Student Engagement in Military Education

Dewi Nurnindyah, Andrian Pramadi and Lena Pandjaitan

Program Studi Doktor Psikologi, Universitas Surabaya, Indonesia

Keywords: Student Engagement, Military Education, Indonesian Naval Cadets.

Abstract: Military education is one of the higher education in Indonesian academy setting. Student engagement in

military education should be a major concern in the student learning process because it becomes an indicator

of learning quality and as predictor in academic performance. Student engagement will prevent from negative

behaviour and reduce burnout or disaffection conditions. This study used qualitative approach with a case

study. The aim of this study was to explore engagement in Indonesian Naval Cadets and to draw what factors

affect the cadet’s engagement in military education. The informants of this study were Indonesian Naval

Cadets in Bumimoro Surabaya, sampling techniques purposive sampling used to gain the informants and data

analysis used thematic analysis by coding the results of interview transcripts that been made a verbatim.

Eleven themes found in this research related to student engagement in Indonesian Naval Academy. The factors

that influenced student engagement in military education consist of internal and external factors.

1 INTRODUCTION

Military education had a special formulation to define

learning of its curriculum and different than other

general higher education. Cadets are not only

required to master knowledge and skills in their

fields, but also to have leadership attributes

associated with teamwork and excellent physical

fitness (Blum, 2014). The educational and learning

situation at the Naval Academy is identically with an

orderly life and high discipline. Cadets studying at

military institutions are required to stay in dormitories

and participate in all learning activities for a period of

4 years. The first year is the basic education of the

military in Military Academy and the next 3 years in

Naval Academy.

Naval Academy is a military educational

institution that symbolize the total institution system

(Gottman in Prameswari, 2004). The definition of

total institution is a place that limits social relations

or interaction with the wider community. Total

institutions have four characteristics: first, all aspects

of life are led in the same place and are under the same

source; second, every phase of the member's daily

activity is led directly by an institution where all of

whom are treated alike and are required to do the

same thing; third, every daily activity is strictly

scheduled and the entire series of activities is

determined by an official formal system and rules;

fourth, the various activities carried out are united in

one master plan designed to meet the official

objectives of the institution.

The activities from waking up in the morning until

the night are very hard and stressful. It made stressful

conditions for cadets. The burdens and pressures

felt during this education sometimes cause burnout or

fatigue both physically and mentally which affected

the learning process in the academy. Burnout and

engagement indicate how a student functions well at

school, while achievement strategies during college

can predict burnout and engagement on future careers

(Salmela-Aro, et al, 2009). If cadets felt burnout, it

can lead to negative behaviors during the learning

process such as lack of concentration, passive while

in the classroom. Most of the lecturers or educators

complained when they taught the Naval Cadets,

because they showed disengaged behavior during the

learning process especially in the classroom.

Disengaged behaviors are shown such as lack of

concentration, drowsiness even until someone falls

asleep so that lecturers spend more time trying to

wake up the cadets to concentrate more and pay

attention to the lesson. The biggest problem felt by

lecturers who teach cadets is to face less effective

learning situations. This data was obtained based on

the interviews cadet lecturers.

According to Wang and Halcombe (2010)

students engaged with his school will perform better

Nurnindyah, D., Pramadi, A. and Pandjaitan, L.

Student Engagement in Military Education.

DOI: 10.5220/0010810300003347

In Proceedings of the 2nd International Conference on Psychological Studies (ICPsyche 2021), pages 181-192

ISBN: 978-989-758-580-7

181

than students who are not engaged with the school.

Instead of students who are less involved with the

school will be less likely to perform poorly and

experience behavioral problems. The lack of students

engagement can lead to problems experienced by

students who are expelled from school and

experiencing unemployment (work problems)

because they are unable to complete their education.

Student engagement also functions as a protective

factor in the emergence of negative behaviors in

students (Fredricks, et al., 2004).

Student engagement has a relation with two

things, namely the development of individuals and

institutions. With regard to the institutional level,

policies issued by institutions play a major role in the

efforts to increase student engagement (Kuh & Hu,

2001). In individual level, student engagement is a

predictor of academic achievement (Wonglorsaichon,

B., et al., 2014; Trowler, 2010) and this research

supported by meta-analysis study conducted by Lei

and Cui (2018) which shows that student engagement

is positively correlated with academic achievement

= 0.269). Moreover, the three aspects of student

engagement have a positive correlation with

academic achievement; behavioral engagement (r

= 0.350), emotional engagement (r

= 0.216) and

cognitive engagement (r

= 0.245).

Trowler (2010) defines student engagement as the

willingness and effort of students to participate

effectively in school activities that contribute to their

success. According to Fredricks, Blumenfeld & Paris

(2004), student engagement is classified into

behavioral engagement, emotional engagement, and

cognitive engagement. Student attentiveness,

completed tasks, participation in learning

opportunities, and polite behavior are considered

behavioral engagement (Wimpenny & Savin-Baden,

2013). Positive attitude toward school predicted

participation in class and accomplishment school

work (Green, et al., 2012). Emotional engagement

includes the relationship of feelings or emotions to

exciting and fun lessons and materials. Cognitive

engagement is the willingness to understand the

material and focus on the task (Fredricks, et al.,

2004; Makur, Prahmana, & Gunur, 2019).

Therefore, student engagement needs to be

improved in the learning process not only in general

education but also in military education context. It

had a significant impact on the learning outcomes and

individual skills in adjusting to the existing situation.

Engagement is needed for undergoing military

education because it related with the students ability

to face everyday difficulties, challenges and obstacles

in academy. As studied under the name ‘everyday

resilience’ or ‘academic buoyancy’ (Martin & Marsh,

2009). They can handle the difficulties and solve the

problems. It was about someone ability to coping the

academic stressor, if it works will help student’s

ability to bounce back from setbacks and failures and

allow them to constructively reengage with

challenging academic tasks running into obstacles or

problems. But if they can not handle the stressor and

the situation so it will cause burnout which can trigger

disaffection toward school and the worst will bring

into dropout (Marks, 2000). So, engagement will be

able to prevent the appearance of negative behavior

and reduce burnout or disaffection conditions

(Fredricks, et al., 2004; Schaufeli, et al., 2002).

The research about student engagement in the last

eight decades has been primarily done in general

education setting or at civilian institutions and is still

rarely studied in the military setting especially in

Indonesia so this research need to find out the

information about student engagement in military

context. The study in military setting about cadet

engagement is rarely found. One of the research

examined cadets engagement is conducted by Blum

(2014) on United States of Air Forces Cadets

(USAFA) using a mixed method approach. The study

found a novel addition to the existing theoretical

framework of student engagement for cadets at the

United States Air Force Academy.

Cadet engagement has a significant role in

military education because it will determine the final

outcome of education, namely the quality of military

officer graduates become prospective Officers who

are Tanggap, Tanggon and Trengginas. The

engagement felt in their education will greatly affect

the job satisfaction of military members (Proyer, et

al., 2012). The reason of this study conducted because

student engagement is influential and contributes

positively in the learning process, but there is no

article found which discuss about engagement in

military setting especially in Indonesia.

The aim of this qualitative study was to explore the

overview of the engagement of Naval Cadets during

military education. In addition, it also aims to explore

the factors that affect the engagement of cadets.

Identifying the overview of the cadets’ engagement

and the factors that affected the engagement is

important to determine the strategy and interventions

to increase student engagement in Naval Cadets.

2 METHOD

Researchers used a qualitative approach method with

case study. A case study served as instruments to

ICPsyche 2021 - International Conference on Psychological Studies

182

understand issues better, develop or refine theories

(Poerwandari, 2011). The case study were chosen to

explain the cadet's engagement in the military

education system and obtain more comprehensive

understanding.

2.1 Data Collection and Analysis

The data collection technique used a semi-structured

interviews using interview guides, but questions are

open-ended and non-directive with the aim of getting

participants to share their personal experiences

(Willig, 2013). The purpose of the interview to

explore the experience of participants/informants to

the phenomenon studied, namely the experience of

engagement of Naval Cadets. The data was collected

by conducting semi-structured interviews with two

cadets. Semi-structured interviews were used as data

collection technique. The data analysis technique was

thematic analysis, the themes in verbatim that fit the

research objectives. It allowed the researchers to find

patterns that unclear to others. Boyatzis

(Poerwandari, 2011) stated that the pattern or theme

showed as random order in the pile of available

information. After the pattern discovery phase

(seeing) was done, it was classified or encoded

(seeing as) by label, definition, or description. In

more detail, Poerwandari (2011) stated that thematic

analysis was a coding process producing a list of

themes, a complex theme or indicator model,

qualifications usually associated with that theme or

things between or a combination of those mentioned.

2.2 Informant of Studies

The informants were two naval cadets majoring in

Maritime Defense Management (Operation Corps)

and Maritime Financial and Logistics Management

(Supply Corps). The sampling technique was the

purposive sampling. The inclusion criteria included

cadets who had achievements in academic and non-

academic, aged between 19-23 years, involve in

Cadets organizational (Menkortar), currently in the

final semester (Level 4).

This study involved of two 4th-grader AAL cadets

(final semester). The first informant was AGM, 21

years old from Papuans, an AAL cadet majoring in

Maritime Defense Management, male, and currently

in final year (Level 4). The second informant was

SAM, 21 years old, Javanese female, an AAL cadet

majoring in Maritime Financial and Logistics

Management and currently in the final year. The

cadets had four levels in the military education

system, Level 1 to Level 4 because education was

taken within four years. Characteristics description of

the informants showed in Table 1 (attached).

Table 1: Informant Data.

No Name Age Tribe Faculty

1 AGM 21

years

Papuans Maritime

Defence

Mana

emen

2 SAM 21

years

old

Javanese Maritime

Financial and

Logistics

Mana

emen

According to achievement data obtained, the

SAM informant received Bintang Tanggon Emas and

Trengginas Perak during her education. Tanggon

Emas was associated with personality assessment,

while Trengginas was associated with fitness

(Physical Fitness). Also, she was elected as the

Company Commander of the IV Menkortar Battalion.

The AGM informant received non-academic

achievement, called the military pentathlon as the

first winner at PIKTAR in 2019, and served as

Danyon Taruna II of the AAL Regiment.

3 RESULTS AND DISCUSSION

This study concluded several major themes related to

the engagement of AAL cadets in the military

education system :

1. Willingness Following the Rules (Obedience)

During their education, AAL cadets seemed to show

an element of obedience. This obedience and

discipline were a consequence of military educational

institutions. AAL used clear rules which compelled

all residents to follow it. Those who committed

violations would receive punishment from the

educational institution. Therefore, AAL cadets never

tried to violate and minimize mistakes by following

the rules and given activities. It was one of the

characteristics of student engagement developed by

AAL cadets. AAL cadets also had a predetermined

schedule, called Fixed Daily Orders (PHST). It was a

guideline that regulates the daily activities of each

cadet, from wake up to sleep.

"Never committed a violation and have

leadership spirit, one of which has a

position." (SAM)

"If we obey PHST and do not make

mistakes, our education will be okay"

(SAM)

Student Engagement in Military Education

183

"…………..then there is no violation and

must dare to appear".(SAM)

"Permits are important, and if we just

follow the rules, then we will be safe."

(SAM)

"…..we have to follow the rules and do not

do much resentment…" (AGM)

2. Active Participation

Active participation and positive behavior during the

learning process are shown by AGM and SAM

informants in the interview excerpt as follows:

"Answers the Lecturer's questions and makes

notes in the book about the points presented."

(SAM)

"Write down what the lecturer said and then

resume it." (SAM)

"Assignments while in class include

permission, if it is easy…." (SAM)

"We have to be able to finish the powerpoint

within 15, and I can finish it…" (SAM)

"I do my homework during class." (SAM)

"Currently, I am writing a thesis." (SAM)

"I focus on doing my thesis..." (SAM)

"Currently I am focusing on working on

chapters I, II and III." (SAM)

"Currently working on a thesis, so I ..."

(AGM)

"Besides, I try to focus on the material

presented..." (AGM)

"Following the directions of instructors and

lecturers, and trying to focus." (AGM)

"Concentrate on paying attention to the

lecturer's explanation." (AGM)

"When I study, it usually takes time…." (AGM)

Both informants showed efforts to be involved in the

learning process by concentrating, focus, and follow

the instruction from the lecturer or instructor. Active

class participation, such as asking or answering

questions, showed that they were actively involved

during the learning process. Active participation

occurred during the learning process, discussing

activities (giving opinions) and studying further

material. Similar to Sudjana (2004) which stated that

student engagement could be seen in their

participation in (1) carried out tasks, (2) engaged in

problem-solving, (3) asked other students or teachers

if they did not understand the problems, (4) looked

for necessary information, (5) carried out group

discussions following the teacher's instructions.

These student activities focused more on student

engagement in terms of behavior during the teaching

and learning process.

3. Feeling or Emotion Felts

During the education process, both informants

showed positive feelings or emotions towards the

activities that they had followed.

“I have loved swimming since high school and

joined the club in high school. Every day I

practice every morning before going to school

and so every day.”(SAM)

“At AAL, I joined Yanus to swim because it

suits my skill and interest.”(SAM)

“Basically, I like to sail with a permit because

I can go to new places, see new atmospheres

and new people.”(SAM)

“I feel delighted when I win a swimming

competition, especially when competing with

other countries.”(SAM)

“……I enjoy learning foreign languages and I

am fluent in English….”(SAM)

“….because I like to make a resume about a

lesson.”(SAM)

“…..I deliberately took the extracurricular

activities of the pentathlon, because I like to

run and shoot…”(AGM)

“…..I like the atmosphere while studying in

the classroom…”(AGM)

AGM and SAM felt enjoyment doing activities

they liked and matched their interests. Both

informants showed positive feelings during the

learning process. Also, AGM showed hatred and

boredom when he listened to the lecturer's

explanation which seemed monotonous (explaining

the material in one direction).

"But if the teacher only reads slides and is not

communicative, it tends to be boring."(AGM)

"What I do not like about learning is if

monotonous, lecturers only explain one

direction" (AGM)

Emotional engagement relates to the personal

feelings or emotions related to the way of teaching

and the studied material. Emotional engagement

consists of two continuums: individual positive and

negative feelings or emotions during the learning

process. Emotional disaffection is a mental condition

or negative emotion, such as frustration, anger,

sadness, boredom, tiredness, and feeling anxious in

class; tend to avoid learning opportunities and have

problems with teachers and classmates. The

expressions of boredom were revealed in the in-depth

interview process with the two informants.

"To overcome boredom,……." (SAM)

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184

"Yes, yes, sleepiness is like a "curse" in class

... then the lecturer teaches like

"lullaby".(SAM)

"…..In one subject, and suddenly when I open

my eyes, the lecturer has changed." (SAM)

"When I am bored, I like to talk..." (SAM)

"……………uncommunicative, tends to be

boring." (AGM)

"… quite bored, so I watch movies and play

football to fill my spare time." (AGM)

"However, depending on the permitted

activity, I will be sleepy if there are too many

activities. When I fell asleep during class, I

was allowed to go out and wash my face and

drink water." (AGM)

In addition to the positive feelings or emotions

expressed, both also feel negative emotions, one of

which is related to boredom felt while undergoing

education. Expressions of boredom and saturation are

revealed in the in-depth interview process of both

informants.

"To overcome boredom,……." (SAM)

"Yes, yes, sleepiness is like a "curse" in class

... then the lecturer teaches like

"lullaby".(SAM)

"…..In one subject, and suddenly when I open

my eyes, the lecturer has changed." (SAM)

"When I am bored, I like to talk..." (SAM)

"……………uncommunicative, tends to be

boring." (AGM)

"… quite bored, so I watch movies and play

football to fill my spare time." (AGM)

"However, depending on the permitted

activity, I will be sleepy if there are too many

activities. When I fell asleep during class, I

was allowed to go out and wash my face and

drink water." (AGM)

4. How to Understand the Lesson

The method used by the informants to understand the

material is expressed in the answers below:

"I quickly understand the given material."

(SAM)

"My way…..is by making my notes according

to my understanding." (SAM)

"Making bullet points from given material into

my style or self-developed." (SAM)

"So far, I can still understand the lessons

given." (SAM)

"….by asking questions from experts in the

subject….. I need to repeat it for about one

week before I can understand." (AGM)

"Ask the Lecturer if there is something I do not

understand, try to study and understand the

core of the lesson by making notes." (AGM)

"I am just writing down the points, and if I

don't understand, I will ask the lecturers and

seniors who are serving on the ship to get a

more comprehensive understanding." (AGM)

The ways to understand the material showed

cognitive engagement. Cognitive engagement

explained more about the level of learning

investment, such as the students became more

purposeful and had a high level thinking when doing

assignments.

5. Individual Motivation

Motivation is a drive from inside which moves the

individual to take an action or behavior actively so

that a person could be said as "engaged" in the

learning process. This motivation consisted of

intrinsic motivation from within themselves, and

extrinsic motivation from external factors. Below

were the expressions from AGM and SAM

informants related to intrinsic motivation during

learning.

"The first 2 months were a bit tough, but I

looked back on my motivation, so I just

followed it." (SAM)

"But because I signed up for this was because

of my motivation……." (SAM)

"If there were difficulties, such as low

motivation or lack of enthusiasm, yes… and I

motivated myself that I want to become an

officer, after being sworn in as a Lieutenant."

(SAM)

"Being a soldier was already my choice…."

(AGM)

"I tried to be the best…." (AGM)

In addition, the two informants also showed external

motivation, such as parents, adults around them, and

proudness to be a Navy officer. The SAM informant

explained that he wanted to lighten his parents'

burden and made his parents proud. Meanwhile, the

AGM informant also said that he was inspired by his

older brother and wanted to make his parents proud.

"…..because I want to lighten the burden on

my parents, my mother works as an MLM

while my father has died." (SAM)

"….if there are difficulties such as low

motivation or lack of enthusiasm, I remember

my parents…." (SAM)

"…..and I want to make my mother proud."

(SAM)

Student Engagement in Military Education

185

"Inspiration comes from my older brother who

is also an officer." (AGM)

"….and can make parents proud." (AGM)

For the two informants, internal and external

motivation was the most substantial reason for them

to preserve and be involved in education, which

cannot be taken lightly. This motivation was vital for

the engagement of a cadet because it strengthens

individuals to survive in difficult situations and made

individuals involved in military education.

6. Self Confidence

SAM had a confident with her own abilities

especially with regard to physical abilities and belief

with her ability. She also proved that she was able to

develop herself and achieve achievements. In

addition, she was brave to try new things outside her

habit to prove that she is capable and it can increase

her confidence.

"............. and dare to perform". (SAM)

"Here I try a lot of things, and be more

confident." (SAM)

"I get (achievements) because the value of

equality is good, I am strong in samapta

activities." (SAM)

"My strength is good physicality, one of which

is swimming ability." (SAM)

"I think my physique is very good.

Alhamdulillah when education rarely got

sick." (SAM)

Meanwhile, AGM informants have confidence in

their abilities when interacting with others. She feels

meaningful when given the opportunity to manage the

abilities of others and empower others.

"....I have the ability to adapt easily to others."

(AGM)

"I think I'm a good manager... A good

manager is well aware of opportunities and

dares to take risks." (AGM)

"I can also see the potential of others..."

(AGM)

7. Achieving Achievement

Strong student engagement during the learning

process significantly correlated with individual

achievements in academic and non-academic fields.

This theme was found in both informants.

"I won first place in the 2018 Piktar Swimming

Competition, winning four medals (2 from

individual numbers and 2 from group

numbers." (SAM)

"My achievements include the Tanggon Gold

Star and the Silver Trengginas." (SAM)

"….representing the swimming competition

and my achievement is the gold medal in the

100 m breaststroke." (SAM)

"…..so I often appointed as a representative if

there are activities with cadets from other

countries." (SAM)

"….then I was appointed as the representative

who made the resume." (SAM)

"My achievement in the field of sports was the

first winner of PIKTAR Penthatlon Branch

2019..." (AGM)

SAM had achievements in both academic and

non-academic fields. Achievement in the academic

field was related to personality assessment, such as

Tanggon Emas. On the other hand, Trengginas is

associated with fitness (Physical freshness). While

the non-academic achievement was accomplished

when he participated in an inter-matra swimming

competition during the integration sports week. While

non-academic achievements accomplished by AGM

was the military pentathlon as the first winner at

PIKTAR in 2019.

8. Actively Involved in Organization Activity

In addition to achievements related to academic and

non-academic, the education system in AAL as a

military educational institution that symbolizes total

institution also focused on organization

achievements. According to Persustar, the

organization achievement was one indicator of the

success of an AAL cadet and was one aspect of the

assessment when determining the achievement of

AAL cadets. If a cadet was trusted and had the

opportunity to be elected as an officer of the cadet

corps regiment, it showed that he had received a

positive assessment and a form of appreciation given

from educational institutions.

It was pride when an AAL cadet was trusted as an

official and used a "tin" on his uniform. Below were

the expression by AAL cadets about their

organizational achievements.

"I joined the Menkortar organization, served

as the company commander of the IV

Menkortar battalion (Regiment Korps

Taruna)." (SAM)

"…..all cadets use cans (meaning they have a

position)…" (SAM)

"I joined the Menkortar organization as

Danyon (Battalion Commander) II AAL

Regiment." (AGM)

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186

Organizational achievement is one form of social

engagement that determines the success of cadets in

military education. One of the indicators used in

determining the achievements of a cadet is the

engagement of individuals in organizations or

activities, such as had strategic positions in the

Menkortar (cadet corps regiment).

9. Teaching Style of the Lectures

Teachers had a very important role in the learning

process in military education. Teachers provided

stimulation and a positive learning environment. It

was very different from the education system in

universities; in the adult learning process, the

teacher's role as a facilitator and mediator. The

learning model carried out was more focused on

students (student-centered learning). Therefore, the

way of teaching was also very influential on student

engagement. If the teacher was able to present an

interesting and interactive way of teaching, the class

atmosphere became conducive, and there is a two-

way interaction between the teachers and students.

"….because teacher is where we can get

knowledge. The Teacher already understands

the material beforehand permission, so there

is no reason not to like the Teacher. However,

if the Teacher only reads slides and is not

communicative, it tends to be boring." (AGM)

"What's interesting is when the teacher uses

PowerPoint in teaching and learning

activities and gives quizzes." (SAM)

"The teacher does not talk in one direction. So

if there is a quiz, it makes us think so we don't

fall asleep." (SAM)

"If the teacher only the one who gives a lecture

or in one direction way of learning, it is less

interesting." (SAM)

"The lecturer doesn't use the two-way

method…." (SAM)

"….because when teaching is interactive, we

always ask the cadets questions when teaching

so that it makes us think. The atmosphere

during learning is more interactive because

there was once a group for discussion."

(AGM)

"But if the teacher only reads slides and is not

communicative, it tends to be boring." (AGM)

"What I don't like when the learning is

monotonous (meaning) Teachers only explain

in one direction" (AGM)

Both informants said that they preferred

interactive lecturers and used interesting learning

media in order to engage the cadets actively in the

learning process. On the other hand, if a teacher was

not able to present the material in an interesting way

and the delivery method tends to be one-way

direction (monotonous), the cadets got bored and less

interested.

"The most favorite teacher was those who

have broad knowledge and give updates about

current news outside AAL." (SAM)

"For example, the teacher told us, "Today

there is an election for this candidate, so he

tells about the current situation outside AAL."

(SAM)

"So it's not just discussing lessons, I'm pleased

so we can keep up with the latest news…."

(SAM)

"The teacher that I like the most….because

when he taught interactively, he always asks

the cadets questions while teaching so that it

makes us think. The atmosphere during

learning is more interactive because there was

once a group for discussion." (AGM)

The lecturers most favored by SAM and AGM

informants are those who have broad knowledge and

experience that can be shared with the cadets so that

they gain an understanding of the tasks that will be

faced after deployed as an officer. In addition, it did

not only discuss lessons but also provided

information on the current news in the community

because the cadets cannot access it.

10. Peers and Senior Support

According to a SAM informant, the support of peers

was related to assistance in understanding the

material taught in the Maritime Logistics Financial

Management Department (Supply Corps).

Sometimes during class, he lacked concentration and

felt left out of the explanation. The most active and

prominent friend in the class was a reference to ask

questions for SAM informants and helped him

understand the material.

"The most active person is F, who always asks

questions and he really stands out in class."

(SAM)

"When I fall asleep, I usually ask him about

the points taught by the lecturer." (SAM)

For AGM informants, the support of classmates

(lichting) and seniors were very important to

understand the difficult material. He did not hesitate

to ask about material that was not understood and the

benefits of the material learned were related to the

field of assignment on the ship.

Student Engagement in Military Education

187

"……I will ask the lecturers and seniors who

serve on the ship to get a more comprehensive

understanding." (AGM)

"...by asking a senior who is a subject

expert..... I need to repeat it again for about 1

week before I can understand." (AGM)

"….and asked about the usefulness of the

material presented." (AGM)

This support from seniors was related to the

mentoring function carried out by senior cadets to

junior cadets related to character building and also a

form of support when junior cadets experienced

difficulties both in terms of subject matter and

adjustment while undergoing the education. The

seniors guided and took care of their younger siblings,

in this case, the Junior cadets, as a responsibility. This

relationship was very intense and strong until the

assignment after being sworn in as a military officer.

In addition to seniors, AGM informants also received

support from classmates who were willing to help

them understand the difficult material. Also,

materials or lessons that are useful in further service

or assignments would be more useful.

11. The Subject Matter

Subject matter also affected student engagement in

the learning process. The SAM informant explained

that the subjects he liked the most were subjects

related to applications that facilitated during

assignments, while the subjects he least liked were

related to the concept of numeracy.

"I'm not fast at counting, and I think math is

the most difficult..." (SAM)

"... the biltus lesson is the less interesting one

because as I said at the beginning, my

weakness is counting." (SAM)

"The SILTA prosrus which related to

members' salaries is interesting….what make

it interesting is there is an application and the

practice." (SAM)

"Besides, I prefer lessons that related to

memorizing theory like……" (SAM)

The subjects preferred by SAM informants related

to memorizing practical matters and concepts.

Meanwhile, AGM preferred lessons related to

developing technology and its relation to service on

the ship. According to him, the lessons that were

considered difficult are related to navigation and it

took some time to understand it.

"The most interesting lesson is the sewaco,

because it talks about technology that is

always evolving……." (AGM)

"The most interesting lessons are tactical

maneuvers and tactical communication

because it was the basics of driving a ship and

role as a training officer." (AGM)

"For lessons that feel easy, navigation is very

important because it is very important to

master and is often applied." (AGM)

"None of Lessons are less interesting because

all sciences have different levels of difficulty;

it is very interesting to master them." (AGM)

The results of this qualitative study found that the

description of student engagement of both informants

showed active participation in the classroom, the

presence of feelings or emotions felt both positive and

negative, in addition to involving the thought process

to understand the material or lessons given.

Engagement is a multidimensional construct

(Fredricks, et al., 2004, 2012; Trowler, 2010; Reeve,

2012). According to Fredricks, et al (2004)

engagement involves three dimensions namely

behavioral engagement, emotional engagement and

cognitive engagement. A person is said to be

"engaged" in the learning process if he feels happy

and has positive feelings towards his learning

process, and shows active behavior during class such

as asking and focus to the lecturer’s explanation.

Besides that he also sought to understand the material

by taking notes or asking others to gain a

comprehensive understanding. Engagement refers to

the extent of a student’s active involvement in a

learning process, he would involve assessment of his

concentration, attention and effort (behavioural

engagement), the presence of task-facilitating

emotions such as interest, positive feeling and the

absence of task-withdrawing emotions such as

distress (emotional engagement), his usage of

sophisticated rather than superficial learning

strategies (cognitive engagement) (Reeve, 2012).

Motivation refers to the underlying sources of

energy, purpose and durability, whereas engagement

refers to the their visible manifestation. Engagement

as the outward manisfestation of motivation (Skinner,

Kinderman, Connell, & Wellborn, 2009). There is a

strong motivation within the Cadets to engage in all

activities and learn materials or knowledge that are

useful for achieving his ultimate goal as a military

officer. In addition to mastering certain materials

and skills, strong motivation also increases

confidence in completing the tasks given. Each

informant had a particular reason for attending

military education and becoming Naval Cadets.

The reasoning is related to the reason from within

his/her and outside his/her such as wanting to make

his/her parents happy or inspired by the adults around

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188

his/her. This is in accordance with the results of

research conducted by Blum (2014) one of the themes

found related to the engagement of Cadets in

undergoing education at the Air Force Academy is the

individual motivation which drive them to actively

engaged in each activity. In addition to the motivation

that encourages the individual to be actively involved

in the learning process, the informant also shows a

strong self-confidence that he or she is able to achieve

the target or goal that has been set. Strong motivation

and confidence support individual efforts to achieve

achievements When individuals feel confident that

they are able to complete a given task, they become

more involved in the learning process. Engagement

represents a direct pathway to learning (Skinner &

Pitzer, 2012). Once engagement occurs while

learning, powerful learning outcomes often follow it

(National Research Council & Institute of Medicine,

2004).

Student engagement was related to the academic

and non-academic achievement of Naval cadets

during their education and prevented students from

boredom. Also, it prevented negative behavior such

as skipping class or committing violations that

ultimately lead to expulsion from educational

institutions for not fulfilling the academic

requirements set and not complying with special

regulations for Taruna (Persustar).

Compliance was clearly seen in the engagement

of cadets during education, so it was one thing that

differentiated from general education. It was a

characteristic developed by the cadets in identifying

themselves with the rules set by educational

institutions as Total Institutions. Compliance is about

following written and unwritten rules of behavior in

classroom, obeying all the norms and school rule.

Social engagement refers to the extent to which a

student follows written classroom rules of behavior,

for example, coming to school and class on time,

interacting appropriately with teachers and peers,and

not exhibiting antisocial behvaiors such as

withdrawing from participation in learning activities

or disrupting the work of other student. While a high

degree of social engagement may facilitate greater

learning, a low degree of social engagement usually

interferes with learning, that is, it serves to moderate

the connection between academic engagement and

achievement (Jeremy & Kayla, 2012).

According to National Research Council and

Institute of Medicine (2004) social engagement lacks

a significant relationship to predict student

engagement in learning. But in Naval Academy there

is any differences, because the cadet engagement in

AAL was not only related to the learning process in

the classroom but also active participation in

activities provided by educational institutions.

Organizational achievements as a form of social

engagement also influenced the success of Naval

Cadets during their education. It will make Naval

Cadets got more credit point from the institution in

order to gain academic achievement and positive

support from the environment. Social engagement

had a positive contribution to enrich their competence

as leader which can manage and empower his team or

subordinate. This condition in line with statement of

Dunleavy and Milton (2009) that student engagement

concept including two key dimensions which are

social engagement and academic engagement. Social

engagement is commonly defined as a combination of

students’ sense of belonging at school, their

acceptance of the goals of schooling, feelings of being

connected to and accepted by peers, and experiences

of relationships with adults who “show an interest in

them as individuals” (National Research Council,

2004). The definition of academic engagement is an

active participation in the requirements for school

success.

According to Juhary (2015) military education is

a concept used to educate future leaders who have

character and intellectuality with the aim of having

academic and military abilities. Schunk and Nielson

(2002) said that military education is a concept used

to educate future leaders who have character and

intellectuality with the aim of having academic and

military abilities. A unique characteristic in military

education relates to an individual's willingness to

attend military education and have a fairly high

adaptability in the face of stressful situations, and are

ready to become military officers. In addition,

instructors are not only educators in the classroom but

they are also administrators or tactical leaders which

had a specific position and it is recommended that the

instructor also come from military personnel.

Educators come from different backgrounds with the

goal of providing varied and diverse experiences that

can be shared with students.

Student engagement was a continuum, maleable

and dynamic depending on the social context

(Schlechty, 2002). Sometimes individuals would felt

excited and actively involved in learning activities,

but in certain conditions, they would experience

boredom, so they were not "engaged" in the learning

process. It could be seen from the dimensions of

behavioral engagement and emotional engagement,

which stand out in Naval cadet engagement. Surely,

military education institution was expected to

stimulate and create a conducive learning

environment for the cadets. According to Zepke, et al

Student Engagement in Military Education

189

(2010) central of engagement depends on what

teachers and students do together in learning process

which is called transactional engagement. Student

and teacher engage with each others. Mearns et al.

(2007) if the teacher is perceived to be approachable,

well prepared and sensitive to student needs, students

are committed to work harder, get more out of the

session and are more willing to express their own

opinion.

The influential factors of student engagement

include internal factors, which were related to

individual motivation and self confidence, and

external factors, which were related to the role of

teachers, classmates/seniors support, and subject

matter. The motivation of the cadets was very

influential on their engagement in education, both

intrinsic and extrinsic motivation (Zepke, et al.,

2010). Student motivation as expressed by the three

needs proposed by Self Determination Theory (SDT):

autonomy, competence and relatedness (Deci &

Ryan, 2000). If the social context fulfilled the

individual needs, so it made the students engaged

with the learning process. But in contrary if the social

context inhibited the individual needs, it will make

the students disengaged with the learning process.

This is in line with Fredricks, et al (2004) about

factors that affect student engagement, namely

external factors consisting of school level, class

context, and task characteristics. The context of the

class relates to teacher/lecturer support and peer

acceptance. While internal factors in the form of

individual psychological needs include need for

autonomy, need for competence and need for

relatedness and this relates to student motivation. If

the environment is able to meet the psychological

needs of the individual, it will increase student

engagement.

Engagement in the expanded definitions, is not

simply a measure of how involved students are in

their learning but also an indication of how involving

institutions are for their students (Axelson & Flick,

2011). The institution and teaching staff should

provide positive stimulation and supporting

environment for Naval cadets to increase their

engagement because student engagement is a

significant factor to reach academic achievement and

preventing from drop out. According to Blum (2014)

the factors that influence cadet engagement in

military education are academic challenges and

supporting campus environment. In addition, another

factor that most influences learning outcomes is

meaningful educational experience. These three

factors represent aspects of the campus environment

related to leadership policies in military educational

institutions.

The cadets also need support from their social

context such as teacher support and peers support.

The expected support from lecturer is an interactive

way of teaching, providing positive feedback and

meaningful learning. The preferred material for the

cadets is if the lesson related to the assignment as a

Naval Officer. The support from peers is needed,

because a positive acceptance of the individual will

make cadets more engaged and attached to the

educational institution. Peer-to-peer interaction is

another dimension of student engagement. Students

who experienced lower peer-to-peer interaction

encounter were more likely those who were socially

rejected and withdrawn, and who exhibited rebellious

behavior in school (Pianta, et al., 2012). On the other

hand, peers may contribute to students’academic

engagement by establishing an atmosphere of

belongingness and promoting relationship with

classmates and teachers in class (Woolley, Kol &

Bowen, 2009). In addition, support from seniors in

the form of mentoring is also done by senior cadets to

junior cadets to guide and help their juniors, and this

is certainly not obtained in general education. Senior

cadets must encourage and nurture their juniors to

adapt with the learning situation in Naval Academy.

4 CONCLUSION

This study showed that engagement in military

education is needed for the cadets, not only for

completing the academic task but also for work out

with stressful condition in military education setting.

Engagement in military context had the difference

with general education because there are several

characteristic such as obedience, function of senior

cadets support (mentoring) and social engagement as

one of the predictor for cadets reach academic

achievement. Engagement is energy for action, and it

will drive cadets to invest their time and energy in

educationally purposeful activities and the effort

institutions devote to using effective educational

practices.

Several limitations in this research should be

considered including the size sample and involving

cadets who had lower engagement or disengagement.

For the next research should consider about issue of

disengagement in military education in order to get

the explanation about the description of

disengagement during military education and what

factors are influential. This data will comprehend the

exploration of cadet engagement. It will help the

ICPsyche 2021 - International Conference on Psychological Studies

190

cadets and institution to understand about the problem

in military education especially about engagement or

disengagement.

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