




































 

 
EDUCATIO : Journal Of Education 
Volume 4 , Number 1, May 2019 

 ISSN : 2579-8383 (Print) ISSN : 2579-8405 (Online)  

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Analyze Education and Training Using Marine Engine Simulator 

at STIP Jakarta Indonesia 

 
Abdul Rachman, Marihot Simanjuntak 

STIP (Sekolah Tinggi Ilmu Pelayaran) Jakarta 

abdulrachman_agbstip@yahoo.co.id  

 

Accepted: 

January 15 2019 

Reviewed:  

April 13, 2019 

Published:  

May 30 2019 

 

Abstract: On this research paper analysis Cadet Engineer, junior engineer, Operational level senior 
engineer, and management level senior engineer will do experiment using data velocity various 
scenario at marine engine simulator and then result of experiment will use analysis education and 
training  marine engine simulator for to know correct time. Then analysis has also revealed that 
the human errors occur for the following reasons: Lack of knowledge on the over all system and 
fundamental operation, Insufficient confirmation to operation and Incomplete knowledge on the 
operational sequence. the roles of instructor will be described in order to reduce the cause for such 
human errors and to enhance the educational performance according implemented and 
development each them various scenario base on expert justification and reference IMO Standard 
and SOLAS. kinds various scenario safety procedure for all Engineer with hope to minimalist 
accident loss of soul at sea. For the purpose of machinery plant operation training by means of 
Engine Room Simulator (ERS) based on PC, describes the features of human errors by the 
Incompetence trainees in the marine engine plant operation and shows the necessary improvement 
in the training in order to decrease such errors from the viewpoint of educational technology.  The 
examination of such data has shown that error occurs mainly by omission error and extraneous 
act. Further analysis was made on such errors by the trainees engineer to find out the characteristics 
of errors caused in the process of acquiring procedural knowledge for the operation according 
implemented development various safety scenario. 

 
Keyword:  Analyze Education, Training, Marine Engine Simulator. 

 

INTRODUCTION 

According data from National Transportation Safety National (NTSC), From year 2010 until 

Year 2016 increasing which accident sea transportation, Cause  of sinking of the ship, ship 

Collision or ship Burned1 . During range of this years , number 658 people die and 568 people 

injury, Cause of accident is technical problem number 51 % and 49 % cause by human error. 

Data marine vessel accidents were investigated NTSC2. 

 

 

 

 

                                                      
1 Komite Nasional Keselamatan Transportasi, “Data Investigasi Kecelakaan Pelayaran Tahun 2010-2016” 

(Indonesia, 2016). 
2 Komisi Nasional Keselamatan Transportasi and National Transportation Safety Committee, “Number of 

Marine Court Accident by Factor Ship Accident” (Jakarta, 2009). 



  
 

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Volume 4, Number 1, May 2019 | 55  

 

  

 

 

 

Table 1 NTSC Data 

Therefore need gave Recommendation to all stake holder for minimizing occur accident sea 

transportation. During this   learning process analysis using for evaluation education and training 

marine engine simulator all Cadet engine, junior engineer, operational level  senior engineer and 

Management level Senior engineer using data velocity in doing various development scenario 

according them each level base on expert justification  with reference IMO standard and STCW.  

The operational knowledge on the marine engine plant, which is a part of the duty of marine 

engineer, is procedural knowledge necessary for the smooth operation of the machinery. The 

unskilled trainee has to acquire such knowledge by actual operating experience on board or by 

educational training. Since the unskilled trainee are assumed to make a lot of human errors, OJT 

(On the Job Training) which is the training on the actual operation of the marine engine plant, 

would be a risky selection. The simulator training is a safe training that never damages machinery 

and others and, therefore, is effective in learning fundamental knowledge on the machinery 

operation before starting of the OJT. The content also involves a presentation of how Studying 

skill Development Resource management is implemented in Marine Engine Simulator include 

Demonstrated Integrated Engine Marine Resource  Management3. 

In the simulator training, the operational behavior of the trainee, or operational procedure 

of the trainee until he makes the machinery to a certain state, is recorded as data for an easy review. 

Checking such operational procedure from the point of operational error will be helpful for the 

instructor to know how the machinery should be operated to the trainee, what are the necessary 

                                                      
3 Kenji Ikenishi et al., “Study on the Human Error by Unskilled Trainee in Marine Engine Plant Operation,” 

Marine Engineering 41, no. SI (2006): 183–188. 

No. years 

 

Number Of 

Accidents 

Accidents 
 

Fatalities 

 

Sinking ship 

 

Ship Burned / 

Exploded 

 

Ship 

Collision 

Ship 

Grounded 

 

Deceased / 

Missing 

wounded 

2010 4 1 1 3 0 100 104 

2011 6 1 3 2 0 10 51 

2012 4 0 2 2 0 447 0 

2013 6 2 2 2 0 15 85 

2014 7 2 3 2 0 86 346 

2015 11 3 4 3 1 - - 

2016 11 4 4 3 0 2 2 

Total 53 13 19 17 1 662 590 

 



  
 

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Volume 4, Number 1, May 2019 | 56  

 

  

or unnecessary knowledge for operation and whether the instructor’s know-how is appropriated 

or not. The reason that this paper remarks to the unskilled trainee is because their experience level 

is low and therefore the effect of simulator training can be found without being affected by actual 

experienced knowledge. On this Research Cadet Engineer, junior  engineer. operational level 

senior engineer and management level senior engineer will doing experiment using data velocity 

scenario at marine engine simulator. and then Result of experiment will use analysis education and 

training  marine engine simulator for to know correct time  according each them scenario base on 

expert justification and reference IMO Standard and SOLAS. Then analysis education and training 

using marine . 

Engine simulator  has also revealed that the human errors occur for the following reasons4: 

Lack of knowledge on the over all system and fundamental operation, Team work 

Preparation & Coordination, Less Compact team(between semester. VIII and IV),Lack of 

Motivation(especially semester .IV),Implementation of Scenario, Less effective in equipment 

familiarization, Insufficient confirmation to operation, Not carefully in reading the instruction, 

Lack of Support from other teacher, Incomplete knowledge on the operational sequence, Weak 

attitude and behavior in team and desire to work together. 

Time Frame Research January-July 2018 

 

 

                                                      
4 Rafał Laskowski, Leszek Chybowski, and Katarzyna Gawdzińska, “An Engine Room Simulator as a Tool for 

Environmental Education of Marine Engineers,” in New Contributions in Information Systems and Technologies (Springer, 
2015), 311–322. 



  
 

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Volume 4, Number 1, May 2019 | 57  

 

  

 

Figure 1. RESPONDENT Profile 

 

 

Identification of  potential constraints 

Main Issues : 

(Main issues Private Cadet Engineer, ATT III, ATT II & ATT I) 

Lack of  knowledge on the over all system and fundamental operation 

Insufficient confirmation to operation Incomplete knowledge on the operational sequenceTeam 

work preparation & coordination : 

 Less compact team ( Between Smt. VIII and IV ),Lack of  motivation (especially Smt.IV) 

 Implementation of  Scenarios, Less effective in equipment familiarization,Not careful in reading 

the instructions,Lack of  support from other teachers 

-Risk : 

The achievement of  the agreement did not happen as scheduled 

Non conformity of  personnel criteria 

The lack of  attention to the value or the existing system in the industry Will not be in accordance 

with maritime  industrial conditions 

 

 

 
Figure2 Scope Problem Nautical Department 



  
 

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Figure 3 Scope Problem Technical Department 

 

The Purpose of this Paper is to elaborating analysis Examine result in implemented various 

safety scenario and integrated bridge engine simulation studying practice and evaluate whether 

basic knowledge, operating and management level skill achieved by training in Marine engine 

simulator Computer base training could be transferred to the operating in engine simulator for to 

know correct time. 

 

METHOD  
 

 

. 
Figure 4 ,Chart Evaluation Pre-Assessment: Private Cadet Engine Simulator Program February 

2018 

 

 



  
 

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Analyze Education and Training …. 

 
 

  

Volume 4, Number 1, May 2019 | 59  

 

  

Figure 5 Chart Evaluation Pre-Assessment: Junior Engineer/ATT-III (STIP) Engine Simulator 
Program March 2017 

 

 
 
 

Figure6 Chart Evaluation Pre-Assessment: Operational Senior Engineer/ATT-II (STIP) 

 

Figure 7 Chart Evaluation Pre - Assessment: Management Senior Engineer/Att-I (Stip) 

Engine Simulator Program June 2017 

 

RESULT AND DISCUSSION 
Table 2  

Relations Between Achievement Time and Number of  Errors Junior Engineer /ATT III 

 
Table 3 Relations Between Achievement Time and Number of  Errors Private Cadet 

 

 

JUNIOR engineer time standard 
group 
1  

group 
2  

group 
3 

group 
4 

Number 

of error 

J1: Scenario for preparing for getting 
underway 30 minute 20min 42min 35min 30min 4 

J2: Scenario for manouvering to open sea 30 minute 20min 42min 35min 30min 5 

J3: Scenario for steady steaming  20 minute 30min 30min 40min 37min 2 

J4: Scenario for approaching harbour 20 minute 35min 35min 35min 35min 3 

J5: Scenario for finishing with engine 15 minute 25min 30min 35min 30min 3 

J6: Scenario for operation of 
AUX.BOILERS and Cargo Turbines 30 minute 35min 30min 35min 35min 4 

 

Cadet Private Engineer  time standard 
 group 
1 

 group 
2 

group 
3  

group 
4 

Number 

of error 

C1: Scenario for preparing for getting 
underway 

30  minute 20min 42min 35min 30min 5 

C2: Scenario for manouvering to open sea 30 minute 20min 42min 35min 30min 8 

C3: Scenario for steady steaming 20 minute 30min 30min 40min 37min 2 

C4: Scenario for approaching harbour 20 minute 35min 35min 35min 35min 2 

C5: Scenario for finishing with engine 15 minute 25min 30min 35min 30min 2 

C6: Scenario for operation of 
AUX.BOILERS and Cargo Turbines 

30 minute 35min 30min 35min 35min 1 

 

 



  
 

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Table 4  

Relations Between Achievement Time and Number of  Errors Operasional Senior  Engineer/ATT II 

 
Table 5 Relations Between Achievement Time and Number of  Errors Management Senior 

Engineer/ATT I 

 
The relation does not indicate a clear correspondence between score and the number of errors. 

As for the method of assessment, checking both score and errors ratio. The result of this study 

also indicates the necessity of checking both for the assessment of the training.  

 

Table6 Operation Record (history data) 

 

Table 7 Contents of  Operational by incompetence Cadet and Junior Engineer, ATT III/II/I 

OPERSIONAL SENIOR ENGINEER Passing grade score group 1  group 2 group 3 group 4 

OLS1: Scenario for failures and 
emergency 70 

65 60 65 50 

OLS2: Scenario for team training 70 60 65 60 45 

OLS3: Scenario for fault diagnosis and 
tracking  70 

50 50 50 50 

OLS4: Scenario crisis management 70 45 45 45 60 

OLS5: Scenario restoring to normal 
operation 70 

50 50 50 65 

NUMBER OF ERROR 
 

5 2 6 4 

 

MANAGEMENT SENIOR ENGINEER Passing grade score grup1  grup 2 grup 3  grup 4 

NUMBER 

OF 

ERROR 

MLS1: Scenario fouling and wear 70 65 60 65 55 5 

MLS2: Scenario combustion performance 70 60 55 60 60 2 

MLS3: Scenario control loop optimizing 70 50 65 45 65 4 

MLS4: Scenario heat balance/recovery 70 45 45 55 45 2 

MLS5: Scenario variable pitch 70 50 50 50 50 1 

MLS6: Scenario external condition 70 55 65 45 50 3 

       

 



  
 

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Table 8 Specific Operation Error 

 

Kind of the errors Number of errors 

Ommission of Operation 43 

Extra opration 50 

Mistake of operational sequence 22 

Forgetting of operation confirmation 17 

Repetition of the same operation 10 

Others 8 

Total 150 

 

Details of errors Number of cases 

A preliminary pump is started 35 

When the pump is started, a neccessary valve is not opened 20 

The operation order of the turning of the main engine is 

reverse 
15 

Heating of diesel oil 10 

A closing failure of the steam valve for heating cooling fresh 

water 
13 

 



  
 

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Discussion 

The purpose of  simulator training of  the marine engine plant is to acquire procedural 

knowledge that is to know the present situation of  the machinery plant and the preparatory 

operation for the next step. The data in this case will mainly be the history of  operational 

procedure for the operation.  

For example, in the case of  transferring of  fuel oil in the tank to the other, the very necessary 

thing is to find out whether fuel oil is in the tank or not and how condition of  tank is (as to 

condition of  outlet valve). If  the tank is in the state of  ready for fuel oil transfer, then the tank for 

fuel oil acceptance has to be checked before the start of  transfer pump. The history of  the 

operational procedure thus is consisted of  confirmation of  condition and operational procedure 

of  machinery. The purpose of  the data collection is to look into the operational error to specify 

the cause of  such error from out of  such history. 

The data collection in AGB and Kongsberg Simulator was made onto its fourth grade trainee 

Cadet ,junior, operational and management level engineer5 . Operational data were collected from 

10 trainees who experienced simulator training for around 4 hours. 

The contents of  data were about 25 sheets steps operational procedures for the starting of  

main engine in the marine engine room. The trainee operates machines and valves on the screen 

graphics simulating an engine room by means of  a mouse (as shown in Figure 1).Main engine 

remote operation is made on the screen graphics of  a control panel (as shown in Figure 2). There 

is also a screen simulating engine room fuel oil system. As for the operational history of  the trainee, 

operations of  start/stop of  pumps are stored in the PC as operational history. Such data were 

collected by local area network. Data samples are shown in the Table 1 comprising operational 

hours, contents of  operation, machinery equipment and conditions at alarm. 

The trainee makes various kinds of  errors during their operation before achieving goals6. 

Table 2 shows the number of  errors made by the trainee known from the operational history. The 

errors show a tendency of  2 polarization. 5 trainees made only 5 errors and it is assumed that they 

followed the anticipated operational procedures. Meanwhile, the trainee who made 14 errors or 

more were assumed to have had difficulties in following the anticipated operational procedures 

and they were in a mess as to finding the operational procedure and repeated same procedures 

damaging machinery and equipment seriously. 

 

                                                      
5 Ibid. 
6 G W Parry, “Human Reliability Analysis--Context and Control.,” Reliability Engineering & System Safety 53, no. 

1 (1996): 99–101. 



  
 

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Volume 4, Number 1, May 2019 | 63  

 

  

Table 9 Operation record (History data) 

 

 
The assessment to the result of  simulator training for the trainee was made based on the 

achievement time and the number of  errors. Figure 3 shows the actual relations between the 

achievement time and the number of  errors. Table 10. Number of  errors and number of  students 

Table 10. Number of  errors and number of  students 

 
 

The relation in the Figure 3 does not indicate a clear correspondence between the 

achievement time and the number of  errors. Some trainees consumed short time for achievement 

but made many errors. As for the method of  assessment, checking both the achievement time and 

errors ratio. The result of  this study also indicates the necessity of  checking both for the 

assessment of  the training, Contents of  Operational Errors by incompetence Trainee engineer, 

Study was made as to what kind of  operational errors occurred during the training by the PC based 

ERS7. The unskilled trainee finds difficulties in making systematical operation and in knowing the 

intention of  the operation, which lead to the operational error eventually8. The error of  this kind 

is called behavior error easily distinguishable from outside and is classified as appearing error., In 

order to consider the training technique and a method of  instruction in the training using the 

simulator, the contents of  errors by the trainee was examined after the practice. Since it is difficult 

to build a plan of  the operation in case of  some of  beginners, judging the present state and 

intention of  operation are difficult for them to be able to understand. Therefore, this operational 

error is classified into the error of  the external level so called the error of  easily observable 

behavior The kind of  the errors and its number are shown on Table 11. 

 

 

                                                      
7 K Ikenishi, “Application of Personalized System of Instruction to Education and Training Using ERS Based 

on PC,” in The Japan Instruction of Marine Engineering, 70^< Th> Conference, 2003, 2003. 
8 Chiharu Kogo, “An Application of Personalized System of Instruction (PSI) to University Courses,” Computer 

& Education 7 (1999): 117–122. 

Time Operational Equipment Condition 

13:50:44 No. 1 Main L O Pump Run 

13:50:44 Piston Cool Oil Non Flow Normal  

13:50:44 Main L O Inlet Press Normal  

13:50:44 Piston Cool Oil Inlet Press Normal  

13:50:46 No. 2 Cam L O Boost Pump Run  

13:50:46 Cam Shaft L O Inlet Press Normal  

13:50:50 No. 1 Main Cool F W Pump Run  

13:50:50 Cool F W Inlet Press Normal  

13:51:03 Abnormal Turning Abnormal  

13:51:05 Abnormal Turning Normal  

13:52:04 Turning Gear  Disengage  

13:52:32 Indocator Cock Open  

13:52:50 Priming  On 

13:53:12 Turning Motor Run  

 

 Number of errors Number of student Number of errors Number of student 

5 5 11 5 

6 5 12 5 

7 5 13 5 

8 5 14 5 

9 5 15 5 

10 5 17 5 



  
 

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Table 11 Classification of  error 

 

 
some error’s cases, the meaning of  “stand by” was not clear to the trainee and he started the 

stand-by pump, too. This error occurred in all pumping systems that have main and stand-by 

pumps. Some errors occurred by wrong operation of  valves. Operational errors occurred 

sometimes because the pumps are far apart on the screen and their operations were forgotten. All 

such errors indicate that systematical confirmation alter the starting of  machinery is forgotten. 

Many errors on the simulator occurred due to poor handling of  mouse. 

Table 12 Specific operation error 

 

 
Unleashing cadets from the burden of the curriculum and allowing cadets to focus on big 

concepts empowers cadets to follow interests, seek connections, reformulate ideas and reach 

unique conclusions. Information is an individual interpretation. Learning and assessment process 

is not easy to manage because it is not visible I propose an idea / proposed merging learning 

process between Senior cadet (post marine practice / Semester VIII) and Junior cadet (pre-marine 

practice / Semester IV) . The activity is for practice learning. The Department of Nautical uses the 

Bridge Simulator, and the Technical Department uses Engine Room Simulator. The learning 

process is combined between nautical and technical. This program is called integrated bridge 

engine simulator. They are divided into small groups consisting of 10 people per group . And the 

composition of each group consists of 5 Senior Cadet and 5 Youth Cadet persons to practice the 

duty on Bridge Simulator (Nautical Department) and Engine Room Simulator (Technical 

Department). Previously, each group we have practiced / taught with a predetermined scenario 

for practice in each simulator. In the final stages, all groups will take the practice test (assessment). 

Assessment criteria for graduation are scores of 70 and above, and with safe conditions (no 

Kind of the errors Number of errors 

Omission of operation 63 

Extra operation 60 

Mistake of operaional sequence 24 

Forgetting of operation confirmation 11 

Repetition of the same operation 9 

Others  6 

Total  173 

 

Details of errors Number of case 

A preliminary pump is started 40 

When the pump is started, a necessary valve is not open 22 

The operation order of the turning of the main engine is reverse 12 

Heating of diesel oil 11 

A closing failure of the steam valve for heating cooling fresh water 11 

 



  
 

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Volume 4, Number 1, May 2019 | 65  

 

  

collisions, runoff, or trouble / black out machines) and duration of execution are also recorded 

for each group. And this activity we race, so there is a healthy competition between them. The 

winners are the group that gets the highest score, safe condition, and the fastest duration of 

implementation. Subsequently the winning groups of each majors are awarded rewards. Provide 

examples of the real interactions that you show in improving the quality of student activities and 

the benefits of activities for both your institution students and others involved. Interaction with 

students In the implementation of integrated bridge engine simulator activities that have been 

described previously, that each group we have trained / guided to practice a predetermined 

scenario. Furthermore, if there are groups who feel still less smooth, then we give the group a 

chance to re-practice outside the schedule, Then the end of all the test group, where the stage: 

initial briefing, scenario implementation, and debriefing. At the time of debriefing, comments will 

be given about the course of the scenario that has been practiced, and evaluate the error records 

that have been done, so that it does not happen again later. And members of the group may inquire 

about evaluating the implementation of their scenarios. 

 

Operation of Main Engine Turning Gear 

Most of the errors in the turning operation of main engine occur in the operational 

procedure, because the mental model of the turning gear is not established. Operation is made 

only by its arrangement on the CBT without paying attention to the procedure, Operation of Jacket 

cooling  Heating System, Error in the operation of heating system occurs because of the lack of 

conceptual knowledge of fuel oil heating and of wrong timing of heating. For an appropriate 

operation of the system, both procedural knowledge and conceptual knowledge are required. Error 

in forgetting steam valve closing is also observed. This is because attention is not paid to the 

temperature change of the jacket cooling . Such errors indicate the necessity of education on the 

changing condition of system after the operation of individual equipment. Sufficient explanation 

and instruction as to the use of the monitor are considered essential. Instructor has to teach 

checking the condition change of the marine engine plant after operation, Reaction to Alarm by 

incompetence Trainee, Operation by the incompetence trainee engineer  is highlighted at the time 

of sounding alarm. When the alarm is made by a wrong operational procedure, the incompetence 

trainee engineer tends to repeat the same procedure from the beginning. For example, when the 

turning motor is started while the indicator cock is closed, alarm of abnormal turning is made 

automatically. The incompetence trainee, without trying to find the reason for the operational 

error, tends to simply repeat the same procedure until he realizes the operational error and corrects 

it. This type of human error is the human error in judgment. Our study on how the incompetence 

trainee engineer reacts to the alarm shows that the same operation is repeated 2.5 times on average. 

When the alarm is made, trainee concentrates his attention not to make alarm and stops the turning 

to escape from the alarm. Knowledge to find the cause of error is considered insufficient. Some 

kind of support system that helps the unskilled trainee assume the cause of error would be 

necessary in addition to the simple alarming of the system abnormality. Moreover, instructor not 

only teaches procedural knowledge, but has to teach about the acquisition method of the 

information demanded in order to make the right judgment9. 

                                                      
9 S Bang, “Operator’s Knowledge Model and Ability to Handle Abnormal Situations,” Journal of Human Interface 

Society 6, no. 1 (2004): 113–118. 



  
 

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Behavior of incompetence Trainee Engineer During Operation, In order to characterize the 

features of the incompetence trainee engineer, their operation was recorded by videotape. Some 

wrong operations which do not appear in the operational data list are as follows: 

Opening all the valves, Opening the valves from top to bottom, Opening the valves in a 

direction from left to right, No operation of the indicated equipment, Making mistake in the timing 

of valve opening of the starting air system, Making mistake in the operational sequence of main 

engine in the control room, Analysis of essential10. It is easy to acquire conceptual knowledge such 

as structure of machinery etc. in the classroom teaching, but that is not enough for actual operation 

of the machinery. Junior engineers are required to have more information on the condition of the 

pumps to run or to stand-by. Such knowledge, which is usually acquired through the experience 

in the sea, can also be acquired through self-learning by a simulator. When the knowledge by self-

learning is not sufficient, it must be supplemented by the instructor. The acquisition of knowledge 

by the coordination of self-learning and instructor is most important. 

 

Acquisition of Knowledge on the System 

 Junior engineers understand the name and the function of machinery and equipment to be 

operated, but they often fail to understand the combination of machinery and equipment and its 

meaning. It may sometimes turn out that the valve near the pump is recognized and operated but 

the valve far from the pump is forgotten and not operated. 

Typical examples of the lack of systematical knowledge are that they open all the valves 

and/or they open the valves in a direction from right to left on the screen. Since the simulator can 

put the marine engine plant as an energy flow on the screen, it will be quite necessary to show 

them the system for their understanding. 

 

Enhancement of Judgment Skill. 

When the junior engineers are required to make some decision during the operation of the 

simulator, they are liable to operate the machinery with wrong judgment or to continue it without 

any judgment because they are short of knowledge necessary for judgment criteria. When the 

judgment is required, the criteria for judgment have to be shown to them. In some cases, they give 

up the operational failing in satisfying operating conditions. The instructor has to show them the 

conditions necessary to continue the operation. 

 

Propose Solution (Recommendation) 

Implemented  Roles Lecture Constructiveness  

Implemented Role of Model 

Implemented  Roles Lecture Constructiveness when assessment & evaluation  

Implemented Constructive learning Strategy :Building coordination and communication during 

the preparation of cadets of maritime industry character book, Monitoring progress of progress 

(progress),Establish agreement in accordance with the system of  maritime industry to be adopted 

Implemented Various Safety Scenario 

 

 

                                                      
10 E Hollnagel, “Human Reliability Analysis: Context and Control. 1993,” Google Scholar (n.d.): 159–202. 



  
 

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Volume 4, Number 1, May 2019 | 67  

 

  

 

 

 

 

 

 

 

 

 

Table 13 grand design run down standard activities engine simulator training program 

Engine cadet d.iv stip/private/junior engineer jakarta 

 

 
Description :  

For this study we have 20 Cadet Engineer undergoing Course in Engine Simulator Program. At 

First Day all member cadet engineer will attend CBT (Computer Base Training ) with Material 

consist : 

C1 : SCENARIO FOR PREPARING FOR GETTING UNDERWAY  

C2 : SCENARIO FOR MANOUVERING TO OPEN SEA 

C3 : SCENARIO FOR STEADY STEAMING  

C4 : SCENARIO FOR APPROACHING HARBOUR 

C5 : SCENARIO FOR  FINISHING WITH ENGINE 

C6 : SCENARIO FOR OPERATION OF AUX.BOILERS AND CARGO TUBINES 

 

 

Table 14 Senior Engineer /ATT II STIP JAKARTA 

No Time 

First Day Second Day Third Day 

CBT 
ENGINE ROOM 

SIMULATOR 
ASSESMENT 

Group 1, 2, 3, 4, 5 

1 07.30 – 09.00 

C1 : SCENARIO FOR 
PREPARING FOR 
GETTING 
UNDERWAY  

 

C1 : SCENARIO FOR 
PREPARING FOR 
GETTING 
UNDERWAY  

 

C1 : SCENARIO FOR 
PREPARING FOR 
GETTING 
UNDERWAY  

 
 

2 09.00 – 10.30 

C2 : SCENARIO FOR 
MANOUVERING TO 
OPEN SEA 

 

C2 : SCENARIO FOR 
MANOUVERING 
TO OPEN SEA 

 

C2 : SCENARIO FOR 
MANOUVERING TO 
OPEN SEA 

 

Coffee Break 

3 10.30 – 11.55 
C3 : SCENARIO FOR 

STEADY STEAMING  
 

C3 : SCENARIO FOR 
STEADY 
STEAMING  

 

C3 : SCENARIO FOR 
STEADY STEAMING  

 

Lunch Time 

4 13.00 – 14.30 

C4 : SCENARIO FOR 
APPROACHING 
HARBOUR 

 

C4 : SCENARIO FOR 
APPROACHING 
HARBOUR 

 

C4 : SCENARIO FOR 
APPROACHING 
HARBOUR 

 

5 14.30 – 15.30 
C5 : SCENARIO FOR  

FINISHING WITH ENGINE 

C5 : SCENARIO FOR  
FINISHING WITH 
ENGINE 

 

C5 : SCENARIO FOR  
FINISHING WITH 
ENGINE 

 

Coffee Break 

6 15.45 – 17.00 

C6 : SCENARIO FOR 
OPERATION OF 
AUX.BOILERS AND 
CARGO TUBINES 

 

C6 : SCENARIO FOR 
OPERATION OF 
AUX.BOILERS 
AND CARGO 
TUBINES 

 

C6 : SCENARIO FOR 
OPERATION OF 
AUX.BOILERS AND 
CARGO TUBINES 

 

 



  
 

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DESCRIPTION: 

For this study we have 20 persons Operational level Senior Engineer undergoing Course in Engine 

Simulator Program. 

 At First Day all member cadet engineer will attend CBT (Computer Base Training ) with Material 

consist : 

OLS1 : SCENARIO FOR FAILURES AND EMERGENCY 

OLS2 : SCENARIO FOR TEAM TRAINING 

OLS3 : SCENARIO FOR FAULT DIAGNOSIS AND TRACKING 

OLS4 : SCENARIO CRISIS MANAGEMENT 

OLS5 :SCENARIO RESTORING TO NORMAL OPERATION  

@Second days attend CBT (Computer Base Training ) with Materi consist : 

OLS1 : SCENARIO FOR FAILURES AND EMERENCY 

OLS2 : SCENARIO FOR TEAM TRAINING 

OLS3 : SCENARIO FOR FAULT DIAGNOSIS AND TRACKING 

OLS4 : SCENARIO CRISIS MANAGEMENT 

OLS5 :SCENARIO RESTORING TO NORMAL OPERATION  

@ 3th and 4th Day  Practice at Engine Simulator with material Consist : 

OLS1 : SCENARIO FOR FAILURES AND EMERENCY 

OLS2 : SCENARIO FOR TEAM TRAINING 

OLS3 : SCENARIO FOR FAULT DIAGNOSIS AND TRACKING 

OLS4 : SCENARIO CRISIS MANAGEMENT 

OLS5 :SCENARIO RESTORING TO NORMAL OPERATION  

@ 5th Day Assessment at Engine Room Simulator Group 1,2,3,4,5 with materiel Consist : 

OLS1 : SCENARIO FOR FAILURES AND EMERENCY 

OLS2 : SCENARIO FOR TEAM TRAINING 

OLS3 : SCENARIO FOR FAULT DIAGNOSIS AND TRACKING 

OLS4 : SCENARIO CRISIS MANAGEMENT 

OLS5 :SCENARIO RESTORING TO NORMAL OPERATION  

 

No Time 

First Day Second Day Third Day Fourth day Fifth Day 

CBT 
ENGINE ROOM 

SIMULATOR 
CBT 

ENGINE ROOM 

SIMULATOR 

ASSESMENT 

Group 1, 2, 3, 4, 5 

1 
07.30 – 

09.00 

OLS1 : SCENARIO 

FOR FAILURES 

AND EMERGENCY 

 

 

 

OLS1 : SCENARIO 

FOR 

FAILURES 

AND 

EMERGENCY 

OLS1 : SCENARIO 

FOR FAILURES 

AND EMERGENCY 

 

OLS1 : 

SCENARIO 

FOR 

FAILURES 

AND 

EMERGENC

Y 

OLS1 : SCENARIO 

FOR FAILURES 

AND 

EMERGENCY 

2 
09.00 – 

10.30 

OLS2 : SCENARIO 

FOR TEAM 

TRAINING 

 

OLS2 : SCENARIO 

FOR TEAM 

TRAINING 

 

OLS2 : SCENARIO 

FOR TEAM 

TRAINING 

 

 

OLS2 : 

SCENARIO FOR 

TEAM 

TRAINING 

 

OLS2 : SCENARIO 

FOR TEAM 

TRAINING 

 

Coffee Break   

3 
10.30 – 

11.55 

OLS3 : SCENARIO 

FOR FAULT 

DIAGNOSIS AND 

TRACKING 

 

OLS3 : SCENARIO 

FOR FAULT 

DIAGNOSIS AND 

TRACKING 

 

OLS3 : SCENARIO 

FOR FAULT 

DIAGNOSIS AND 

TRACKING 

 

OLS3 : 

SCENARIO FOR 

FAULT 

DIAGNOSIS 

AND TRACKING 

 

OLS3 : SCENARIO 

FOR FAULT 

DIAGNOSIS AND 

TRACKING 

 

Lunch Time   

4 
13.00 – 

14.30 

OLS4 : SCENARIO 

CRISIS 

MANAGEMENT 

 

OLS4 : SCENARIO 

CRISIS 

MANAGEMENT 

 

OLS4 : SCENARIO 

CRISIS 

MANAGEMENT 

 

OLS4 : 

SCENARIO 

CRISIS 

MANAGEMENT 

 

OLS4 : SCENARIO 

CRISIS 

MANAGEMENT 

 

5 
14.30 – 

15.30 

OLS5 :SCENARIO 

RESTORING TO 

NORMAL 

OPERATION 

OLS5 :SCENARIO 

RESTORING TO 

NORMAL 

OLS5 :SCENARIO 

RESTORING TO 

NORMAL 

OLS5:SCENARI

O RESTORING 

TO NORMAL 

OLS5 :SCENARIO 

RESTORING TO 

NORMAL 

 



  
 

Abdul Rachman, Marihot Simanjuntak 
Analyze Education and Training …. 

 
 

  

Volume 4, Number 1, May 2019 | 69  

 

  

Table 14 Senior Engineer /ATT 1 STIP JAKARTA 

 
 

DESCRIPTION: 

For this study we have 20 Management level Senior Engineer undergoing Course in Engine 

Simulator Program. 

 At First& 2nd Day all member cadet engineer will attend CBT (Computer Base Training ) with 

Material consist : 

MLS 1 : SCENARIO FOULING AND WEAR 

MLS 2 : SCENARIO COMBUSTION PERFOMANCE 

MLS 3 : SCENARIO CONTROL LOOP OPTIMIZING  

MLS 4 : SCENARIO HEAT BALANCE / RECOVERY  

MLS 5 : SCENARIO VARIABLE PITCH  

MLS 6 : SCENARIO EXTERNAL CONDITION 

@3rd & 4th Day  Practice at Engine Simulator with Material Consist : 

MLS 1 : SCENARIO FOULING AND WEAR 

MLS 2 : SCENARIO COMBUSTION PERFOMANCE 

MLS 3 : SCENARIO CONTROL LOOP OPTIMIZING  

MLS 4 : SCENARIO HEAT BALANCE / RECOVERY  

MLS 5 : SCENARIO VARIABLE PITCH  

MLS 6 : SCENARIO EXTERNAL CONDITION 

@ 5th Day Assessment at Engine Room Simulator Group 1,2,3,4,5 with Material Consist : 

MLS 1 : SCENARIO FOULING AND WEAR 

MLS 2 : SCENARIO COMBUSTION PERFOMANCE 

MLS 3 : SCENARIO CONTROL LOOP OPTIMIZING  

MLS 4 : SCENARIO HEAT BALANCE / RECOVERY  

MLS 5 : SCENARIO VARIABLE PITC 

MLS 6 : SCENARIO EXTERNAL CONDITION 

 

Benefit of  activities, The benefits of  integrated bridge engine simulator activity is to measure the 

extent to which the absorption of  theories and practices that have been previously taught. Because 

this activity is comprehensive, covering multiple / cross-learning at once. So the evaluation results 

No Time 

First Day Second Day Third Day Fourth day Fifth Day 

CBT 
ENGINE ROOM 

SIMULATOR 
CBT 

ENGINE ROOM 

SIMULATOR 

ASSESMENT 

Group 1, 2, 3, 4, 5 

1 
07.30 – 

09.00 

MLS 1 : SCENARIO 

FOULING AND 

WEAR 

 

 

MLS 1 : SCENARIO 

FOULING 

AND WEAR 

MLS 1 : SCENARIO 

FOULING AND 

WEAR 

MLS 1 : 

SCENARIO 

FOULING 

AND WEAR 

MLS 1 : SCENARIO 

FOULING AND 

WEAR 

2 
09.00 – 

10.30 

MLS 2 : SCENARIO 

COMBUSTION 

PERFOMANCE 

 

MLS 2 : SCENARIO 

COMBUSTION 

PERFOMANCE 

 

MLS 2 : SCENARIO 

COMBUSTION 

PERFOMANCE 

 

 

MLS 2 : 

SCENARIO 

COMBUSTION 

PERFOMANCE 

 

MLS 2 : SCENARIO 

COMBUSTION 

PERFOMANCE 

 

Coffee Break   

3 
10.30 – 

11.55 

MLS 3 : SCENARIO 

CONTROL LOOP 

OPTIMIZING  

 

MLS 3 : SCENARIO 

CONTROL LOOP 

OPTIMIZING  

 

MLS 3 : SCENARIO 

CONTROL LOOP 

OPTIMIZING  

 

MLS 3 : 

SCENARIO 

CONTROL LOOP 

OPTIMIZING  

 

MLS 3 : SCENARIO 

CONTROL LOOP 

OPTIMIZING  

 

Lunch Time   

4 
13.00 – 

14.30 

MLS 4 : SCENARIO 

HEAT BALANCE / 

RECOVERY  

 

 

MLS 4 : SCENARIO 

HEAT BALANCE / 

RECOVERY  

 

MLS 4 : SCENARIO 

HEAT BALANCE / 

RECOVERY  

 

MLS 4 : 

SCENARIO 

HEAT 

BALANCE / 

RECOVERY  

 

MLS 4 : SCENARIO 

HEAT BALANCE / 

RECOVERY  

 

5 
14.30 – 

15.30 

MLS 5 : SCENARIO 

VARIABLE PITCH  

 

MLS 5 : SCENARIO 

VARIABLE PITCH  

 

MLS 5 : SCENARIO 

VARIABLE PITCH  

 

MLS 5 : 

SCENARIO 

VARIABLE 

PITCH  

 

MLS 5 : SCENARIO 

VARIABLE PITCH  

 

Coffee Breake 

 
15.45 – 

17.00 

MLS 6 : SCENARIO 

EXTERNAL 

CONDITION 

 

MLS 6 : SCENARIO 

EXTERNAL 

CONDITION 

 

MLS 6 : SCENARIO 

EXTERNAL 

CONDITION 

 

MLS 6 : 

SCENARIO 

EXTERNAL 

CONDITION 

 

MLS 6 : SCENARIO 

EXTERNAL 

CONDITION 

 

 



  
 

Abdul Rachman, Marihot Simanjuntak 
Analyze Education and Training …. 

 
 

  

Volume 4, Number 1, May 2019 | 70  

 

  

of  this activity can be followed up, which lessons are less, and what lessons are enough. And of  

course must involve Lecturers of  each department, so that each lecturer concerned can follow up 

the results of  this evaluation in the face of  the next semester.  

This will improve the quality of learning continuously, and in turn will improve the quality of the 

training graduates themselves. 

says that knowledge is non-objective, temporary, constantly changing, and uncertain. Some things 

that get attention constructive learning, namely: prioritizes real learning in the relevant context, 

prioritize the process, inculcate learning in the context of social experience, learning is done in an 

effort to construct experience. 

Constructivism, one of the schools of knowledge philosophy that is the result of its own 

construction. The process of knowledge formation goes on and on and there is always a 

reorganization or reconstruction because of a new understanding Knowledge can not be moved 

away from brain of lecturer to student brain. Constructivism in the learning process Learning to 

form meaning Learning is the process of developing thinking by making new insights. The learning 

process takes place at the time of the scheme of someone who stimulates further thought. Learning 

outcomes are influenced by cadets with the physical world and the environment and depending 

on what the cadets know. Some things that get attention constructivist learning, prioritizing real 

learning in the relevant context prioritize the process of instilling the learning in the context of the 

learning social experience done in an effort to construct the experience. 

 

CONCLUSIONS 
PC based ERS support incompetency engineer trainee, Need implemented 

constructivism learning process & Role Play model ,There is no correspondence between time for 

achievement  and the number of errors, Educational support by instructor will be indispensable 

for the correction of such insufficiency and the instructor not only teaches the knowledge of 

fundamental operation procedure, but has to teach the checking criteria for normal operation or 

abnormal operation 

 

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Bang, S. “Operator’s Knowledge Model and Ability to Handle Abnormal Situations.” Journal of 

Human Interface Society 6, no. 1 (2004): 113–118. 
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Analyze Education and Training …. 

 
 

  

Volume 4, Number 1, May 2019 | 71  

 

  

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