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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 161 Documents
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Search results for "teacher" : 161 Documents clear
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.
The Dynamics of Teacher and Student Well-Being and Their Influence on Mathematics Well-Being: A Systematic Literature Review Erlin Yuliana; Idat Muqodas; Juntika Nurihsan; Mubiar Agustin; Jelita Anastasia Simbolon; Gerawati Krismonika
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.pp956-973

Abstract

Teacher and student well-being is increasingly regarded as an integral part of healthy and effective mathematics education. Although the concept of well-being in education has developed rapidly, the dynamic and mutually influential relationship between teacher and student well-being, and their synergistic effects on well-being in mathematics learning, remain relatively new areas of research.  This study aims to present a structured synthesis of the latest empirical evidence (2021–2025) regarding the dynamics of the reciprocal relationship between teacher and student well-being, and its contribution to the mathematics learning climate (Mathematics Well-Being). A systematic search was conducted across three databases ScienceDirect, ERIC, and Springer in accordance with the PRISMA 2020 protocol. The search string utilized Boolean operators with the following keywords: (“teacher well-being” OR “teaching well-being”) AND (“student well-being” OR “student wellbeing”) AND (“mathematics education” OR “math well-being” OR “mathematical well-being”). Following a stepwise screening process, 16 empirical articles met the inclusion criteria and were analyzed using thematic synthesis. The synthesis identified three main pathways of reciprocal relationships: emotional, social, and cognitive. Teacher well-being plays an active role in enhancing students’ emotional engagement, motivation, and positive attitudes towards mathematics. Conversely, student well-being enhances job satisfaction, teaching effectiveness, and professional fulfillment among teachers, forming a reciprocal and mutually reinforcing cycle between teacher and student well-being. This two-way relationship forms the foundation of integral mathematical well-being, namely a cohesive state of emotional, intellectual, and relational balance in mathematics learning. This review emphasizes the importance of an inclusive approach that integrates student and teacher well-being as interdependent variables in sustainable mathematics education. This approach not only supports academic success but also the resilience, motivation, and emotional well-being of both students and teachers. Keywords: mathematics well-being, student, teacher, well-being, systematic literature review.
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.
The Impact of Altruistic Leadership and Academic Supervision on Teachers’ Performance: The Mediating Roles of Teachers’ Happiness and Trust in School Leaders Masbirorotni Masbirorotni; Robin Pratama; Friscilla Wulan Tersta; Eddy Haryanto; Aprillizavivaryati Aprillizavivaryati; Haris Elwardiansyah; Wila Yurnita; Ruben Pandi Quitolbo
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.pp1055-1076

Abstract

This study examines how altruistic leadership and academic supervision affect teacher performance, with teacher happiness and trust in school leaders serving as mediating variables. The study was conducted among senior high school teachers in Tanjung Jabung Barat Regency, Indonesia. A quantitative research design was employed using Partial Least Squares Structural Equation Modeling (PLS-SEM). Data were collected from 134 teachers selected from a population of 385 teachers across 18 senior high schools. The findings showed that academic supervision significantly enhanced teacher happiness (β = 0.647, p < .001), while altruistic leadership positively affected both teacher happiness (β = 0.244, p = .013) and trust in school leaders (β = 0.517, p < .001). Teacher happiness was a significant predictor of teacher performance (β = 0.677, p < .001) and served as the primary mechanism through which leadership practices influenced performance outcomes. In contrast, altruistic leadership and trust in school leaders did not have significant direct effects on teacher performance. These findings suggest that leadership practices contribute to teacher performance primarily through enhancing teachers’ psychological well-being rather than through direct behavioral effects. The study highlights the importance of fostering teacher happiness as a strategic resource for improving teacher performance and strengthening school effectiveness. The results contribute to the educational leadership literature by providing evidence of the indirect pathways linking leadership practices, teacher well-being, and performance. Keywords: altruistic leadership, academic supervision, teacher happiness, trust in school leaders, teacher performance.
A Psychological Perspective on Curriculum Implementation: Redesigning Teacher Acceptability Adi Prehanto; Zamzami Zainuddin; Asep Nuryadin; Asep Herry Hernawan; Thiana Nurrusakinah
Jurnal Pendidikan Progresif Vol 16, No 3 (2026): Jurnal Pendidikan Progresif
Publisher : FKIP Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/jpp.v16i3.pp1413-1426

Abstract

This study aimed to develop, validate, and evaluate curriculum implementation from the perspective of field practice by examining teachers’ acceptability of curriculum change as a psychological phenomenon. Guided by Sekhon’s theoretical framework of acceptability, this study redesigned acceptability indicators to reflect teachers’ characteristics in authentic school contexts. A mutually adaptive evaluation model was employed to capture the dynamic interaction between curriculum policy and classroom practice. Using a quantitative correlational design, data were collected from 413 elementary school teachers in West Java Province, Indonesia, selected through convenience sampling based on curriculum type, teaching experience, and professional status. The findings indicate that ethicality and coherence emerged as the strongest dimensions shaping teachers’ acceptability of curriculum change, whereas the opportunity dimension did not load onto the acceptability construct. A statistically significant but weak relationship was identified between teaching experience and teacher acceptability. These results suggest that curriculum implementation is influenced not only by individual teachers but also by broader systemic factors, including school leadership, parents, government policy, and the broader context. This study extends the application of Sekhon’s acceptability framework beyond healthcare by adapting it to curriculum evaluation in education. It offers a novel psychological perspective on teachers as active agents in curriculum change and contributes an empirically grounded model of acceptability that supports process-oriented and context-sensitive curriculum evaluation. Keywords: acceptance, curriculum evaluation, elementary school teachers, mutually adaptive.
Exploring Assessment Literacy & Practice among Geography Teachers In Indonesian Senior High Schools: A Survey Study Sriyanto Sriyanto; Edi Kurniawan; Mohammad Syifauddin; Hanifah Mahat
Jurnal Pendidikan Progresif Vol 16, No 3 (2026): Jurnal Pendidikan Progresif
Publisher : FKIP Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/jpp.v16i3.pp1605-1623

Abstract

Assessment literacy is a critical competency that teachers must possess to support high-quality assessment practices and improve student learning outcomes. However, research on assessment literacy among geography teachers remains relatively limited, particularly in Indonesia. This study investigated the assessment literacy and assessment practices of Indonesian secondary school geography teachers using survey data collected from multiple regions and identified differences between public and private schools. The study employed a quantitative approach with a cross-sectional comparative survey design. A total of 271 geography teachers from various regions across Indonesia participated in the study. The research instrument was developed based on the concepts of Assessment for Learning (AfL) and Data-Based Decision Making (DBDM). Data were analyzed using descriptive statistics and comparative tests. The results revealed that geography teachers demonstrated moderate to high levels of assessment literacy and assessment practices. The highest competencies were observed in analyzing and interpreting assessment results (83.37%), providing feedback to students (83.33%), and principal support for assessment implementation (81.62%). In contrast, scores were relatively lower for the use of information technology in assessment (75.62%), teachers’ attitudes and behaviors toward assessment (77.16%), and professional collaboration among teachers (78.58%). Furthermore, most dimensions of assessment literacy and assessment practices did not differ significantly between geography teachers in public and private secondary schools in Indonesia. These findings underscore the need for continuous professional development programs focused on strengthening digital assessment literacy, enhancing professional collaboration, and optimizing assessment as an integral part of instructional improvement. This study contributes to assessment literacy research in geography education and provides an empirical foundation for designing teacher training programs in Indonesia. Keywords: assessment literacy, assessment for learning, assessment data, formative assessment, data-based decision making.
Humanizing AI in English Education for Society 5.0: Narrative Reconstructions of Teacher and Learner Digital Identities Pikir Wisnu Wijayanto; Dodi Mulyadi; Yahdi Siradj
Jurnal Pendidikan Progresif Vol 16, No 3 (2026): Jurnal Pendidikan Progresif
Publisher : FKIP Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/jpp.v16i3.pp1704-1732

Abstract

Generative AI is widely used in English learning, yet how teachers and learners narrate it as part of their evolving digital identities remains under-researched. This study explores (1) teachers' and students' narratives of AI-mediated English learning, (2) how these narratives reflect digital-identity transformation, and (3) pedagogical principles for humanizing AI. This qualitative narrative inquiry involved five English educators and 15 students from secondary and higher education in Indonesia. Data were collected from interviews, reflective narratives, and anonymized learning artifacts, and analyzed using deductive-inductive narrative thematic analysis. Analysis identified five themes: (1) a shift from apprehension to pedagogical negotiation; (2) reconstruction of learner agency through reflective engagement; (3) reconfiguration of teacher identity from corrector to ethical mediator; (4) emergence of collaborative digital learning identities; and (5) counter-narratives exposing tensions around dependence, authorship, and diminished human interaction, underpinning the proposed Humanized AI-Mediated Digital Learning Identity (HADLI) framework. Generative AI neither humanizes nor dehumanizes English education; its value is co-constructed through teacher facilitation, learner reflection, and ethical transparency, with implications for teacher education, curriculum, and AI policy under Society 5.0. Keywords: humanizing AI, english education, digital learning identity, narrative inquiry, Society 5.0.

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