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All Journal Jurnal Konseling dan Pendidikan Al Ishlah Jurnal Pendidikan Jurnal Penelitian Pendidikan IPA (JPPIPA) International Journal of Economics, Business and Accounting Research (IJEBAR) JOLLT Journal of Languages and Language Teaching Jurnal Pemberdayaan Masyarakat Indonesian Journal of Educational Management and Leadership Herodotus: Jurnal Pendidikan IPS Jurnal Pendidikan Progresif Lentera Negeri Research in Education, Technology, and Multiculture Indonesian EFL Journal
Widodo Widodo
Universitas Indraprasta PGRI, Jakarta, Indonesia
Agriculture, Biological Sciences & Forestry Humanities Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Materials Science & Nanotechnology Mathematics Physics Social Sciences Other

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Journal : jurnal pendidikan progresif

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Exploring the Role of Digital Literacy and Grit on Teacher Performance: A Meta-Analysis Wijaya Wijaya; Widodo Widodo; Hasbullah Hasbullah; Mohammad Yusoph P. Mapia
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.pp422-437

Abstract

This study aims to systematically examine the influence of digital literacy and grit on teacher performance through a quantitative meta-analysis approach. The study is grounded in the growing importance of digital competence and non-cognitive psychological traits as key determinants of teacher effectiveness in the era of rapid digital transformation and increasing educational demands. While numerous empirical studies have investigated these relationships, their findings remain fragmented and inconsistent across different contexts, thus necessitating a comprehensive synthesis. A total of 28 peer-reviewed empirical studies published between 2018 and 2025 were selected using strict inclusion criteria and analyzed using JASP. A random-effects model was employed to estimate the pooled effect sizes, as the included studies varied in design, sample characteristics, and educational settings. Effect sizes were calculated using correlation coefficients (r), converted to Fisher’s Z values, and subsequently transformed back to r for interpretation. Heterogeneity among studies was assessed using the Q test and I² statistic, and potential publication bias was examined using forest and funnel plots. The meta-analysis results indicate that digital literacy is positively and statistically significantly related to teacher performance, yielding a pooled effect size of r = 0.502 (p < 0.001). Similarly, grit significantly influences teacher performance, with an effect size of r = 0.503 (p < 0.001). The I² values for both variables were 0%, indicating no substantial heterogeneity and suggesting that the findings are highly consistent and generalizable across studies. Visual inspection of forest and funnel plots further confirmed the absence of publication bias. In conclusion, this meta-analysis provides robust empirical evidence that both digital literacy and grit play crucial and complementary roles in enhancing teacher performance. These findings highlight the importance of integrating digital competency development and perseverance-oriented character education into teacher professional development programs and educational policy frameworks to promote sustainable improvements in teaching quality. Keywords: digital literacy, grit, teacher performance, meta-analysis.
Self-Efficacy, Curiosity, and English Proficiency in EFL Contexts: A Systematic Review and Meta-Analysis (2020–2025) Susianti Rosalina; Widodo Widodo; Merry Lapasau; Muhammad Anis
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.
Co-Authors Acep Musliman Achmad Ardiansyah Ahmad Arief Fakhruddin Anggi Ajeng Widyaninggar Arif Mulyadi Asmaul Husnah Bambang Sumadyo Bambang Sumadyo Darno Raharjo Dede Syukrillah Rifai Dwi Nur Luthofah Endang Retnaningsih Happy Gustin Hasbullah Hasbullah Hasbullah Hasbullah Hasbullah Hendro Prasetyono Hendro Prasetyono Hendro Prasetyono Hermawan Setiawan Ira Miranti IRVANDI GUSTARI Jossapat Hendra Prijanto Juniriang Zendrato Lilis Badriah Mamik Suendarti Merry Lapasau Merry Lapasau Merry Lapasau Merry Lapasau Merry Lapasau Merry Lapasau Mohammad Yusoph P. Mapia Muhammad Anis Muhammad Syahril Nurhadi Nurhadi Nurjanah, Nurjanah Oom Rohmah Syamsudin Rahayu Permana Robertus Gunawan Rozita Che Rodi Saefulah Saefulah Sapto Sugiharto Sulistiasih Sulistiasih Sumaryoto Sunar Abdul Wahid Supardi U.S. Supardi Uki Sajiman Susianti Rosalina Suwarsito Syahfitri Purnama Syahfitri Purnama Tatan Zenal Mutakin Triyani Ambar Sari Wijaya Wijaya Yayat Suryatna Yudhi Hertanto Yuliana Friska Zaenul Muttaqin