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All Journal Journal of Education and Learning (EduLearn) Jurnal Elemen DWIJA CENDEKIA: Jurnal Riset Pedagogik Jurnal Math Educator Nusantara: Wahana Publikasi Karya Tulis Ilmiah di Bidang Pendidikan Matematika JTP - Jurnal Teknologi Pendidikan MATHEMA: JURNAL PENDIDIKAN MATEMATIKA Seminar Nasional Hasil Penelitian LP2M UNM Jurnal Al-Mashadir: Journal of Arabic Education and Literature Jurnal Ilmu Pendidikan Nasional GEMBIRA (Pengabdian Kepada Masyarakat) PEDAMAS (Pengabdian Kepada Masyarakat) Jurnal Ilmu Ekonomi, Pendidikan dan Teknik (IDENTIK) Jurnal Pengabdian kepada Masyarakat Multidisiplin (JUPENGEN) Pengabdian Masyarakat (DIMASY) Jurnal Pendidikan Progresif EL-FUSHA Jurnal Ilmu Pendidikan Guru Sekolah Dasar dan Usia Dini (PEDASUD) Jurnal Ilmu Bimbingan dan Konseling (BIKOLING) Jurnal Ilmu Pendidikan Pancasila, Kewarganegaraan, dan Hukum (PAKEHUM) Variable Research Journal Arshaka: Pedagogy and Learning Review Jurnal Ilmu Agama Indonesia (JIGAMNA) Jurnal Ilmu Pendidikan Biologi dan IPA Jurnal Sains, Teknik, Ekonomi, dan Pendidikan (SATEDIK)
Julham Hukom
Universitas Negeri Makassar
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Chemistry Civil Engineering, Building, Construction & Architecture Computer Science & IT Dentistry Economics, Econometrics & Finance Education Energy Engineering Environmental Science Health Professions Immunology & microbiology Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Materials Science & Nanotechnology Mathematics Medicine & Pharmacology Public Health Social Sciences Other

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Journal : jurnal pendidikan progresif

 1 
Flipped Learning in Foreign Language Learning in Higher Education: Analysis of Effectiveness and Moderator Variables Ulum, Fatkhul; Hukom, Julham
Jurnal Pendidikan Progresif Vol 15, No 2 (2025): Jurnal Pendidikan Progresif
Publisher : FKIP Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/jpp.v15i2.pp1025-1040

Abstract

Flipped Learning in Foreign Language Learning in Higher Education: Analysis of Effectiveness and Moderator Variables. Many studies have reported that the flipped learning strategies has a significant effect on students' foreign language skills in college compared to traditional learning strategies. However, reports regarding the effectiveness of flipped learning strategies in foreign language learning are very heterogeneous. Objectives: Based on this empirical gap, this study aims to synthesize the application of flipped learning strategies in students' foreign language learning in higher education compared to traditional learning strategies. Method: This study uses the meta-analysis method to answer the objectives of this study. Findings: The results of the analysis of twelve research samples with a random-effect estimation model show that the use of the flipped learning strategies has a more significant effect on students' foreign language skills in college when compared to traditional strategies, with the combined effect size value being in the large effect category (g = 0.89; p < 0.05). In addition, the results of the moderator factor analysis show that the variables of flipped learning class capacity, ability type, and foreign language type significantly affect the effectiveness of the use of the flipped learning strategies to students' diverse foreign language skills. Conclusion: These reports provide strong evidence as recommendations for educators, researchers and educational policy makers regarding the application of flipped learning strategies in foreign language learning in higher education. Regardless of the validity of the results, this study only involved a few research samples. Further research is recommended to combine more samples, or focus on the type of abilities measured, so that it can provide more specific conclusions. Keywords: effect size, foreign language, flipped learning, meta-analysis, moderator variable.
Development of a Case Method-Based Balaghah Learning Module: A Solution to Improve Students’ Understanding of Balaghah Science Ulum, Fatkhul; Hukom, Julham; Haruna, Haruna Abubakar; Irawan, Bambang; Huda, Mokhammad Miftakhul; Mariana, Mariana
Jurnal Pendidikan Progresif Vol 15, No 3 (2025): Jurnal Pendidikan Progresif
Publisher : FKIP Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/jpp.v15i3.pp1688-1705

Abstract

Development of a case method-based Balaghah learning module: a solution to improve students’ understanding of Balaghah science. The development of technology in the world of education encourages the development of innovative learning media that can transform abstract materials into more concrete ones and encourage student involvement. Objective: The objective of this study is to develop a Balaghah learning module based on the case method that is feasible, practical, and effective to improve students' understanding of Balaghah science. Method: This study is a development research using the ADDIE development model. This study involved 76 students of the Arabic Language Education Study Program, Makassar State University, who were selected using a purposive sampling technique. Data collection techniques in this study include interviews, validation, observation for the implementation of learning, and Balaghah understanding tests. Data were analyzed quantitatively using descriptive statistics and inferential tests, and supported by qualitative analysis. Findings: Our research findings indicate that the developed case method-based Balaghah learning module is valid, practical, and effective in improving students' understanding of Balaghah. The feasibility of this case method-based Balaghah learning module is demonstrated through assessments by media experts (91%) and material experts (95%). The practicality of the case method-based Balaghah learning module is supported by lecturers’ assessment (90%), small-scale trials (92%), and large-scale trials (91%). In addition, the effectiveness analysis using a quasi-experimental design produced a t-test of 5.18 and a significance value less than 0.05. Meanwhile, the effect size of (d = 2.45; P < 0.05) indicates a strong impact. Conclusion: The case method-based Balaghah learning module has proven effective in improving students' understanding of Balaghah. Integrating a case method-based approach into Balaghah teaching can be an innovative strategy for making learning more concrete, contextual, and meaningful. Keywords: arabic, balaghah, case method, learning module.
The Effect of Flipped Classroom Model on Mathematical Ability: A Meta Analysis Study Purnomo, Bagus; Muhtadi, Ali; Ramadhani, Rahmi; Manaf, Abdul; Hukom, Julham
Jurnal Pendidikan Progresif Vol 12, No 3 (2022): Jurnal Pendidikan Progresif
Publisher : FKIP Universitas Lampung

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Abstract

The Effect Of Flipped Classroom Model On Mathematical Ability: A Meta-Analysis Study. Objective: This study aims to determine the effect of the flipped classroom model on mathematical ability. Methods: The study design was a meta-analysis by analyzing 70 effect sizes from 44 primary studies that met the inclusion criteria. Findings: The combined effect size was (d = 0.73; p < 0.01). Measure the effect based on education level (Qb = 21.04; p < 0.05), use of LMS (Qb = 5.91; p < 0.05), sample size (Qb = 9.83). ; p < 0.05), year of study (Qb = 34.85; p < 0.05), type of publication (Qb = 7.08; p < 0.05), trial period (Qb = 46.60; p < 0.05), and region (Qb = 49.59; p < 0.05). Conclusion: The flipped classroom model has an effect on mathematical ability. The effect of the flipped classroom model compared to traditional teaching on math skills differs according to the educational level group, use of LMS, sample size, year of study, type of publication, time of experiment, and region.Keywords: Mathematical ability, flipped classroom, meta-analysis.DOI: http://dx.doi.org/10.23960/jpp.v12.i3.202216
The Corellation Between Emotional Intelligence and Academic Achievement: A Meta Analysis Study Martaputri, Nurul Aulia; Muhtadi, Ali Aulia; Hukom, Julham Aulia; Samal, Diana Aulia
Jurnal Pendidikan Progresif Vol 11, No 3 (2021): Jurnal Pendidikan Progresif
Publisher : FKIP Universitas Lampung

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Abstract

Meta-Analysis : The Correlation between Emotional Intelligence and Academic Achievement. Until now, there have been many studies related to the relationship between emotional intelligence and academic achievement; However, there are different representations or conclusions regarding the research results. Therefore, this study aims to thoroughly determine the effect of emotional intelligence and academic achievement using a meta-analysis approach. This study analyzed 20 Scupus indexed studies with a sample of 5737 people. To support the accuracy of the analysis results, JASP software is used. The results of the study found that the combined effect size values generated using the random-effect model estimation were (M=0.29) with a standard error (SEM=0.08). This effect size belongs to the small effect category. These findings provide a solid theoretical foundation to improve students’ academic achievement in the future.Keywords: Academic Achievement, Emotional Intelligence, Meta-Analisys.DOI: http://dx.doi.org/10.23960/jpp.v11.i3.202102
The Effect of Self-Efficacy on Students’ Mathematical Abilities: A Meta- Analysis Study Kamsurya, Marwa Astriani; Wijaya, Ariyadi; Ramadhani, Rahmi; Hukom, Julham
Jurnal Pendidikan Progresif Vol 12, No 2 (2022): Jurnal Pendidikan Progresif
Publisher : FKIP Universitas Lampung

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Abstract

Objective: This study investigates the effect of diei efficacy on students' mathematical abilities. Methods: The research design used in this study is a meta-analysis by analyzing 16 studies published in journals indexed by SCOPUS with a sample of 73935 people in various countries. To support the accuracy of the analysis results, OpenMEE software is used. Findings: The results revealed that the combined effect size values generated using the random-effect model estimate were (g = 0.518; p < 0.001) with a standard error (SE = 0.031). This effect size belongs to the medium effect category. Conclusion: Thus, it can be concluded that self-efficacy has a positive and significant effect on students' mathematical abilities.Keywords: mathematics ability, self-efficacy, and meta-analysis.DOI: http://dx.doi.org/10.23960/jpp.v12.i2.202205
Effectiveness of Geogebra Integration into Flipped Classroom (GFC) on Students Mathematics Skills: A Meta-Analysis Study Cahyani, Izza Alfina; Sujarwo, Sujarwo; Imaroh, Yunianti Risma; Hukom, Julham; Yanuar, Fahd Sjarifain; Martaputri, Nurul Aulia; Nisrina, Nisrina
Jurnal Pendidikan Progresif Vol 14, No 3 (2024): Jurnal Pendidikan Progresif
Publisher : FKIP Universitas Lampung

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Abstract

Effectiveness of Geogebra Integration into Flipped Classroom (GFC)on Students Mathematics Skills: A Meta-Analysis Study. Previous research examining the effectiveness of Geogebra Integration into Flipped Classroom (GFC) on students' mathematics skills showed inconsistent results. Objectives: This research aims to conduct a meta-analysis study on the effectiveness of Geogebra integration into Flipped Classroom (GFC) and identify what factors moderate the effect of GFC on students' mathematical skills. Methods: The research method used meta-analysis. The samples in this study were 31 primary studies that met the specified inclusion criteria. Data analysis was conducted using comprehensive meta-analysis (CMA) software. Findings: The results of the analysis using the random-effects approach showed that the combined effect size was (g = 1.06; p < 0.01) (Large Effect Category). This indicates that GFC has a significant influence on students' mathematics skills. The result of moderator variable analysis shows that the effect of GFC implementation on students' mathematics skills is significantly different based on the variable of platform used (Qb = 21.98; p = 0.01), and publication type (Qb = 7.94; p = 0.01). However, it was not significantly different based on the variables of education level (Qb = 7.45; p = 0.06), experimental group capacity (Qb = 0.29; p = 0.62), and year of publication (Qb = 0.21; p = 0.64). The findings of this meta-analysis can serve as a basis for best practices in applying GFC to student mathematics skills Conclusion: The findings of this meta-analysis provide more accurate and comprehensive results regarding the inconsistent effects of size variation and enrich knowledge about the effectiveness of using GFC in improving students' mathematics skills. Keywords: geogebra into flipped classroom, mathematics skill, meta-analysis.DOI: http://dx.doi.org/10.23960/jpp.v14.i3.2024119
Co-Authors ABDUL MANAF Abdul Manaf Abdul Manaf Abdulnassir Yassin Adha Kurnianti Akmal Ali Muhtadi Andromeda Valentino Sinaga Aris Susanto Ariyadi Wijaya Arsal, Ulfah Widyastuti As'ary, Muawwal Al Bagus Purnomo Baiq Raudatussolihah Bugis, Halima Cahyani, Izza Alfina Diana Samal Dinar Riaddin Dyah Adila Perdana Eka Zuliana Endang Sulistyowati Endang Sulistyowati Enung Mariah, Enung Faradillah Rusliana Fatkhul Ulum Fauziah Bachtiar Gamar Assagaf Handaru, Calista Haruna, Haruna Abubakar Hikmatul Lailaa Huda, Mokhammad Miftakhul Ikram, Muhammad Imaroh, Yunianti Risma Irfan Irfan Isnaeni Isnaeni Isnaeni Kamsurya, Marwa Astriani Mariana Mariana Martaputri, Nurul Aulia Marwa Astriani Kamsurya Masita Taufiqi Kholida Mawardi, Dona Ningrum MMSI Irfan ,S. Kom Muhtadi, Ali Aulia Nisrina Nisrina Nurhayati Nurhayati Nursalam Nursalam Nurul Aulia Martaputri Patma Sopamena Perdana, Dyah Adila Pujiriyanto . Purnomo, Bagus Rahmi Ramadhani Ratau, Asria Rimma Sianipar Ruhul Kudus Said Sudi Khassim Samal, Diana Samal, Diana Aulia Samritin Sembiring, Rinawati Siti Irene Astuti D Sitti Muthmainnah SRY WAHYUNI, SRY Sujarwo Sujarwo Syafir, Muhammad Isnawan Wagola, Wa Nurmin Yanuar, Fahd Sjarifain Zaum, Syahrul