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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 220 Documents
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Search results for "Students" : 220 Documents clear
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.
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.
Enhancing Students' Mathematical Literacy through Ethnomathematics-Integrated Problem-Based Learning: A Study on Learning Independence Amidi, Amidi; Kartono, Kartono; Mulyono, Mulyono; Pujiastuti, Emi
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.pp2007-2027

Abstract

Enhancing Students' Mathematical Literacy through Ethnomathematics-Integrated Problem-Based Learning: A Study on Learning. This study addresses the issue of low mathematical literacy among junior high school students, particularly in relation to their learning independence. Objective: This study aims to (1) examine the effectiveness of the Problem-Based Learning (PBL) model integrated with an ethnomathematics approach in improving students’ mathematical literacy, (2) analyze the relationship between mathematical literacy and learning independence, and (3) analyze their literacy levels based on the degree of learning independence. This combination is important to investigate because it not only contextualizes mathematics within students’ cultural practices but also strengthens their learning independence, both of which are essential for the sustainable improvement of mathematical literacy. Method: A mixed-methods approach was employed using a sequential explanatory design. Quantitative analysis was conducted through a true experimental design with a posttest-only control group, while qualitative analysis was based on test results and interviews with students. Findings: The findings indicate that students in the experimental class using the ethnomathematics-based PBL model achieved higher mathematical literacy compared to those in the control class, which only used a Discovery Learning (DL) model. Additionally, learning independence has a positive effect on mathematical literacy. Students with high learning independence showed better fulfillment of literacy indicators, while those with medium and low learning independence showed varied levels of achievement in mathematical literacy. Conclusion: This study concludes that (1) the ethnomathematics-based PBL model is effective in improving mathematical literacy, (2) there is a relationship between mathematical literacy and learning independence, and (3) students with high, medium, and low learning independence have varying mathematical literacy. These findings highlight the importance of implementing a culturally integrated PBL model to enhance both cognitive and affective learning outcomes, while also emphasizing learning independence as an internal factor in supporting mathematical literacy development. Keywords: mathematical literacy, learning independence, PBL, ethnomathematics.
The Influence of Social Media, Family Religious Education, School Religious Environment, and Religiosity on High School Students' Morality in Pekanbaru Rahayu, Evi; Neni, Neni; Siregar, Maralottung
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.pp1744-1763

Abstract

The Influence of Social Media, Family Religious Education, School Religious Environment, and Religiosity on High School Students' Morality in Pekanbaru. Objective: This study investigates the influence of social media, family religious education, school religious environment, and personal religiosity on the morality of students in private Islamic senior high schools in Pekanbaru. The focus is on understanding how both internal and external factors interact to shape students’ moral values, particularly in the context of increasing digital media exposure. Methods: A quantitative research approach with a correlational design was employed. The population included students from several private Madrasah Aliyah (Islamic senior high schools) in Pekanbaru. Data collection was conducted using validated questionnaires to ensure accuracy and reliability. Statistical analyses included descriptive statistics to summarize the data, Pearson correlation to measure the strength and direction of relationships among variables, and multiple linear regression to determine the combined predictive power of the independent variables. All analyses were performed using SPSS software. Findings: The results revealed that all four independent variables had significant positive correlations with students’ morality. Among them, personal religiosity emerged as the strongest predictor, suggesting that an individual’s internalized religious beliefs and practices play a central role in moral behavior. This was followed by family religious education, highlighting the importance of parental guidance in shaping moral character. Social media showed a positive but less dominant influence, indicating its potential role in reinforcing moral values when used constructively. The school religious environment also contributed positively, though to a lesser extent than the other factors. The regression model was statistically significant, with an R² value of 0.575, meaning that 57.5% of the variation in morality could be explained by these four predictors. Conclusion: The study concludes that students’ moral development is influenced by a combination of internal factors (such as personal religiosity) and external factors (including family, school, and social media). These findings underscore the importance of collaborative efforts among families, schools, and society to promote moral values, especially in today’s digital age. Keywords: morality, social media, family religious education, school religious environment, personal religiosity.
Mathematics Learning Transformation through MESSI LARI Application: Critical Thinking Educative Game for Elementary Students Riswari, Lovika Ardana; Ermawati, Diana; Mustofa, Hisbulloh Als
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.pp1846-1863

Abstract

Mathematics Learning Transformation through MESSI LARI Application: Critical Thinking Educative Game for Primary School Students. Critical thinking skill is one of the essential 21st-century skills that plays a crucial role in addressing the complexity of life’s problems. However, students still demonstrate low levels of critical thinking, as they tend to accept information without in-depth analysis. Elementary students are increasingly exposed to gadgets, often losing focus during lessons, relying on memorization rather than analyzing problems, and struggling to understand math questions. Objective: This study aimed to develop a technology-based learning medium to enhance students’ critical thinking skills and to evaluate its validity, effectiveness, and practicality. Method: The Research and Development (R&D) approach was employed using the 4D model: Define, Design, Develop, and Disseminate. The study involved 27 fifth-grade students as subjects at Elementary School 4 Troso. The instruments included validation sheets, test items, and questionnaires. The data analysis used the paired sample t-test and the N-Gain test (to determine the effectiveness of the MESSI LARI application). Findings: First, the validation of the MESSI LARI application reached a mean score of 87% from two experts, classified as very valid. Second, the application reported an adequate effectiveness rate of 71.8% based on pretest and posttest results. Third, student questionnaire responses indicated a practicality score of 86.67%, categorized as very practical. Conclusion: This study confirms that the MESSI LARI application, a Critical Thinking Educational Game, is valid, effective, and practical for use in elementary mathematics learning. Keywords: transformation, elementary mathematics, MESSI LARI application, educative game, critical thinking.
Claim-Evidence-Reasoning-Based Interactive Modules to Improve Students’ Argumentation Skills on Salt Hydrolysis Dewi, Citra Ayu; Muhali, Muhali; Joselevich, María
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.pp1864-1882

Abstract

Claim–Evidence–Reasoning-Based Interactive Modules to Improve Students’ Argumentation Skills on Salt Hydrolysis. Scientific argumentation is a crucial element in chemistry education, enabling students to construct evidence-based explanations and engage in higher-order thinking. Nevertheless, students often struggle with abstract concepts such as salt hydrolysis, a topic that has received limited attention in the context of multimedia-based argumentation research. Objective:  This study aims to develop and validate an interactive multimedia module designed to enhance students’ scientific argumentation skills and conceptual understanding of the salt hydrolysis topic. Methods: A research and development (R&D) approach was employed, following a modified educational development model consisting of seven stages: needs analysis, design, development, expert validation, revision, limited field testing, and final evaluation. The interactive module integrated visual simulations, narrative explanations, and interactive prompts based on the Claim–Evidence–Reasoning (CER) framework. Validation was conducted by three categories of experts, consisting of media experts, subject matter experts, and chemistry teachers, to evaluate the module's pedagogical feasibility, content accuracy, and technical feasibility. Findings: Expert validation indicated high feasibility, with average scores of 92.3% from media experts, 90.6% from subject matter experts, and 88.7% from practitioner teachers. In a pilot study involving 32 students, the average argumentation score increased from 56.8 (pre-test) to 78.2 (post-test), reflecting a gain score of 21.4. Classroom observations noted the increase in student engagement and participation. In addition, student feedback emphasized that the multimedia was user-friendly, visually appealing, and effective in assisting them in understanding complex topics, such as salt hydrolysis. Conclusion: Interactive multimedia modules, when designed using structured reasoning models such as the CER framework, can effectively foster the development of scientific argumentation skills and conceptual understanding. This study contributes to the field of technology-enhanced learning by providing a validated approach for integrating CER into digital science instruction. Future research should investigate the scalability and effectiveness of this approach across different scientific disciplines and educational levels. Keywords: interactive multimedia, salt hydrolysis, argumentation skills, chemistry education, claim–evidence–reasoning.
Development of a Case Method-Based Balaghah Learning Module: A Solution to Improve Students’ Understanding of Balaghah Science Ulum, Fatkhul; Hukom, Julham; Haruna, Haruna Abubakar; Irawan, Bambang; Huda, Mokhammad Miftakhul; Mariana, Mariana
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.pp1688-1705

Abstract

Development of a case method-based Balaghah learning module: a solution to improve students’ understanding of Balaghah science. The development of technology in the world of education encourages the development of innovative learning media that can transform abstract materials into more concrete ones and encourage student involvement. Objective: The objective of this study is to develop a Balaghah learning module based on the case method that is feasible, practical, and effective to improve students' understanding of Balaghah science. Method: This study is a development research using the ADDIE development model. This study involved 76 students of the Arabic Language Education Study Program, Makassar State University, who were selected using a purposive sampling technique. Data collection techniques in this study include interviews, validation, observation for the implementation of learning, and Balaghah understanding tests. Data were analyzed quantitatively using descriptive statistics and inferential tests, and supported by qualitative analysis. Findings: Our research findings indicate that the developed case method-based Balaghah learning module is valid, practical, and effective in improving students' understanding of Balaghah. The feasibility of this case method-based Balaghah learning module is demonstrated through assessments by media experts (91%) and material experts (95%). The practicality of the case method-based Balaghah learning module is supported by lecturers’ assessment (90%), small-scale trials (92%), and large-scale trials (91%). In addition, the effectiveness analysis using a quasi-experimental design produced a t-test of 5.18 and a significance value less than 0.05. Meanwhile, the effect size of (d = 2.45; P < 0.05) indicates a strong impact. Conclusion: The case method-based Balaghah learning module has proven effective in improving students' understanding of Balaghah. Integrating a case method-based approach into Balaghah teaching can be an innovative strategy for making learning more concrete, contextual, and meaningful. Keywords: arabic, balaghah, case method, learning module.
Enhancing Students’ Extensive Reading Learning Outcomes: Integrating Motivation, Technology, and Collaborative Active Learning Tlonaen, Zuvyati Aryani; Jaha, Dortean Amelia Jois; Ena, Zet; Dewi, Rohmatul Fitriyah
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.pp1989-2006

Abstract

Enhancing University Students’ Extensive Reading Outcomes: Integrating Motivation, Technology, and Collaborative Active Learning. Objective: This study aimed to enhance students’ outcomes in the Extensive Reading course by integrating motivation, technology, and Collaborative Active Learning (CAL) into the learning process. It was conducted in response to low student achievement and to address the research gap, since few studies have comprehensively explored the combined role of motivation, technology, and CAL in improving extensive reading performance. Methods: The study involved 49 third-semester English Education students in East Nusa Tenggara, Indonesia, using a mixed-method approach. A quasi-experimental pre-test/post-test design, along with semi-structured interviews, was employed. The experimental group (n = 25) received the intervention, while the control group (n = 24) followed traditional methods. The intervention lasted for 14 weeks, beginning with a pre-test in week 1, followed by the intervention from weeks 2 to 15, and a post-test in week 16. Interviews were conducted with six purposively selected students (three high-achieving and three low-achieving) to support the quantitative findings. A paired samples t-test was used to analyze the data. Findings: The results showed that the integration of motivation, technology, and collaborative active learning significantly improved students' learning outcomes for the Extensive Reading course in the experimental group (pre-test mean: 41.32; post-test mean: 66.64; p <0.001), while the control group showed no change. Interview data revealed that technology and collaboration enhanced motivation and engagement among students in the experimental group, whereas the control group reported low motivation and limited support. Conclusion: Policymakers should support digital literacy initiatives, teachers should implement collaborative and technology-based reading activities, and universities should integrate these approaches into their curriculum design to enhance the success of extensive reading. Keywords: integration, motivation, technology, collaborative active learning, extensive reading, higher education.
Evaluating Learning Motivation as a Mediator Between Family Environment and Academic Achievement: Evidence from Indonesian Secondary Students Maksum, Muh. Nur Rochim; Ihsan, Muhammad Zidan Nur; Vambudi, Viky Nur; Rifai, Alfan; Nisa, Athia Tamyizatun; Alauddin, Muhammad Badat; al Irfani, Sofiy Zaini
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.pp1905-1929

Abstract

Evaluating Learning Motivation as a Mediator Between Family Environment and Academic Achievement: Evidence from Indonesian Secondary Students. Objective: This study aims to investigate the role of motivation as a mediating factor in the relationship between family environment and academic achievement in the Indonesian context. Previous studies have examined the relationships between family environment and academic achievement, as well as the connection between learning motivation and academic achievement. However, based on a literature review, a study investigating the relationship between family environment and academic achievement with learning motivation as a mediating variable has not yet been conducted in Indonesia. Methods: A quantitative approach using Structural Equation Modeling (SEM) was applied to a sample of 156 students from a junior high school in West Java. Results: The results show a significant effect of family environment on learning motivation (β: 0.502, p < 0.001), and a significant effect of learning motivation on academic achievement (β: 0.276, p = 0.030). However, the effect of family environment on academic achievement was not significant, confirming the full mediation of learning motivation. However, the influence of the family environment on learning achievement is not significant, as evidenced by the full mediation of learning motivation (Indirect Effect: 0.129, p = 0.046). Therefore, educational interventions that combine family awareness and student engagement strategies are necessary to help students achieve satisfying academic performance in school. Conclusion: Although the family is the primary environment in the process of student growth and development, its influence on learning achievement occurs indirectly. This influence becomes significant only when the family environment fosters students' motivation to learn. Educational interventions need to strategically integrate increased awareness and the active role of the family with programs to strengthen students' learning motivation, as motivation is a key link between family support and academic success. Keywords: learning motivation, family environment, academic achievement, students.
The Impact of the Word Webbing Technique on EFL Students’ Descriptive Writing Skills Ismayanti, Nita; Shofiyuddin, Muh
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.pp2073-2088

Abstract

The Impact of the Word Webbing Technique on EFL Students’ Descriptive Writing Skills. Writing is among the most demanding skills for English as a Foreign Language (EFL) learners because it requires the integration of vocabulary mastery, grammatical accuracy, idea organization, and developing the idea. Many students struggle to put their thoughts into an organized, written form.  This study examined the efficacy of the Word Webbing Technique (WWT) in tackling these obstacles, especially in the composition of descriptive texts.   Objective: This study aimed to evaluate the effectiveness of the word webbing approach in improving the writing skills of tenth-grade students at an Islamic senior high school. Methods: The study employed a quantitative methodology, utilizing a quasi-experimental design with pre-test and post-test non-equivalent groups.  There were thirty-five grade ten students in this study: 18 students from the social class, forming the control group, and 17 students from the science class, forming the experimental group. This research employed pre-tests and post-tests to assess students' writing skills, and then utilized SPSS to analyze the data using an independent sample t-test.  Findings:  The experimental group had an average score of 87.06, whereas the control group had an average score of 71.67.  The experimental group's scores increased from 61.47 to 87.06, whereas the control group's scores rose from 60.83 to 71.67.  The t-test yielded a t-value of 9.227 at a 0.05 significance level (df = 33). These results indicate that WWT can significantly enhance students' writing abilities by facilitating the generation of more ideas, the use of new vocabulary, the application of correct grammar, and the production of more structured and descriptive material.   Conclusion: The WWT is a highly effective writing method for tenth-grade students learning English as a foreign language, enabling them to enhance their descriptive writing skills.  Teachers should utilize this method in the classroom to engage students, encourage them to generate new ideas, and enhance their writing skills. Keywords: word webbing technique (WWT), learning technique, writing skill, descriptive text, EFL writing.

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