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Jurnal Pendidikan Progresif
Published by Universitas Lampung
ISSN : 20879849     EISSN : 25501313     DOI : https://doi.org/10.23960/jpp
Core Subject : Education,
Education
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
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 56 Documents
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Search results for , issue "Vol 13, No 2 (2023): Jurnal Pendidikan Progresif" : 56 Documents clear
The Effect of 7E Learning Cycle Assisted by Monopoly Physics Games toward Students’ Learning Activities and Learning Outcomes in Kinetic Theory of Gases Bektiarso, Singgih; Faradila, Putri; Handayani, Rif’ati Dina
Jurnal Pendidikan Progresif Vol 13, No 2 (2023): Jurnal Pendidikan Progresif
Publisher : FKIP Universitas Lampung

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The Influence of the 7E Learning Cycle Learning Model assisted by the Physics Monopoly Game on High School Students' Physics Learning Activities and Results on the Subject of Gas Kinetic Theory. Objective: knowing the effect of the Learning Cycle 7E learning model assisted by the monopoly physics game on the activities and learning outcomes of high school students. Methods: Using quasi-experimental research with a quantitative approach and posttest-only control design. The population is class XI IPA SMA Muhammadiyah 3 Jember and the sample is class XI IPA 1 (control) using the discussion and question and answer method then XI IPA 3 (experiment) using the 7E Learning Cycle model assisted by a monopoly physics game. Finding: The results of the activity t-test and student learning outcomes at SMA Muhammadiyah 3 Genteng obtained sig. (2-tailed) smaller than 0.05. Conclusion: The Learning Cycle 7E learning model assisted by the monopoly physics game influences the activities and results of high school students physics learning on the subject of gas kinetic theory. Keywords: learning cycle 7e, monopoly physics game, activities, learning outcomes.DOI: http://dx.doi.org/10.23960/jpp.v13.i2.202329
The Effect of Augmented Reality-Assisted Problem Based Learning on Mathematical Reasoning Ability Khairunnisa, Rika; Faradillah, Ayu
Jurnal Pendidikan Progresif Vol 13, No 2 (2023): Jurnal Pendidikan Progresif
Publisher : FKIP Universitas Lampung

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The Effect of Problem-Based Learning (PBL) Models Assisted Augmented Reality (AR) on Mathematical Reasoning Ability. Objectives: This study aimed to determine the effect of Problem-Based Learning (PBL) models-assisted Augmented Reality (AR) on mathematical reasoning abilities (MRA). Methods: This study used a quasi-experimental post-test-only control group research design. The population of this research was class X in senior high school Jakarta and the research sample consisted of 34 students in the experimental class and 36 students in the control class who were selected using a purposive sampling technique. The research instrument was a description test analyzed using IBM SPSS 27 and Winstep, Findings: The findings indicate a significant difference between the experimental and control classes with the Mann-Whitney U-test Asymp. Sig. 0.00 (H0 denied). While the results of Cohen's d effect size were obtained at d = 1.54, meaning that the PBL models-assisted AR was classified as very large, where students in the experimental class were better than the control class. Furthermore, the Wright maps that the percentage of MRA is high (14%), medium (76%) and low (10%), Conclusion: Students who receive the application of the PBL models-assisted AR become more active, able to solve given contextual problems well and are more innovative in expanding their knowledge related to mathematical material. Therefore, the application of the PBL models-assisted AR affects MRA. Keyword: PBL, AR, mathematical reasoning ability.DOI: http://dx.doi.org/10.23960/jpp.v13.i2.202352
Language Features Comprehension in Reading Text and Problem Encountered by English Teacher Bunau, Eusabinus
Jurnal Pendidikan Progresif Vol 13, No 2 (2023): Jurnal Pendidikan Progresif
Publisher : FKIP Universitas Lampung

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Language Features Comprehension in Reading Text and Problem Encountered by English Teacher. Objectives: This research aimed to measure the frequency of language features comprehension in reading text and describe the problem encountered. Words and their class, like verbs, nouns, adjectives, adverbs, and their sub-classifications, including linking words and conjunction, are the instances of language features. Methods: This research used a survey involving 97 participants from senior high school English teachers purposively clustered from the population attending a professional in-service training program. A questionnaire consisting of 12 items with four options was used to measure the frequency of language features comprehension. The option to categorize the frequency was never, seldom, often, and always. Besides employing the questionnaire, an interview was also applied to explore the problem encountered by the English teachers when they administered their instructions. The survey result was analyzed using the relative frequency distribution formula, and the interview data were used to enrich the description in the discussion. Findings: Based on the computation, it was found that the frequency of language features comprehension of reading text surveyed through this research was 57.04% and distributed relatively into the Often Category, in which the category scale was 50%-75%. The comprehension frequency's mean score and standard deviation were 62.07 and 19.23. Conclusion: Despite the frequency and category, the interviewed participants asserted that they needed to be aware of the language features when linguistically termed vocabulary and morphology. This research infers more language features comprehension in reading texts frequently. Keywords: frequency, language features comprehension, reading text.DOI: http://dx.doi.org/10.23960/jpp.v13.i2.202320
Perceived Statistics Self-Efficacy, Research Anxiety, and Research Confidence of Mathematics Pre-Service Teachers in One State University in the Philippines Romero, Ericka Paula Jane Capistrano; Laguerta, Marjorie Mendoza; Andrade, Rose Reyes
Jurnal Pendidikan Progresif Vol 13, No 2 (2023): Jurnal Pendidikan Progresif
Publisher : FKIP Universitas Lampung

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Perceived Statistics Self-Efficacy, Research Anxiety and Research Confidence of Mathematics Pre-Service Teachers in One State University in the Philippines. Objectives: This study aimed to investigate the relationship between statistics self-efficacy, research anxiety and research confidence. This research also determined whether statistics self-efficacy can predict research confidence. Methods: Purposive sampling method was used among 71 students who had previously taken statistics and research employing adapted questionnaires in data collection. Findings: Results revealed that statistics self-efficacy and research anxiety have a relationship with motivated behavior and statistical theory. Meanwhile, statistics self-efficacy and research confidence were found to be associated in terms of lecture behavior, use of information technology, motivated behavior, time management, and statistical theory. Furthermore, this study discovered that statistical theory and time management could predict respondents' research confidence. Conclusion: The findings imply that improving the statistics self-efficacy of prospective mathematics teachers is indispensable for mathematics research production. Keywords: mathematics, pre-service teachers, research anxiety, research confidence, statistics self-efficacy.DOI: http://dx.doi.org/10.23960/jpp.v13.i2.202343
Using Problem-Based Learning to Promote Students’ Critical Thinking and Mathematical Problem-Solving Skills Zetriuslita, Zetriuslita; Suripah, Suripah; Ariawan, Rezi; Hidayat, Riyan
Jurnal Pendidikan Progresif Vol 13, No 2 (2023): Jurnal Pendidikan Progresif
Publisher : FKIP Universitas Lampung

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Using Problem-Based Learning Models to Promote the Development of Students’Critical Thinking and Mathmatical Problem-Solving Skills and Their Level of Mathematical Curiosity. Objectives: This study aims to determine the ability to think critically and solve mathematical problems in terms of the level of mathematical curiosity of students by using the Problem-Based Learning model. Methods: The method of research is quasi-experimental with the mixed method with a sequential explanatory strategy. Findings: The results obtained sig =  0.002 < α, Ho rejected for mathematical critical thinking and sig =  0.049 < α, Ho rejected for problem solving abilities of students, and based sig > α, Ho received.  Conclusion: There were differences in the mathematical critical thinking and problem solving abilities of students who received learning through the Problem-Based Learning model and conventional learning, but there is no difference based on the level of mathematical curiosity. Information was obtained from interviews, students prefer conventional learning, because complex analytical material requires more explanation and there are problems with lectures which are held during the day. Keywords: problem-based learning, critical thinking, mathematical problem solving, mathematical curiosity, mixed method, sequential explanatory strategy.DOI: http://dx.doi.org/10.23960/jpp.v13.i2.202311
Natural Acid-Base Indicators as Home-based Experiments: Feasibility, Satisfaction, and Teachers’ Experiences in Secondary Science Blended Instruction Cerna, Ellen; Cortes, Shayne Fate; Padilla, Kyle Jay; Pepino, Chese Ann; Guion, Janielle Bernice; Gomez, Shane Dae; Taniola, John Vincent; Sumalinog, Kristine; Dinawanao, Charlene; Callanga, Charnel; Sanchez, Joje Mar
Jurnal Pendidikan Progresif Vol 13, No 2 (2023): Jurnal Pendidikan Progresif
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Natural Acid-Base Indicators as Home-based Experiments: Feasibility, Satisfaction, and Teachers’ Experiences in Secondary Science Blended Instruction. Objectives: Common plants in the community can be used as acid-base indicators in laboratory experiments for blended learning in Chemistry. With this, the researchers conducted a study on the feasibility of the home-based experiments as well as the satisfaction and experiences of secondary-level teachers. Methods: Through a stratified random sampling from northern, southern, and metro Cebu in Central Visayas, Philippines, 45 teachers performed the experiment, answered the survey questionnaire, and were interviewed about their experiences. Data was collected and analyzed using descriptive and thematic analyses. Findings: The results showed that the home-based experiments were very feasible in terms of independent learning (μ=4.52, SD=0.50), resource availability (μ=4.25, SD=0.43), and safety considerations (μ=4.28, SD=0.68), as well as feasible according to adult supervision (μ=2.48, SD=1.06). Moreover, the experiments produced a very positive experience (μ=4.72, SD=0.40), which can be attributed to resource availability (ρ=0.574, p=0.000) and safety considerations (ρ=0.415, p=0.004). Furthermore, the teachers encountered opportunities, overcame challenges, and proposed improvements to the experiment. Conclusion: The home-based experiments on natural acid-base indicators are very feasible and highly satisfactory. Keywords: acid-based indicators, home-based experiments, secondary chemistry blended instruction.DOI: http://dx.doi.org/10.23960/jpp.v13.i2.202334
Development of TPACK-Integrated Creative Problem Solving Model in Improving Higher Order Thinking Skills Edy Waluyo; Zamroni Uska
Jurnal Pendidikan Progresif Vol 13, No 2 (2023): Jurnal Pendidikan Progresif
Publisher : FKIP Universitas Lampung

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Development of Creative Problem Solving Model integrated TPACK in Improving Higher Order Thinking Skills. Objective : This study aims to develop  creative problem solving model integrated TPACK to improve  higher order thinking skills. Methods : This research is Borg & Gall development with sample was 35 students of class XI SMAN 2 Selong. Research instruments is validation guidelines, practicality questionnaires and higher integral material essay tests. Data analysis using descriptive analysis for validity, practicality  and t test for effectiveness. Findings : Products in the category are valid according to experts materials, language and learning technology. The product is relatively practical with an average score of 82.63. The product is classified effective with t count = 98.54 > t table = 2.03 with α = 5% and N-Gain value of 0.77 with high category. Conclusion :  CPS model integrated TPACK has effective potential to improve higher order thinking skills. Keywords: creative problem solving,tpack, high order thinking.DOI: http://dx.doi.org/10.23960/jpp.v13.i2.202302
Improving Students’ Self-Efficacy in Studying Salt Hydrolysis using the SCCrT Model Rusmansyah, Rusmansyah; Huda, Nurul; Mahdian, Mahdian; Hamid, Abdul; Aufa, Mohamad Nor; Safitri, Linda
Jurnal Pendidikan Progresif Vol 13, No 2 (2023): Jurnal Pendidikan Progresif
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Improving Students’ Self-Efficacy in Studying Salt Hydrolysis Using the SCCrT Model. Objectives: This study aims to determine the differences in the Self-Efficacy of students who learn to use the SCCrT (Scientific Critical Creative Thinking) model with the DI (Direct Instruction) model. Methods: This research is an experimental study of quasi-experimental design with a sample of 69 people consisting of 2 classes with data collection techniques using a questionnaire consisting of 15 statements using four aspects of self-efficacy. Data analysis was descriptive quantitative, and quantitative inferential with SPSS version 25. Findings:  The application of the SCCrT model affects students' self-efficacy acquisition, which is characterized by differences in the self-efficacy results with classes that apply the DI model with an average significance value of 0.00. Conclusion: There are differences in students’ self-efficacy between classes that study with the SCCrT model and courses that use the DI model. The SCCrT model performed better than the DI model in the average category, and the DI model performed well in the salt hydrolysis material category. Keywords: self-efficacy, salt hydrolysis, SCCrT model.DOI: http://dx.doi.org/10.23960/jpp.v13.i2.202322
Development and Utilization of Online Teacher Professional Development Program to Improve Private e-Tutors’ TPACK Skills Benedicto, Maristhel Tradio; Sala, Ana Marie Villacarillo; Carascal, Ivy Coronado; Mutya, Romel Cayao
Jurnal Pendidikan Progresif Vol 13, No 2 (2023): Jurnal Pendidikan Progresif
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Development and Utilization of Online Teacher Professional Development on Private E-Tutors’ TPACK Skills. Objective: The study aimed to design, implement, and evaluate an online teacher professional development training program and develop the TPACK skills of private e-tutors as evidenced by their lesson design and teaching demonstration performance. Methods:  A mixed method in data gathering such as TPACK survey, pre-post-performance, and feedbacking was utilized. The input-process-output method with the PRIME framework in the process stage was used. The training program design was evaluated by experts anchored with the frameworks and theories with the synchronous form of learning for 20 contact hours. Findings: Findings revealed a significant mean gain between  the pre-post-performance of the teachers’ lesson design and teaching demonstration. Conclusion: The online teacher professional development training program developed and enhanced the teachers’ TPACK skills. The study proposed guidelines for conducting oTPD training programs and compilation of lesson designs based on the TPACK framework. Keywords: e-tutors, online teaching , professional development, TPACK.DOI: http://dx.doi.org/10.23960/jpp.v13.i2.202345
A Qualitative Study on Curriculum Supervision and Learning Modalities in the Time of Pandemic: Basis on the Proposed Innovative Supervisory Framework Aquino, John Michael Del Rosario
Jurnal Pendidikan Progresif Vol 13, No 2 (2023): Jurnal Pendidikan Progresif
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A Qualitative Study on Curriculum Supervision and Learning Modalities in the Time of Pandemic: Basis on the Proposed Innovative Supervisory Framework. This study examines the challenges posed by the pandemic to instructional leaders and their ability to supervise teachers, focusing on the university context. Using a phenomenological approach, 6 instructional leaders were interviewed through a face-to-face questionnaire to uncover the supervision models, processes of supervising teachers, different learning modalities, and supervisory framework. The results revealed that the synchronous class was most effective among the three modalities used: synchronous, asynchronous, and modular. Furthermore, a differentiated supervision model was constructed based on the practices of instructional leaders, and a framework was proposed for use in other schools. The implications of this research are that instructional leaders should be aware of the various supervision models, processes, and learning modalities available in order to effectively respond to and cope with the crisis. Additionally, other schools can employ alternative supervision models by investigating the characteristics that affect supervision. Keywords: leadership, curriculum supervision, new normal education, pandemic.DOI: http://dx.doi.org/10.23960/jpp.v13.i2.202313 

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