Pembinaan karakter dan kesehatan mental untuk kesiapan calon pelaut dari siswa sekolah rakyat

Abstract

Kegiatan PkM ini dilaksanakan di Sekolah Rakyat Menengah Atas (SRMA) 33 Tangerang Selatan pada 19 September 2026 untuk memberikan pembekalan awal mengenai profesi pelaut, karakter, kesehatan mental, komunikasi, kepemimpinan, kerja tim, dan kesiapan pendidikan kepelautan. Sasaran kegiatan sekitar 143 siswa dengan guru/pendamping sebagai mitra tindak lanjut. Pendekatan experiential learning dan pembelajaran berpusat pada siswa diterapkan melalui ceramah interaktif, tanya jawab, berbagi pengalaman taruna, studi kasus, permainan peran, refleksi, dan simulasi kerja tim. Empat kelompok materi mengintegrasikan pengenalan profesi pelaut; karakter, disiplin, anti-perundungan, dan komunikasi positif; kesehatan mental, manajemen stres, kepemimpinan, dan kerja tim; serta motivasi dan kesiapan pendidikan kepelautan. Seluruh rangkaian kegiatan terlaksana dan menyediakan ruang interaksi serta bahan edukasi. Rekap pre-test/post-test atau kuesioner terverifikasi tidak tersedia sehingga perubahan pengetahuan, sikap, maupun kondisi kesehatan mental tidak dapat dinyatakan secara kuantitatif. Hasil dibatasi pada capaian proses dan dasar pengembangan program pembinaan lanjutan, bukan bukti efektivitas psikologis atau klinis.

This community service program was conducted at Sekolah Rakyat Menengah Atas (SRMA) 33 Tangerang Selatan on 19 September 2026 to provide introductory preparation on the seafaring profession, character, mental health, communication, leadership, teamwork, and readiness for maritime education. Approximately 143 students were targeted, with teachers and school mentors involved as follow-up partners. Experiential learning and student-centered approaches were applied through interactive lectures, question-and-answer sessions, cadet experience sharing, case studies, role play, reflection, and teamwork simulations. Four integrated modules covered the seafaring profession; character, discipline, anti-bullying, and positive communication; mental health, stress management, leadership, and teamwork; and motivation and readiness for maritime education and training. The full activity sequence was implemented and provided space for interaction and educational materials. No verified pre-test/post-test or questionnaire recapitulation was available; therefore, changes in knowledge, attitudes, or mental-health status cannot be quantified. The article reports process outcomes and a basis for structured follow-up rather than claiming psychological or clinical effectiveness.