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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 19 Documents
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Search results for "Self-Efficacy" : 19 Documents clear
The Effect of Self-Efficacy on Students’ Mathematical Abilities: A Meta- Analysis Study Kamsurya, Marwa Astriani; Wijaya, Ariyadi; Ramadhani, Rahmi; Hukom, Julham
Jurnal Pendidikan Progresif Vol 12, No 2 (2022): Jurnal Pendidikan Progresif
Publisher : FKIP Universitas Lampung

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Abstract

Objective: This study investigates the effect of diei efficacy on students' mathematical abilities. Methods: The research design used in this study is a meta-analysis by analyzing 16 studies published in journals indexed by SCOPUS with a sample of 73935 people in various countries. To support the accuracy of the analysis results, OpenMEE software is used. Findings: The results revealed that the combined effect size values generated using the random-effect model estimate were (g = 0.518; p < 0.001) with a standard error (SE = 0.031). This effect size belongs to the medium effect category. Conclusion: Thus, it can be concluded that self-efficacy has a positive and significant effect on students' mathematical abilities.Keywords: mathematics ability, self-efficacy, and meta-analysis.DOI: http://dx.doi.org/10.23960/jpp.v12.i2.202205
The Effect of Self-Efficacy on Teachers’ Organizational Citizenship Behavior: A Case of MTsN 1 Mataram City Badrun, Badrun; Bahtiar, Bahtiar; Maimun, Maimun
Jurnal Pendidikan Progresif Vol 12, No 3 (2022): Jurnal Pendidikan Progresif
Publisher : FKIP Universitas Lampung

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Abstract

The Effect of Self-Efficacy on Teacher’s Organizational Citizenship Behavior at MTsN 1 Mataram City. Objectives: This study aims to determine the effect of self-efficacy on the Organizational Citizenship Behavior of teachers at MTsN 1 Mataram City. Methods: This research was conducted at MTsN 1 Mataram City teachers as many as 62 people. The sampling technique is popular. The data collection technique used is the distribution of questionnaires. Data analysis using simple linear regression and t-test. Self-efficacy indicators consist of magnitude, generality, and strength. Indicators of Organizational Citizenship Behavior are Altruism, Conscientiousness, Sportsmanship, Courtesy, and Civic Virtue. Findings: The results of the simple regression test showed that the significance value was less than 0.05. The results of the t-test also show that the t-count value of 3.830 is greater than the t-count value of 1.685. Conclusion: This indicates that there is a significant influence between self-efficacy and the Organizational Citizenship Behavior of teachers at MTsN 1 Mataram City. Keywords: self-efficacy, organizational citizenship behavior.DOI: http://dx.doi.org/10.23960/jpp.v12.i3.202227
The Effect of the RQANI Learning Model on Self-Efficacy of Pre-Service Biology Teachers in Ternate City, Indonesia Amin, Astuti Muhammad
Jurnal Pendidikan Progresif Vol 13, No 2 (2023): Jurnal Pendidikan Progresif
Publisher : FKIP Universitas Lampung

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Abstract

Preliminary studies show that teachers did not present biology topics in context or linked them to Islamic values. Objective: The purpose of this study was to identify the effect of the RQANI model on the self-efficacy of biology students in Ternate City, North Maluku, Indonesia. Methods: The present study was a quasi-experimental study with a non-equivalent control group design. The study population contained all students from the Department of Biology Education in the city of Ternate, North Maluku, Indonesia. The sample consisted of 120 biology education students from IAIN Ternate and STIKIP Kie Raha, the city of Ternate, North Maluku. The data were collected through survey and observation. Data analysis involved descriptive and inferential statistics. Findings: The study results showed that the RQANI learning model had an effect on biology students’ self-efficacy. Conclusion: RQANI learning model had an effect on biology students’ self-efficacy Keywords: biologi students’, learning model, rqani, self-efficacy.DOI: http://dx.doi.org/10.23960/jpp.v13.i2.202312
Beyond Technology Acceptance: An Interplay of Self-Efficacy, Language Proficiency, and ChatGPT Adoption from a TAM Perspective Fauzi, Chandra; Rahmani, Eka Fajar; Utimadini, Nindya Juwita
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.pp1970-1988

Abstract

Beyond Technology Acceptance: An Interplay of Self-Efficacy, Language Proficiency, and ChatGPT Adoption from a TAM Perspective. Objective: Adopting Generative AI tools for writing improvement, such as ChatGPT, among EFL students is a complex phenomenon where perceptions of technology, often explained by the Technology Acceptance Model (TAM), intersect with important psychological factors like self-efficacy as the theoretical lens. This study seeks to empirically examine the constructs of the TAM framework and scrutinize the differences in ChatGPT acceptance viewed from students' self-rated writing proficiency. Method: This quantitative research adopted a descriptive-correlational design, utilizing convenience sampling to recruit 76 fourth-semester English Education EFL learners at a state university in West Kalimantan. A 29-item questionnaire was administered to collect the data, which was subsequently analyzed using the Mann-Whitney U test, Spearman correlation, and multiple regression. Findings: The regression model predicting attitude was significant (F (2,73) = 161.65, p < 0.001), in which 81.1% of the variance (Adjusted R2 = 0.811) was accounted for by PU (Perceived Usefulness) and Perceived Ease of Use (PEOU), confirming PU as the main predictor (β = 0.644). At the same time, PEOU also exerted a notable influence (β = 0.301), and a strong positive correlation was found between attitude and actual usage (r = .845, p < 0.01). A significant difference in attitude existed between writing proficiency groups (p = .039), with the intermediate group showing more positive attitudes. Conclusion: The results demonstrate that whereas TAM constructs strongly predict technology acceptance, they are also influenced by students' writing proficiency. Furthermore, a significant difference exists in ATU, but not in BI, in terms of writing proficiency. These findings highlight the necessity for differentiated teaching practices that recognize discrepancies in students' writing proficiency and the potential of self-efficacy level. Keywords: academic writing, ChatGPT, Self-efficacy, technology acceptance model (TAM), writing proficiency.
Self-Efficacy, Curiosity, and English Proficiency in EFL Contexts: A Systematic Review and Meta-Analysis (2020–2025) Susianti Rosalina; Widodo Widodo; Merry Lapasau; Muhammad Anis
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.pp95-119

Abstract

English proficiency is critical in English as a Foreign Language (EFL) contexts, yet the psychological and motivational factors influencing learning outcomes require systematic investigation. This meta-analysis synthesizes empirical evidence on the relationships between self-efficacy and English proficiency, curiosity and English proficiency, and self-efficacy and curiosity in EFL contexts, while exploring potential moderators. Following PRISMA 2020 guidelines, this study reviewed 42 Scopus-indexed articles (2020-2025). Data were analyzed using a meta-analysis of correlations with Fisher's Z transformation and a random-effects model. Meta-regression examined the moderating effects of geographic region, respondent type, and sample size. The analysis revealed moderate to strong positive correlations: self-efficacy and English proficiency (r = 0.438, p < 0.001, I² = 87.7%, k = 40 studies), curiosity and English proficiency (r = 0.447, p < 0.001, I² = 63.66%, k = 8 studies), and self-efficacy and curiosity (r = 0.437, p < 0.001, I² = 0%, k = 4 studies). Respondent type emerged as the strongest moderator (Q = 14.82, p < 0.001), with university students showing stronger effects (r = 0.471) than teachers (r = 0.442) and secondary/elementary students (r = 0.365). Geographic region significantly moderated relationships (Q = 9.47, p = 0.024), with Middle Eastern and Asian contexts demonstrating stronger correlations than European contexts. Publication bias was detected (Egger's p = 0.022), indicating underrepresentation of weaker effects. Very high heterogeneity suggests substantial contextual variation. Self-efficacy and curiosity positively correlate with English proficiency, with effects varying by educational level and cultural context. However, findings regarding reciprocal relationships between self-efficacy and curiosity remain tentative due to limitations in the studies. Findings support integrated pedagogical approaches that enhance self-efficacy and exploratory behavior, though the causal mechanisms require further longitudinal and experimental investigation. Keywords: self-efficacy, curiosity, English proficiency, meta-analysis, language learning.
The Interplay of Motivation, Self-Efficacy, and Critical Thinking in Predicting Reading Literacy: A Multivariate Analysis of Indonesian Elementary Students Purnamasari S, Ayu; Pama, Violeta Inayah; Nurhayati, Nurhayati
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.pp2584-2599

Abstract

The Interplay of Motivation, Self-Efficacy, and Critical Thinking in Predicting Reading Literacy: A Multivariate Analysis of Indonesian Elementary Students. The poor performance of Indonesian students in international tests such as PISA underscores the imperative of improving early reading competency. Objectives: This study evaluates the impact of motivation, self-efficacy, and critical thinking on reading literacy among elementary school students. Reading literacy is a fundamental skill for improving educational attainment and social performance. At the same time, motivation, self-efficacy, and critical thinking are identified as the fundamental psychological and cognitive factors influencing students' reading success. Methods: The study used a quantitative, descriptive-correlational design. The students in the population were selected using stratified random sampling to ensure the sample was as balanced as possible among the fifth-grade elementary school students who participated in the study. Standardized questionnaires assessing motivation and self-efficacy, as well as structured tests assessing critical thinking and reading literacy, were used to collect data. Data were analyzed using Pearson’s correlation test and multiple regression to examine the combined and partial effects of the predictors on reading literacy scores. Findings: Motivation, self-efficacy, and critical thinking concurrently accounted for 65% of the variance in students' academic performance, indicating a strong impact on reading literacy. Partial influence was found to have the greatest impact on self-efficacy (Beta=0.40), followed by motivation (Beta=0.35) and critical thinking (Beta=0.30). The results suggest that self-confidence, motivation, and critical thinking skills are associated with better literacy performance, as students are more likely to meet the minimum reading literacy level. Conclusion: The research also underscores the importance of integrating motivation, self-efficacy, and critical thinking into literacy instruction. Educators and curriculum developers should develop curricula and design learning programs that, through instruction, improve students' confidence, intrinsic motivation, and analytical thinking. These efforts will help strengthen reading literacy at the elementary school level, address literacy challenges that continue to plague Indonesia, and, in the long term, prepare students for academic and social success. Keywords: self-efficacy, critical thinking, Motivation, reading literacy.
Entrepreneurial Mindset of Generation Z: The Role of Self-Efficacy and Achievement Motivation in Entrepreneurship Education Andi Tenri Ampa; Syamsu Rijal; Andi Caesar To Tadampali; Nurwahida Nurwahida; Wulan Purnamasari
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.pp367-383

Abstract

This study aims to analyze and describe the influence of entrepreneurship education on Generation Z students' entrepreneurial mindset, with self-efficacy and achievement motivation as mediating variables. This study is a quantitative research type with the population in this study, namely: (1) domiciled or currently residing in Makassar, (2) aged 18–26 years, and (3) having an interest or experience in entrepreneurship educationactivities, either through formal education or through training, seminars, or independent experience. Determination of the number of samples using purposive sampling techniques, so that 141 research respondents were obtained. The research instrument was a Likert-scale questionnaire, and each item was developed by the researcher from the theoretical dimensions underlying the research variables. Data collection was carried out by distributing questionnaires online via a digital platform during June-July 2025. Of the 160 questionnaires distributed, 141 were returned, and all met the data validity requirements for further analysis. Data were analyzed using the SmartPLS application for Windows. Entrepreneurship educationhas a significant effect on achievement motivation and self-efficacy. Only achievement motivation has been proven to significantly mediate the relationship between entrepreneurship education and entrepreneurial mindset. Self-efficacy does not play a significant mediating role. This study shows that the most important factor in developing an entrepreneurial mindset is increasing achievement motivation in entrepreneurship education. In other words, developing an entrepreneurial mindset among Generation Z students should be directed not only to cognitive aspects but also to strengthening character and achievement motivationvalues. Keywords: entrepreneurship, self-efficacy, achievement motivation.
Enhancing High School Students’ Basic Programming Skills and Self-Efficacy: A Drill-and-Practice Game-Based Approach Isnania Lestari; Ferry Marlianto; Dewi Sulistiyarini; Febrianto Sabirin; Noorjima Abd Wahab
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.pp345-366

Abstract

Drill-and-practice educational games combine repetitive practice with gamification through rewards, achievements, challenges, feedback, and progress tracking to support gradual skill development. In this study, the drill-and-practice element focuses on repeated, structured practice of basic programming exercises with immediate corrective feedback and multiple attempts until mastery. This study examined the effect of a drill-and-practice educational game on basic programming skills and programming self-efficacy among senior high school students. This quasi-experimental study used a Non-Equivalent Control Group Design. The sample comprised 179 tenth-grade students from six intact classes, selected via cluster random sampling. Three classes constituted the control group, with 89 students, and three classes constituted the experimental group, with 90 students. Students completed a basic programming pretest and posttest, as well as a self-efficacy questionnaire. Data were analyzed using descriptive statistics and MANCOVA with pretest scores as covariates. Descriptively, students’ overall basic programming scores increased from a mean of 38.70 to 70.49 in the posttest, while self-efficacy increased from a mean of 59.82 to 74.05. The multivariate test showed a significant group effect (Pillai’s Trace = 0.528; F = 97.442; p < 0.001; Partial η² = 0.528). Between-subjects tests indicated significant improvements in basic programming skills (F = 115.102; p < 0.001; Partial η² = 0.397) and self-efficacy (F = 86.697; p < 0.001; Partial η² = 0.331), with the experimental group achieving higher posttest outcomes than the control group. A drill-and-practice educational game can enhance both cognitive outcomes in basic programming and affective outcomes in self-efficacy, and can be considered an interactive learning alternative for programming topics at the high school level. Future studies should add performance-based coding tasks and broader samples to validate and extend these results. Keywords: educational games, drill and practice, basic programming skills, self-efficacy.
Effect of Work-Integrated Learning and Instructor Skills on Vocational Graduates' Work Readiness: The Mediating Role of Self-Efficacy Yati Yati; Fitra Jaya; Agussalim Agussalim; Andi Tenri Ampa; Andi Annisa Sulolipu
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.pp531-553

Abstract

Graduate work readiness has become a crucial issue given the high unemployment rate among Vocational High School (SMK) graduates, thus requiring a deep understanding of the factors that influence it. This study aims to analyze the effect of work-integrated learning and instructor skills on the work readiness of SMK graduates in West Java Province, with self-efficacy as a mediating variable. The main objective of this research is to explain the role of self-efficacy as a mediator between work-integrated learning experiences and instructor quality on work readiness. The study employed a quantitative, cross-sectional survey design. The sample consisted of 292 public Vocational High School graduates in West Java selected through a multistage cluster random sampling technique to ensure geographical representativeness and diversity of vocational programs. Data were collected using validated, structured questionnaires with Likert-scale responses that measured four main constructs: work-integrated learning, instructor skills, self-efficacy, and work readiness. Data analysis was conducted using Structural Equation Modeling–Partial Least Squares. Work-integrated learning and instructor skills have positive and significant effects on the self-efficacy of Vocational High School graduates. Self-efficacy proves to have a positive and strong influence on work readiness, indicating that self-confidence (self-efficacy) is an important predictor of work readiness. Although work-integrated learning and instructor skills also have direct effects on work readiness, these effects are relatively small compared with the indirect effects mediated by self-efficacy. Self-efficacy is a key factor in reducing the unemployment rate among Vocational High School graduates. The practical implications highlight the importance of graduates' self-confidence, work-integrated learning, and the strengthening of instructors' pedagogical and professional competencies as solutions for improving the work readiness of Vocational High School graduates. Keywords: integrated learning, instructors skill, work readiness, self-confidence.

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