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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 103 Documents
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Search results for "teachers" : 103 Documents clear
Recreational Reading Habits of the EFL Pre-Service Teachers in an Indonesian Islamic Higher Education Ruslin, Ruslin; Asmawati, Nur; Thuratham, Wadinlada; Syahid, Ahmad; Tamrin, Mukrim; Syam, Hijrah; Shakti, Tendri Sanna
Jurnal Pendidikan Progresif Vol 15, No 4 (2025): Jurnal Pendidikan Progresif
Publisher : FKIP Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/jpp.v15i4.pp2288-2309

Abstract

Recreational Reading Habits of the EFL Pre-Service Teachers in an Indonesian Islamic Higher Education. Objectives: This study aims to investigate the recreational reading habits of EFL pre-service teachers at Islamic universities, with a focus on the relationship between the duration of recreational reading and academic achievement. Furthermore, this study also examines differences in reading time based on gender, age, level of study, and students' reading preferences. Methods: This research employed a mixed-methods approach through a cross-sectional survey design and case study, involving 56 students from three classes of the English Language Education Study Program at UIN Datokarama Palu. Data were collected through an online survey, semi-structured online interviews, and document analysis. These data were then analyzed using descriptive and inferential statistics, as well as thematic analysis, to explore quantitative patterns and qualitative meanings in depth.­ Findings: The results of the study showed that involvement in recreational reading activities had a very moderate relationship with the academic achievement of the EFL preservice teachers, indicating that although recreation reading may increase their language awareness and learning motivation, its direct impact on academic achievement was still relatively limited. It was found that 50% of the respondents read for less than one hour per week, reflecting low levels of recreational reading engagement. Differences were also evident based on demographics, with female students and younger age groups tending to read more frequently and preferring digital texts and short reading materials such as online stories and motivational content. Despite limited reading time, students who regularly engage in recreational reading demonstrate better academic achievement, wider vocabulary mastery, and positive attitudes towards learning English. Conclusion: This study confirms the importance of recreational reading culture in supporting academic success, independent learning, and long-term intellectual development. Islamic universities are expected to foster a culture of reading for pleasure by integrating it into the curriculum, strengthening library facilities, and utilizing digital platforms. Keywords: pre-service EFL teachers, recreational reading habits, reading for pleasure.
Beyond Curiosity: The Role of Inquisitiveness in Managing Epistemic Uncertainty and Problem-Solving Difficulties among Pre-Service Elementary Teachers Fida Rahmantika Hadi; Mulyadi Mulyadi
Jurnal Pendidikan Progresif Vol 16, No 1 (2026): Jurnal Pendidikan Progresif
Publisher : FKIP Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/jpp.v16i1.pp277-298

Abstract

This study investigates the relationship between inquisitiveness and problem-solving difficulties among pre-service elementary school teachers when solving mathematical problems containing contradictory information. The aim is to identify how different levels of inquisitiveness influence cognitive, metacognitive, and affective difficulties and to provide a deeper explanation of how these difficulties emerge during the reasoning process. A qualitative descriptive case study was conducted with 33 fifth-semester students in the Elementary Teacher Education program at Universitas PGRI Madiun. Data were collected through problem-solving tests, think-aloud, and interviews. Students were categorized into high, medium, and low inquisitiveness groups based on a questionnaire. Data analysis was carried out through coding, reduction, and triangulation across instruments, followed by cross-case comparison to ensure the consistency of themes and strengthen the interpretation of findings. The results showed that inquisitiveness strongly influenced the types and intensity of difficulties. Students with low inquisitiveness often experienced cognitive difficulties, such as reliance on formulas without verification, and affective difficulties, such as nervousness and frustration, which led them to stop. Students with medium inquisitiveness tended to experience metacognitive difficulties, recognizing contradictions but failing to regulate or adjust their strategies. High-inquisitiveness students demonstrated persistence and attempts at verification, although occasional metacognitive challenges still appeared. The study also found that inquisitiveness shaped students’ emotional responses, with higher inquisitiveness associated with greater tolerance for confusion and a stronger willingness to re-evaluate conflicting information. Inquisitiveness plays a critical role in supporting conceptual verification, self-regulation, and emotional resilience when solving mathematical problems with contradictory information. These findings emphasize that inquisitiveness is not merely a cognitive trait but also an affective resource that helps students manage uncertainty. Strengthening this disposition may improve future teachers’ reasoning and their ability to guide students through complex problem-solving situations. Keywords: inquisitiveness, problem solving difficulties, contradictory information, pre-service elementary teachers.
Contextual Knowledge as a Sociocultural Filter in TPACK: Evidence from Pre-service Javanese Language Teachers Nur Hanifah Insani; Lynde Tan
Jurnal Pendidikan Progresif Vol 16, No 1 (2026): Jurnal Pendidikan Progresif
Publisher : FKIP Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/jpp.v16i1.pp299-317

Abstract

This research examines pre-service language teachers' perceptions of technology integration through the Extended Javanese Pre-Service Teacher (X-JPST) model, which focuses on the conceptual role of Contextual Knowledge (XK) as an integral domain extension of the TPACK framework. The participants of this research were 510 pre-service Javanese language teachers from seven universities in Indonesia who had recently completed their field teaching practice course. The research employed a validated structural Likert-scale questionnaire to examine structural relationships using Partial Least Squares Structural Equation Modelling (PLS-SEM). The results show that the Technological Knowledge (TK) variable has the most significant direct influence on TPACK, followed by Technological Pedagogical Knowledge (TPK). While the direct statistical influence of XK is modest, it functions as a mediator that facilitates the application of TK. This study suggests that pre-service teachers' awareness of Javanese sociocultural factors does not directly translate into competence in technology integration. Instead, contextual knowledge operates as a foundational sociocultural filter that shapes how they perceive themselves when using technology to teach Javanese. This key finding underscores that contextual responsiveness in technology integration must be developed through the integration of multiple knowledge domains for it to contribute to their overall TPACK. Keywords: contextual knowledge, Javanese language education, pre-service teachers, technology integration, TPACK.
Attitudes of English as a Foreign Language Teachers and Future Teachers toward Inclusive Education: Unveiling the Certification Paradox Luh Diah Surya Adnyani; Nyoman Sugihartini; Luh Mertasari; Nyoman Karina Wedhanti
Jurnal Pendidikan Progresif Vol 16, No 1 (2026): Jurnal Pendidikan Progresif
Publisher : FKIP Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/jpp.v16i1.pp405-421

Abstract

Teachers' attitudes are among the most significant factors that contribute to the effectiveness of inclusive education practices. Previous studies on attitudes toward inclusive education have not thoroughly examined the three primary components, including gender, age, training, and teaching experience of Indonesian English as a foreign language (EFL) teachers and future teachers, as well as certification of in-service teachers. Therefore, an investigation of the attitudes of EFL teachers and future teachers becomes paramount. The purpose of this study was to examine attitudes, actions, and processes, as well as the factors influencing attitudes toward inclusive education. Using convenience sampling, 147 EFL teachers and future teachers were recruited. This cross-sectional survey design involved online distribution of validated scales during the 2025 academic semester, with informed consent and ethical approval from institutional review boards. Participants completed the Multidimensional Attitudes toward Inclusive Education Scale (MATIES; including cognitive, affective, and behavioral components) and the second dimension of Accessibility, Process, Permanent, and Demanded Training (APTD; focusing on process) scale. The data were analyzed descriptively and using t-tests, one-way ANOVAs, and multiple regression analyses. The attitudes of EFL teachers and future teachers towards inclusive education are generally positive. There is a significant difference between those teachers. Future teachers and young in-service teachers tend to have the most positive attitude toward inclusive education. In addition, there are no statistically significant differences in gender, teaching experience with students with special needs, or training/seminar/course participation. Certified teachers tend to have less positive attitudes, which reflects the certification paradox. Indonesian EFL teachers and future teachers have positive attitudes toward inclusive education. An intensive training program and evaluation of the certification program are recommended to foster the implementation of inclusive education.Keywords: attitudes, inclusive education, EFL teachers, future teachers, certification paradox.
Bridging the Competence Gap: Pedagogical Adaptations of Elementary Teachers in Indonesian Inclusive Classrooms Herlina Febriyani; Suyatno Suyatno; Lukis Alam
Jurnal Pendidikan Progresif Vol 16, No 1 (2026): Jurnal Pendidikan Progresif
Publisher : FKIP Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/jpp.v16i1.pp693-708

Abstract

One of the key indicators of success in the inclusive education process is the response of teachers and its principles. This response is influenced by various factors, such as educational background, experience working with children with special needs, self-confidence in conducting educational activities, and the difficulty level of the children. Therefore, this study aimed to explore teachers' experiences in implementing inclusive practices and adapting pedagogical strategies when teaching children with special needs in elementary schools in a rural area of Indonesia, specifically in the Bengkalis Regency, Riau Province. This qualitative study employed a phenomenological approach, and data were collected through interviews with 10 elementary school teachers from different schools. Data were analyzed using thematic analysis to identify key themes emerging from teachers’ experiences. They had varying ages, educational backgrounds, and teaching experience. The results showed that teachers initially felt confused, tense, and worried about their ability to guide inclusive students. This condition was followed by pressure and diverse student attitudes, which increased stress, sadness, and a desire to give up. However, teachers felt challenged and realized that every child is special, unique, and entitled to receive appropriate educational services. Through reflective practice and collaboration with colleagues, teachers began to develop adaptive strategies, such as differentiated instruction, emotional regulation, and individualized learning support. This study emphasizes that inclusive education in rural areas requires not only emotional readiness but also systemic support for teachers in building confidence and competence to serve diverse learners. Keywords: children with special needs, experience of teachers, inclusive school, phenomenological.
Learning Engagement as the Primary Catalyst for Transforming Social Support into Rural Teaching Commitment Among Prospective Teachers Muhammad Fahmi Johan Syah; Miftakhul Huda; Arief Cahyo Utomo; Gallant Karunia Assidik; Mahaliza Mansor; Hanifah Tria Intan Jelita; Alifa Salsabila; Salma Rahmadhani Puspita Sari
Jurnal Pendidikan Progresif Vol 16, No 2 (2026): Jurnal Pendidikan Progresif
Publisher : FKIP Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/jpp.v16i2.pp773-792

Abstract

This study aims to analyze the prediction of social support role on rural teaching commitment (RTC), with learning engagement as a mediator. The study involved 350 prospective teachers at the undergraduate and professional teacher education (PPG) levels in Indonesia. Data were analyzed using the Partial Least Squares-Structural Equation Modeling (PLS-SEM) approach. The results showed that the majority of respondents had moderate levels of social support, learning engagement, and RTC. Specific findings indicate that emotional support is the most fundamental social support item in forming engagement. The PLS-SEM analysis confirmed the prediction that learning engagement functions as a strong partial mediator. Although social support contributes directly to teaching commitment in remote areas, its influence becomes even more significant when mediated by learning engagement, namely vigor, dedication, and absorption. However, the current RTC component remains dominated by the normative aspect (obligation), indicating a risk of low teacher retention. This study concludes that teacher placement policies cannot rely solely on administrative and normative approaches; they must integrate strengthening the basic capital within prospective teachers with a conducive school and community environment to create a sustainable commitment in rural areas of Indonesia. Furthermore, this study highlights the need for curriculum reform in both undergraduate teacher education and professional teacher education programs. These curricula should be deliberately designed to internalize key dimensions such as social support, learning engagement, and long-term teaching commitment. This can be achieved by integrating structured learning experiences, including community-based teaching practices, reflective activities, mentoring systems, and immersion programs in rural contexts. Such initiatives are expected to not only enhance prospective teachers’ adaptive capacities but also strengthen their emotional attachment, sense of purpose, and resilience in undertaking teaching assignments in underserved areas. Keywords: learning engagement, social support, rural teaching commitment, pre-service teacher, PLS-SEM.
Pioneer Teachers’ Professional Identity Construction: Self-Efficacy and The Praxis Shock of Teachers’ Experiences Siti Nur'Aini; Listyaning Sumardiyani; Panithi Amatayakul; Laily Nur Affini; Nuning Zaidah
Jurnal Pendidikan Progresif Vol 16, No 2 (2026): Jurnal Pendidikan Progresif
Publisher : FKIP Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/jpp.v16i2.pp860-884

Abstract

This study examines the formation of professional identity among teachers who participated in the Pioneer Teacher Program (PT Program) through the lens of self-efficacy and their responses to changes in their environment and mindset. This research used a mixed-methods approach, combining quantitative and qualitative data to provide a comprehensive understanding of their experiences. A total of 89 participants from various regencies were involved, representing a diverse range of backgrounds and teaching contexts. Quantitative data were analyzed using ANOVA to measure the self-efficacy of teachers across the group of pioneer teachers, candidates of pioneer teachers, and instructors of pioneer teachers. The qualitative and other supporting data from interviews, open-ended responses, and the researchers’ notes were analyzed thematically using MAXQDA to gain deeper insights into the teachers’ construction of professional identity. The ANOVA analysis indicates no statistically significant differences across the measured competencies among the groups. The results were informed by evidence that all participants have equally strong backgrounds prior to joining the training program. While pioneer teachers demonstrate moderate to high levels of self-efficacy and digital skills, the formation of their professional identity is shaped more profoundly by mentorship experiences and community engagement. The way teachers changed their mindset in the classroom practice after joining the program, and they started to decompartmentalize their teaching. They transitioned from traditional, content-focused teaching to lead a more student-centered classroom and to adopt approaches that strengthen students’ character. Despite differences in regional contexts, a common theme emerged: participants began to see themselves not just as educators, but as change agents and instructional leaders. The study highlights the importance of systemic support and ongoing professional development in fostering sustainable identity transformation among teacher leaders. Keywords: pioneer teachers, pioneer teachers’ program, professional identity, self-efficacy.
A Comparative Study of Early Childhood Teachers’ Readiness to Implement Inclusive Education in Urban and Rural Indonesia Aufa Wulandari; Riana Mashar; Dewi Eko Wati; Iyan Sofyan; Nordin Bin Mamat; Maria Meredith
Jurnal Pendidikan Progresif Vol 16, No 2 (2026): Jurnal Pendidikan Progresif
Publisher : FKIP Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/jpp.v16i2.pp1197-1217

Abstract

Geographical differences between urban and rural areas are often assumed to influence teachers’ readiness to implement inclusive education for young children. Inclusive education requires teachers to be prepared in terms of knowledge, skills, and attitudes to accommodate the diversity of children’s learning needs. This study aims to analyze and compare the readiness levels of early childhood education (PAUD) teachers to implement inclusive education in these two contexts. The study employs a comparative descriptive design with the population comprising all PAUD teachers in Indonesia. The sample comprised 200 respondents, including 66 teachers from urban areas and 134 from rural areas.  Data were collected using a structured questionnaire that measured three dimensions of readiness, with a reliability coefficient of 0.968, indicating very high internal consistency. Data analysis was conducted using the Mann–Whitney U test to identify differences between groups. As an additional analysis, ANCOVA was performed to examine the effect of age on teacher readiness, and a Chi-square test was conducted to examine the relationship between inclusive education training experience and teachers' readiness category. These findings suggest that geographic location does not significantly influence the level of readiness of early childhood education teachers in implementing inclusive education. Descriptively, teachers in rural areas had a slightly higher mean score (102.79) than those in urban areas (95.84), but the difference was not statistically significant. These results imply that geographical setting does not significantly affect teacher preparedness. ANCOVA results indicated that age had a significant effect on teacher readiness. The Chi-square test also showed no significant association between training participation and teachers' readiness category. Based on these findings, it can be concluded that the readiness of early childhood education teachers for inclusive education is relatively similar in urban and rural areas. This study was limited to measuring differences by geographic context; therefore, other factors that could influence teacher readiness were not analyzed and require further investigation. Kata kunci: early childhood, inclusive education, teacher readiness.
The ‘Utilitarian-Anxiety Paradox’: A TAM-based Analysis of Junior High School English Teachers’ Artificial Intelligence Acceptance Faisal Faisal; Maulida Qurrota A'yunina; Condro Nur Alim; Jiraporn Yiamkhamnuan
Jurnal Pendidikan Progresif Vol 16, No 2 (2026): Jurnal Pendidikan Progresif
Publisher : FKIP Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/jpp.v16i2.pp1130-1155

Abstract

Despite the widespread perception that artificial intelligence (AI) has the potential to transform English teaching, the psychological dimension of teachers’ acceptance, particularly the coexistence of high perceived usefulness and persistent anxiety, remains under-theorized in the Indonesian junior-secondary context. Using the Technology Acceptance Model (TAM), this study aimed to (1) determine the level of AI acceptance among junior high school English teachers in Indonesia and (2) investigate the factors shaping it, especially the proposed ‘utilitarian-anxiety paradox.’ In a quantitative cross-sectional survey, 42 teachers completed a Likert-scale instrument derived from Wang et al. (2021), measuring six TAM constructs: perceived usefulness (PU), perceived ease of use (PEU), self-efficacy (SE), anxiety (AN), attitude toward use (ATU), and behavioral intention (BI). Data were analyzed using descriptive statistics, Pearson correlations, multiple linear regression, and a moderation analysis. Overall acceptance was high (M = 3.96), with PU (M = 4.32) and BI (M = 4.08) rated most positively. At the same time, anxiety remained moderate (M = 3.54), and analysis showed that anxiety did not decrease with teacher perception of AI as more useful or easier to use. A multiple linear regression model explained 70.6% of the variance in behavioral intention (R² = .706, p < .001); emotional comfort (reverse-scored anxiety) was the strongest predictor (β = .427), followed by PU (β = .366) and SE (β = .334). In contrast, PEU was not significant (β = -.105). Although anxiety did not significantly moderate the usefulness–intention relationship overall (p = .13), a simple-slopes analysis indicated that perceived usefulness mattered most when teacher anxiety was high. These findings provide evidence for a ‘utilitarian-anxiety paradox,’ suggesting that positive usability perceptions do not fully account for teachers’ emotional readiness to adopt AI, and call for context-sensitive professional development to build digital resilience in Indonesian secondary settings. Keywords: artificial intelligence acceptance, english teachers, junior high schools.
Sociology Teachers’ Comprehension of Ecological Literacy in Sociology Learning in Senior High Schools in Indonesia: A Critical Pedagogic Study Ghufronudin Ghufronudin; Siany Indria Liestyasari; Atik Catur Budiati; Dwi Astutik; Bagas Narendra Parahita
Jurnal Pendidikan Progresif Vol 16, No 2 (2026): Jurnal Pendidikan Progresif
Publisher : FKIP Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/jpp.v16i2.pp1237-1262

Abstract

Climate change and the rapid acceleration of environmental degradation have underscored the necessity of educational strategies that foster ecological awareness and critical engagement among students. Sociology, a social science discipline that investigates the relationship between society and environmental concerns, offers a strategic framework for integrating ecological literacy. The objective of this investigation is to investigate the perceived comprehension of ecological literacy among Sociology teachers and to investigate the integration of ecological literacy into the teaching of Sociology in senior high schools from the perspective of critical pedagogy. The design of this investigation was mixed-methods. A survey was administered to Sociology instructors to collect quantitative data regarding their perceived comprehension of ecological literacy and its integration into classroom practices. Qualitative data were collected through participative observations, in-depth interviews, focus group discussions, and document analysis of instructional materials and lesson plans. The data were analyzed using descriptive statistics and an interactive qualitative analysis model that included data reduction, data visualization, and conclusion drawing. The veracity of the findings was improved through the triangulation of data sources. The results suggest that the majority of teachers reported a high level of perceived comprehension of ecological literacy and acknowledged its significance in addressing environmental and climate-related challenges. Teachers frequently urged students to critically examine environmental issues, social inequalities, and human-environment interactions. Nevertheless, the analysis of documents and classroom observations demonstrated a discrepancy between the pedagogical implementation and curriculum planning. Despite the inclusion of ecological issues in lesson plans, classroom practices frequently prioritized conceptual comprehension over transformative action. The main challenges that emerged were the insufficient institutional support, limited instructional resources, and restrictions on critical classroom dialogue. The research demonstrates that critical pedagogy offers a valuable framework for integrating ecological literacy into Sociology education by promoting environmental responsibility and critical consciousness. The results are a valuable addition to the ongoing discourse regarding ecological education, curriculum development, and teacher professional development. Future research should investigate instructional strategies that enhance the implementation of ecological literacy and assess their long-term influence on students' ecological awareness and transformative action. Keywords: ecological literacy, critical pedagogy, sociology learning.

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