MC. 6 systems in the GMDSS frame-work applicable for a ROC certificate • Class S : A special tasks...

MC. 6.10

YAN RISUANDI. M.Sc

Purpose/sasaran MC 6.10

To train the simulator instructors for training of seafarers and achieving the desired results of competency based training method as reflected in the STCW Convention, as revised in 2010

Melatih Instruktur simulator untuk melatih pelaut dengan metode pelatihan simulasi agar mendapatkan kompetensi yang dipersyaratkan STCW 2010. (termasuk pengujian bagi penguji).

INTRODUKSI • Simulation is the imitation of the operation of a real-world

process or system over time (Wikipedia)

• Simulation is close to real replica of equipment, system, phenomenon or process.

• Diklat pelaut harus efektif namun element pentingnya harus tetap mencakup , tiga elemen tersebut: knowledge, skill and attitude.

• Dengan kemajuan teknology, metode diklat pelaut tradisional harus dimodernisasi dengan membawa teknologi ke lembaga diklat, termasuk menggunakan teknologi simulasi (simulator)

• Simulator sebagai media belajar (training tool) yang dapat mengintegrasikan knowledge, skill and attitude.

• Simulation is extensively used for educational purposes and research.

https://en.wikipedia.org/wiki/Imitation

https://en.wikipedia.org/wiki/Time

MENGAPA HARUS SIMULSI

• Pelaut yang kompeten harus mampu melaksanakan tugas dan tanggung jawabnya dari yang merupakan kegiatan rutin sampai situasi unpredictable.

• Tugas tugas rutin dapat dipelajari dan dilatihkan dengan alat sesungguhnya atau kapal, namun situasi berbahaya too dangerous to allow trainees to use directly the real equipment in the real world (any type of ship at sea).

• SIMULATOR memungkinkan untuk melatih berbuat salah sehingga dapat mengalami akibat dari berbuat salah.

From SIMULATOR

To Ships

And There

KATEGORI SIMULATOR

• There is a distinction, though, between simulations used for training and instructional simulation. Training simulations typically come in one of three categories:

1."live" simulation (where actual players use genuine systems in a real environment);

2."virtual" simulation (where actual players use simulated systems in a synthetic environment [the case of a bridge simulator];

3."constructive" simulation (where simulated players use simulated systems in a synthetic environment). Constructive simulation is often referred to as "war gaming" since it bears some resemblance to table-top war games in which players command armies of soldiers and equipment that move around a board.

LIVE SIMULATION MANNED SHIP MODEL

VIRTUAL

VIRTUAL ENGINE ROOM

CONSTRUCTIVE SIMULATION

JENIS SIMULATOR BERBASIS FUNGSI International Marine Simulators Forum (IMSF) memberikan input untuk prmbuatan standard berbasis function areas :

• Bridge operation

• Machinery operation

• Radio communication

• Liquid cargo handling

• Dry cargo and ballast handling

• Dynamic positioning

• Safety and security

• VTS operation

SIMULATOR CLASSES

Dari tiap function areas simulator di classkan :

• CLASS A (full mission)

• CLASS B (multi task)

• CLASS C (limited task)

• CLASS S (special task)

Class A Bridge Simulator

Class B Bridge Simulator

Part task bridge simulator

Multifunctional simulator

ECDIS, GMDSS, RADAR/ARPA, NAVIGATION and SAR

Multifunctional simulator

- ERS Model(s) o ERS-L11 MAN B&W 5L90MC–VLCC - CHS Model(s) o Neptune CHS VLCC Very Large Crude Carrier-DH – Double Hull o Neptune CHS LNG Liquefied Natural Gas Carrier-S o Neptune CHS Product Carrier

GMDSS Det Norske Veritas (DNV) has defined the following simulator

classes in connection with their simulator classification. • Class A : A full mission simulator capable of simulating all radio

communication systems in the GMDSS frame-work applicable for a GOC certificate and SAR operations.

• Class B: A multi task simulator capable of simulating all radio communication systems in the GMDSS frame-work applicable for a GOC certificate.

• Class C: A limited task simulator capable of simulating radio communication systems in the GMDSS frame-work applicable for a ROC certificate

• Class S : A special tasks simulator capable of simulating operations and/or maintenance of particular radio communication systems and/or defined radio communication scenarios.

Competence: Determine position Task element: Position fixing at regular interval

Fitur basic dalam simulasi

• Representasi suasana operasi sesungguhnya.

• Ketentuan pengendalian/pengontrolan suasana/kejadian.

• Dari suasana/kejadian operasi sesungguhnya, pada beberapa bagian yang sudah diperhitungkan dapat dikecualikan. (sehingga simulator tidak 100% = real).

• Ketentuan tentang perekaman dan playback untuk assessment dan debriefing.

Design and Configuration of simulators

4 Komponen basic simulator

4 Karakter penting simulator

DARI 4 KOMPONEN BASIC MENJADIKAN SIMULATOR MEMILIKI KARAKTER : • Physical realism (equipment layout, controls etc)

• Behavioural realism (mathematical model, e.g vessel)

• Setting/controlling (visual scene termasuk object, motion plat form)

• Monitoring the operating environment

Karakter di atas tergantung pada tingkat kesesuaian/fidelity, ketelitian /accuracy, dan jumlah modul komponen.

Misal: Besar/bertambah graphic image maka visual scene lebih baik, bertambah projector akan menambah physical realism karena akan menambah sektor view.

Layout Layout/tataletak simulator juga tergantung type dan class simulator , namun secara umum terdapat 3 area penting ;

• Server station:

> Visual Scene Generator

> Mathematics modeller

> Exercise Area

> Network Equipment

• Trainee station

• Instructor Station

APAPUN TYPE/JENIS DAN CLASS SIMULATOR HARUS MENYEDIAKAN 3 STATION DIATAS.

SERVER STATION BRIDGE SIMULATOR

VISUAL SCENE GENERATOR

Simulator menampilkan sesuai untuk kebutuhan pelatihan atau asesmen :

• Terrains (lautnya)

• Vessels (Kapal berbagai type dan ukuran)

• Objects (Pelampung, Kapal target )

• Environment elements (rain, snow, kabut, siang, malam)

MATHEMATICS MODELLER SERVER STATION BRIDGE SIMULATOR

• Vessel (kapal)

• Objects

• Currents

• Tides

• Wind

• Tugs

• Contacts and mooring

• Sea and swell

• Interactions

• Equipments

• Alarms and controls

• Environment Effects

• Sensors

• Lights

Exercise Area terdapat di server station bridge sim.

Banyak exercise area yang sudah dibuat oleh berbagai pabrik/perusahaan simulator (Kongsburg, Transas, ARI, Vstep, dll) untuk keperluan pelatihan dan asesmen, perairan ramai/sibuk, approach berbagai pelabuhan dll.

Area dimaksud yang umumnya diberikan : • Singapore and Mallaca strait

• English channel

• Tokyo bay

• Pelabuhan Tanjung priok

• Pelabuhan Surabaya

NETWORK EQUIPMENT pada Server Stn Bridge Simulator

Equipment pada Anjungan harus tersedia, maka server station mengenerate berbagai equipment:

• RADAR ARPA

• ECDIS

• Compass

• Rudder indicator

• GPS

• dll

API = Application Programming Interface

Trainee Station Bridge Simulator

• Camera

• Speakers

• Overhead indicators panel

• Navigation equipment

• Steering control and alarms

• Engine, thrusters controls and alarms

• Visual system (projectors or plasma/LCD TV)

• Lights and shape panel

Instructor station bridge simulator

• CCTV monitor

• Speakers

• Visual scene

• Instructor monitoring controls

JENIS KAPAL DAN AREA PELAYARAN • Sekurang kurangnya 10 mathematical model

jenis ownship kapal. Recomended type and size:

1. Bulk Carrier (Handy size ) about 30.000 tonnes (displ)

2. Bulk Carrier ( Panamax size) 60.000

3. Container ship 30.000



6.Coaster under 10.000

7.Ro-Ro/car carrier about 15.000

8.Tanker 85.000

9.Super tanker over 150.000

10. VLCC over 250.000

• Model kapal harus mesimulasikan dari kapal sesungguhnya (actual) sehingga sifat karakteristik, size, power dan jenis sama dengan actual ship dan karenanya hydrodynamic effect dari angin, arus dan gelombang sesuai actual. (chek size/data kapal yang disimulasikan dengan data di ship IMO number)

• Simulator harus mampu menampilkan minimal 20 jenis type kapal target.

• Simulator harus mampu menampilkan minimal 8 internasional geographical visual area untuk exercise (open sea dan high density traffic)

RECOMENDED GEOGRAPHICAL AREAS

1. Dover Strait

2. Singapore Strait

3. Malacca Strait

4. Gibraltar Strait

5. Approaches to New York

6. Approaches to Rotterdam/Flushing

7. Bisan Seto/Kanmon Kaikyo

8. St. Lawrence River

9. Entrance to Mississippi River/approaches to Houston

10. Open sea

Detai spesifikasi visualisasi

• Minimal 5 channel high graphic resolusi (± 170˚) horizontal view. Remaining by panning.

• Menampilkan seluruh rambu/tanda navigasi sebagaimana yang ada pada ECDIS dan peta kertas.

• Menampilkan objek yang cukup realistis (cukup detail sehingga dapat dikenali dalam real life)

• Harus mereplikasi pergerakan kapal sendiri (own ship) sesuai pergerakannya sampai 6 derajat.

• Menampilkan visual sesuai kondisi siang hari, senja, malam termasuk variabel meteorogical visibility, perubahan waktu, bisa diajust jarak visibility, dari clear ke kabut tebal.

• Harus memungkinkan pengambilan baringan yang tepat dari objek yang terlihat di screen,

• Harus memungkinkan melihat dengan binocular (magnified view)

• Menampilkan vertical view 25˚ , memiliki fasilitas untuk melihat sisi kapal dan dermaga sewaktu kapal sandar.

• Kesesuaian visual picture dengan dengan penampilan di RADAR dan ECDIS.

DETAIL SPESIFIKASI KEMAMPUAN SIMULATOR

• Model harus realistis mensimulasikan hydrodinamis kapal sendiri di perairan terbuka termasuk efek angin, ombak, gelombang, arus pasang surut.

• Model harus realistis mensimulasikan hydrodinamis kapal sendiri di perairan sempit termasuk dampak perairan dangkal, bank effect dan interaksi antar kapal.

• Memperdengarkan suara mesin induk yang merefleksikan power engine output ( maju setengah ke full ahead terdengar suara engine bertambah)

• Kapal target harus dilengkapi dengan lampu2 navigasi, sosok benda dan sound signals ( sound signal akan mengecil sesuai jaraknya), Signal dikontrol oleh Instructor individual target.

• Menampilkan ≥ 20 kapal target pada saat bersamaan ( Seksi A-I/12.4.3) Instruktur dapat /mampu memprogram individual voyage kapal target (haluan, kecepatan dan way pointnya).

• Memberikan suara dari lingkungan sekitar (suara angin sesuai forcenya) sesuai dengan kondisi yang disimulasikan.

• Simulasi kedalaman perairan sesuai kedalaman dipeta yang digunakan. Kedalaman sesuai dengan kondisi pasang surut.

• Simulasi ombak, kekuatan dan arah angin.

• Memungkinkan untuk mensimulasikan penggunaan sampai 4 tugboat, Tugboat dapat dikontrol power dan orientasinya (push and pull).

• Mampu mensimulasikan saat kapal berth and un-berth, dengan dapat mengontrol mooring lines (heave, slack, stop and letgo).

• Mampu mensimulasikan jangkar haluan kapal sendiri, tegangan rantai dan jumlah segel yang dikeluarkan.

OWN SHIP CONTROL STATION CONTROL STATION (bridge) tersedia HARDWARE PANELS yang pengoperasiannya seyogyanya sama dengan actual shipboard equipment :

1. Propulsion Controls (own ship’s engine ahead and astern)

2. Bow-Thrusters control

3. Steering Control Stand

4. Engine alarm panel giving audible and visual alarm

5. RADAR dan ARPA

6. ECDIS

7. VHF Communication system

8. Intercom/Telephon

9. General Emergency Alarm

10. Chart Table dengan peta kertas

11. Indicators

12. Ship’s horn (as a push button)

INSTRUCTOR INSTRUCTOR and ASSESSOR harus mampu untuk:

• Start , halt, reset waktu dan posisi, dan restart exercise.

• Observasi trainee yang sedang exercise secara visual

• Mengubah environment disaat exercise sedang berjalan

• Komunikasi dengan trainee, dengan VHF pada channel yang sesuai.

• Dapat melihat RADAR ownship yang diset dan dioperasikan oleh trainee.

• Mengaktifkan simulasi kerusakan peralatan/equipment in real time : 1. navigation lights, 2. gyro compass, 3. Doppler Log, 4. Echo sounder, 5. RADAR, 6. ARPA, 7. GPS, 8. Autopilot, 9. Steering motor, 10. Bow thrusters, 11. engine

Need to be approved by the Administration

• Simulator sebagai salah satu sumber belajar yang mahal harganya, jika digunakan untuk mendemonstrasikan competence atau pelatihan yang mewajibkan menggunakan (RADAR dan ARPA) wajib mendapatkan approval pemerintah.

• Tidak ada guidelines atau resolusi IMO tentang standards for approval of the simulator. (STCW Code memuat standard perfoemance umum simulator).

What are the industry competence requirements?

The knowledge, skills and attitude to ensure effective and efficient modern ship operations:

• seamanship – on modern ships (?)

• navigation – electronic – monitoring

• engineering – electro-technology - systems

• shipboard operations – seafaring knowledge – shore-based operations – industry knowledge

• leadership and teamwork

• what are the recruitment, training and retention implications?

KOMPETENSI YANG DIPERSYARATKAN INDUSTRI PADA STCW 2010

What are the industry competence requirements?

• The Manila Amendments to STCW are intended to make the convention coverage more appropriate to the current industry – e-navigation, systems engineering, electro-technology, leadership and teamwork

But:

• There is serious need for raising situational and industry awareness, improved ‘soft skills and much better assessment of competence

PERUBAHAN PENTING STCW 2010 • training in modern technology such as ECDIS

• training in marine environmental awareness

• training in leadership and teamwork

• training in high voltage for engineer and ETO

• training for electro-technical officers and ratings

• updating of tanker competence training

• training for security and dealing with piracy

• introduction of modern training methodology

• training for ships operating in polar waters

• training for operating dynamic positioning systems

• certification requirements for able seafarers

• stronger measures to prevent fraudulent CoC practices and improve monitoring of compliance

• revised hours of work and rest

• prevention of drug and alcohol abuse

A – I/6 . In-service training

4 Any person conducting in-service training of a seafarer, either on board or ashore, which is intended to be used in qualifying for certification under the Convention, shall:

.1 have an appreciation of the training programme and an understanding

of the specific training objectives for the particular type of training

being conducted;

.2 be qualified in the task for which training is being conducted; and

.3 if conducting training using a simulator:

.3.1 have received appropriate guidance in instructional techniques

involving the use of simulators; and

.3.2 have gained practical operational experience on the particular type

of simulator being used.

5 Any person responsible for the supervision of in-service training of a seafarer intended to be used in qualifying for certification under the Convention shall have a full understanding of the training programme and the specific objectives for each type of training being conducted.

A – I/6 . Assessment of competence

6 Any person conducting in-service assessment of competence of a seafarer, either on board or ashore, which is intended to be used in qualifying for certification under the Convention, shall:

.1 have an appropriate level of knowledge and understanding of

the competence to be assessed;

.2 be qualified in the task for which the assessment is being made;

.3 have received appropriate guidance in assessment methods and

practice;

.4 have gained practical assessment experience; and

.5 if conducting assessment involving the, have gained practical assessment experience on use of simulators the particular type of simulator under the supervision and to the satisfaction of an

experienced assessor.

Section A-I/6: Use of Simulators

General standards when using simulators for assessment of competence:

Exercises must be relevant to the task being assessed (skenario latihan=ujian)

Must be updated to assess the required competences taking account of technology on board (pelatihan dan ujian mengikuti teknologi di kapal)

Assessors using simulators must have gained practical experience in assessment on the particular simulator (assessor familiar dengan simulator yang digunakan menguji)

KOMPETENSI COC ANT III (A-II/1)

NAVIGASI 1. PLAN AND CONDUCT A

PASSAGE AND DETERMINE POSITION

2. MAINTAIN A SAFE NAVIGATIONAL WATCH

3. USE OF RADAR AND ARPA TO MAINTAIN SAFETY NAVIGATION

4. USE OF ECDIS TO MAINTAIN SAFETY NAVIGATION

5. RESPOND TO EMERGENCIES 6. RESPOND TO A DISTRESS SIGNAL

AT SEA 7. USE THE IMO SMCP AND USE

ENGLISH IN WRITTEN AND ORAL FORM

8. TRANSMIT AND RECEIVE INFORMATION BY VISUAL SIGNALLING

9. MANOEUVRE THE SHIP

CARGO HANDLING 1. MONITOR THE LOADING,

STOWAGE, SECURING,CARE DURING THE VOYAGE AND THE UNLOADING OF CARGOES.

2. INSPECT AND REPORT DEFECT S AND DAMAGE TO CARGO SPACES, HATCH COVERS AND BALLAST TANKS

. PENGENDALIAN OPERASI KAPAL dan PERLINDUNGAN ORANG DI

KAPAL

1. ENSURE COMPLIANCE WITH POLLUTION PREVENTION REQUIREMENTS

2. MAINTAIN SEAWORTHINESS OF THE SHIP

3. PREVENT, CONTROL AND FIGHT FIRES ON BOARD

4. OPERATE LIFE-SAVING APPLIANCES

5. APPLY MEDICAL FIRST AID ON BOARD SHIP.

6. MONITOR COMPLIANCE WITH LEGISLATIVE REQUIREMENTS

7. APPLICATION OF LEADERSHIP AND TEAMWORKING SKILLS

8. CONTRIBUTE TO THE SAFETY OF PERSONNEL AND SHIP

KOMPETENSI COC ANT IV (A-II/3)

NAVIGASI

1. PLAN AND CONDUCT A COASTAL PASSAGE AND DETERMINE POSITION

2. MAINTAIN A SAFE NAVIGATIONAL WATCH

3. RESPOND TO EMERGENCIES 4. RESPOND TO A DISTRESS SIGNAL

AT SEA 5. MANOEUVRE THE SHIP

CARGO HANDLING 1. MONITOR THE LOADING,

STOWAGE, SECURING,CARE DURING THE VOYAGE AND THE UNLOADING OF CARGOES.

PENGENDALIAN OPERASI KAPAL dan PERLINDUNGAN ORANG DI KAPAL








KOMPETENSI COC ATT III (A-III/1)

PERMESINAN KAPAL

1. MAINTAIN A SAFE ENGINEERING

2. USE ENGLISH IN WRITTEN AND ORAL FORM

3. USE INTERNAL COMMUNICATIONS

4. OPERATE MAIN AND AUXILIARY MACHINERY AND ASSOCIATED CONTROL SYSTEMS

5. OPERATE FUEL, LUBRICATION, BALLAST AND OTHER PUMPING SYSTEMS AND ASSOCIATED CONTROL SYSTEMS

LISTRIK, ELEKTRONIK dan SIST. KONTROL

1. OPERATE ELECTRICAL,

ELECTRONIC AND CONTROL SYSTEMS

2. MAINTENANCE AND REPAIR OF ELECTRICAL AND ELECTRONIC EQUIPMENT

PENGENDALIAN OPERASI KAPAL dan PERLINDUNGAN ORANG DI KAPAL







7. APPLICATION OF LEADERSHIP AND TEAMWORKING SKILLS


PERAWATAN DAN PERBAIKAN

1. APPROPRIATE USE OF HAND TOOLS, MACHINE TOOLS AND MEASURING INSTRUMENTS FOR FABRICATION AND REPAIR ON BOARD

2. MAINTENANCE AND REPAIR OF SHIPBOARD MACHINERY AND EQUIPMENT

Section A-I/12.1: Standards for Simulators General performance standards for simulators used in training

1 Each Party shall ensure that any simulator used for mandatory simulator-based training shall:

.1 be suitable for the selected objectives and training tasks;

.2 be capable of simulating the operating capabilities of shipboard equipment

concerned, to a level of physical realism appropriate to training objectives, and

include the capabilities, limitations and possible errors of such equipment;

.3 have sufficient behavioural realism to allow a trainee to acquire the skills

appropriate to the training objectives;

.4 provide a controlled operating environment, capable of producing a variety of

conditions, which may include emergency, hazardous or unusual situations

relevant to the training objectives;

.5 provide an interface through which a trainee can interact with the equipment,

the simulated environment and, as appropriate, the instructor; and

.6 permit an instructor to control, monitor and record exercises for the effective

debriefing of trainees.

General performance standards for simulators used in assessment of competence

2 Each Party shall ensure that any simulator used for the assessment of competence required under the Convention or for any demonstration of continued proficiency so required shall:

.1 be capable of satisfying the specified assessment objectives;

.2 be capable of simulating the operational capabilities of the shipboard equipment

concerned to a level of physical realism appropriate to the assessment objectives,

and include the capabilities, limitations and possible errors of such equipment;

.3 have sufficient behavioural realism to allow a candidate to exhibit the skills

appropriate to the assessment objectives;

.4 provide an interface through which a candidate can interact with the equipment

and simulated environment;



relevant to assessment objectives; and .6 permit an assessor to control, monitor and record exercises for the effective

assessment of the performance of candidates.

Section A-I/12.2: Standards for Simulators

In conducting mandatory simulator-based training, instructors shall ensure that:

.1 trainees are adequately briefed beforehand on the exercise objectives and tasks and are given sufficient planning time before the exercise starts;

.2 trainees have adequate familiarization time on the simulator and with its

equipment before any training or assessment exercise commences;

.3 guidance given and exercise stimuli are appropriate to the selected exercise

objectives and tasks and to the level of trainee experience;

.4 exercises are effectively monitored, supported as appropriate by audio and visual observation of trainee activity and pre- and post-exercise evaluation reports;

.5 trainees are effectively debriefed to ensure that training objectives have been met and that operational skills demonstrated are of an acceptable standard;

.6 the use of peer assessment during debriefing is encouraged; and

.7 simulator exercises are designed and tested so as to ensure their suitability for the specified training objectives.

Simulator Training procedures

Simulator Assessment procedures

Where simulators are used to assess the ability of candidates to demonstrate levels of

competency, assessors shall ensure that:

.1 performance criteria are identified clearly and explicitly and are valid and

available to the candidates;

.2 assessment criteria are established clearly and are explicit to ensure reliability and

uniformity of assessment and to optimize objective measurement and evaluation,

so that subjective judgements are kept to the minimum;

.3 candidates are briefed clearly on the tasks and/or skills to be assessed and on the

tasks and performance criteria by which their competency will be determined;

.4 assessment of performance takes into account normal operating procedures and

any behavioural interaction with other candidates on the simulator or with

simulator staff;

.5 scoring or grading methods to assess performance are used with caution until they

have been validated; and

.6 the prime criterion is that a candidate demonstrates the ability to carry out a task

safely and effectively to the satisfaction of the assessor.

Simulator-based tests

• Simulators allows for collecting evidence of competence related to:

- psychomotor skills

- cognitive skills

- decision-making skills

- teamwork skills

• Advantages and disadvantages

- limitations in time (D)

- economy of resources (D)

- replication of reality/fidelity (A)

57

Column 1 Column 2 Column 3 Column 4

Competence Knowledge,

understanding and

proficiency

Methods for demonstrating

competence

Criteria for evaluating

competence

TABLE A - ..... Specification of minimum standard of competence for / in .........

Jabatan Keterampilan

Sertifikat Bab II, III & IV

Sertifikat Bab V & VI

CAPAIAN BELAJAR (CP)

Metode apa? Bagaimana kriterianya?

Salah satunya dengan simulator

4 Element dalam Training based on simulator

• Simulator equipment

• Training programme

• Student

• Instructor

Ke 4 element terkait satu dengan lainnya.

Perubahan pada satu elemen mempengaruhi yang lainnya, artinya bahwa bermacam elemen harus dipertimbangkan sebagai elemen yang tidak berdiri sendiri tanpa mempengaruhi yang lain.

• Kesuksesan pelatihan di simulator tidak didominasi hanya pada instruktur simulator.

• Namun keterampilan dan sensitivitas instruktor dapat menjadikan individual trainee mengasah dan meningkatkan keterampilan melalui cara yang aman

• Instruktur harus membuat pelatihan di simulator dengan suasana belajar yang kondusif dan asimilasi pengalaman para peserta pelatihan.

MINIMUM STANDARD OF COMPETENCE

Table A-II/1

Specification of minimum standard of competence for officers in charge of a navigational watch on ships of 500 gross

tonnage or more

Funtion : navigation at operasional level

Competence Knowledge, Understanding and

Proficiency Methods for demonstrating

competence Criteria for evaluating

competence

Use of radar and ARPA to maintain safety of navigation Note: Training and assessment in the use of ARPA is not required for those who serve exclusively on ships not fitted with ARPA. This limitation shall be reflected in the endorsement issued

Radar navigation Knowledge of the fundamentals of radar and automatic radar plotting aids (ARPA) Ability to operate and to interpret and analyse information obtained from radar, including the following: Performance,including: .1 factors affecting performance and accuracy .2 setting up and maintaining displays .3 detection of misrepresentation of information, false echoes, sea return, etc.,

Assessment of Evidence obtained from approved radar simulator and ARPA simulator plus inservice experience

Information obtained from radar and ARPA is correctly interpreted and analysed, taking into account the limitations of the equipment and prevailing circumstances and Conditions

Types of Simulators available for MET

Bloom's Taxonomy model is in three parts, or 'overlapping domains'. Again, Bloom used rather academic language, but the meanings are simple to understand:

Cognitive domain (intellectual capability, i.e.., knowledge, or 'think')

Affective domain (feelings, emotions and behavior, i.e.., attitude, or 'feel')

Psychomotor domain (manual and physical skills, i.e.., skills, or 'do')

TAKSONOMI TUJUAN KOGNITIF MENURUT BLOOM (1956)

PENGETAHU-

AN

* Mengingat

* Menghafal

PEMAHAMAN

* Menerjemah-

kan

* Menginter-

pretasikan

* Menyimpulkan

PENERAPAN

* Mengguna-

kan konsep

prinsip, dan

prosedur

untuk me-

mecahkan

masalah

ANALISIS

* Memecah-

kan konsep

menjadi ba-

gian-bagian

* Mencari

hubungan

antar bagi-

an

SINTESIS

* Mengga-

bungkan

bagian-

bagian

menjadi

satu ke-

satuan

EVALUASI

* -

dingkan nilai-

nilai, ide-ide,

metode dsb.

dengan

standar

EVALNUATION

SYNTESIS

ANALYSIS

APPLICATION Memban COMPRE-

HENSION

KNOWLEDGE

TAKSONOMI TUJUAN PSIKOMOTOR (Harrow, 1972)

NATURALISASI

* Melakukan

gerak secara

wajar dan

efisien

PERANGKAIAN

* Merangkaikan

berbagai ge-

rakan secara

berkesinam-

bungan

KETEPATAN

* Melakukan

gerak

dengan

teliti dan

benar

PENGGUNAAN

* Mengguna-

kan konsep

untuk mela-

kukan gerak

PENIRUAN

* Menirukan

gerak yang

telah di-

amati

NATURALIZATION

ARTICULATION

PRECISION

MANIPULATION

IMITATION

TAKSONOMI TUJUAN AFEKTIF (Krathwohl, Bloom & Masia,1964)

PENGAMALAN

• Internalisasi

nilai-nilai

men-jadi pola

hidup

PENGORGA-

NISASIAN

• Menghubung-

kan nilai yang

dipilih dengan

sistem nilai

yang ada

• Mengintegra-

sikan nilai-nilai

tersebut ke

dalam hidupnya

PENGHARGA-

AN TERHADAP

NILAI

• Menerima ni-

lai-nilai, setia

kepada nilai-

nilai

• Memegang

teguh nilai-

nilai

PEMBERIAN

RESPON

• Activ hadir

• Berpartisi-

pasi

PENGENAL-

AN

• Ingin mene-

rima

• Ingin meng-

hadiri

• Sadar akan

suatu situa-

si, objek,

fenomena

CHARACTERIZATION

ORGANIZATION

VALUING

RESPONDING

RECEIVI

• An important premise of Bloom's Taxonomy is that each category (or 'level') must be mastered before progressing to the next.

Transfer of simulator learning

• Banyak mata kuliah/pelajaran yang dapat diajarkan / diuji di simulator .

• Mainly for airlines, some in driving, few in maritime

• Bandingkan peserta didik yang belajar menggunakan dengan tidak menggunakan simulator.

KONDISI PEMBELAJARAN SIMULASI

• Program pelatihan harus didesign dengan baik dan cermat.

• Waktu pelatihan harus mencukupi, kalau dibagi kelompok harus diperhitungkan dengan cermat (maks trainee dalam sim, jumlah kelompok dan waktu per skenario)

• Highly motivated simulator instructors

• Peserta didik antusias

• Simulator environment harus semirip dengan kondisi sebenarnya (realistic).

Realism vs. transfer percentage tr

ansf

er

Time vs. transfer percentage (example)

tran

sfer

Amount of transfer

• Learning theoretic 35 – 65% (average 50%)

• Simulation learners -11 – 90% (average 40%)

• Sample of army tank simulation 50 – 90% (average 70%)

(Statistics provided by Prof. Cross)

PENTINGNYA SIMULATION TRAINING

• Safety and environment protection, human element sangat ditentukan oleh human element.

• The Human Element

20 % Technical failure

80 % Human error

• Examples of Human Error :

Skill based (without intention) Navigation (Position fixing)

Rule based (with intention) Manoeuvring, Usage of life boats

Knowledge based (with intention) Underestimate of sea state

Violation Leaving the port without permission

SIMULATOR TRAING MENGURANGI KECELAKAAN

Capt. Stephen Cross of the Maritime Institute Willem Barentsz (MIWB) in West Terschelling, (2012):

• Lack of sufficient training : 65% of accidents

• Simulator training applicability : Tidak seluruh kompetensi harus diajarkan dan dipraktekan di simulator

• Dari kompetensi atau skill pada function and level STCW part A, 58% dapat dilatihkan di simulator.

• Competency improvement melalui simulator training = 45%

PENGATURAN/KETENTUAN

• KECELAKAAN/KEGAGALAN dilihat dari sudut pandang pengaturan /ketentuan.

Skill-based ============ Mostly ingin memudahkan

Rule-based =========== Training, Procedures, Checklists

Knowledge-based ==== Training, Safety Management System

Violation ============ Depending on the cause

COMPETENCE

RPS RPP

STCW CODE

MODEL COURSE

6.09

The Economics of Simulator Training Is Simulator Training Worth It?

The Economics of Simulator Training Is Simulator Training Worth It?

• while we all agree that simulator training is valuable, we also know that it comes at a cost.

• simulators and the time spent on them are expensive. Is it possible to quantify the total value derived from simulator training?

• Capt. Syephen Cross: “Aspects of Simulation in Met-Improving Shipping Safety and Economy”

Simulator - STCW

Section A-I/12

Standards governing the use of simulators

PART 1 PERFORMANCE STANDARDS

General performance standards for simulators used in training

1 Each Party shall ensure that any simulator used for mandatory simulator-based training shall:

.1 be suitable for the selected objectives and training tasks;

.2 be capable of simulating the operating capabilities of shipboard equipment

concerned, to a level of physical realism appropriate to training objectives, and

include the capabilities, limitations and possible errors of such equipment;

.3 have sufficient behavioural realism to allow a trainee to acquire the skills

appropriate to the training objectives;



relevant to the training objectives;

.5 provide an interface through which a trainee can interact with the equipment, the

simulated environment and, as appropriate, the instructor; and

.6 permit an instructor to control, monitor and record exercises for the effective

debriefing of trainees.

• General performance standards for simulators used in assessment of competence

2 Each Party shall ensure that any simulator used for the assessment of competence required under the Convention or for any demonstration of continued proficiency so required shall:

.1 be capable of satisfying the specified assessment objectives;

.2 be capable of simulating the operational capabilities of the shipboard equipment concerned to a level of physical realism appropriate to the assessment objectives, and include the capabilities, limitations and possible errors of such equipment;

.3 have sufficient behavioural realism to allow a candidate to exhibit the skills

appropriate to the assessment objectives;

.4 provide an interface through which a candidate can interact with the equipment

and simulated environment;



relevant to assessment objectives; and

The Recommended Way to Conduct Simulator Training Equipment Used Must Be Certified According to the New

STCW Convention

Concluding observations

• Effective teaching tool with strong impact

• Relatively costly compared to traditional means

• More readily available, superior substitute for real thing

• Emergency situations can be trained without safety hazard

• Accelerator and intensifier of teaching efforts

• Cost effective through savings in time and equipment

• Overall reduction of training costs

• Simulator time can replace sea time for certification

• Complex equipment which can fail

• Experienced instructors required

The appropriate simulator for ship-handling training

• Part-task understanding and limited

• ship-handling competencies may be practiced on a CBT trainer, but proficiency will not be achieved.

• Ship-handling requires fundamental control of the complex, finite, lateral ship motions and interactions between vessel and topological features.

• Ship-handling is a blend of science and art

• Ship handling can only be developed through applying maneuvering methods using a real ship or a simulated environment that best approaches the behavior and setting of a real ship.

• The CBT trainer, although a new technology, is functionally only a training tool, which has a specific role in the training cycle of providing focus on narrow tasks and objectives.

• It is well understood that people learn best when many of their senses are used during a learning process.

• An unprepared student immersed in full mission maritime simulation can be easily overwhelmed by distractions, causing a loss of learning objective retention and gained proficiency.

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