Jurnal Pendidikan Progresif
urnal Pendidikan Progresif is an academic journal that published all the studies in the areas of education, learning, teaching, curriculum development, learning environments, teacher education, educational technology, educational developments from various types of research such as surveys, research & development, experimental research, classroom action research, etc. Jurnal Pendidikan Progresif covers all the educational research at the level of primary, secondary, and higher education. The goal of this journal is to bring together researchers and practitioners from academia and industry to focus on Educational advancements and establishing new collaborations in these areas. Original research papers, state-of-the-art reviews are invited for publication in all areas of Education. Topics of Interest include, but are not limited to, the following Disaster literacy and Risk Management Education Ethnopedagogy-based STEM Education Integrating technology into the curriculum: Challenges & Strategies Collaborative & Interactive Learning Tools for 21st Century learning Learning Analysis Education Management Systems Education Policy and Leadership Business Education Virtual and remote laboratories Pedagogy Enhancement with E-Learning Course Management Systems Teacher Evaluation Curriculum, Research, and Development Web-based tools for education Games and simulations in Education Learning / Teaching Methodologies and Assessment Counselor Education Student Selection Criteria in Interdisciplinary Studies Global Issues in Education and Research Technology Support for Pervasive Learning Artificial Intelligence, Robotics and Human-computer Interaction in Education Mobile/ubiquitous computing in education Web 2.0, Social Networking, Blogs and Wikis Multimedia in Education Educating the educators Professional Development for teachers in ICT
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<![CDATA[Chemistry Learning Through Practicum With Household Materials During The Covid-19 Pandemic ]]>
<![CDATA[Sunyono, Sunyono]]>;
<![CDATA[Sugiarti, Rini]]>
<![CDATA[ Jurnal Pendidikan Progresif Vol 11, No 1 (2021): Jurnal Pendidikan Progresif ]]>
Publisher : <![CDATA[FKIP Universitas Lampung ]]>
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<![CDATA[Learning Chemistry Through Practicum With Household Materials During the Covid-19 Pandemic. Purpose: This study aims to improve students’ learning interest and understanding the chemical concepts after participating in chemistry learning through practicum using household chemical materials during the Covid-19 pandemic. Method: This research was conducted through the classroom action research with three cycles of action. The research was conducted on Grade X SMKN 1 Natar Lampung Selatan with 32 students. Finding: After learning, it was found that (1) there is an increase of student interest in the category of “very high” 79.84% and “high” amounting to 12.03%, other categories are the low category of 7.19% and 0.94% very low category. (2) Students’ understanding of chemistry concepts increased from cycle to cycle with an increase in cycle 1 to cycle 2 of 2.00 points and from cycle 2 to cycle 3 of 8.50 points. Conclusion: The online chemistry study during the Covid-19 pandemic through practicum using household chemical materials can increase students’ learning interest and understanding of chemistry concepts.Keywords: chemistry practicum, household chemical materials; Covid-19 pandemic. DOI: http://dx.doi.org/10.23960/jpp.v11.i1.202111]]>
<![CDATA[Developing the Textbook of Classroom Action Research Through Participatory Action Research: Quality and Challenges ]]>
<![CDATA[Usman, Jarjani]]>;
<![CDATA[Mawardi, Mawardi]]>;
<![CDATA[Husna, Husna]]>
<![CDATA[ Jurnal Pendidikan Progresif Vol 11, No 1 (2021): Jurnal Pendidikan Progresif ]]>
Publisher : <![CDATA[FKIP Universitas Lampung ]]>
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<![CDATA[Developing the Textbook of Classroom Action Research through Participatory Action Research: Quality and Challenges. Objective: This study collaboratively developed a Classroom Action Research (CAR) textbook and formatively evaluated its quality. Method: Using Participatory Action Research (PAR), this study collaborated with 29 teachers in Aceh to design, develop, and iteratively evaluate the textbook. During the design and development process, we formatively evaluated it through self-reflection, expert appraisal, questionnaires, and interviews to produce quality textbooks in terms of validity and practicality. Findings: Results showed that although most teachers initially did not understand CAR, there was an increase in their understanding and interest in implementing CAR with the textbook guidelines. Besides, the textbook’s validity and practicality increased as expressed by the teachers. Conclusion: Using PAR in writing CAR with the teacher improves the quality of the textbook, in terms of its validity and practicality.Keywords: teachers’ involvement, participatory action research (PAR), textbook quality. DOI: http://dx.doi.org/10.23960/jpp.v11.i1.202101]]>
<![CDATA[Assessing Digital Attitude Competence of Prospective Chemistry Teacher in Indonesia: A Case of Lampung Univesity ]]>
<![CDATA[Saputra, Andrian]]>
<![CDATA[ Jurnal Pendidikan Progresif Vol 11, No 1 (2021): Jurnal Pendidikan Progresif ]]>
Publisher : <![CDATA[FKIP Universitas Lampung ]]>
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<![CDATA[Assessing Digital Attitude Competence of Prospective Chemistry Teacher in Indonesia: A Case of Lampung Univesity. Objective: This study aims to analyze the competence of digital attitudes of chemistry teacher candidates at the University of Lampung. Methods: A total of 200 chemistry teacher candidate students at the teacher training faculty, Universitas Lampung were randomly selected as research samples. The data obtained were analyzed using exploratory factor analysis techniques, reliability, correlation, average value, and variance. Findings: Analysis shows that the questionnaire items are grouped into five main factors with the Cronbach alpha coefficient and the percentage of variance as follows: attitudes towards digital content creation (α = 0.919; s2 = 39.546%); attitudes towards digital information (α = 0.885; s2 = 7.806%); attitudes towards digital security (α = 0.871; s2 = 4.321%); attitudes towards digital problem solving (α = 0.755; s2 = 3.410%); and attitudes towards digital information (α = 0.793; s2 = 2.974%). Conclusion: The comparison of the mean and grand mean values shows that attitudes towards information and digital security are more dominant factors in how chemistry teacher students respond to digital devices that support learning.Keywords: digital attitude competence, chemistry teacher candidates, factor analysis. DOI: http://dx.doi.org/10.23960/jpp.v11.i1.202108]]>
<![CDATA[Correlation Between Self-Efficacy and Motivation of English Teachers, Towards Students’ Achievement in Yogyakarta, Indonesia ]]>
<![CDATA[Dari, Bayun Ulan]]>;
<![CDATA[Putro, Nur Hidayanto Pancoro Setyo]]>
<![CDATA[ Jurnal Pendidikan Progresif Vol 11, No 1 (2021): Jurnal Pendidikan Progresif ]]>
Publisher : <![CDATA[FKIP Universitas Lampung ]]>
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<![CDATA[Correlation Between Self-Efficacy and Motivation of English Teachers, Towards Students’ Achievement in Yogyakarta, Indonesia. Objectives: This study was a correlational study that aimed to find out the correlations among three variables namely teacher self-efficacy, teacher motivation, and students’ achievement. Methods: The teacher self-efficacy scale (TSES) and English teacher motivation scale (ETMS) were distributed to 70 English teachers of junior high schools in Yogyakarta, and students’ average scores were collected as the students’ achievement. Findings: This research showed there were a significant correlation and contribution between teacher self efficacy and teacher’s motivation to students’ achievement. Conclusion: The higher the teacher’s self-efficacy, the higher the teacher’s motivation and the better the students’ achievement. Therefore, increasing teacher self-efficacy is very crucial because it relates to many educational outcomes such as teacher motivation and students’ achievement. Keywords: teacher self-efficacy, motivation, students’ achievement DOI: http://dx.doi.org/10.23960/jpp.v11.i1.202107]]>
<![CDATA[The Students’ Attitude and Learning Experience toward Flipped Classroom Implementation During COVID-19 Outbreak: A Survey Study ]]>
<![CDATA[Betaubun, Marta]]>
<![CDATA[ Jurnal Pendidikan Progresif Vol 11, No 1 (2021): Jurnal Pendidikan Progresif ]]>
Publisher : <![CDATA[FKIP Universitas Lampung ]]>
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<![CDATA[The Students’ Attitude and Learning Experience toward Flipped Classroom Implementation in ESP Class during COVID-19 Outbreak: A Survey Study. Objective: This study was to determine student attitudes and learning experiences related to the application of Flipped Classroom (FC) in English for Specific Purposes (ESP) classes during the COVID-19 pandemic. Method: A quantitative approach is used in this study by taking respondents from four classes of students in the engineering faculty at a university in Papua. Respondents of this study amounted to 200 who fill online questionnaire. The responses obtained were then analyzed using SPSS 23. Findings: Based on data analysis, students had a neutral attitude and have a reasonably good level of learning experience towards the application of FC. Conclusion: Application of FC strategies has benefits to be applied, especially in learning during the pandemic COVID-19.Keywords: flipped classroom, student attitudes, learning experiences, digital learning, COVID-19. DOI: http://dx.doi.org/10.23960/jpp.v11.i1.202105]]>
<![CDATA[The Effect of The Teachers’ Inspirational Behavior on The Students’ Self-Directed Learning ]]>
<![CDATA[Prianto, Agus]]>;
<![CDATA[Hamidah, Riful]]>;
<![CDATA[Soedarto, Achmad]]>;
<![CDATA[Hartati, Retno Sri]]>;
<![CDATA[Nisak, Dian Khoirun]]>
<![CDATA[ Jurnal Pendidikan Progresif Vol 11, No 1 (2021): Jurnal Pendidikan Progresif ]]>
Publisher : <![CDATA[FKIP Universitas Lampung ]]>
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<![CDATA[The Effect of The Teachers’ Inspirational Behavior on The Students’ Self-Directed Learning. Objectives: This study intends to examine the effect of the teachers’ inspirational behavior on the students’ self-directed learning. Methods: The data analysis use a descriptive approach to describe the teacher’s inspirational behavior and the level of student’s self-directed learning. This study used analysis of variance and regression techniques to examine the relationship between inspirational behavior and self-directed learning. Findings: Several indicators of inspirational behavior that have a dominant influence in forming students’ self-directed learning, namely: the ability of teachers to stimulate students, to create an exciting learning atmosphere, to motivate students, to deliver up to date material, and to carry out learning innovatively and creatively. Conclusion: This study concludes that the teachers’ inspirational behavior has a positive effect on the students’ self-directed learning.Keywords: Inspirational behavior, ability to stimulate, motivation, self-directed learning. DOI: http://dx.doi.org/10.23960/jpp.v11.i1.202110]]>
<![CDATA[Implemetation HOTS Based-Learning During Covid-19 Pandemic in Indonesian Elementary School ]]>
<![CDATA[Fatimahtuzzahroh, Annis Maulia]]>;
<![CDATA[Mustadi, Ali]]>;
<![CDATA[Wangid, Muhammad Nur]]>
<![CDATA[ Jurnal Pendidikan Progresif Vol 11, No 1 (2021): Jurnal Pendidikan Progresif ]]>
Publisher : <![CDATA[FKIP Universitas Lampung ]]>
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<![CDATA[Implementation HOTS Based-Learning during Covid-19 Pandemic in Indonesian Elementary School. Objective: This research aims to describe the learning process oriented HOTs in midst of the Covid-19 pandemic outbreak. Method: This research is a qualitative research with phenomenological research type. The data was collected by phone interview to 17 elementary school teachers in Central Java Province. Data analysis is using Bogdan & Biklen models. Findings: The results showed that the application of HOTs-based learning during pandemic: 1) teacher’s knowledge of HOTS learning is quite good, 2) planning of HOTS-based learning process is still not optimal, 3) HOTs-based learning process has not been carried out to the maximum, 4) In the evaluation activities of HOTS-based learning is still relatively low , and 5) Many obstacles faced during HOTS-based learning process. Conclusion: HOTs-based learning during the Covid-19 pandemic cannot be done to the maximum although there are teachers who have tried to implement it in accordance with their knowledge.Keywords: HOTs-based learning, Covid-19 pandemic, elementary school. DOI: http://dx.doi.org/10.23960/jpp.v11.i1.202109]]>
<![CDATA[How Indonesian Primary Teacher Motivate and Trains Critical Thinking Skills during Pandemic?: A Phenomenological Study ]]>
<![CDATA[Nikmah, Ernida Ainun]]>;
<![CDATA[Zubaidah, Enny]]>;
<![CDATA[Retnawati, Heri]]>
<![CDATA[ Jurnal Pendidikan Progresif Vol 11, No 1 (2021): Jurnal Pendidikan Progresif ]]>
Publisher : <![CDATA[FKIP Universitas Lampung ]]>
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<![CDATA[How Indonesian Primary Teacher Motivate and Trains Critical Thinking Skills during Pandemic?: A Phenomenological Study. Objective: This research aims to describe how teachers motivate and train critical thinking skills during the pandemic. Method: This research was a qualitative study with phenomenological type. The data were collected with a phone-call interview. It was then followed up with a WhatsApp-Group discussion of fifteen primary school teachers at a higher level class in Dawe district, Kudus Municipality, Central Java, Indonesia. The interview data were then reduced and presented in the table. Then, they were searched for the sub-themes. The applied analysis was done with Bogdan & Biklen’s stages, consisting of reducing, finding the themes, and connecting the sub-themes. Finding: The interview result analysis resulted in five themes of motivation aspect and three themes dealing with critical thinking skill training. Conclusion: The obtained findings showed that teachers could improve the learners’ learning motivation during the pandemic. However, they could not train the critical thinking skills due to various limitations.Keywords: critical thinking skill, learning motivation, pandemic. DOI: http://dx.doi.org/10.23960/jpp.v11.i1.202104]]>
<![CDATA[Analysis of The Entrepreneurial Intention’s Emergence at Business and non-Business Students in Indonesia ]]>
<![CDATA[Astuty, Eriana]]>;
<![CDATA[Yustian, Okky Rizkia]]>
<![CDATA[ Jurnal Pendidikan Progresif Vol 11, No 1 (2021): Jurnal Pendidikan Progresif ]]>
Publisher : <![CDATA[FKIP Universitas Lampung ]]>
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<![CDATA[Analysis of The Entrepreneurial Intention’s Emergence at Business and non Business Students in Indonesia. Objective: This study confirm empirically the student entrepreneurial intentions (SEI) related to the study program, family background, students’ business experience; and describing the reflection of the SEI at several universities in Indonesia. Method: A survey-type quantitative approach, using descriptive, contingency, and CFA analysis. Findings: The Study programs have a relationship with the emergence of SEI. In addition, the family background in doing business and the student’s business experience did not show a relationship with SEI in business students, but against non-business students. Conclusion: Not only business study programs capable of arousing SEI, but non-business study programs can also trigger SEI, even though non-business study programs do not provide entrepreneurship learning as much as the business study program curriculum. This finding is interesting to discuss because it can explore what kind of business or non-business study programs can actually strengthen the SEI.Keywords: entrepreneurial intention, family background, business experience, study program, curriculum DOI: http://dx.doi.org/10.23960/jpp.v11.i1.202101]]>
<![CDATA[History Learning through Online Learning During COVID-19 Pandemic: Teachers and Students Respond ]]>
<![CDATA[Jamiludin, Jamiludin]]>;
<![CDATA[Darnawati, Darnawati]]>
<![CDATA[ Jurnal Pendidikan Progresif Vol 11, No 1 (2021): Jurnal Pendidikan Progresif ]]>
Publisher : <![CDATA[FKIP Universitas Lampung ]]>
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<![CDATA[History Learning through Online Learning During Covid-19 Pandemic: Teachers and Students Respond. Objectives: this study aims to know history learning during the COVID 19 Pandemic, know the teachers and students respond, and see the e-learning applications that are most often used and how do students respond to use the application. Method: this research used a mixed-method approach. Result: this study showed that history learning experienced differences, and there were also similarities in understanding. The difference was that initially, the teacher used face-to-face learning methods, then online learning changes that rely on internet-based applications. Not having facilities such as smartphones, laptops, and internet networks that did not support learning, made some students unactive. 55.6% of history teachers chose Google Classroom, and 44.4% selected WhatsApp as an e-learning application in teaching. Conclusion: history teachers and students faced some challenges through online learning but they still can conduct the teaching and learning process.Keywords: History Learning, Online Learning, COVID-19, E-learning Applications DOI: http://dx.doi.org/10.23960/jpp.v11.i1.202102]]>
