Abstract

The rapid transformation of the global workplace triggered by the Industrial Revolution 4.0 has increased the demand for graduates who possess not only technical competencies, but also adaptive problem-solving and professional skills. This challenge is increasingly important in maritime higher education, where learning environments are complex and high-risk. However, current learning approaches still struggle to effectively integrate conceptual learning with authentic workplace experiences, resulting in a gap between education and industry needs. This study aims to develop and validate an integrative STEM–Work-Based Learning model to improve students’ competency, job readiness, and professional character in maritime higher education. This study employed a Design-Based Research approach combined with a quasi-experimental design and Structural Equation Modeling analysis. The research involved 120 students selected through purposive sampling from maritime higher education institutions in Indonesia. Data were analyzed using independent sample t-tests, N-Gain analysis, Confirmatory Factor Analysis, and Structural Equation Modeling. The findings indicate that the developed model effectively improved students’ competency, job readiness, and professional character through the integration of interdisciplinary STEM learning and authentic workplace experiences. This study contributes a validated pedagogical framework integrating STEM and Work-Based Learning for maritime higher education. The findings provide practical implications for designing contextual and industry-oriented vocational learning to better prepare graduates for the demands of the modern workforce.

Keywords

References

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