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All Journal Jurnal Penelitian dan Evaluasi Pendidikan Jurnal Konseling dan Pendidikan Jurnal Sosioteknologi Insaniyat: Journal of Islam and Humanities Jurnal Penelitian Pendidikan IPA (JPPIPA) Adabiyyat: Jurnal Bahasa dan Sastra JURNAL CEMERLANG: Pengabdian pada Masyarakat JPPM (Jurnal Pengabdian dan Pemberdayaan Masyarakat) Faktor Jurnal Ilmiah Kependidikan Jurnal Review Pendidikan dan Pengajaran (JRPP) Jurnal ABDINUS : Jurnal Pengabdian Nusantara Jurnal Sasindo Unpam Bulletin of Counseling and Psychotherapy Jurnal PkM (Pengabdian kepada Masyarakat) Indonesian Journal Of Business And Entrepreneurship Research Hortatori : Jurnal Pendidikan Bahasa dan Sastra Indonesia BAHASTRA INFERENCE: Journal of English Language Teaching Nitisara: Jurnal Ilmu Bahasa Jurnal Pendidikan Progresif Nitisara: Jurnal Ilmu Bahasa
Merry Lapasau
Universitas Indraprasta PGRI
Agriculture, Biological Sciences & Forestry Arts Humanities Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Civil Engineering, Building, Construction & Architecture Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Engineering Environmental Science Health Professions Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Library & Information Science Materials Science & Nanotechnology Physics Public Health Social Sciences Other

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Journal : Jurnal Pendidikan Progresif

 1 
Self-Efficacy, Curiosity, and English Proficiency in EFL Contexts: A Systematic Review and Meta-Analysis (2020–2025) Rosalina, Susianti; Widodo, Widodo; Lapasau, Merry; Anis, Muhammad
Jurnal Pendidikan Progresif Vol 16, No 1 (2026): Jurnal Pendidikan Progresif
Publisher : FKIP Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/jpp.v16i1.pp95-119

Abstract

English proficiency is critical in English as a Foreign Language (EFL) contexts, yet the psychological and motivational factors influencing learning outcomes require systematic investigation. This meta-analysis synthesizes empirical evidence on the relationships between self-efficacy and English proficiency, curiosity and English proficiency, and self-efficacy and curiosity in EFL contexts, while exploring potential moderators. Following PRISMA 2020 guidelines, this study reviewed 42 Scopus-indexed articles (2020-2025). Data were analyzed using a meta-analysis of correlations with Fisher's Z transformation and a random-effects model. Meta-regression examined the moderating effects of geographic region, respondent type, and sample size. The analysis revealed moderate to strong positive correlations: self-efficacy and English proficiency (r = 0.438, p < 0.001, I² = 87.7%, k = 40 studies), curiosity and English proficiency (r = 0.447, p < 0.001, I² = 63.66%, k = 8 studies), and self-efficacy and curiosity (r = 0.437, p < 0.001, I² = 0%, k = 4 studies). Respondent type emerged as the strongest moderator (Q = 14.82, p < 0.001), with university students showing stronger effects (r = 0.471) than teachers (r = 0.442) and secondary/elementary students (r = 0.365). Geographic region significantly moderated relationships (Q = 9.47, p = 0.024), with Middle Eastern and Asian contexts demonstrating stronger correlations than European contexts. Publication bias was detected (Egger's p = 0.022), indicating underrepresentation of weaker effects. Very high heterogeneity suggests substantial contextual variation. Self-efficacy and curiosity positively correlate with English proficiency, with effects varying by educational level and cultural context. However, findings regarding reciprocal relationships between self-efficacy and curiosity remain tentative due to limitations in the studies. Findings support integrated pedagogical approaches that enhance self-efficacy and exploratory behavior, though the causal mechanisms require further longitudinal and experimental investigation. Keywords: self-efficacy, curiosity, English proficiency, meta-analysis, language learning.
Strengthening Teacher Professionalism in the Digital Era: A Meta-Analysis of Digital Competence and Creativity as Drivers of Contextual Performance Mulyaningrum, Vicihayu Dyah; Widodo, Widodo; Lapasau, Merry; Dewi, Ery Lukito
Jurnal Pendidikan Progresif Vol 15, No 4 (2025): Jurnal Pendidikan Progresif
Publisher : FKIP Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/jpp.v15i4.pp2741-2759

Abstract

Strengthening Teacher Professionalism in the Digital Era: A Meta-Analysis of Digital Competence and Creativity as Drivers of Contextual Performance. Objectives: This study aims to synthesize empirical findings on the relationships among digital competence, creativity, and teachers' contextual performance through a systematic literature review and meta-analysis. Methods: A total of 26 empirical articles published between 2020 and 2025 were selected using the PRISMA protocol and established inclusion criteria. Among these, fourteen studies investigated the relationship between digital competence and contextual performance, whereas twelve studies examined the relationship between teacher creativity and contextual performance. Effect sizes were extracted as correlation coefficients (r), and all analyses were conducted using JASP. Findings: The meta-analysis results indicated that digital competence had a positive and significant effect on teachers' contextual performance (ES = 0.061; Z = 3.625; p < .001). The effect size was small, which can be explained by the fact that digital competence is only one factor among various determinants of contextual behavior, such as intrinsic motivation, creativity, and organizational commitment. However, this small effect remained consistent across studies, indicated by non-significant heterogeneity (Q = 0.875; p = 1.000). This finding indicates that digital competence continues to contribute to teachers' adaptability, collaboration, and proactive behavior in digital work contexts. The validity of this estimate was strengthened by Egger's test (p = 0.350), which indicated the absence of publication bias. Analysis of teacher creativity also showed a positive and significant effect on contextual performance (ES = 0.067; Z = 3.305; p < .001). Despite being a small effect, creativity consistently contributed to variations in teachers' contextual behavior, particularly in initiative, teamwork, and engagement in non-instructional activities. The homogeneity across studies supports the stability of this relationship. Conclusions: Overall, these findings confirm that digital competence and creativity play essentials supporting roles in shaping teachers' contextual performance in the digital education era. Both reinforce adaptive, collaborative, and contribution-oriented professional behavior, thus providing an empirical basis for strategies to improve teacher professionalism that are more relevant to the demands of the modern education ecosystem. Keywords: digital competence; teacher creativity; contextual performance; meta-analysis.
Co-Authors Acep Musliman Aditya Chandra Nugroho Andayani Andayani Andri Suryana Arjulayana Arjulayana Arliyanto, P Yudi Dwi Atikah Anindyarini Ayu Puspita, Mega Nurmalisa Bambang Sumadyo Dewi, Ery Lukito Erwin Agus Ery Sugito Fitri Damayanti Fransisca Debora Haris Diar Rizki Hasbullah Hasbullah Hasbullah Hasbullah Hasbullah Hermawan Setiawan Hidayat, Ryan Hilda Hilaliyah Husnah, Asmaul Idaman, Syukrio Ira Miranti Kasman, Usep Lestarini Sumotenodjo Mamik Suendarti Maryati, Tati Muhammad Anis, Muhammad Mulyaningrum, Vicihayu Dyah Murthada, Murthada N. Nurjanah Neindisa Radike Nurhadi Oom Rohmah Syamsudin Rafidah, Nik Rahmah, Hikmah Rina Hidayati Pratiwi Riyanti, Apriani Rohmah, Oom Rosalina, Susianti Sari, Marta Hayu Raras Sita Rukmika Setiawati, Luhur Soeparlan Kasyadi Sulis Setiawati Sunar Abdul Wahid Syahfitri Purnama Tatan Zenal Mutakin Tio Zulfan Amri Virgana Widodo Widodo , Widodo Widodo Widodo Widodo Widodo Widyaninggar, Anggi Ajeng Yahya, Aliya Izet Begovic Yanda, Abdulkarimu