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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 49 Documents
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Search results for , issue "Vol 14, No 3 (2024): Jurnal Pendidikan Progresif" : 49 Documents clear
A Comparative Analysis of Learner Profiling and Role-Playing Approaches for Personalized English Sessions in Multi-Linguistic Milieus Chemistry, Valerie Indiana; Najah, Salwa Maziyatun; Krisyati, Nety
Jurnal Pendidikan Progresif Vol 14, No 3 (2024): Jurnal Pendidikan Progresif
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A Comparative Analysis of Learner Profiling and Role-Playing Approaches for Personalized English Sessions in Multi-Linguistic Milieus. Objective: Despite meeting formal English reading and writing standards, Indonesian students face significant challenges in developing practical speaking skills due to limited daily English exposure and multiple linguistic barriers from prior ethnic and national language mastery. This study investigated how learner profiling and role-playing activities could enhance English-speaking performance and engagement among Indonesian multilingual students. Methods: The research employed a mixed-method approach, studying 197 students from two culturally diverse high schools in East Java and South Sumatra. Data collection included quantitative language proficiency assessments and qualitative student engagement and learning preferences analysis. Findings: The learner profile showed improvements across three dimensions: 21st-century Skills (literacy effectiveness 82.1%), Psychological (learning motivation increase 88.8%), and Linguistic Competence (vocabulary mastery improvement 91.7%). The data shows that 85.4% of students indicated a preference for personalized learning methods over traditional approaches. Conclusion: The findings demonstrate that integrating learner profiling as a diagnostic tool with role-playing as the primary instructional method creates an optimal strategy for English language instruction in classrooms with multilingual students, effectively addressing both foundational skills and practical communication abilities while maintaining high student engagement and reducing learning anxiety. Keywords: multilingual education, foreign language exposure, second language acquisition, teaching English as a Second Language, differentiated learning, personalized learning, learner's profiling, role-playing.DOI: http://dx.doi.org/10.23960/jpp.v14.i3.2024148
Enhancing Ecological Awareness through Innovative Green Sociology Teaching Approaches Ghufronudin, Ghufronudin; Liestyasari, Siany Indria; Budiati, Atik Catur; Parahita, Bagas Narendra; Astutik, Dwi; Siregar, Riadi Syafutra
Jurnal Pendidikan Progresif Vol 14, No 3 (2024): Jurnal Pendidikan Progresif
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Enhancing Ecological Awareness through Innovative Green Sociology Teaching Approaches. Objective: This study looks at how ecological intelligence and green sociology in sociology instruction. The goal of the study is to pinpoint practical methods for fostering ecological literacy, which entails becoming aware of environmental systems and taking sustainable action. The objective is to encourage sustainable thinking and behavior in students by fusing the theoretical basis of Green Sociology with effective teaching strategies. Methods: Using a literature review methodology, academic sources on sustainability in education, ecological intelligence, and green sociology were examined. The study used thematic analysis to highlight pertinent teaching practices by synthesizing findings from reputable papers, books, and scholarly publications. The study focused on techniques such as case study discussions, simulations, and project-based learning (PBL) as means of successfully integrating environmental issues into sociology courses. Result and Discussion: The results show that Green Sociology offers a thorough framework for comprehending the intricate relationships that exist between ecosystems and civilization. Students' critical thinking and ecological intelligence are improved by using techniques like simulations, problem-based learning, and community-focused projects. Students can actively participate in sustainable practices and contextualize global issues by incorporating local environmental issues into educational activities. Conclussion: Green sociology serves as an important link between sociology education and environmental sustainability. Using methods such as case studies, simulations, and PBL, educators can greatly improve students' ecological literacy. This method not only broadens their theoretical understanding, but also provides them with the skills and drive to implement sustainable activities, resulting in a more environmentally conscious generation.  Keywords: ecological intelligence, green sociology, sociology learning.DOI: http://dx.doi.org/10.23960/jpp.v14.i3.2024139
Contribution of Flipped Classroom Model on University Students’ Writing Performance, Writing Self-Efficacy, and Writing Self- Regulation Helaluddin, Helaluddin; Ismail, Gunawan `; Awalludin, Awalludin
Jurnal Pendidikan Progresif Vol 14, No 3 (2024): Jurnal Pendidikan Progresif
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Contribution of Flipped Classroom Model on University Students’ Writing Performance, Writing Self-Efficacy, and Writing Self-Regulation. Objectives: After the pandemic ended, education experts recommended the flipped classroom model as an alternative learning model teachers could use. This model combines class activities and at home to make learning more effective and efficient. This study aims to explore the impact of the flipped classroom model on improving writing performance, writing self-efficacy, and writing self-regulation for students. Methods: The researcher used a quasi-experimental pretest-posttest design involving 58 students in the Islamic Economics Study Program, UIN Sultan Maulana Hasanuddin Banten, Indonesia. Data was collected using four main instruments: writing tests, writing performance assessment rubrics, writing self-efficacy questionnaires, and writing self-regulation questionnaires. Researchers ran a paired sample t-test and one-way ANCOVA to analyze the data. Findings: The results showed that the flipped classroom model positively affected students’ writing performance, writing self-efficacy, and writing self-regulation. Conclusion: Based on these findings, the researchers recommend that teachers use the flipped classroom model in teaching academic writing, especially in dealing with learning in the post-pandemic era. Keywords: flipped classroom, writing performance, writing self-efficacy, and writing self-regulation.DOI: http://dx.doi.org/10.23960/jpp.v14.i3.2024107
Strategies for Improving 21st Century Competencies in Secondary Schools in Indonesia: A Systematic Literature Review Hilmiatussad, Kinanti Geminastiti; Ahman, Eeng; Disman, Disman; Dahlan, Dadang
Jurnal Pendidikan Progresif Vol 14, No 3 (2024): Jurnal Pendidikan Progresif
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Objective: This study aims to evaluate strategies to improve 21st century competencies in secondary schools in Indonesia with a focus on the implementation of learning curricula and digital literacy mastery. 21st century competencies include critical thinking, creative, communication, collaboration, character development and citizenship skills. This study will answer research questions related to what research results are found in reference articles regarding strategies to improve 21st century competencies of secondary school students in Indonesia, what factors influence the improvement of 21st century competencies of secondary school students in Indonesia, and how policies related to strategies to improve 21st century competencies of secondary school students in Indonesia. Methods: Systematic Literature Review (SLR) with PRISMA approach is the method used in this research, through identification, screening, eligibility and inclusion stages to analyse 42 relevant articles from 2017-2024 sourced from Google Scholar. Findings: The results show three main factors that influence the improvement of students‘ competence: teachers’ competence, curriculum innovation and learning methods, and the role of digital technology. Teacher competence in digital literacy is the key to successful technology-based learning. Flexible, adaptive and digitisation-based curriculum innovations can encourage mastery of 21st century competencies, especially through innovative learning methods such as blended learning and project-based learning. In addition, digital technology plays an important role in facilitating interactive and effective learning, although uneven infrastructure remains a challenge in Indonesia. Conclusion: This study suggests the integration of digital literacy in the curriculum, the improvement of teachers' competence through continuous training, as well as the development of technology infrastructure in schools. Education policies that support curriculum flexibility and technology adoption are believed to improve students' readiness to face global challenges. This study provides strategic recommendations for educators, policy makers and educational institutions in designing learning systems that are relevant to the digital era. Keywords: curriculum, digital literacy, 21st century competencies.DOI: http://dx.doi.org/10.23960/jpp.v14.i3.2024130
The Effectiveness of Differentiated Instruction in Elementary School Subject: Teachers’ Perceptions Efendi, Ulfah Putri; Wibowo, Setiawan Edi; Sartono, Emmanuel Kus Eddy; Lena, Mai Sri
Jurnal Pendidikan Progresif Vol 14, No 3 (2024): Jurnal Pendidikan Progresif
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The Effectiveness of Differentiated instruction in Elementary School Subject: Teachers’ Perceptions. Objectives: This study aims to explore teachers’ perceptions of differentiated instruction in the Pancasila Education subject in Elementary Schools and its impacts, benefits, and challenges. Methods: The data collection was conducted by using a survey method by distributing the questionnaires to 801 respondents followed by semi-structured interviews. Furthermore, the data were analyzed by using the quantitative descriptive analysis techniques and Spearman correlation tests to determine the relationship between the implementation of differentiated instruction and the aspects of teachers’ perceptions. Meanwhile, the results of the interviews were analyzed by using a descriptive qualitative approach. The elementary school subject referred to in this study is Pancasila Education. Findings: The results of the study indicated that the teachers have implemented the differentiated instruction in the Pancasila Education subject through differentiation of content, process, and product. Furthermore, the differentiated instruction was able to meet the students’ learning needs and improve motivation, participation, and learning outcomes in the Pancasila Education subject in Elementary Schools. The teachers overcame the problems in adopting differentiated instruction, including lack of understanding of this approach, difficulty in conducting diagnostic testing and high number of students. Conclusion: The differentiated instruction in teachers' perceptions can help improve the students' motivation, participation, and learning outcomes. In addition, it also helps teachers in meeting their students' learning needs. Keywords: perception, differentiated learning, pancasila education, elementary school.DOI: http://dx.doi.org/10.23960/jpp.v14.i3.2024121
The Effect of Science Process Skills-based Worksheet to Improve Creative Thinking of High School Physics Students in Indonesia Purnama, Epi; Abdullah, Helmi; Arafah, Kaharuddin; Sanam, Anna Isabela
Jurnal Pendidikan Progresif Vol 14, No 3 (2024): Jurnal Pendidikan Progresif
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The Effect of Science Process Skills-based Worksheet to Improve Students' Creative Thinking Skills in Physics Learning. Objective: This study aimed to examine the effect of using SPS-Based Worksheet on improving students' creative thinking skills in learning Physics. Methods: Experimental method was implemented using non-equivalent control group design, involving 30 high school students who were divided into experimental class and control class. Data analysis was conducted using t-test to compare the average improvement of creative thinking skills between the two groups, as well as ANOVA to measure differences in achievement based on students' ability levels. Findings: The results showed that students in the experimental class had a significant improvement in creative thinking skills compared to students in the control class. Based on the analysis of creative thinking indicators, it was found that the experimental class showed significant improvement in all indicators, namely fluency, originality, flexibility, and elaboration, with the highest contribution in the originality indicator. In addition, result of ANOVA test showed that students' ability level had a significant influence on the achievement on each indicator, where students with higher ability level showed more consistent achievement on all indicators. Conclusion: This study shows that the use of SPS-Based Worksheet is effective in improving students' overall creative thinking skills, especially in science process skills, and in learning Physics. Keywords: student worksheets, science process skills, creative thinking skills, physics.DOI: http://dx.doi.org/10.23960/jpp.v14.i3.2024112
Analyzing Cognitive Styles and Spatial Abilities in Geometry Transformations through the Problem-Based Learning Approach Syahbudin, Fauzan; Priatna, Nanang; Yulianti, Kartika
Jurnal Pendidikan Progresif Vol 14, No 3 (2024): Jurnal Pendidikan Progresif
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Analyzing Cognitive Styles and Spatial Ability in Geometry Transformations Learning through PBL Approach. Objective: This study aims to investigate the spatial abilities of grade IX junior high school students using the Problem- Based Learning (PBL) approach, considering their cognitive styles: Field Independent (FI) and Field Dependent (FD). Methods: Using a descriptive qualitative approach, six students were selected based on their cognitive styles and spatial ability. Data were collected through spatial ability tests, interviews, and classroom observations. Findings: The findings highlight notable differences in spatial abilities between FI and FD students. FI students displayed strengths in spatial visualization, perception, and orientation, excelling in tasks that required analytical problem-solving and independent work. However, they faced challenges in mental rotation and proportional scaling during dilation, often struggling with complex transformations due to limited exposure and insufficient time management. FD students performed better in structured tasks, particularly spatial perception and orientation, benefiting from guided instructions and peer support. Nevertheless, FD students encountered significant difficulties in mental rotation and spatial relations, particularly in tasks requiring independent conceptual understanding. Group dynamics played a crucial role in the effectiveness of PBL. Balanced groups, consisting of both cognitive styles, fostered collaboration and improved learning outcomes. In contrast, homogeneous or imbalanced groups often resulted in reduced engagement and lower performance.Conclusion: This study underscores the necessity of adapting PBL strategies to align with the distinct needs of cognitive styles. FI students thrive with opportunities for independent exploration and structured individual feedback, while FD students require collaborative, guided discussions and supportive group settings. By integrating differentiated instructional strategies, educators can optimize spatial ability development and ensure equitable learning opportunities for all students. These insights provide a framework for enhancing geometry education through targeted, inclusive approaches. Keywords: cognitive styles, field dependent, field independent, problem-based learning, spatial ability.DOI: http://dx.doi.org/10.23960/jpp.v14.i3.2024144
Effective Learning of Pancasila Education through Technology-Based Interactive Media for Elementary School Students Istiqomah, Lailatul; Wibowo, Setiawan Edi
Jurnal Pendidikan Progresif Vol 14, No 3 (2024): Jurnal Pendidikan Progresif
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Effective Learning of Pancasila Education through Technology-Based Interactive Media for Elementary School Students . Objective: This study aims to evaluate the effectiveness of technology-based interactive learning media in improving students' motivation, engagement, and learning outcomes in Pancasila Education subjects in elementary schools. Methods: This study used a mixed-methods approach, combining descriptive qualitative analysis with a pretest-posttest experimental design. The research was conducted at SDN Semarangan 4 and SDN Krapyak in Godean Sub-district, Yogyakarta, involving 54 grade 5 students selected by purposive sampling. Data collection techniques used questionnaires, observations, interviews, and pretest-posttest assessments. Findings: The results showed a significant increase in student learning outcomes (20.36%), activeness (18.24%), and motivation (14.64%) in the use of technology-based interactive media in learning Pancasila education. This finding is in line with constructivist theory which states that technology-based interactive media can improve students' understanding of abstract concepts through multisensory learning experiences, such as animations interactive games, and active learning. Conclusion: The application of innovative learning media in learning Pancasila education can help students in improving students' activeness, motivation, and learning outcomes. In addition, the use of interactive media helps teachers in meeting students' learning needs. This study emphasizes the need for targeted training and better access to technology to ensure the successful implementation and sustainability of interactive learning media. Keywords: interactive learning media, Pancasila education, technology-based, effective learning.DOI: http://dx.doi.org/10.23960/jpp.v14.i3.2024135
From Online Learning to F2F: Learning Loss Still Remain or Even Learning Gain? Mustaqim, Mujahidil; Pambudi, Pandu Dwi Luhur
Jurnal Pendidikan Progresif Vol 14, No 3 (2024): Jurnal Pendidikan Progresif
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From Online Learning to F2F: Learning Loss Still Remain or Even Learning Gain. Objectives: On June 21, 2023, the government of Indonesia issued a presidential decree (No. 17 of 2023) declaring the end of the country's outbreak of Covid-19. The restricted involvement in the educational process throughout the three-year period of the pandemic has led to considerable concerns regarding the existence of substantial academic deficiencies. The regulation signifies the conclusion of the pandemic's impact on online learning and the commencement of a return to traditional, in-person instruction. The objective of this study is to ascertain whether there has been a continued decline in academic performance or an improvement in learning outcomes since the pandemic Methods: The data were subjected to statistical analysis using regression and difference-in-differences techniques. This study was conducted with 720 high school students in Jakarta starting from the second wave of the pandemic in Indonesia and the first post-pandemic F2F period. Findings: The post-pandemic implementation of F2F demonstrated an improvement in learning outcomes across all three LS. However, the post-pandemic F2F transition also revealed unexpected contradiction in a small group of students. Conclusion: This highlights the need for further attention from educators and policymakers. Keywords: face to face learning, learning loss, learning gain, student learning styles, quality education.DOI: http://dx.doi.org/10.23960/jpp.v14.i3.2024103
Cultural Monopoly Game: Designing and Testing Game-Based Media for Intangible Cultural Heritage Learning in Elementary School Puspitasari, Dina Sri; Ary, Deasylina da
Jurnal Pendidikan Progresif Vol 14, No 3 (2024): Jurnal Pendidikan Progresif
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Development of Cultural Monopoly Learning in Intangibel Cultural Heritage Materials Elementary School. Objectives: The ineffective use of learning media and low student learning outcomes are one of the problems found at Kedungjenar Elementary School. This study was conducted with the aim of developing, testing the feasibility, and testing the effectiveness of game-based media, namely cultural monopoly with the material of intangible cultural heritage in the fifth grade.  Methods: he research method used in this research is R&D (Reasearch and Development) with research design by Borg and Gall. Data collection techniques using tests (pretest and posttest), with non-test techniques (observation, interviews, questionnaires, and documentation). Findings: The results showed that the media was feasible to use based on the percentage of assessments from media experts and material experts of 90,15% with a very feasible category. The analysis technique used normality test, t-test, and n-gain test. The results of the data normality test showed a sig value. > 0,05 so that the data is normally distributed. The t-test results obtained 19,270 with sig. <0,05 indicates that there is an increase in learning outcomes before and after using cultural monopoly media. While the results of the N-Gain test obtained an increase in learning outcomes of 0,6498 with moderate criteria. Conclusion: With an increase in the average, it can be concluded that the cultural monopoly learning media on intangible cultural heritage material is effectively used in fifth grade elementary school. Keywords: learning media, monopoly game, intangible culture.DOI: http://dx.doi.org/10.23960/jpp.v14.i3.2024126

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