cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Andrian Saputra
Contact Email
jurnal@fkip.unila.ac.id
Phone
+6285768233166
Journal Mail Official
jurnal@fkip.unila.ac.id
Editorial Address
FKIP Universitas Lampung Jl. Prof. Dr. Ir. Sumantri Brojonegoro, Gedong Meneng, Kec. Rajabasa, Kota Bandar Lampung
Location
Kota bandar lampung,
Lampung
INDONESIA
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
 1   2   3   4   5 
Search results for , issue "Vol 14, No 3 (2024): Jurnal Pendidikan Progresif" : 49 Documents clear
Coping Strategies of Student Exchange Participants Based on Academic Adjustment Ability Abiha, Ummu; Mubarok, Ali Syahidin; Putri, Sukma Ari Ragil
Jurnal Pendidikan Progresif Vol 14, No 3 (2024): Jurnal Pendidikan Progresif
Publisher : FKIP Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Coping Strategies of Student Exchange Participants Based on Academic Adjustment Ability. Objective: This study examines student exchange participants' coping strategies by analysing their academic adjustment ability level. Differences in the level of academic adjustment ability impact the coping strategies they will use. Methods: This study uses a qualitative approach with a case study type. Participants in this study were student exchange participants with low, medium, and high levels of academic adjustment. This criterion was chosen to see the dynamics of coping strategies carried out by student exchange participants. Data collection used interviews using data triangulation as a data credibility test technique. Findings: The results of this study indicate that participants placed more emphasis on problem-focused coping as the focus of the problem to be solved, and all participants managed their emotions to help the coping process. Conclusion: This study shows the importance of psychological assistance for participants to prepare them mentally during the student exchange activity process. Keywords: academic adjustment, coping strategy, student exchange.DOI: http://dx.doi.org/10.23960/jpp.v14.i3.2024117
Evaluating Kindergarten Teachers’ Readiness for Technology-Integrated Pedagogy: An Analysis Based on the Tpack Framework Budiarti, Erna; Shintarahayu, Balqis
Jurnal Pendidikan Progresif Vol 14, No 3 (2024): Jurnal Pendidikan Progresif
Publisher : FKIP Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Objective: This study evaluates kindergarten (TK) teachers' readiness to implement technology-integrated pedagogy using the TPACK (Technological Pedagogical Content Knowledge) framework. The TPACK framework combines three key dimensions: content knowledge (CK), pedagogical knowledge (PK), and technological knowledge (TK). These dimensions are essential for teachers to design and implement practical learning experiences that leverage technology. Methodology: This study uses a descriptive quantitative approach involving 50 respondents, including 40 teachers and 10 principals from kindergarten/PAUD schools in three regencies/cities in West Java: Bekasi City, Bogor Regency, and Depok City. Data were collected through a questionnaire based on TPACK aspects, namely technological knowledge (TK), pedagogical knowledge (PK), content knowledge (CK), and the integration of all three dimensions (TPACK). The data were analyzed using statistical techniques to assess teachers' readiness for integrating technology into the learning process. Findings: The findings reveal that many teachers demonstrate strong readiness in content and pedagogical knowledge. However, there is a notable gap in their mastery of technology and its application in teaching. Age, teaching experience, and access to technology training significantly influence teachers' readiness to implement the TPACK framework. Conclusion: The study concludes that while teachers possess an adequate understanding of pedagogy and content, there is a pressing need to enhance their technological skills through ongoing training and support. The implications of this study emphasize the importance of developing training programs to improve technology-related competencies for kindergarten/PAUD teachers. Such initiatives are crucial to fostering innovative teaching practices that align with the demands of modern education. Keywords: teacher readiness, pedagogy integrated technology, TPACK, education early childhood.DOI: http://dx.doi.org/10.23960/jpp.v14.i3.2024149
The Impact of Principal’s Leadership Style on Teachers’ Work Ethic and Professional Competence Herlinda Purnama; Nur Hayati
Jurnal Pendidikan Progresif Vol 14, No 3 (2024): Jurnal Pendidikan Progresif
Publisher : FKIP Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

The Influence Of The Principal's Leadership Style On The Work Ethic And Professional Competence Of Teachers. Objectives: This study investigates the influence of the principal’s leadership style on the work ethic and professional competence of teachers in selected schools. The research focuses on three leadership styles: transformational, transactional, and democratic, analyzing their respective impacts on teacher performance. Methods: A quantitative approach was employed, using a survey method to collect data from 100 teachers at Kabupaten Sleman Yogyakarta. Correlation and regression analyses were conducted to examine the relationships between leadership styles and the two dependent variables: teacher work ethic and professional competence. Findings: The findings reveal that transformational leadership has the strongest positive effect on both work ethic and professional competence, with significant correlations and high regression values. Democratic leadership also showed a positive influence, promoting collaboration and teacher empowerment. However, transactional leadership had a comparatively weaker impact, focusing primarily on short-term compliance rather than fostering long-term growth. Conclusion: These results suggest that school principals should adopt transformational and democratic leadership styles to enhance teacher performance and create a motivating and supportive work environment. This research contributes to the broader understanding of educational leadership and its role in shaping teacher behavior, offering practical recommendations for improving school leadership practices. Keywords: principal leadership style, transformational leadership, transactional leadership.DOI: http://dx.doi.org/10.23960/jpp.v14.i3.2024140
The Effect of Resilience and Digital Capabilities on Students’ Adaptability to Change Moderated by Organizational Learning Hartanti, Jahju; Winarno, Adi; Prayogo, Prayogo; Charamba, Erasmos
Jurnal Pendidikan Progresif Vol 14, No 3 (2024): Jurnal Pendidikan Progresif
Publisher : FKIP Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Exploring Moderating Role of Organizational Learning in Enhancing Adaptability to Change Through Resilience and Digital Capabilities. Objective: To determine the effect of final year student resilience and digital capabilities on adaptability to change for technology advancement which is moderated by organizational learning. Method: This research was done using a quantitative approach with a survey method. The study population were final-year students from various faculties at a public university, the sample tehnique was random sampling and the number of selected samples was 300 respondents. Questionnaires were used to collect data from research participants. The data were analyzed using moderate regression analysis (MRA) using SPSS. Findings: Resilience has a positive and significant effect on adaptability to change, digital capabilities have a positive and significant effect on adaptability to change. Organizational learning moderates the influence of resilience on adaptability to change. Furthermore, the organizational learning also moderates the effect of digital capabilities on adaptability to change. Conclusion: These findings imply that HEI prioritize programs that bolster students' resilience and digital skills to improve adaptability to change. Organizational learning should be recognized as a key factor that strengthens the impact of resilience and digital skills on adaptability Keywords: adaptability to change, digital capability, higher education institution, organizational learning, resilience.DOI: http://dx.doi.org/10.23960/jpp.v14.i3.2024108
Level of Difficulties of Working Solo Parents in Balancing Work and Child’s Education Maro, Crisel Ermino; Estaras, Chloe Ann Donguez; Ermino, Ada Katherine Gonzales; Lelis, Meldred Jongco; Barola, Rene Cabrea
Jurnal Pendidikan Progresif Vol 14, No 3 (2024): Jurnal Pendidikan Progresif
Publisher : FKIP Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Level of Difficulties of Working Solo Parents in Balancing Work and Child’s Education. Objectives: The study determined the level of difficulties of working solo parents in balancing work and child's education. Specifically, this made an inquiry on the  demographic profile of solo parents, child's educational activities they participated as well as their level of difficulty in balancing work and child's education. An output was made based on the result of the study.  Methods: Descriptive quantitative research method using survey through the use of survey-questionnaire with with 5-point Likert Scale,unstructured interview and data analysis were used with 25 working  solo parents as respondents.Frequency count, percentage, weighted mean and mean were used as statistical tools. Findings: It showed that most of the working solo parents were 31-40 years of age, females,working as housemaids,and attended Homeroom PTA Meetings.Moreover,they participated and attended different child’s educational activities. However, they had difficulty in participating the various child’s activities evident in the overall mean which was 2.76  interpreted as Moderate Difficulty.Conclusion: Ages 31- 40 were equipped in supporting their kids. Females had high propensity of being working solo parents as  housemaids which offered them steady income and job security. In addition, the working solo parents actively attended mandatory or required educational activities for their children.Due to their moderate difficulty in participating nemrous child’s school activities, a Solo Parent Self-Management Enhancement Plan was made as  output of the study. Keywords: working solo parents, solo parents, balancing work and child’s education, education.DOI: http://dx.doi.org/10.23960/jpp.v14.i3.2024131
How Economics-Socio-Cultural Status affect Indonesian Students’ Performance in Mathematics? an Insight from PISA 2012-2022 Setiawan, Ezra Putranda; Kismiantini, Kismiantini; Montesinos-López, Osval A.
Jurnal Pendidikan Progresif Vol 14, No 3 (2024): Jurnal Pendidikan Progresif
Publisher : FKIP Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

How Economics-Socio-Cultural Status affect Indonesian Students’ Performance in Mathematics? an Insight from PISA 2012-2022. To date, the average mathematics performance of Indonesian students in PISA tends to be unchanged, and lower than that of OECD countries. However, PISA participants in Indonesia consist of students from five to six different grades. Objectives: This research aims to determine how Economic-Socio-Cultural Status (ESCS) and student grades influence Indonesian students' mathematics performance. Methods: We apply a quantitative approach using multiple linear regression analysis methods using the PISA 2012, 2015, 2018, and 2022 datasets. In this analysis, we also use the weight of each sample and the overall plausible value for mathematics performance. Findings: we found a significant relation between education level and ESCS regarding students' overall mathematics performance in PISA from 2012 to 2022. The interaction coefficient increases as the level increases from grade 8 of junior secondary school to grade 11. Conclusion: ESCS has a contribution to the diversity of students' mathematics performance at the same grade. From 2012 to 2022, the relative position of Indonesian students' ESCS compared to all participant has declined, although its influence on student mathematics performance tends to decline. Keywords: PISA, mathematics, Indonesia.DOI: http://dx.doi.org/10.23960/jpp.v14.i3.2024122
Development of Sex Education Model to Reduce Sexual Violence Cases in the Higher Education Santosa, Donald Samuel Slamet; Sihombing, Lambok Hermanto
Jurnal Pendidikan Progresif Vol 14, No 3 (2024): Jurnal Pendidikan Progresif
Publisher : FKIP Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Development of Sex Education Model to Reduce Sexual Violence Cases in the Higher Education. Objectives: Sexual violence is a strategic problem in Indonesia. According to data from the Ministry of Women's Empowerment and Child Protection, from January 1 to June 20 2023 there have been 5,053 cases. Sexual violence occurs in the world of education, including universities. The aim of this research is to develop sex education model to reduce cases of sexual violence in higher education. Methods: This research is Research and Development (R&D) which uses the ADDIE (Analyze, Design, Develop, Implementation and Evaluation) development model. The model that has been developed was tested using the Kurt Lewin technique on 30 students. The success of the model is measured using an instrument in the form of a questionnaire and analyzed descriptively. Findings: The results of this research is sex education model that has been effectively tested in reducing cases of sexual violence in higher education in the form of courses subject equivalent to 2 credits. There are several things in this model, namely learning outcomes, discussion topics and syllabus, teaching materials and resources, evaluation tools, and instructions for use. The model package that has been formed is then tested using Kurt Lewin's action research model. Conclusion: The result of this research show that this sex education model is effective in reducing cases of sexual violence in higher education. Keywords: sexual violance, sex education, higher education.DOI: http://dx.doi.org/10.23960/jpp.v14.i3.2024113
Dialogic Reading Method in Improving The Understanding of Emotion on Children 4-6 Years Old Nurvinkania, Ayu Aulia; Salim, Rose Mini Agoes
Jurnal Pendidikan Progresif Vol 14, No 3 (2024): Jurnal Pendidikan Progresif
Publisher : FKIP Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Dialogic Reading Method in Improving The Understanding of Emotion on Children 4-6 Years Old. Objectives: The purpose of this study was to examine how effectively the dialogic reading approach helped children aged 4 to 6 understand emotions. Methods: A sample of 25 participants was used in a pretest-posttest design. Pons and Harris (2004) evaluated emotional comprehension using the Test of Emotional Comprehension (TEC). Children's pretest, posttest, and one-week follow-up posttest findings were included in the research data. The data was analyzed using the Wilcoxon signed-rank test. Findings: after the dialogic reading intervention, there was a significant improvement in emotional understanding scores. Compared to the pretest, the average posttest score (5.68) was higher.   Additionally, the average score on the posttest after a week was 6.52. This study revealed a variety of remarkable conclusions about the dialogic reading intervention. Certain aspects of the CROWD reading strategies Complete questions, Repeat questions, Open-ended questions, WH questions, Distancing questions, and unique prompts showed greater levels of interest than others. For example, WH and open-ended questions were very engaging and encouraged children to elaborate on their experiences and provide answers. Children also gave thoughtful answers that differed from the set responses.   These answers point to a more nuanced comprehension of emotions and raise the possibility that the TEC is not fully capable of handling a range of responses. Social connections and interpersonal processes shape the children's experiences and statements. Conclusion: The dialogic reading intervention is effective in enhancing emotional understanding in 4- to 6-year-old children. The findings of this study can serve as a valuable reference for educators and parents in developing intervention programs to support children's emotional development. Keywords: dialogic reading, emotion comprehension, emotion understanding, early childhood.DOI: http://dx.doi.org/10.23960/jpp.v14.i3.2024145
The Role of Social Studies Education toward Students’ Readiness in Facing Globalization: Social Skills as Moderating Factor Dina, Anggit Maulud; Widiastuti, Anik; Sudrajat, Sudrajat
Jurnal Pendidikan Progresif Vol 14, No 3 (2024): Jurnal Pendidikan Progresif
Publisher : FKIP Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

The Role of Social Studies Education towards Students’ Readiness in Facing Globalization: Social Skills as Moderating Factor. Objective: This study aims to determine the role of social studies education in students' readiness to face globalization through social skills. Methods: This study used a quantitative approach, utilizing data from 40 junior high school students.   Data was collected through a questionnaire using Google Forms on the role of social studies education in preparing students to face globalization through social skills. The data was analyzed using the Structural Equation Modeling -Partial Least Square (SEM-PLS) statistical testing method to construct four latent variables: social studies learning, social skills, globalization readiness, and attitudes toward adversity and globalization. Findings: SEM analysis indicates that Social Education directly influences social skills. Conversely, social skills directly impact preparation and attitudes toward difficulties and globalization. Social skills modulate the learning of Social Studies regarding attitudes towards difficulties and globalization, but do not influence the readiness for facing globalization in Social Studies learning. Conclusion: This study implies that globalization significantly influences social studies education, necessitating the cultivation of new social skills and competencies to equip students and instructors for a globally interconnected environment. This include promoting critical thinking, cultural understanding, and adaptation to manage the intricacies of global integration. Keywords: social sciences, social skills, education, globalization.DOI: http://dx.doi.org/10.23960/jpp.v14.i3.2024136
Cultural Barriers in Implementing the Original Method of Suggestopedia in the Tefl Fitri, Trie Eka; Setiyadi, Agustinus Bambang; Sukirlan, Muhammad
Jurnal Pendidikan Progresif Vol 14, No 3 (2024): Jurnal Pendidikan Progresif
Publisher : FKIP Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Cultural Barriers in Implementing the Original Method of Suggestopedia in the TEFL. Objectives: The study examines whether the previous studies conducted by Indonesian researchers applied the original Suggestopedia teaching procedure developed by Professor Lozanov or the modified ones through the implementation of two main characteristics of the original Suggestopedia in the teaching procedures which are fictitious identity and classical music. Methods: This study uses the qualitative library method which combines data taken from books, reputable indexed international journals, and articles, as the source of data reference. The collected data has been analyzed qualitatively through peer correction among the researchers regarding the topic of investigating the originality of the Suggestopedia method used by Indonesian researchers in previous studies. Findings: The results and findings show that previous research conducted by Indonesian researchers applied the modified Suggestopedia, not the original one due to the difficulties of adjusting the original Suggestopedia method to the time, curricula, and concepts of Indonesian pedagogy. Conclusion: The difficulties reflect the cultural barriers of views, beliefs, and attitudes in implementing original Suggestopedia as a set of TEFL methods in Indonesian pedagogy.Keywords: suggestopedia, indonesian pedagogy, second language acquisition, cultural barriers in TEFL.DOI: http://dx.doi.org/10.23960/jpp.v14.i3.2024104

Page 3 of 5 | Total Record : 49

 1   2   3   4   5 

Filter by Year

2024 2024


Reset
Filter By Issues
All Issue Vol 15, No 4 (2025): Jurnal Pendidikan Progresif Vol 15, No 3 (2025): Jurnal Pendidikan Progresif Vol 15, No 2 (2025): Jurnal Pendidikan Progresif Vol 15, No 1 (2025): Jurnal Pendidikan Progresif Vol 14, No 3 (2024): Jurnal Pendidikan Progresif Vol 14, No 2 (2024): Jurnal Pendidikan Progresif Vol 14, No 1 (2024): Jurnal Pendidikan Progresif Vol 13, No 3 (2023): Jurnal Pendidikan Progresif Vol 13, No 2 (2023): Jurnal Pendidikan Progresif Vol 13, No 1 (2023): Jurnal Pendidikan Progresif Vol 12, No 3 (2022): Jurnal Pendidikan Progresif Vol 12, No 2 (2022): Jurnal Pendidikan Progresif Vol 12, No 1 (2022): Jurnal Pendidikan Progresif Vol 11, No 3 (2021): Jurnal Pendidikan Progresif Vol 11, No 2 (2021): Jurnal Pendidikan Progresif Vol 11, No 1 (2021): Jurnal Pendidikan Progresif Vol 10, No 3 (2020): Jurnal Pendidikan Progresif Vol 10, No 2 (2020): Jurnal Pendidikan Progresif Vol 10, No 1 (2020): Jurnal Pendidikan Progresif Vol 9, No 2 (2019): Jurnal Pendidikan Progresif Vol 9, No 1 (2019): Jurnal Pendidikan Progresif Vol 8, No 2 (2018): Jurnal Pendidikan Progresif Vol 8, No 1 (2018): Jurnal Pendidikan Progresif Vol 7, No 2 (2017): Jurnal Pendidikan Progresif Vol 7, No 1 (2017): Jurnal Pendidikan Progresif Vol 6, No 2 (2016): Jurnal Pendidikan Progresif Vol 6, No 1 (2016): Jurnal Pendidikan Progresif More Issue