PROJECT-BASED LEARNING, LEARNING STYLES, & CAMPUS ENVIRONMENT AS PREDICTORS OF PASSAGE PLANNING COMPREHENSION

DOI: https://doi.org/10.33650/edureligia.v10i2.14860
Authors

(1) * Bayu Yudho Baskoro   (Politeknik Pelayaran Sumatera Barat)  
        Indonesia
(2)  Rizal Rochmansyah   (Politeknik Pelayaran Sumatera Barat)  
        Indonesia
(3)  Langandriansyah Dwi Yatno   (Politeknik Pelayaran Sumatera Barat)  
        Indonesia
(4)  Syafni Yelvi Siska   (Politeknik Pelayaran Sumatera Barat)  
        Indonesia
(5)  Adhi Pratistha Silen   (Politeknik Ilmu Pelayaran Semarang)  
        Indonesia
(*) Corresponding Author

Abstract


This study investigates the effects of Project-Based Learning and learning styles on students’ comprehension of passage planning, with campus environment as a moderating variable. The research was conducted among Nautical Study Program students from Politeknik Pelayaran Sumatera Barat and Politeknik Ilmu Pelayaran Semarang, involving Semester 2 and Semester 4 students. A quantitative causal-comparative design was employed, and the data were analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM). The sample consisted of 684 respondents selected through quota sampling. The results show that Project-Based Learning has a positive and significant effect on passage planning comprehension, learning styles also have a positive and significant effect, and campus environment directly influences passage planning comprehension. However, campus environment does not significantly moderate the relationship between Project-Based Learning and passage planning comprehension, nor between learning styles and passage planning comprehension. The findings indicate that active, student-centered learning and alignment with students’ preferred learning styles are important determinants of comprehension in maritime navigation learning. The study implies that maritime vocational institutions should strengthen project-based instructional strategies and provide learning experiences that accommodate diverse learning styles, while continuing to improve campus facilities and learning support systems to enhance students’ understanding of passage planning.

Keywords

Campus Environment, Learning Styles, Passage Planning, Project-Based Learning, Students’ Comprehension



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