives within the curriculum, ensuring a seamless development of linguistic skills alongside technical competences. In conclusion, this research offers a comprehensive understanding of maritime education at STIP Jakarta, unveiling challenges and opportunities that resonate globally. The synthesis of findings and recommendations forms a compass for refining pedagogical approaches, fostering linguistic and technical adeptness in future maritime professionals. This voyage towards enhancement is not merely a localized pursuit but a contribution to the broader discourse on cultivating global competence in maritime education.

This study presents a comprehensive review to explore technology's multifaceted role in fostering cultural competence within multicultural education. The primary objective of this study is to address three fundamental research questions: 1) How does the integration of technology enhance cultural competence in multicultural education settings? 2) What challenges and opportunities are associated with utilizing technology to promote cultural competence in diverse educational settings? 3) How can innovative technological approaches be tailored to address specific cultural competencies in education? Adopting a library research approach, an extensive exploration of academic databases and scholarly sources was conducted to gather literature pertinent to the research questions. The descriptive analysis method was employed to synthesize and analyze the collected information, identifying key themes, differences, similarities, and weaknesses among the diverse sources. The findings from this comprehensive review revealed several significant insights. Technology integration was observed to offer opportunities such as personalized learning experiences through AI-driven tools, immersive cultural experiences via Virtual Reality (VR), and global connectivity fostering cross-cultural collaboration. However, challenges like the digital divide, biases in technological tools, language barriers, ethical concerns regarding data privacy, and pedagogical integration shortcomings were highlighted. Moreover, the study underscores the potential of adaptive technologies, multimodal resources, culturally tailored digital content, and aligning technological interventions with culturally responsive pedagogy to address specific cultural competencies. The recommendations emphasize the need for teacher training, inclusive design, curation of diverse and authentic digital content, interdisciplinary collaborations, and ongoing assessment for optimizing technology's role in promoting cultural competence within multicultural education.

This qualitative study investigates the perspectives of 240 Semester 3 cadets at the Maritime Institute Jakarta (STIP Jakarta) regarding An Operational Approach to Maritime Cyber Resilience. Over three semesters, the research scrutinizes cadets' academic self-checked intelligence, perceived professional competences, motivations, and the interplay between language development and preparedness for global roles. The demographic diversity of the cadet sample, representing majors in Nautical, Technical, and Port and Shipping Management, ensures a comprehensive exploration of maritime education. The findings reveal a positive evolution in cadets' understanding of maritime cyber resilience, with a notable increase in academic self-checked intelligence. The curriculum's effectiveness in cultivating a nuanced comprehension of cyber threats is underscored by the enhanced professional competences perceived by cadets, indicating preparedness for the practical challenges in the maritime industry. Motivations and engagement exhibit a positive trajectory, from initial challenges to sustained interest, indicating the subject's growing relevance over time. The interconnected development of English language proficiency and subject mastery emphasizes the need for targeted language support within maritime education. The positive correlation between improved language fluency and a deeper understanding of maritime cyber resilience suggests the symbiotic relationship between linguistic and technical competence. The study's implications extend beyond STIP Jakarta, offering insights for refining maritime education globally. Recommendations encompass dynamic pedagogical approaches, continual curriculum evaluation, industry collaboration, and language enhancement initiatives. By embracing these recommendations, maritime education programmes can foster a resilient cadre of professionals adept at navigating the complexities of the modern maritime industry.

This qualitative study investigates the perspectives of 240 Semester 3 cadets at the Maritime Institute Jakarta (STIP Jakarta) regarding An Operational Approach to Maritime Cyber Resilience. Over three semesters, the research scrutinizes cadets' academic self-checked intelligence, perceived professional competences, motivations, and the interplay between language development and preparedness for global roles. The demographic diversity of the cadet sample, representing majors in Nautical, Technical, and Port and Shipping Management, ensures a comprehensive exploration of maritime education. The findings reveal a positive evolution in cadets' understanding of maritime cyber resilience, with a notable increase in academic self-checked intelligence. The curriculum's effectiveness in cultivating a nuanced comprehension of cyber threats is underscored by the enhanced professional competences perceived by cadets, indicating preparedness for the practical challenges in the maritime industry. Motivations and engagement exhibit a positive trajectory, from initial challenges to sustained interest, indicating the subject's growing relevance over time. The interconnected development of English language proficiency and subject mastery emphasizes the need for targeted language support within maritime education. The positive correlation between improved language fluency and a deeper understanding of maritime cyber resilience suggests the symbiotic relationship between linguistic and technical competence. The study's implications extend beyond STIP Jakarta, offering insights for refining maritime education globally. Recommendations encompass dynamic pedagogical approaches, continual curriculum evaluation, industry collaboration, and language enhancement initiatives. By embracing these recommendations, maritime education programmes can foster a resilient cadre of professionals adept at navigating the complexities of the modern maritime industry.

Based on the research findings, the pedagogical competence of teachers at MTs Al Azhar Guluk Manjung Bluto Sub-district Sumenep is relatively good. This is evident through pre-teaching planning, understanding students' characteristics and psychology, mastering teaching materials, utilizing Information and Communication Technology (ICT), and updating teaching materials. Teachers also participate in various specialized training related to teacher competence development, adapt their educational backgrounds to their subjects, present tutorials with student-friendly teaching methods, consult literature related to specific subjects, review test questions before administering them to students, and apply teaching methods suitable for each subject, such as lectures, question-and-answer sessions, and discussions. Regular meetings are held at the beginning of the semester, and evaluations are conducted every three to six months. The implementation of Pedagogical Competence of Teachers at MTs Al Azhar Guluk Manjung Bluto Sub-district Sumenep is at a relatively good level but requires refinement. Challenges faced in implementing pedagogical competence include limited facilities, resources, and limited operational education budget. The solutions to overcome these challenges include utilizing available facilities.      

Based on the results of the research, data was obtained that (a) Head Raudlatul Athfal's understanding of the competence of RA An-Najah Teachers, namely the head of RA An-Najah had understood the qualifications and competencies of RA An-Najah Teachers. Where the academic qualifications of Teacher RA An-Najah have an undergraduate background. Teachers have also met all teacher competency standards, namely pedagogical competence, professional competence, personality competence, and social competence. (b) Head Raudlatul Athfal's strategy to improve the competence of RA An-Najah Teachers, namely by involving teachers in training, training and seminars; involve teachers in KKG; motivating Teachers; carry out Supervision; complete the Facilities and Infrastructure; enrich digital knowledge; apply the PAKEM method; developing a learning curriculum; and hold a meeting. (c) Supporting factors for Head Raudlatul Athfal to improve teacher competency at RA An-Najah, namely: (1) Environment, (2) Teachers are members of IGRA, (3) Teachers are certified, (4) Teachers have a great willingness to learn , (5) Cooperation, and (6) Adequate facilities and infrastructure. Meanwhile, the inhibiting factor for the Head of Raudlatul Athfal to improve teacher competence at RA An-Najah is the lack of willingness and opportunity for teachers to participate and attend coaching in improving teacher competence.    

There are still many challenges in the world of education in Indonesia, so that the goals of education have not been fully realized. one of the problems in Indonesian education is that learning outcomes at the elementary and secondary school levels are very minimal due to an imbalance in the effectiveness of learning and learning in the classroom. In 2019, the average teacher competency score (UKG) was 57 out of 100, with a teacher pedagogical average of 49.34 and a teacher professional average. The low literacy and competence of teachers is a benchmark for the success of education in Indonesia. This study aims to analyze the relationship between a teacher's pedagogical competence and students' cultural literacy and citizenship abilities through PKN subjects. The method used in this research is descriptive-qualitative, with the subject being a class V teacher and students at an elementary school in Mojokerto. The results of the study show that there is a relationship and influence between the pedagogical competencies possessed by teachers on the cultural literacy and citizenship abilities of students in PKN subjects. This can be seen from the readiness of the teacher to design and design learning tools, implementing learning in the classroom to evaluating learning.