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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 50 Documents
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Search results for , issue "Vol 14, No 2 (2024): Jurnal Pendidikan Progresif" : 50 Documents clear
Promoting Teacher Professionalism through Character Building and Technology Integration Harjanti, Fransisca Dwi; Ardiansyah, Roely
Jurnal Pendidikan Progresif Vol 14, No 2 (2024): Jurnal Pendidikan Progresif
Publisher : FKIP Universitas Lampung

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Promoting Teacher Professionalism through Character Building and Technology Integration. Purpose: The purpose of this research is to identify the role of character education and technology incorporation at Teacher Education and Training Institutes in producing professional teachers as envisaged by the Teacher and Lecturer Law. Method: The type of research used in this study is the literature review. This entails gathering data from journals, research papers, government reports, and education policies. Findings: This study discovered that character education at Teacher Education and Training Institutes assists in the formation of professional teachers through the acquisition of appropriate attitudes and values. Some of these are relationships with self, the law, professional associations, students, peers, and supervisors. Some of the values include faith, openness, honesty, lifelong learning, enthusiasm, unity, togetherness, discipline, and responsibility that are useful for future teachers. Including the technology integration in the training assists in enhancing these professional values and skills. Conclusion: The programs of character education and integrating information and communication technology at Teacher Education and Training Institutes are useful in producing professional teachers with content and character. This assists in producing teachers who are able to impart positive values in the learners such as love for God, parents, fellow human beings, and country. Keywords: character building, professionalism, demoralization.DOI: http://dx.doi.org/10.23960/jpp.v14.i2.202463
The Implementation of 3-N (Niteni, Nirokke, Nambahi) Teaching Strategies Concept to Improve Students’ Speaking Skill Muslem, Asnawi; Nanda, Nur Mulia; Erdiana, Nira
Jurnal Pendidikan Progresif Vol 14, No 2 (2024): Jurnal Pendidikan Progresif
Publisher : FKIP Universitas Lampung

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The Implementation of 3-N (Niteni, Nirokke, Nambahi) Teaching Strategies Concept to Improve Students’ Speaking Skill. Objectives: This study is intended to determine if using the 3-N teaching strategies significantly improves students’ speaking skills. Methods:  A pre-experimental design is used to collect data from the same group of participants before and after the implementation of an intervention. This design is often used to evaluate the effectiveness of an intervention over a limited time. A pre-experimental design makes it necessary to collect data from participants before administering the intervention, administer the intervention, and collect data after the intervention to observe changes and effects. The researcher conducted treatment for students, the treatment was performed five times, including the pre-test and post-test. Findings: The treatment succeeded in improving students’, both with low and high initial understanding. The use of the 3-N teaching concept is effective in improving students’ speaking skills, especially in the vocabulary aspect. Conclusion: The use of 3-N provides benefits to students, they can get the opportunity to listen and imitate before they create their work. It can also add to the student’s creativity because they can also modify and add to what they have learned. Keywords: niteni, nirokke, nambahi, vocabulary, speaking skill.DOI: http://dx.doi.org/10.23960/jpp.v14.i2.202454
Restructuring the Mathematical Power of Students and Teachers: A Case Study in the Misconceptions of Parallelogram Teaching Aminudin, Mohamad; Kusmaryono, Imam; Wijayanti, Dyana; Ji, Chunyu
Jurnal Pendidikan Progresif Vol 14, No 2 (2024): Jurnal Pendidikan Progresif
Publisher : FKIP Universitas Lampung

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Restructuring the Mathematical Power of Students and Teachers: A Case Study in the Misconceptions of Parallelogram Teaching. Objectives:  This research aims to (a) investigate cases of misconceptions about understanding parallelograms in mathematics learning and (b) restructure the mathematical power of teachers and students in understanding the concept of parallelograms. Methods: This research is a case study that analyzes in-depth cases of misconceptions in parallelogram learning. The data collection methods are surveys and interviews. This survey involved 120 students and ten teachers as respondents. In the final data analysis, the researcher conducted confirmation and triangulation to ensure the credibility of the findings and conclusions. Findings: The study's findings indicate ontological misconceptions about parallelograms in mathematics learning in elementary and high schools. Students and teachers experience two types of misconceptions, namely preconception errors and modeling errors. Conclusion: The conclusion states that students and teachers have successfully corrected misconceptions through knowledge or mathematical power restructuring so that students and teachers can understand the concept of parallelograms. The process of restructuring mathematical power is characterized by cognitive conflict, scaffolding, and cognitive balance in their thinking processes (teachers and students). The implication is that teachers must correctly instill conceptual knowledge about parallelograms through project-based or inquiry-based learning strategies so that students can build their knowledge based on their learning experiences.Keywords: case study, mathematical power, misconception, parallelogram.DOI: http://dx.doi.org/10.23960/jpp.v14.i2.202486
Implementation of Integrated Problem-Based Learning and Storytelling Technique on Learning Outcomes and Attitudes Towards Chemistry Anwar, Yunita Arian Sani; Al Idrus, Syarifa Wahidah; Junaidi, Eka
Jurnal Pendidikan Progresif Vol 14, No 2 (2024): Jurnal Pendidikan Progresif
Publisher : FKIP Universitas Lampung

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Implementation of Integrated Problem-Based Learning and Storytelling Technique on Learning Outcomes and Attitudes Towards Chemistry. Objective: This study aims to analyze the effect of problem-based learning (PBL) integrated with storytelling on learning outcomes and attitudes towards chemistry in basic chemistry courses. Methods: This experimental study employed a pretest-post-test control group design. The sample consisted of 99 new students from the Faculty of Agricultural Technology enrolled in basic chemistry courses, with 49 students in the experimental group and 50 in the control group. The research instruments included a critical thinking test with 15 validated multiple-choice questions (Cronbach's alpha = 0.817) and an attitude towards chemistry instrument based on four categories (Cronbach's alpha = 0.765). Data analysis was performed using MANOVA. Results: The results showed that the N-gain of student learning outcomes was higher in the experimental group compared to the control group. Similarly, students' attitudes towards chemistry in the experimental group, which received PBL with storytelling integration, were higher in all categories than those in the control group. The highest attitude scores in the experimental group were in the categories of attitude towards chemistry material and confidence in learning chemistry, while the lowest score was in the category of attitude towards chemistry laboratory work. In the control group, the highest score was in the category of the tendency to learn chemistry, with the lowest score matching the experimental group's lowest category. The MANOVA test indicated a significant effect of PBL with storytelling integration on both learning outcomes and attitudes towards chemistry. Conclusion: Implementing problem-based learning integrated with storytelling in basic chemistry courses positively influences learning outcomes and attitudes towards chemistry, with the experimental group showing better results compared to the control group. Keywords: attitudes towards chemistry, critical thinking, storytelling, problem based learning.DOI: http://dx.doi.org/10.23960/jpp.v14.i2.202477
How Can We Enhance PISA Ranking Through Effective Learning Methods? Systematic Literature Review From 2019 to 2024 Prabawa, Abi Fa'izzarahman; Indreswari, Henny; Setiyowati, Arbin Janu; Mahalle, Salwa
Jurnal Pendidikan Progresif Vol 14, No 2 (2024): Jurnal Pendidikan Progresif
Publisher : FKIP Universitas Lampung

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Objective: The research aims [P1] to identify effective learning methods to improve Programme for International Student Assessment (PISA) rankings; this study undertakes a comprehensive analysis of relevant literature. PISA results provide a benchmark for assessing students' reading, mathematics, and science literacy abilities—crucial indicators of a nation's educational success. Most countries within the OECD utilize PISA assessment results to shape their educational policies. As nations strive to enhance their educational frameworks, particularly in teaching methodologies, the pursuit of influencing PISA rankings becomes increasingly competitive. Countries with lower PISA rankings often look to adopt best practices in literacy improvement from those with higher rankings. This study aspires to deliver best practices to bolster students' literacy skills, thereby improving PISA standings. Methods: The systematic literature review (SLR) is designed by the PRISMA diagram flow, encompassing the critical stages of identification, screening, eligibility, and inclusion. The SLR draws from 14 articles sourced from the Scopus database. Findings: The findings reveal that innovative teaching approaches, such as context-based learning and the integration of digital tools, significantly enhance students' performance in reading, mathematics, and science literacy. Notably, reading literacy is improved through the Cooperative Integrated Reading and Composition (CIRC) model, which focuses on collaborative learning. Mathematics literacy benefits from STEM-themed materials that bridge abstract concepts to real-world applications and through oral questioning techniques that foster critical thinking. Science literacy skills are advanced through digital comic materials, simplifying complex concepts, while STEM learning applications enhance students' understanding and engagement. Conclusion: In conclusion, this study underscores the vital role of appropriate teaching methods in improving learning outcomes and boosting student engagement in the international PISA assessment. By strategically adopting effective educational strategies from countries with higher PISA rankings, significant advancements can be made, offering hope for the future of education. Keywords: learning, method, PISA.DOI: http://dx.doi.org/10.23960/jpp.v14.i2.2024100
Hypothetical Subjects in Curriculum Structure for Developing Managerial Competencies in Educational Technology Kurniawan, Deni; Setiawan, Budi; Perdana, Ryzal; Redzuan, Ikmal
Jurnal Pendidikan Progresif Vol 14, No 2 (2024): Jurnal Pendidikan Progresif
Publisher : FKIP Universitas Lampung

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Hypothetical Subjects in Curriculum Structure for Developing Managerial Competencies in Educational Technology. This study aims to understand better one of instructional technology domain: managing. This topic is critical to be learned for better understanding and to have a proper basic theory for developing a curriculum structure of field study, especially to build management competencies. Then, we could propose an alternative for the improvement of the curriculum that has a theoretical foundation. The study used a qualitative approach by applying the Critical Discourse Analysis (CDA) method, a critical analysis of the content of discourse objects that are text, gap, and potential aspect may be, and then proposed an alternative for taking action. Results show; first, there are four subdomains for managing instructional technology, with each orientation and characteristics. Second, Seels and Richey's subdomain of managing instructional technology could guide the study program's curriculum structure development. Third, in case of curriculum of Educational Technology Study Program, Faculty of Education, UPI there are gap between theoretical and document. To overcome the gap in developing instructional technology competencies in managing domain, we propose adding at least one relevant course for the primary and holistic foundation of managing aspect in curriculum structure of Educational Technology Program. Keywords: curriculum, educational technology, critical discourse analysis.DOI: http://dx.doi.org/10.23960/jpp.v14.i2.202468
The Effect of Digital Literacy and Self Efficacy on the Job Readiness: A Case of Office Administration Education Students Winarno, Winarno; Ninghardjanti, Patni; Subarno, Anton; Umam, Muhammad Choerul
Jurnal Pendidikan Progresif Vol 14, No 2 (2024): Jurnal Pendidikan Progresif
Publisher : FKIP Universitas Lampung

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 The Effect of Digital Literacy and Self Efficacy on the Job Readiness of FKIP UNS Office Administration Education Students. Objectives: This study aims to (1) determine the influence of digital literacy on the job readiness of FKIP UNS Office Administration Education students, class of 2021, (2) assess the impact of self-efficacy on the readiness to become teachers among FKIP UNS Office Administration Education students, class of 2020, and (3) evaluate the combined effect of digital literacy and self-efficacy on the job readiness of FKIP UNS Office Administration Education students, class of 2021. Methods: This quantitative study involved a saturated sampling technique, including all 84 students from the Office Administration Education Study Program, class of 2021. Data were collected through structured questionnaires and analyzed using linear regression with IBM SPSS software version 25. Findings: The results indicate that (1) digital literacy significantly influences job readiness, as evidenced by a t-value of 2.526, which is greater than the t-table value of 1.996, (2) self-efficacy also significantly impacts job readiness, with a t-value of 11.892, surpassing the t-table value of 1.996, and (3) digital literacy and self-efficacy jointly have a significant effect on job readiness, as demonstrated by an F-value of 148.801, exceeding the F-table value of 3.12.Conclusion: The study concludes that both digital literacy and self-efficacy positively and significantly contribute to the job readiness of students. These factors play a crucial role in preparing students for the workforce, both individually and collectively. Keywords: digital literacy, self-efficacy, job readiness.DOI: http://dx.doi.org/10.23960/jpp.v14.i2.202491
Creative Thinking in Prospective Mathematics Teachers: Flexibility in Solving Systems of Linear Equation Maharani, Hevy Risqi; Basir, Mochamad Abdul; Ningrum, Niken Lusia
Jurnal Pendidikan Progresif Vol 14, No 2 (2024): Jurnal Pendidikan Progresif
Publisher : FKIP Universitas Lampung

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Creative Thinking in Prospective Mathematics Teachers: Flexibility in Solving Systems of Linear Equations. Objectives: The main aim of this research is to determine the flexibility of prospective mathematics teachers in solving systems of linear equations. Apart from that, this research also aims to find factors that are taken into consideration by prospective mathematics teachers in determining the method for solving systems of linear equations. Methods: Data collection techniques are carried out through tests. The test is used to determine the flexibility or number of methods used by prospective mathematics teachers in solving systems of linear equations. Qualitative descriptive methodology and interviews with prospective mathematics teachers were used in this research to interpret the results and analyze the factors considered by prospective mathematics teachers in choosing the method used to solve systems of linear equations. Findings:The results of this research reveal that prospective mathematics teachers have 6 methods that can be used to solve systems of linear equations. Conclusion: The factors taken into consideration by teachers in determining the chosen method are based on three numerical factors, namely the number of variables to be searched for, the number of operations to be used and the number of steps to be carried out in solving a system of linear equations. Keywords: creative thinking, flexibility, mathematics. DOI: http://dx.doi.org/10.23960/jpp.v14.i2.202459
Space Debris Debate; Implementation of Socio-Scientific Issues in Science Learning to Improve Argumentation Skills Wahidah, Ainun Ilmi; Supeno, Supeno; Siswati, Bea Hana
Jurnal Pendidikan Progresif Vol 14, No 2 (2024): Jurnal Pendidikan Progresif
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Space Debris Debate; Implementation of Socio-Scientific Issues in Science Learning to Improve Argumentation Skills. Objectives: This study aims to assess the impact of implementing science learning with a socio-scientific issue approach and debate on space debris on scientific argumentation skills. Methods: The type of research applied was a quasi-experiment using a non-equivalent control group design. In the experimental class, learning science with debate activities on space debris within the socio-scientific issue framework was applied for four lessons, while in the control class, the usual learning was carried out by the teacher. The test data was analyzed using a t-test to determine whether the treatment had an impact on argumentation skills. Findings: Implementation of science learning with a socio-scientific issue approach and debate activities on space debris had a significant impact on scientific argumentation skills. Students defend their argument from other rebuttals by showing scientific evidence and providing scientific explanations. Conclusion: Science debate about space debris in science learning with a socio-scientific issue approach can provide a dynamic learning experience, students can provide claims accompanied by scientific evidence and reasoning that connects claims with evidence. Keywords: science debate, socio-scientific issue, space debris, argumentation skills.DOI: http://dx.doi.org/10.23960/jpp.v14.i2.202482
Enhancing Students’ Speaking Abilities through Paired Storytelling Strategies Belly, Arnita Annisa; Sukarno, Sukarno; Pratiwi, Dwiyani
Jurnal Pendidikan Progresif Vol 14, No 2 (2024): Jurnal Pendidikan Progresif
Publisher : FKIP Universitas Lampung

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Enhancing Students' Speaking Abilities through Paired Storytelling Strategies. This study examined how using storytelling as a teaching strategy affected students' ability to communicate more clearly. The participants included thirty students from SMP Muhammadiyah 3 Yogyakarta, chosen through purposive sampling and split into experimental and control groups. The experimental group received storytelling instruction over four consecutive sessions, while the control group did not. Both groups were assessed on their speaking skills before and after the intervention. Results showed that the experimental group's post-test mean score was 96.0, compared to a pre-test mean score of 72.0. Specifically, the control group's mean post-test score was 64.0, an increase from the pre-test score of 60.0. The oral proficiency scores from each indicator demonstrated that students in the experimental group improved after being taught using paired storytelling, while the control group's scores did not improve. A one-group t-test demonstrated that post-test scores were significantly higher than pre-test scores for both groups, with t-values of -34.708 for the control group and -6.433 for the experimental group, both significant at the 0.000 level, well below the 0.05 threshold. These findings suggest that implementing storytelling in EFL classes can effectively improve students' speaking skills.Keywords: speaking skill, storytelling, improvement.DOI: http://dx.doi.org/10.23960/jpp.v14.i2.202473

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