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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
Management Skills and Organizational Issues Toward Change Management Model: The Case of Rural Community Colleges in the Philippines Pocaan, Jordan Miranda; Lomibao, Hennie Pama; Campos, Grace Revilla; Hermosa, Kristel Ann Rosacena; Arimado, Faustino Jr.; Ballatan, Abegail Enriola; Dumo, Karen Pesonila; Dumo, Jayson; Espineda, Menchie; Alej, Joan Conepcion
Jurnal Pendidikan Progresif Vol 13, No 2 (2023): Jurnal Pendidikan Progresif
Publisher : FKIP Universitas Lampung

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Management Skills and Organizational Issues Toward Change Management Model: The Case of Rural Community Colleges in the Philippines. Objectives: The purpose of the research was to investigate the management abilities of administrators, teachers, and non-teaching personnel, as well as organizational concerns to propose recommendations to solve this issues. Methods: This study used sequential explanatory mixed methods research with two phases of data gathering and analysis. It collects and analyzes quantitative data through survey questions before gathering qualitative data through focus group discussions (FDG). Findings: Following the four organizational cultures - clan, market, adhocracy, and hierarchy - the diverse management abilities of administrators, teachers, and non-teaching staff are described by the study's findings. In addition, the fundamental difficulties of rural community colleges in terms of organizational performance and adaptation, organizational weakness, and internal conflict are discussed. The research also produces the REACT model for change management based on its results. Conclusion: Community colleges in rural areas must adopt change management that addresses their organizational challenges and is based on their management skills. Furthermore, additional funding, assistance programs, and manual development for academics and staff are proposed. Keywords: community colleges, change management, organizational culture, philippine higher education.DOI: http://dx.doi.org/10.23960/jpp.v13.i2.202336
Classroom Language: Preparing the Pre-Service Teachers for Successful Classroom Interactions Pusparini, Ririn; Kurniasih, Esti
Jurnal Pendidikan Progresif Vol 13, No 2 (2023): Jurnal Pendidikan Progresif
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This study aims to investigate how pre-service teachers (PSTs) employ classroom language for Opening, Running, and Closing the Lesson in the classroom. A qualitative method was applied where the data were gathered through questionnaire sheets and an observation checklist. Thirty students in the second year of the English Education Study Program in Surabaya, Indonesia, participated in this study. The findings reveal that PSTs have applied classroom languages appropriately and successfully for eight components of basic teaching skills. Nevertheless, three components that do not vary are the language expressions attributed to opening the lesson for checking attendance, varying stimuli for setting and cleaning up teaching media, and organizing the small group discussion. The findings can be valuable input for the teacher of an education program to be more concerned with the teacher candidates' language variations to prepare them for successful classroom interactions. Keywords: classroom language, pre-service teachers, classroom interactions.DOI: http://dx.doi.org/10.23960/jpp.v13.i2.202304
Workplace Diversity and Faculty Performance in a Higher Education Institution in the Philippines Cantilang, Karen Waniwan
Jurnal Pendidikan Progresif Vol 13, No 2 (2023): Jurnal Pendidikan Progresif
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Workplace Diversity and Faculty Performance in a Higher Education Institution. Objectives: This study aimed to identify the relationship between workplace diversity and faculty performance in Eastern Samar State University. Methods: The research employed a quantitative research design utilizing descriptive and correlational approaches. Findings: The results revealed a weak positive correlation between the level of workplace diversity and faculty performance, but the link between the two variables were not found to be significant. The findings of this study suggest that while workplace diversity may have an impact on employee performance, it may not be the only factor in determining performance. Conclusion: This research highlights the importance of organizations to focus on creating a diverse and inclusive workplace. While workplace diversity may have an impact on employee performance, it may not be the only factor in determining performance, therefore there is a need for further studies to explore the relationship between diversity and performance in different contexts.Keywords: diversity, performance, higher education, workplace,correlationDOI: http://dx.doi.org/10.23960/jpp.v13.i2.202327
The Role of Emotional Intelligence to Teacher Perception of Student- Teacher Relationships Saleh, Airin Yustikarini; Hibatullah, Mario Djabbar Aidil
Jurnal Pendidikan Progresif Vol 13, No 2 (2023): Jurnal Pendidikan Progresif
Publisher : FKIP Universitas Lampung

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The Role of Emotional Intelligence to Teacher Perception of Student-Teacher Relationship. A positive relationship between teachers and students is affected by many factors. Teacher competency in evaluate emotion of oneself and others, and regulating their emotion will have impact on their perception of relationship with students. Based on previous studies, the study on how teacher's emotional intelligence relates to teacher-student relationships has not received much attention. Objectives: This study aims to investigate the relationship between teacher emotional intelligence and teacher perception regarding their relationship with students. Methods: This study uses a cross-sectional design with simple linear regression analysis was used to measure the effect of emotional intelligence to teacher-student relationships. Teacher emotional intelligence was measured using Schutte’s Emotional Intelligence Scale (SEIS), while student-teacher relationship was measured using Student-Teacher Relationship Scale (STRS). Findings: Linear regression analysis from 1420 participants showed that there is significant effect of teacher emotional intelligence to student-teacher relationship. Conclusion: The implication of this research is developing and maintaining teacher emotional intelligence is importance because have impact in their relationship with students. Keywords: emotional intelligence, teacher-student relationship, teacher emotion, teacher and student.DOI: http://dx.doi.org/10.23960/jpp.v13.i2.202350
Does Parental Income and Education Improve Academic Achievement?: A Case of Public High School Students at Tangerang Municipality Sentosa, Bambang Mardi
Jurnal Pendidikan Progresif Vol 13, No 2 (2023): Jurnal Pendidikan Progresif
Publisher : FKIP Universitas Lampung

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Objectives: The study aims to examine the relationship between parents' socioeconomic status and the academic achievement of public high school students in Tangerang Municipality. Methods: This research is a cross-sectional study of 660 (Cochran formulation with a sampling error of 3.7%) students from a total of 6,551 public senior high schools.. The author utilized a random sampling technique. The primary data was obtained through a questionnaire that has been tested for validity and reliability. The questionnaires were distributed to the participants using the students' WhatsApp groups. The author used a binary logit regression model for data analysis. Findings: The results showed that socioeconomic status significantly impacted on student academic achievement. Parents of students with high socioeconomic status were more likely to improve their child's academic results. Meanwhile, the composition of parents' socioeconomic status that contributes more dominantly to increasing academic achievement is the father's income and education and the mother's education, but not the mother's income and asset. Conclusion: Thus, one of the determinants of the academic achievement of high school students is the socioeconomic condition of their parents. The results of this study provide not only an expansion of the education science and education economics literature but also empirical implications for parents and secondary education policymakers. Keywords: academic achievement, assets, parental income, education.DOI: http://dx.doi.org/10.23960/jpp.v13.i2.202318
A Comparison of Students’ Mathematical Communication Ability taught by Contextual Teaching and Learning versus Problem Based Learning Nasution, Khoirunnisa; Suyanto, Slamet
Jurnal Pendidikan Progresif Vol 13, No 2 (2023): Jurnal Pendidikan Progresif
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Objective: This study aims to compare students' mathematical communication skills using Contextual Teaching and Learning (CTL) and Problem Based Learning (PBL) in class VII students of MTs Al-Ittihadiyah Medan. Method: This research is quantitative research, with quasi-experimental. The population numbered 178 students, the sampling technique used in this study is simple random sampling, with a total sample in this study of 54 students with details of 26 students using the CTL model and 28 students using the PBL model. This study does not use a control model class to streamline time. The data analysis used in this study is the t-test. The instrument used in this study was a math essay test consisting of ten questions with details of 5 pre-test questions and the remaining post-test questions which have been adapted to the students' mathematical communication indicators, namely presenting and visualizing mathematical problems in pictures and interpreting pictures, and presenting them in mathematical ideas (drawing), explain/write mathematical problems in written form using mathematical rules, be able to read and interpret data into mathematical models or in other words express mathematical ideas (mathematical expression). Finding: This study showed that the students' mathematical communication skills using the PBL model were significantly more effective than the CTL model. Conclusion: It shows that the problem-based learning model can be improve the skills of communication in the form argumentation in the learning mathematics Keywords: mathematical communication, contextual teaching learning (ctl), problem based learning (pbl)DOI: http://dx.doi.org/10.23960/jpp.v13.i2.202309
LMS Affects Teaching Effectiveness: Depending on LMS Platforms, Lecturer Qualification, and Lecturer Age Olii, Djami; Manoppo, Christine; Mamahit, Calvin; Abast, Metri
Jurnal Pendidikan Progresif Vol 13, No 2 (2023): Jurnal Pendidikan Progresif
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LMS Affects Teaching Effectiveness: Depending on LMS Platforms, Lecturer Qualification, and Lecturer Age. The ability of lecturers to manage the LMS affects the effectiveness of their teaching. Each LMS platform has differences in the user interface and the available features. Educational qualifications and the age of lecturers affect the mastery of LMS applications. So, the type of LMS platform, educational qualifications, and age of the lecturers affect teaching effectiveness. Objective: This study aims to examine the effects and comparisons between the three groups. Methods: The comparison of the LMS platform group consists of Moodle and Google Classroom; the educational qualification group consists of master's and doctoral degrees; and the age group is ≤ 45 years and > 45 years. Findings: The analysis results with the three-way ANOVA found that the three groups had an interaction effect of 74% on the effectiveness of their teaching. Conclusion: LMS Moodle, doctoral educational qualifications, and younger lecturers (≤45 years) have a higher average of lecturer teaching effectiveness. Keywords: LMS, learning management system, lecturer qualification, lecturer age, teaching effectiveness.DOI: http://dx.doi.org/10.23960/jpp.v13.i2.202341
Professional Development vis-a-vis Teaching Effectiveness of Public Secondary Mathematics Teachers Mercado, Henry Alwayne Rebato; Cabuquin, Jomar Cobacha
Jurnal Pendidikan Progresif Vol 13, No 2 (2023): Jurnal Pendidikan Progresif
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Professional Development Vis-à-vis Teaching Effectiveness of Public Secondary Mathematics Teachers. Objectives: This study examined the relationship between professional development and students' perceptions of mathematics teachers' teaching effectiveness in one of the largest public high schools in Eastern Visayas, Philippines. Methods: Descriptive and correlational research designs were employed to address the study's objectives. The participants included 30 mathematics teachers and 314 randomly picked students from all the classes handled by the mathematics teachers. An adopted survey questionnaire collected the data on Teaching Effectiveness and Questionnaire Checklist. Findings: Results revealed a moderately significant positive relationship between teaching experience and participation in professional development activities, and mathematics teachers' commitment. The result suggests that commitment to the teaching profession necessitates teaching experience. The study likewise indicated a significant positive relationship between mathematics teachers' professional development activities and teaching for independent learning.  Conclusion: Exposure to such professional activities is an essential factor that influences teachers' development, sense of responsibility to their profession, and ability to assist their students in becoming independent learners. School leaders should also encourage teachers' professional development to broaden their understanding of innovative teaching methods and practices appropriate for 21st-century education. Keywords: mathematics teachers, perceptions, personal development, profile, teaching effectiveness.DOI: http://dx.doi.org/10.23960/jpp.v13.i2.202332
Google Classroom Adoption as Learning Management System in Senior High School Using Technology Acceptance Model Panergayo, Albert Andry Echor; Aliazas, John Vincent Callo
Jurnal Pendidikan Progresif Vol 13, No 2 (2023): Jurnal Pendidikan Progresif
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Google Classroom Adoption as Learning Management System in Senior High School Using Technology Acceptance Model. Objectives: The purpose of this study was to determine the acceptance of Google Classroom as a learning management system for public high school at one state university in Laguna, Philippines, using the Technology Acceptance Model (TAM). It further determined the effect of online learning self-efficacy on the original TAM-related factors. Methods: Using a quantitative through survey method, the data were collected using a web-based program from 742 students and were analyzed using structural equation modelling. The content-validated research instrument was adapted from previous studies (Al-Maroof & Al-Meran, 2018; Fathema et al., 2015; Zimmerman and Kulikowich, 2016).  Findings: Findings revealed that all hypotheses were supported. Both perceived ease of use (PEOU) and perceived usefulness (PU) positively influence the attitude towards use (ATU), according to the study's findings. The PU and ATU can likewise significantly predict behavioral intention to use (BIU), which in turn explains the actual usage (AU) of Google classrooms. Furthermore, Online learning self-efficacy (OLSE) demonstrates a positive impact on both PU and PEOU.  Conclusion: This study concludes that the students found Google Classroom as an effective tool for teaching and learning, as evidenced by a positive perspective and strong intent to continue using the platform. The salient implications for implementing LMS-based courses and future lines of research were also discussed. Keywords: behavioral intention to use, online learning self-efficacy, perceived ease of use, perceived usefulness, technology acceptance model.DOI: http://dx.doi.org/10.23960/jpp.v13.i2.202355
Mathematical Achievements with or without Games in Hinangutdan Public Secondary High School, Samar, Philippines Ramirez, Cleofe Labanancia; Mercado, Henry Alwayne Rebato
Jurnal Pendidikan Progresif Vol 13, No 2 (2023): Jurnal Pendidikan Progresif
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Mathematical Achievements with or without Game in Hinangutdan Public Secondary High School, Samar, Philippines. Objectives: This study determined the effects of games on the mathematics achievement of Grade VII students of Hinangutdan National High School. Method: It utilized quasi-experimental design to establish the effects of teaching with mathematical games (MathDoku, DaMath, Number puzzle, magic squares, and outdoor games races) and without mathematical games on mathematics achievement. There were twenty-eight participants and randomly assigned to the experimental group and the control group. Findings: Results showed a significant higher mean posttest score than mean pretest scores for both groups, suggesting that the two methods are effective. It indicated that teaching with and without mathematical games are equally effective in improving mathematics achievement. Conclusion: It has been determined that using mathematical games in the classroom is effective in raising students' math achievement, particularly in terms of their understanding of basic operations on integers and rational numbers. Notably, teaching mathematical games and without them is beneficial and that both approaches can be combined to teach number operations. Incorporating these games into the classroom, teachers can offer students a variety of presentations of mathematical ideas while also improving their learning experiences.Keywords: mathematical games, pre-test post-test control group experimental design, achievement test.DOI: http://dx.doi.org/10.23960/jpp.v13.i2.202323

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