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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 40 Documents
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Search results for , issue "Vol 15, No 2 (2025): Jurnal Pendidikan Progresif" : 40 Documents clear
Development of an Interactive Multimedia E-Module Based on Everyday-Life Problems to Enhance Science Literacy Competence on the Digestive System Yaqutunnafis, Siti Tsurayya; Prasetyo, Zuhdan
Jurnal Pendidikan Progresif Vol 15, No 2 (2025): Jurnal Pendidikan Progresif
Publisher : FKIP Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/jpp.v15i2.pp832-846

Abstract

Development of an Interactive Multimedia E-Module Based on Everyday-Life Problems to Enhance Science Literacy Competence on the Digestive System. Objectives: This research is motivated by the low level of scientific literacy among junior high school students and can have an impact on low critical thinking, motivation, and lack of awareness of scientific issues. Scientific literacy is one of the essential 21st-century skills that needs to be enhanced within the Merdeka Curriculum. This study aims to develop an e-module integrated with the Problem-Based Learning (PBL) model that is feasible, practical, and effective in improving students' scientific literacy. Methods: This research is an R&D research with ADDIE model. The research subjects involved 65 students who were divided into experimental & control classes, using random sampling techniques. Data collection was carried out through feasibility, practicality, and effectiveness tests, involving two expert lecturers, teachers, and students. Data collection techniques used PG science literacy test questions, and feasibility & practicality questionnaires which were analyzed descriptively, while effectiveness used N-Gain, Manova and effect size tests. Findings: The results of the study show that the developed interactive multimedia e-module was deemed feasible based on expert lecturer evaluations and received positive feedback from teachers. In terms of effectiveness, the improvement in students' scientific literacy achieved a high N-Gain score and a MANOVA result with a significance value greater than 0.05, while the effect size was 0.83. Conclusion: These findings indicate that the interactive multimedia e-module based on the Problem-Based Learning (PBL) model can effectively enhance students' scientific literacy. Keywords: problem based learning, e-module, science literacy.
Effectiveness of the School Literacy Movement Program: An Impact Study Using the Kirkpatrick Model in Kuningan Regency Simorangkir, Melda Rumia Rosmery; Deliviana, Evi
Jurnal Pendidikan Progresif Vol 15, No 2 (2025): Jurnal Pendidikan Progresif
Publisher : FKIP Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/jpp.v15i2.pp868-889

Abstract

Effectiveness of the School Literacy Movement Program: An Impact Study Usiang the Kirkpatrick Model in Kuningan Regency. Objective: This study aims to evaluate the effectiveness of the School Literacy Movement program at the junior high school level in Kuningan Regency, West Java, in response to the province’s low literacy index (39.47% in 2019) and alarming literacy scores in the 2022 Education Report. The evaluation applies the Kirkpatrick Model across four levels: reaction, learning, behavioral change, and final outcomes. Method: The study employs a sequential exploratory mixed methods design. The initial phase involved qualitative data collection through interviews, observations, and document analysis to explore the implementation of School Literacy Movement and the contextual factors influencing its effectiveness. The qualitative findings informed the development of a quantitative instrument, which was distributed to students using purposive sampling in schools with active Guru Penggerak (Education Reform Teachers). Quantitative data were analyzed using path analysis to examine direct and indirect relationships among variables such as literacy comprehension, reading habits, social interaction, school climate, and character development. Integration of qualitative and quantitative data occurred during the interpretation phase to enhance the validity and depth of findings. Findings: The GLS program significantly improved students' literacy comprehension and reading habits. Teacher-student relationships (KHGdS) and peer interactions (HSASD) had a significant positive effect on character development (p = 0.007 and p < 0.001). However, experiences of bullying (FPp) negatively affected the school safety climate (KIKS), although they still influenced student character (p < 0.001). Conclusion: The GLS program is effective in enhancing literacy and character among students. However, creating a safe and supportive school environment remains a critical challenge. This study highlights the need to integrate literacy efforts with emotionally responsive policies, teacher capacity-building, and holistic approaches that prioritize student well-being. Keywords: program evaluation, school literacy movement, kirkpatrick, reading culture, student literacy.
The Role of Mobile Applications in Increasing Digital Literacy Among Students Yayuk, Erna; Ekowati, Dyah Worowirastri; Restian, Arina; Deviana, Tyas
Jurnal Pendidikan Progresif Vol 15, No 2 (2025): Jurnal Pendidikan Progresif
Publisher : FKIP Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/jpp.v15i2.pp800-813

Abstract

The Role of Mobile Applications in Increasing Digital Literacy Among Student. Objective: This study aims to analyze the role of mobile applications in improving digital literacy among students. Digital literacy, which includes the ability to use information technology effectively and safely, is an important skill in the digital era. Methods: This study used a quantitative approach with an experimental design, involving 200 students from Pre-Service Elementary Teacher at Universitas Muhammadiyah Malang. Data was collected through a questionnaire that measured the level of digital literacy of students before and after using education-based mobile applications. Results: The results of the study show that the use of education-based mobile applications can improve students' skills in seeking information, managing digital media, and interacting safely in cyberspace. Students who use applications with interactive features, such as quizzes and learning materials, have experienced significant improvements in their understanding of digital literacy. In addition, student motivation and active involvement were also found to affect the effectiveness of using applications in improving digital literacy. Conclusion: The conclusion of this study is that education-based mobile applications have great potential in improving students' digital literacy. Therefore, the integration of mobile applications in the formal learning process is highly recommended to prepare learners to face the challenges of the ever-evolving digital world. Keywords: mobile applications, digital literacy, students, interactive learning. 
Development of PBL-Integrated Augmented Reality Media to Improve Mutual Cooperation and National Ideology Education Learning Outcome for Fifth-Grade Students Alfinnaja, Navira; Aeni, Kurotul
Jurnal Pendidikan Progresif Vol 15, No 2 (2025): Jurnal Pendidikan Progresif
Publisher : FKIP Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/jpp.v15i2.pp890-907

Abstract

Development of PBL-Integrated Augmented Reality Media to Improve Mutual Cooperation and National Ideology Education Learning Outcome for Fifth-Grade Students. Purpose: The purpose of this study was to develop Augmented Reality media with a Problem Based Learning model to improve the dimensions of mutual cooperation and learning outcomes of fifth grade students at SDN Pandansari 01, Batang Regency, in national ideology education, specifically the material on mutual cooperation in the surrounding environment. Methods: This study used a Research and Development (R&D) approach using the Borg & Gall model for development, which consists of eight stages, namely 1) Potential and problems; 2) Data collection; 3) Product desain validation; 4)Product design validation; 5) Design revision; 6) Product testing; 7) Product revision; 8) Usage testing. Findings: The learning device developed in the form of AR-based flashcards containing examples of mutual cooperation application in the surrounding environment. Evaluation by subject matter experts yielded a a score of 85.4 while media experts scored. 90.2 indicating that the material and media validation results fall into the highly suitable category. Testing was conducted on 31 fifth grade elementary school students, showing a significant increase in the mutual cooperation dimension and students learning outcomes. Statistical analysis based on the t-test showed a result of 0,001, indicating significant effect on the pretest and posttest result. The n-Gain test was 0,71, indicating a high category. Conclusion: The conclusion of this study is that AR-based learning media with PBL model is effective in improve learning outcomes and the application of mutual cooperation in national ideology education. Keywords: augmented reality, mutual cooperation dimension, learning outcomes, national ideology education.
Exploring The Effectiveness of Digital Learning Platforms for Improving Financial Skills: The Case of YouTube Sutirman, Sutirman; Imrona, Wargo; Sholikah, Mar'atus
Jurnal Pendidikan Progresif Vol 15, No 2 (2025): Jurnal Pendidikan Progresif
Publisher : FKIP Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/jpp.v15i2.pp814-831

Abstract

Exploring The Effectiveness of Digital Learning Platforms for Improving Financial Skills: The Case of YouTube. Objective: YouTube is a digital platform that can be used for formal and informal education. Very little research still reveals the use of YouTube as a learning resource in schools for financial management material. Therefore, this research aims to explore using YouTube as a digital learning resource for improving financial ability. Methods: This research uses qualitative and quantitative methods with descriptive statistics. The subjects in this research were teachers and students. Data collection was carried out through questionnaires and interviews to gain a comprehensive understanding of user perceptions and learning outcomes. Findings: Research found that 84% of respondents agreed to use YouTube as a digital learning resource in learning Financial Management material, and 77% believe they can learn more by watching subject-related videos on YouTube than by reading books. In addition, students' responses strongly agreed with using YouTube as a digital learning resource for learning financial management. YouTube stores material in long-term memory, making it easier for students to review the material, so that student understanding increases. The visual and auditory elements of YouTube videos enhance engagement and retention. YouTube is also effective as a digital learning platform for improving financial skills. Teachers also acknowledged that YouTube helps make abstract financial concepts more concrete through visual explanations. Conclusion: So, YouTube has the potential to become an effective digital platform used for learning, particularly in improving students' financial skills. The accessibility, diversity of content, and user-friendly nature of YouTube make it a valuable supplement to traditional learning resources in the digital age. Future research is recommended to explore the long-term impacts of YouTube-based learning on students' financial behaviour. Keywords: digital learning platform, financial ability, youtube.
How is Technology Positioned in the Implementation of SSI-Based Learning? Ariyati, Eka; Yokhebed, Yokhebed; Marlina, Reni
Jurnal Pendidikan Progresif Vol 15, No 2 (2025): Jurnal Pendidikan Progresif
Publisher : FKIP Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/jpp.v15i2.pp1207-1219

Abstract

How is Technology Positioned in the Implementation of SSI-Based Learning? Objectives: Socio-Scientific Issues (SSI)-based learning is an educational approach that combines scientific content with ethical, social, and real-world issues. This learning model is significantly influenced by technology, which enhances student engagement, facilitates access to a variety of information sources, and offers interactive and immersive experiences. This research endeavors to conduct a comprehensive analysis of the position of technology in SSI-based learning, with a particular emphasis on its functions, forms of application, and effects. Methods: The PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analysis) method was employed to conduct the Systematic Literature Review (SLR). Keywords associated with "Social-Scientific Issues" and "technology in education" were implemented during a literature search of Scopus-indexed journals from 2016 to 2025. The initial search identified 399 articles, which were subsequently filtered through the identification, screening, eligibility, and inclusion processes, culminating in 39 eligible articles. Articles published in English, indexed in Scopus, and specifically addressing the intersection of SSI and technology are included in the inclusion criteria. In order to investigate patterns, keyword trends, and thematic clusters, articles were subjected to bibliometric analysis using RStudio–Biblioshiny and VOS viewer. Findings: These findings categorize the role of technology in two main ways: (1) Direct implementation in SSI-based teaching, such as Augmented Reality (AR), Virtual Reality (VR), Artificial Intelligence (AI), web-based platforms, and educational games; and (2) Integration of technology in broader pedagogical approaches, including STEM, STEAM, STS, and Computational Thinking (CT). Conclusion: Technology serves variety functions: it acts as a source of information, a collaborative tool, a platform for virtual experimentation, and a medium for communicating ideas. This review highlights the growing significance of technology in shaping effective, critical, and contextually rich SSI-based learning in the digital age. Keywords: socio-scientific issues (ssi), technology, digital application, systematic literature review.
Students’ Democratic Character and Problem-Solving Ability through Realistic Mathematics Education (RME) at Junior High School Rezeki, Rike Arami; Johar, Rahmah; Usman, Usman
Jurnal Pendidikan Progresif Vol 15, No 2 (2025): Jurnal Pendidikan Progresif
Publisher : FKIP Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/jpp.v15i2.pp1075-1087

Abstract

Democratic Character and Problem Solving Ability Students through Realistic Mathematics Education (RME) at Junior High School. Students' democratic character and problem solving skills are still low. One of the efforts is by implementing the RME approach. This study aims to analyze students' democratic character, students' problem solving ability improvement, and problem solving ability in terms of students' democratic character after learning through the RME. This is the quantitative research with a one group pretest-posttest design. The population in this study was four classes of grade 8 students from one islamic junior high school/madrasah tsanawiyah (MTs) at Takengon, Aceh, Indonesia. The sample technique was simple random sampling. There were 45 students from two of four classes as a sample. The instruments in this study were observation sheets od students democratic character and problem solving test. Data analysis used an percentage of students’ character score, n-gain of students’ problem solving ability, and paired t-test to analyze the increasing of students’ problem solving ability. The results showed that the development of students' democratic character during the learning process through the RME approach was getting better; there was an increase in students' problem solving ability after participating in learning through the RME approach; and students with high and medium problem solving abilities have a good democratic character. The students' democratic character was further developed at the fourth meeting. Students were seen often to give opinions during group discussions, giving opportunities to express opinions for others, daring to respond to their friends' opinions, listening to their friends' opinions well, actively discussing, working on students’ worksheet together, and deliberating to draw conclusions together. Students’ democratic character can be trained through RME which has an impact on increasing their problem-solving ability. Keywords: democratic character, problem solving ability, realistic mathematics education (RME).
Eco-Digital Pedagogy: Current Situation and Its Solution to Enhance Pre-Service Teachers’ Pedagogical Competence Kurniawan, Edi; Akhyar, Muhammad; Muryani, Chatarina; Asrowi, Asrowi
Jurnal Pendidikan Progresif Vol 15, No 2 (2025): Jurnal Pendidikan Progresif
Publisher : FKIP Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/jpp.v15i2.pp927-944

Abstract

Eco-Digital Pedagogy: Current Situation and Its Solution to Enhance Pre-Service Teachers’ Pedagogical Competence. Objective: This study aims to: 1) explore the existing model implemented in the classroom related to pedagogical learning, the use of technology, and environment-based learning; and 2) propose eco-digital pedagogy to improve the competence of 21st-century pre-service (trainee) teachers. Methods: This study was qualitative with didactical research design, focusing on the analysis of the implementation of pedagogical courses at the Geography Education Study Program at Universitas Negeri Semarang (UNNES). The subjects of this research were selected using a purposive technique and consist of twelve students who had completed pedagogical courses. Primary data, collected from interviews, were then complemented with secondary data from previous research, books, and online articles related to implementing eco-pedagogy and digital pedagogy. Findings: The results indicate that pedagogical skills learning, technology utilization, and environment-based learning have been applied, but the intensity, variety of methods, and comprehension are relatively low. Lecturers often underutilize technology as an educational tool and do not fully comprehend the ecological principles underpinning sustainable development. Technology adaptation is limited to the use of LMS, while eco-related materials are minor and not practicable. This condition requires improvement, one of which is through eco-digital pedagogy, a combination based on digitalization and awareness of ecology. It can be implemented through several steps: 1) designing a suitable curriculum, 2) providing adequate facilities, 3) increasing hands-on practice with real and relevant situations, 4) enriching pedagogical learning methods, and 5) utilizing platforms or digital media as a teaching space and a campaign for promoting environmental awareness. Conclusion: Digital and eco-related learnings are found to be minimally implemented, thus the learning outputs are not optimal. Eco-digital pedagogy can be applied to enhance the learning quality of pedagogical courses. Keywords: eco-digital pedagogy, geography trainee teacher, 21st century.
Analyzing the Mathematical Critical Thinking Skills of High School Students in Arithmetic: A Gender Differences Harahap, Putri Ardhanita; Dewi, Rivani Adistia; Purniati, Tia
Jurnal Pendidikan Progresif Vol 15, No 2 (2025): Jurnal Pendidikan Progresif
Publisher : FKIP Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/jpp.v15i2.pp1142-1156

Abstract

Analyzing the Mathematical Critical Thinking Skills of High School Students in Arithmetic: A Gender Differences. Objective: The purpose of this investigation is to evaluate the mathematical critical thinking abilities of senior high school pupils in the field of arithmetic in relation to gender. In particular, it examines the critical thinking patterns of male and female pupils at varying ability levels (high, medium, and low) using four primary indicators: interpretation, analysis, evaluation, and inference. Methods: A qualitative descriptive methodology was implemented. A purposive selection of six tenth-grade students was made from a pool of 31 participants based on the results of an initial critical thinking test. These six pupils represented all three ability categories and both genders. Critical thinking essay assessments, semi-structured interviews, and classroom observations were implemented to accumulate data. The data was analyzed using source triangulation, reduction, and categorization in accordance with Facione's indicators. Findings: The findings indicated that female students exhibited more systematic and circumspect approaches, which led to their success in interpretation and analysis. In contrast, male pupils were more responsive but less meticulous and reflective. In terms of evaluation, the majority of students in all categories did not assess their work, which suggests that they have inadequate metacognitive abilities. Despite the fact that their final answers were accurate, numerous students were unable to articulate explicit conclusions regarding inference. High-ability students exhibited strategic planning and reflective thinking, whereas low-ability students relied on procedural and rote-based methods. Conclusion: The study emphasizes the significance of instructional strategies that are responsive to ability and gender. Integrating mathematical communication, reflection, and explicit training in evaluation and inference are critical components of effective teaching strategies that promote the development of critical thinking. According to the results, female students are more structured and reflective, whereas male students are more evaluative but less quickly. The necessity of instructional designs that are consistent with the unique characteristics of students is suggested by the fact that these differences are influenced by cognitive styles, confidence levels, and learning patterns. Keywords: mathematical critical thinking skills, high school students, gender.
Principal Instructional Leadership and School Well Being as Predictors of Students Learning Readiness in Implementing Five-Day School Policy Rahmatika, Nuniek; Suyatno, Suyatno
Jurnal Pendidikan Progresif Vol 15, No 2 (2025): Jurnal Pendidikan Progresif
Publisher : FKIP Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/jpp.v15i2.pp1011-1024

Abstract

Principal Instructional Leadership and School Well Being as Predictors of Students Learning Readiness in Implementing Five-Day School Policy. Objectives: This study aims to examine the influence of principal instructional leadership and school well-being on students' learning readiness in the context of implementing the five-day school policy in senior high schools. Methods: The study employed a quantitative approach with a correlational design. A total of 125 students from senior high schools in Banyumas Regency were selected using purposive sampling. Data were collected through validated questionnaires measuring instructional leadership, school well-being, and learning readiness. Statistical analysis was conducted using multiple linear regression with SPSS 24.0. Findings: The results indicate that principal instructional leadership has no significant effect on students' learning readiness (t = 0.304; p = 0.762). In contrast, school well-being has a significant positive influence (t = 4.054; p = Conclusion: The findings suggest that school well-being plays a more substantial role in supporting students’ learning readiness than principal instructional leadership within the implementation of the five-day school policy. Efforts to enhance student well-being should be prioritized in policy execution and school leadership practices. Keywords: five-day school policy, instructional leadership, learning readiness, school well-being.

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