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 35 Documents
 1   2   3   4 
Search results for , issue "Vol 15, No 3 (2025): Jurnal Pendidikan Progresif" : 35 Documents clear
Development of Canva-Based SUKA SASA Interactive Multimedia to Improve Elementary School Early Reading and Numeracy Skills Wijayanto, Zainnur; Rochmiyati, Siti; Hidayat, Rosidah Alim; Asmi, Yuni Karsih
Jurnal Pendidikan Progresif Vol 15, No 3 (2025): Jurnal Pendidikan Progresif
Publisher : FKIP Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/jpp.v15i3.pp1474-1496

Abstract

Development of Canva-Based SUKA SASA Interactive Multimedia to Improve Elementary School Early Reading and Numeracy Skills. Technological developments encourage innovations in learning media that can facilitate the delivery of material and create more engaging learning experiences. This study aims to describe the results of the analysis of teachers’ and students’ needs, as well as to test the feasibility and effectiveness of Canva-based SUKA SASA interactive multimedia in improving the early reading and numeracy skills of first-grade elementary school students. The research employed a research and development (R&D) approach using the ADDIE (Analysis, Design, Development, Implementation, Evaluation) model. The study involved 65 first-grade elementary school students in Karanganyar Regency selected by purposive sampling. Data collection techniques included interviews, observations, and learning outcome tests on early reading and foundational numeracy skills. The data were analyzed quantitatively using descriptive statistics and inferential testing, and were also supported by qualitative analysis. The findings show that the developed Canva-based SUKA SASA multimedia is valid, feasible, and effective in improving both early reading and foundational numeracy skills. The media's feasibility was supported by expert assessments: media experts (80.60%), material experts (95.40%), practitioner experts (95.40%), and positive student responses (84.38%), all of which indicate that the media is classified as very feasible. The effectiveness test yielded a significance value of 0.000, indicating a significant improvement in learning outcomes after using the media. The effect size test result was 1.39, showing a strong impact. Therefore, Canva-based SUKA SASA interactive multimedia is effective in supporting first-grade students' literacy and foundational numeracy skills. The integration of visual and interactive technology, such as Canva, can be an innovative strategy in fostering active, enjoyable, and meaningful learning. Keywords: early reading skills, foundational numeracy skills, interactive multimedia, addie, elementary school.
Unpacking Student Entrepreneurial Success: The Strategic Role of Entrepreneurial Character and Organizational Culture Mulyono, Kemal Budi; Rahman, M. Fathur; Daud, Noorzaidi Mohd
Jurnal Pendidikan Progresif Vol 15, No 3 (2025): Jurnal Pendidikan Progresif
Publisher : FKIP Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/jpp.v15i3.pp1497-1517

Abstract

Unpacking Student Entrepreneurial Success: The Strategic Role of Entrepreneurial Character and Organizational Culture. Objective: High entrepreneurial orientation does not guarantee student entrepreneurial success, particularly in Global South contexts, where institutional resource gaps and neglected learning mechanisms often undermine entrepreneurial outcomes. This study fills the gap by integrating the Resource-Based View and Entrepreneurial Learning Theory to explain how entrepreneurial orientation impacts student entrepreneurial success within the Indonesian higher education ecosystems. Method: A quantitative approach, employing a cross-sectional survey design, was utilised, with Likert-scale questionnaires distributed to purposively selected student entrepreneurs. Moderating Partial Least Squares Structural Equation Modeling was applied to analyse data from 180 respondents, examining both direct and moderating effects. Result: The findings show that entrepreneurial orientation has a significant impact on entrepreneurial success, emphasizing the strategic role as a valuable intangible resource.  Among all moderating effects tested, Organizational Culture exerts the most decisive impacts (β = 0.277), compared to Entrepreneurial Characteristics (β = 0.215), underscoring how embedded cultural values critically shape the potency of entrepreneurial orientation on student success. Entrepreneurial characteristics, such as confidence, perseverance, and innovativeness, positively influence outcomes by strengthening entrepreneurial capabilities through learning processes. Organizational culture also emerges as a critical factor shaping entrepreneurial achievements. Notably, interaction effects show that entrepreneurial characteristics and organizational culture significantly moderate the relationship between entrepreneurial orientation and business performance. Conclusion: This study advances theoretical insights by integrating the Resource-Based View and Entrepreneurial Learning Theory. It conceptualises learning as a capability-based mechanism through which internal resources are activated, configured, and deployed, transforming entrepreneurial orientation into actionable competencies that foster student success in constrained institutional settings. This approach offers practical implications for universities seeking to cultivate effective entrepreneurial ecosystems in emerging economies. Keywords: student entrepreneurship, entrepreneurial orientation, organizational culture, emerging economies, higher education, resource-based view, entrepreneurial learning theory.
Harnessing Digital Technology for Contextual Learning of Local Social Issues: A Systematic Literature Review Azahari, Abd Rahman; Haridison, Anyualatha
Jurnal Pendidikan Progresif Vol 15, No 3 (2025): Jurnal Pendidikan Progresif
Publisher : FKIP Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/jpp.v15i3.pp1518-1542

Abstract

Harnessing Digital Technology for Contextual Learning of Local Social Issues: A Systematic Literature Review. Objectives: This study explores the use of digital technologies in enhancing contextual learning, focusing on their role in addressing local social issues. The research aims to synthesize current literature to identify trends, technological tools, pedagogical frameworks, challenges, and provide recommendations for optimizing the integration of educational technologies in locally relevant learning environments. Methods: Firstly, to use a systematic literature review (SLR) of 27 peer-reviewed studies from the Scopus database, published between 2016 and 2025. Secondly, by following PRISMA 2020 guidelines, the evaluation identifies trends in digital technologies, such as Virtual Reality (VR), mobile learning platforms, and geolocation tools, across various educational contexts. The review assessed the pedagogical approaches and the challenges faced in utilizing these technologies and their social impact. Results: The results highlight a growing use of digital technologies to address local social issues, with significant applications in environmental sustainability, cultural preservation, and healthcare. At the same time, the review reveals a direct relationship between challenges such as gaps in digital infrastructure, limited digital literacy, and the ineffective use of technology in education. These barriers hinder the full potential of digital tools, despite their effectiveness in place-based learning. The study emphasizes that their contextual relevance and cultural sensitivity heavily influence the effectiveness of digital tools. Conclusion: Digital technologies can significantly enhance contextual learning and engage students in solving local social issues. However, future research should focus on bridging the digital divide, creating culturally relevant tools, and promoting co-design processes with local communities, educators, and policymakers to maximize potential. Collaborative efforts should prioritize sustainable and adaptive digital learning solutions that are contextually grounded and technologically accessible. Keywords: digital technologies, contextual learning, educational technology, social issues, digital literacy.
Effectiveness of Flipped Classroom Model on EFL Students' English Proficiency: A Meta-Analysis Study Muabidah, Umi; Rozal, Edi; Andriani, Reni
Jurnal Pendidikan Progresif Vol 15, No 3 (2025): Jurnal Pendidikan Progresif
Publisher : FKIP Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/jpp.v15i3.pp1543-1557

Abstract

Effectiveness of Flipped Classroom Model on Students' English Language Ability: A Meta-Analysis Study. Various studies have attempted to examine the impact of using flipped classrooms on students' English language skills at various levels of education in Indonesia. However, the conclusions of these studies are heterogeneous. Objective: This study aims to analyze the effectiveness of flipped classrooms in English learning compared to traditional models. Method: The research method used is meta-analysis. A total of 20 primary studies published between 2019-2024 were included in this meta-analysis. Findings: The result of the combined effect size analysis using the random-effect estimation model is g = 0.80 (p < 0.05). This value indicates that flipped classrooms have a large and significant impact on students' English skills compared to traditional models. In addition, the analysis of moderator variables shows that the effectiveness of flipped classrooms on students' English skills differs based on educational level (Qb = 16.46; p < 0.05), experimental class capacity (Qb = 26.14; p < 0.05), and type of ability measured (Qb = 76.11; p < 0.05). Conclusion: The findings confirm that flipped classrooms have a significant impact on students' English language skills compared to traditional models. This effectiveness depends on the context, such as educational level, class capacity, and types of skills being measured. Therefore, these results highlight the need to adjust the instructional design of flipped classrooms based on student characteristics, class size, and learning focus. These findings provide direction for educators to be more careful in designing flipped classroom-based learning and encourage researchers to develop further studies that consider contextual variables to produce more effective implementations in various educational settings. Keywords: english, flipped classroom model, meta-analysis, effect size.
Mapping ASEAN Research Trends on Digital Parenting and Digital Literacy Lukitowati, Suci; Paramita, Eka Putri; Triansyah, Andika
Jurnal Pendidikan Progresif Vol 15, No 3 (2025): Jurnal Pendidikan Progresif
Publisher : FKIP Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/jpp.v15i3.pp1653-1669

Abstract

Mapping ASEAN Research Trends on Digital Parenting and Digital Literacy. Objectives: This study aims to map research trends on digital parenting and digital literacy in the ASEAN region during 2020–2024, identifying publication growth patterns, leading contributors, dominant themes, and existing research gaps.  Methods: A bibliometric approach was employed to analyze documents retrieved from the Scopus database, focusing on publications addressing parental roles, digital literacy, and children's education. Data were processed using Biblioshiny and VOSviewer to examine publication types, author collaboration, geographic distribution, and keyword co-occurrence for thematic mapping. Findings: A total of 387 documents were analyzed based on annual growth, types of publications, author collaboration, geographical distribution, frequently occurring keywords, and the most highly cited articles. The findings indicate a significant increase in the number of publications, particularly in 2024. Indonesia emerged as the leading contributor, followed by Malaysia and Thailand. Keyword analysis revealed that terms such as digital literacy, students, e-learning, and media literacy dominated the literature. Keyword analysis showed an early dominance of digital literacy (344 occurrences), students (43), and e-learning (36), later shifting to media literacy (17), disinformation, and fake news, indicating a shift from technical online learning topics to important digital parenting issues. Despite the positive growth, international collaboration and systematic review publications remain limited. Conclusion: This study provides insights into the thematic evolution and identifies research gaps in the ASEAN region, highlighting the need for specific actions such as establishing ASEAN-wide research networks, developing culturally adapted parental digital literacy training, and promoting collaborative systematic reviews to strengthen evidence-based policies. These findings are expected to provide a foundation for creating a sustainable family digital literacy ecosystem in the digital transformation era.Keywords: digital parenting, digital literacy, media literacy, ASEAN.
Comparative Analysis of Elementary Mathematics Textbooks on Geometry in Indonesia and the United States Puspitaningrum, Rifky; Purnomo, Yoppy Wahyu
Jurnal Pendidikan Progresif Vol 15, No 3 (2025): Jurnal Pendidikan Progresif
Publisher : FKIP Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/jpp.v15i3.pp1579-1603

Abstract

Comparative Analysis of Elementary Mathematics Textbooks on Geometry in Indonesia and the United States. Objectives: This study aims to describe a comparison between elementary mathematics textbooks from Indonesia and the United States, focusing on geometry content. The analysis covers mathematical content based on Van Hiele’s levels of geometric thinking and Gracins’ framework, including mathematical activities, task complexity levels, response formats, and contextual features. Methods: A qualitative approach was employed, using coding and content recording techniques on Indonesian mathematics textbooks (Matematika SD/MI) and the Go Math! series from the United States across all elementary grade levels. Horizontal and vertical analyses were conducted. Inter-rater reliability was tested using Fleiss’ Kappa via JASP software, yielding high agreement levels ranging from "almost perfect" to "substantial" across all dimensions. Findings: The results indicate that Go Math! has a greater number of pages, emphasizes reasoning and conceptual connections, and is dominated by closed-ended tasks. Indonesian textbooks tend to focus more on geometric shapes and properties, with a stronger presence of realistic contextual applications. Notably, there is no geometry content in Go Math! Grade 6 (2023 edition). Conclusion: This study contributes to the international discourse on textbook design and curriculum policy. The comparison reveals differing instructional approaches to geometry between developing and developed countries. The applicability of the Van Hiele and Gracins’ frameworks across educational contexts is affirmed. Differences in contextual features also highlight the influence of local culture on mathematical content presentation. The absence of geometry in the final elementary grade in the U.S. curriculum points to a potential learning gap. This study recommends the development of more progressive mathematics textbooks that include varied activities, open-ended tasks, and meaningful contexts. It also encourages further comparative research across different content domains as a foundation for global mathematics education reform. Keywords: textbook research, mathematics, geometry, indonesia, united states.
Islamic Education Development Prospects: Study of The Future and Its Challenges Muthmainnah, Sitti; Bachtiar, Fauziah; Yassin, Abdulnassir; Sulistyowati, Endang
Jurnal Pendidikan Progresif Vol 15, No 3 (2025): Jurnal Pendidikan Progresif
Publisher : FKIP Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/jpp.v15i3.pp1604-1619

Abstract

Islamic Education Development Prospects: Study of The Future and Its Challenges. Objective: This study aims to analyze the various multidimensional challenges in the development of Islamic Education and offer strategic solutions that are transformative, not merely adaptive. Method: This study used a qualitative approach with a systematic literature review method, by collecting and analyzing literature from reputable journals, scientific books, and relevant reports, both national and international. The literature was selected through strict inclusion and exclusion criteria, covering publications from 2015 to 2024 and relevance to the development of Islamic education. Findings: This study reveals seven main challenges that hinder the development of Islamic Education, namely inconsistency with future needs, negative public perception of graduates, low achievement of eight national education standards, technological disruption and the Society 5.0 era, low digital literacy of educators, a non-contextual curriculum paradigm, and weak character education. These seven challenges are systemically interrelated and demand integrated solutions. The curriculum relevance crisis demands competency-based and integrative reform, the technology gap demands the integration of AI and contextual digital learning, and negative public perception demands performance-based communication strategies and multi-stakeholder collaboration. The innovative solutions offered include the development of a curriculum based on 21st-century values and competencies, the integration of technology and personalized learning, character strengthening based on local wisdom, institutional rebranding through multi-stakeholder collaboration, and partnerships between Islamic educational institutions and the industrial and community sectors. Conclusion: This study confirms that the future development of Islamic education must be rooted in a critical awareness of global dynamics, accompanied by progressive and contextual strategies. These findings provide a conceptual framework that can serve as a foundation for Islamic education reform that not only maintains Islamic identity but also strengthens the readiness of the Muslim generation to respond to future challenges in a visionary and competitive manner. Keywords: islamic education, challenges, solutions, future.
Ethnomathematics of Samin Tribe's Culture: An Approach to Instructional Mathematics Learning Novianti, Dwi Erna; Zaenuri, Zaenuri; Wardono, Wardono; Sugiman, Sugiman
Jurnal Pendidikan Progresif Vol 15, No 3 (2025): Jurnal Pendidikan Progresif
Publisher : FKIP Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/jpp.v15i3.pp1620-1639

Abstract

Ethnomathematics of Samin Tribe's Culture: An Approach to Instructional Mathematics Learning. Objectives: This study aims to explore the ethno-mathematics of the Samin tribes’ culture that is applied in the form of mathematics instrumental questions on data analysis and probability materials in statistics. Method: This research applied a qualitative research design of an ethnographic approach. Ethnography is an approach that utilizes various data collection techniques, such as observation and interviews, which are complemented by the direct involvement of the researchers to gain a deep understanding of their participants. The data collection techniques used were direct observation and in-depth interviews. Data analysis was carried out qualitatively through three main stages, namely data reduction, data presentation, and drawing conclusions. The data presented are the results of observations related to the Samin tribe culture, which are then analyzed for the mathematical elements contained in the culture to be presented in the form of an instrumental question. Findings: The results of the exploration of ethnomathematics in the Samin tribe revealed cultural elements in the form of objects and non-objects. The Object elements are in the form of gamelan, udheng samin, and batik samin. While non-object elements are cultural practices in the form of the tradition of “Petung”. The corresponding forms of mathematical connections are mathematical concepts related to geometry, algebra, statistics, probability, combinations, and permutations. Conclusion: Based on the results of the exploration, a set of questions related to the Samin tribes’ culture was produced on the topic of Data analysis and Probability (statistics) for junior high school students. These questions can be applied or implemented in the mathematics learning process, so that mathematics learning based on this culture adds another value of knowledge for the students, instead of mathematics itself. The results of this research are in the form of question prototypes that potential to be developed and validated further, thus can be applied in the learning process. Keywords: ethnomathematics, samin tribe, question prototypes, mathematics learning.
The Effect of Dynamic Geometry Software-Based Interactive Media with the RME Approach in Improving Critical Thinking on the Rotation Topic Ramidha, Nur Fitriani; Shodikin, Ali; Abdullah, Abdul Halim
Jurnal Pendidikan Progresif Vol 15, No 3 (2025): Jurnal Pendidikan Progresif
Publisher : FKIP Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/jpp.v15i3.pp1640-1652

Abstract

The Effect of Interactive Media Based on Dynamic Geometry Software with the RME Approach on Improving Critical Thinking in Rotation Material. Objectives: The goal of this research is to examine the effect of using interactive media on Dynamic Geometry Software (DGS), like GeoGebra, along with the Realistic Mathematics Education (RME) technique in improving students’ critical thinking on the topic of rotation in geometry. Methods: The study used both a quantitative approach and a quasi-experimental approach. There were 38 students from SMA Negeri 1 Olahraga Sidoarjo in East Java who took part in this study. The experimental class and the control class consist of 19 students each. The experimental group learned with GeoGebra-based interactive media and the RME method, while the control group learned more traditionally without technology and the RME method. A set of validated test questions was administered before and after the intervention to measure students’ critical thinking skills. Results: There was a significant difference between the two groups’ critical thinking skills. Students in the experimental class were much better at understanding, evaluating, and thinking about geometric rotation problems than students in the control class. Combining GeoGebra and RME helped students understand how rotation works in real life and made them more interested, active, and better at understanding, exploring, and using it in a meaningful way. Conclusion: The RME method and GeoGebra helped students think critically about geometry, especially rotation. These results support the idea that using technology in a way that makes learning mathematics more meaningful, like RME, can help students think more deeply. Teachers should think about using these kinds of strategies to help their students learn mathematics better. Keywords: critical thinking, geogebra, quasi-experimental, RME, rotation.
Understanding Students' Creative Processes in Solving Open-Ended Statistical Problems Within a Culturally Responsive Environment Relitasari, Puput; Fashihah, Fashihah; Agustina, Vena; Ainiyah, Qurrotul
Jurnal Pendidikan Progresif Vol 15, No 3 (2025): Jurnal Pendidikan Progresif
Publisher : FKIP Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/jpp.v15i3.pp1558-1578

Abstract

Understanding Students' Creative Processes in Solving Open-Ended Statistical Problems Within a Culturally Responsive Environment. Objectives: This study aims to analyze the creative thinking process in solving open-ended problems through Culturally Responsive Teaching (CRT) based on personal experience using SPSS. Methods: This qualitative case study sample consisted of 26 international students from a mathematics education program. Three subjects were selected by purposive sampling to be interviewed based on flexibility, fluency, and novelty. Data were obtained through tests and interviews (triangulation methods), which were analyzed, included data collection, analysis, research findings, and interpretation based on Wallas' theory (preparation, incubation, illumination, and verification). Findings: The four stages appeared in the creative thinking process of the three subjects, but not linearly. In the preparation, the subject showed the ability to understand the problem based on a learning experience. The incubation is characterized by the exploration of strategies, both technical (A1), contextual (A2), and structural-conceptual (A3). Illumination occurs when subjects discover new connections between methods or unexpected analysis results. In the verification stage, they not only check procedures but also encourage reflection on the meaning of the data. This dynamic shows that creative thinking is cyclical and flexible. In the flexibility, three subjects showed different approaches in combining data visualization and statistical tests, with a tendency to move between stages of thinking. On the fluency, subjects were able to generate multiple problem contexts based on learning experiences, but varied in the depth of reflection and strategy used. There were original reconstructions of ideas and problem structures on the novelty, especially when facing bidirectional data, with meaningful interpretations influenced by their respective learning experiences. The CRT appeared strong in the way subjects connected statistical data with learning experiences. It allows students to strengthen the meaning at each stage of creative thinking. The findings emphasize the importance of CRT to develop contextual creative thinking. Keywords: creative thinking, culturally responsive teaching, open-ended problem, SPSS.

Page 1 of 4 | Total Record : 35

 1   2   3   4 

Filter by Year

2025 2025


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