Identifying Items for “Self - Reflection” a s a Religious Factor to Succeed in the Pre-Sea Training

Self-reflection has become a necessary skill to achieve the goal students set for themselves to be successful in pre-sea training. It helps students to improve their actions in critical situations, primarily when supported by religious practices. This study aimed to identify items that represent self-reflection as a religious factor for success in pre-sea training. A three-round Delphi approach was adopted in which ten experts were selected who met the necessary condition to participate in the study. Data were analyzed quantitatively using SPSS version 23 for median and IQR. The study found that self-reflection can be implemented through meditation and self-evaluation, the act of repentance, and returning to the source of religion. However, the experts felt that isolation is unsuitable for them as a ship's crew. They are advised to find other methods of meditation and self-assessment, such as self-contemplation. Students should return to the sources of religion, including the Quran and Sunnah, by reading books and online references and also seek the help of knowledgeable and pious people. However, experts pointed out how difficult it is for a Muslim to reach out to this pious person when he is the only Muslim on board. This study has developed 18 practices for students to implement self-reflection in the form of meditation and self-contemplation.


A. Introduction
A reflection is essential for students to identify what they know through what they have done (Sackstein, 2015). Reflection also refers to a method through which a person looks at behavior, affect, and thinking while processing the achievement the person has achieved (Ryan, 2011). When students start to self-reflect on their success and failure, self-standard (goals) should become an element of comparison (Cleary, 2018). The success or failure of a student depends on the achievement of a personal goal, whereas they are considered a failure when they fail to accomplish the goal. Students should be allowed to evaluate their performance in the classroom, and teachers can help the students to help with realistic and proximal goals (White & DiBenedetto, 2015). Self-reflection should be a formative evaluation and provide a concrete path to improvement, which leads to excellence, so it should be an action-per-action cycle that finally leads to achievement (Halloran, 2016). Students should be able to identify strengths and weaknesses, other distractions, and improvement methods.
Nowadays, self-reflective behaviors have become more prominent among adolescents and young adults, especially with the use of social media platforms to openly share past experiences and their impact on the present.
Compared to face-to-face conversations, students online have more opportunities to behave in ways acceptable to viewers or readers to fulfill their social roles (Chen & Nadzrah, 2013). However, this new form of technology-enabled selfreflection also brings challenges, including ethical concerns (Chan & Lee, 2021). Over-reliance on external responses can also lead to discouragement, failure, and dissatisfaction, especially if it does not align with students' religion and culture. Whether overtly or covertly, there is an urgent need to incorporate religious elements into self-reflection behaviors that help students achieve success from time to time, especially to avoid the incident of a teenage girl killing herself after 69% voted for death in her 'death or life' poll posted on her Instagram account (Fullerton, 2019).
Imam al-Ghazali justifies that we use "aql granted by Allah SWT, human JIP-The Indonesian Journal of the Social Sciences {643 beings are accountable for their actions, and that actions will be judged and measured by Allah SWT. Muhasabah is referred to as self-reflection, selfevaluation, or self-introspection based on the Quran and Sunnah. It is an action of purifying, correcting, cleansing, and training the heart based on the verse in the Quran (Surah al-Hasyr, 59: 18), a command from Allah SWT to perform self-evaluation before being evaluated in front of Allah SWT. Action taken after self-reflection is an action for improvement (Halloran, 2016). Meanwhile, Imam al-Ghazali recognizes muhasabah as actions of evaluating what has been done and what is to be done (Mardziah, 2018).
Encyclopedia of Britannica (2019)highlights the term muhasabah based on the perceptions of two Muslim scholars, al-Muhasibi and al-Hasan al-Basri. Al-Muhasibi regards muhasabah as constant self-examination. Meanwhile, al-Hasan al-Basri refers to muhasabah as religious self-examination, the act of doing good and avoiding evil. Both make muhasabah as a means to the end, the Last Judgement. Therefore, every action should benefit the Muslim ummah as a whole and should be continuously performed (istiqamah) (al-Ghazali, n.d.).
Several studies have found that stress among sailors is due to loneliness, fatigue, distance from family, multicultural friends, limited leisure activities, and lack of sleep (Jepsen et al., 2015;Carotenuto et al., 2012).
Fatigue and sleep deprivation experienced by a seafarer due to shift work and time zone changes lead to a risk of chronic illness and safety concerns towards other ship's crew. When emotions are unstable, carelessness quickly occurs, making accidents unavoidable. Seafarers with emotional problems are also prone to suicide, and the statistics of seafarers taking the route of suicide due to job stress are higher than in other professions worldwide (Jensen et al., 2017). This is significant for the shipping world because emotional problems that seafarers cannot deal with lead to loss of life and human capital that can be used professionally if they are not motivated to serve over Students must work diligently to acquire as much knowledge as necessary to be competent and capable mariners, not just in theoretical form (Barlis Jr. et al., 2015). Pre-sea training is a group exercise where students are responsible for the entire ship. This exercise will also improve awareness of implementing virtuous values on board, such as compliance with oil pollution regulations at sea. A study by (Abdul Hamid et al., 2012)discusses the effects of training, experience, attitudes, and fatigue on marine oil pollution violations. The sailors who participated in this study attended 34 maritime training courses defined by the STWC (Standards of Training, Certification, and Watchkeeping for Seafarers) and the Plan Learning recommended by the IMO (International Maritime Organisation. Organisation). This study found that exposure to pollution prevention training will increase due to the number of maritime training courses and their modular courses. The impact on training will also increase with experience.
According to Cabas & Tancinco (2016), marine training is essential for soft skills training. They suggest that the training of these soft skills can be strengthened through in-house courses, seminars, lectures, and forums. The soft skills they refer to are based on Goleman and Boyatzi's emotional intelligence framework, which is divided into four parts: self-awareness, selfmanagement, social awareness, and relationship management.

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Soft training through the curriculum and learning of maritime students helps cadets deal with stress issues mentally, physically, and emotionally when they later work as seafarers (Cabas & Tancinco, 2016). On June 6, 2013, the 12th International Symposium on Maritime Health was held. The results of a workshop on mental health in sailing found that seafarers face health problems such as suicide, psychosis, neurosis, personality disorders, addiction, and behavioral problems (Jeżewska, 2013). One of the presentations was about a young cadet who served for 6 to 12 months and found that access to electronic communication tools (such as Email and social media like Facebook and Twitter) was limited (Ulven, 2013). The shipping company charges the crew for the bandwidth needed for regular communication (e.g., Email) and makes a profit.
Cadets are stressed due to the shift working hours resulting in sleep deprivation, affecting task performance and health conditions (Jepsen et al., 2015). According to Abdul Hamid et al. (2012), cadets must develop an immediate perception of cultural differences, sustaining long work periods, the absence of loved ones, extended vessel duration, pressure from the seniors, etc. The statistic of seafarers who commit suicide due to stressful working conditions is much higher than in other jobs worldwide (Jensen et al., 2017). This worrying situation leads to the loss of human capital that can serve professionally.
Therefore, to achieve the mission of accomplishing the pre-sea training required by the institutions, self-reflection will be an essential skill to keep the students on track, regardless of the hindrance and challenges they embrace along the journey. Students will be able to analyze their progress at the end of the day and begin to arrange the new strategy to improve their performance. The journey to success becomes a cyclical process because students strive to achieve better performance than before. It is also mentioned in the Quran that human beings are subjected to change when they strive for changes (Surah al-Ra'd, 13: 11).
Meaning: "For each one are successive (angels) before and behind him who protect him by the decree of Allah SWT. Indeed, Allah SWT will not change what is Therefore, this study is conducted to identify elements that constitute self-reflection as a religious factor for success in pre-sea training. Ten experts with academic training and experience in the maritime industry, both as educators and as seafarers, contributed their ideas, perspectives, and rationales for selecting behaviors for self-reflection that will eventually become a guide for marine students in conducting pre-sea training.

B. Method
This study aims to identify items that can measure self-reflection as a religious factor that leads to success in pre-sea training. Self-reflection can be a large area of discussion, and this study helps narrow down the items that will focus on self-reflection during onboarding.  al., 2016). This anonymity feature allows panels to correct, amend, and improvise opinions without hesitation. As the information and knowledge expertise in this marine field, specifically regarding the pre-sea training, is limited, it gives the experts complete confidence to deliver their best knowledge and experience.
Second, the source of this field of study is limited. It is challenging to recognize experts who have pre-sea experience and are well-versed with the content of Islamic practices during sailing. Past researches on religious practices during pre-sea training are also scarce. Most marine-based studies focus on the contents and skills required as a sailor, with little discussion on religious aspects.
Therefore, ten field experts were selected and willing to participate in this study. Skulmoski et al. (2007)believe that 10 to 15 experts in a homogenous group will be sufficient. A researcher can identify experts under broad criteria to form a heterogeneous sample. However, a homogeneous sample is used in most Delphi procedures (Keeney et al., 2011). These experts have more than ten years of experience in marine study, pre-sea training and industrial training for Marine students, content experts, postgraduate qualifications, and knowledge in implementing religious practices onboard. through the values of Islam, comparing deeds implemented today with the day before, isolating self for a moment, evaluating property damage, thinking of a person that might be hurt by actions implemented, self-contemplating, and admitting mistake) and repentance (through praying for forgiveness from Allah SWT, promise not to repeat the same mistake, saying astaghfirullahal `azhim, feeling contrition, asking for an apology from other people, alert with the bad influence from the environment, persistently asking forgiveness from Allah SWT, and return to have faith in Allah SWT). The literature also considers the self-reflection concept based on the social cognitive theory that seeking external assistance is essential. Therefore, the third self-regulation category is the return to the source of religion (by referring to the Quran, seeking knowledge through reading, asking help from a pious person, referring to other resources, including the web, contacting knowledgeable people, and befriending a person who agrees with every action). All these actions refer to the evidence from the Quranic verses, as illustrated in Table 1. The list gathered in Table 1 is used in Delphi round 2. Experts chose the level of agreements, corrected items, improvised statements, gave comments, and so on. Adding new items was also allowed. Then, the questionnaire was returned for analysis. The data were analyzed through SPSS software version 23 for the median and the interquartile range to describe the consensus among experts for each item. The questionnaire was corrected, and new items were added. The cycle for round 2 was again repeated in round 3. However, during this phase, panels were only allowed to state the level of agreement, and editing or adding new items was not allowed. Data were analyzed for median and interquartile ranges. The median was used to measure the level of agreement among a panel of experts, whereas IQR described the consensus among experts for each item. The following Table 2 illustrates the interpretation of the median and the IQR (Peck & Devore, 2012).

C. Result and Discussion 1. Result
The results from the analysis are reported based on the second-and third-round Delphi. Experts were allowed to provide comments in the second round. These comments were included in the third-round questionnaire, which somehow influenced the decision made by the experts in the third round. Table 3 illustrates the experts' agreement and consensus on the second-and third-round Delphi items.  Table 3 shows all the Inter-quartile of the items SR1 to SR22. All items have reached a high consensus among a panel of experts (IQR ranged from 0.00 to 1.00) that these items are included to measure self-reflection as a religious factor that helped students to succeed in the pre-sea training, except After the result for the second-round Delphi was obtained, a new survey was delivered to the experts. Items with low consensus in the first round were still included. However, comments from experts were also attached to let other experts know the reason for disagreement on some items. Table 4 summarizes the comments given by the experts in the second round for the items in the questionnaire. Experts recommended no new item.

Accepted
Cadets are always aware of their limited knowledge and experience. Therefore, comparing with others makes them improve; otherwise, they will become discouraged. You will not be the same as others. Cadets are already stressed with their superiors and other senior crews. What they need to compare are their past and current performance. Comparing with others will not help. It pulls them down. SR4 Isolating himself from others for a moment This is not suitable. It is challenging to isolate themselves during onboarding.

Rejected
There is no exclusive place for isolation. Everybody is so occupied with work.  all items, either should be rejected or accepted. Based on the median, items SR4, SR15, SR16, and SR22 were collectively rejected to represent selfreflection as a religious factor that helped students to succeed in the pre-sea training. Among all comments in Table 3, the study found that experts disagreed with vague items and items which are difficult to be implemented on the ship. Two items, SR1, and SR19, were still accepted as items, and the comments did not directly influence these items in the third round.

Discussion
The findings show that the experts' comments have influenced the resulting change in Round 3. The experts reached a high consensus in both rounds for items comparing deeds with others and asking for help from a pious person. However, the experts reached a common consensus on items isolating Therefore, from 22 items suggested by the researchers in the first-round Delphi, four items were rejected by the experts, which left the list with 18 items in total. The following 18 items are listed as the items of self-reflection as a religious factor to support students' success in the pre-sea training, divided into three constructs. Table 5 presents the list of the items. Theory on self-regulation (self-reflection as part of it), referring to a role model or example will increase students' self-efficacy, volition, and performance (Schunk & Zimmerman, 2011). Even though several experts believe that comparing deeds with others will also discourage students, it can be done by conducting self-evaluation through the values of Islam. Self-evaluation should be constructive, not self-condemn or self-criticize, leading to despair and giving up (Halloran, 2016).
Other than comparing deeds with others, students should also evaluate their deeds the day before, comparing them with the present and striving for the betterment in the future. Students should also reflect on the cause of their actions towards the loss of property or hurting someone's feelings. When it comes to the loss of property, it will also incur a cost. Therefore, students should also try to minimize the loss because some of the properties on the ship are very expensive and irreplaceable. Some matters will involve laws and policy, for example, oil pollution. Other than the loss of property, students should also consider other people their actions might hurt. Making a good relationship among ship crews is essential as people come from different backgrounds.
Mariners are depressed due to sociological problems, and communication breaks down, too (Karthik, 2014). Admitting mistakes can be an excellent start to self-evaluation. Thus, there are times that students need to indulge in selfcontemplation, which needs deep penetration towards understanding the values they get from executing specific actions. Even though experts disagree with the act of isolating oneself (due to the situation, circumstances, space, and workload), students can self-contemplate before bed, analyze mistakes and promise to do better the next day.
Self-reflection can also be done through the act of repentance. The practice of repentance refers to the purification of the heart that establishes a human relationship with God SWT until it leads to a change of self (Mujieb et al., 2009). When Allah SWT assures that the practice of repentance by the believer will lead to success, it shows that Allah SWT does not evaluate a  (Saint, 2018;Hemerda, 2016).
Positive adaptations can build effectiveness, agency, and positive self-esteem.
This experience, even if challenging, provides shipping students with the satisfaction of tackling it again in the future and can build a positive perception of the shipping field. (Grothérus et al., 2018)the study emphasizes the function of the classroom teacher as an assistant (scaffolding teacher) to the students in the classroom. However, for the Marine students, the concept of the teacher is broader. It includes a supervisor, superior, senior or more experienced crew, and related personnel who can be asked questions and reached either directly or through access to social media such as Facebook, Twitter, and WhatsApp apps. The experts have rejected the item of befriending someone who is always supportive. It shows that friends also should become critics constructively.

D. Conclusion
Marine students should be equipped with the mastery of self-reflection skills. The strategy they have planned to succeed in the challenging pre-sea training should also be supported by religion. In this study, panels of experts mutually agree on the items representing self-reflection as a religious factor to succeed in pre-sea training. Based on experts' opinion, this study found that Marine students conducting the pre-sea training should practice selfreflection (or muhasabah) through meditation and self-evaluation, repentance, and referring to the source of religion.
Based on experience and knowledge, the experts believe it is difficult for students to isolate themselves to self-reflect their behavior due to the ship environment, space, situation, and workload). The students can opt to selfcontemplate for a moment (perhaps before bed). Self-reflection can be immediate by focusing on specific criteria, including reflecting on the deeds, loss of properties, feelings hurt, and admitting mistakes. Then, students can proceed with the act of repentance, such as praying, asking forgiveness, istaghfara, feeling sorry, promise not to repeat the deeds, and avoiding bad influences. Finally, students should return to the source of religion (including the Quran and Sunnah, reading, pious, knowledgeable, and experienced people) for disambiguates. It is hoped that students benefit from the findings by practicing all these behaviors in succeeding the pre-sea training, thus becoming successful mariners.