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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
Integrating Digital Technology into Disaster Education and Its Impact on Elementary School Students’ Literacy and Resilience Haryati, Sri; Atmojo, Setyo Eko; Anggriani, Mitha Dwi; Skotnicka, Michalina
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.pp2147-2162

Abstract

Integrating Digital Technology into Disaster Education and Its Impact on Elementary School Students’ Literacy and Resilience. Indonesia is one of the countries with the highest risks of natural disasters in the world; hence, disaster education in elementary schools is an urgent need. Objective: This study aims to analyze the effectiveness of digital technology-based disaster education in improving the disaster literacy and resilience of elementary school students in areas prone to volcanic eruptions. Methods: This study used a quasi-experimental design with a nonequivalent control group design. The research sample consisted of elementary school students living in disaster-prone areas. The instruments used included a disaster literacy test, a resilience questionnaire, and interviews with teachers and students to strengthen the quantitative results. Data analysis was conducted using a paired sample t-test to examine differences within groups and an independent sample t-test to compare differences between groups. Findings: The results showed a significant increase in the experimental group compared to the control group. The disaster literacy score in the experimental group increased from 47.67 to 82.17, and the resilience score from 58.60 to 80.30. Meanwhile, the control group only experienced a lower increase. The paired sample t-test results showed a significant difference (p < 0.05). The control group did not experience a significant increase in the number of participants. The independent sample t-test also confirmed a significant difference between the two groups in their posttest scores, with an average difference of 15.84 points for disaster literacy and 14.30 points for resilience. Qualitative data supported these results, with teachers rating interactive digital media as facilitating the understanding of evacuation and simulations, while students found the learning more engaging and easier to practice. Conclusion: This study demonstrates that digital technology-based disaster learning is more effective than conventional methods in enhancing the literacy and resilience of elementary school students. The implication is the importance of integrating digital technology into the disaster education curriculum, so that students not only understand the theory but are also able to adapt, be resilient, and take appropriate action when facing disasters in their environment. Keywords: disaster education, technology, digital, disaster literacy, disaster resilience.
Vocational Education for Students with Disabilities: A Qualitative Study of Teacher Challenges and Expectations Gunarhadi, Gunarhadi; Yuwono, Joko; Rejeki, Dewi Sri; Supratiwi, Mahardika; Cahyani, Leni Ambar; Ayaoo, Dhevendren
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.pp2385-2399

Abstract

Vocational Education for Students with Disabilities: A Qualitative Study of Teacher Challenges and Expectations. Objectives: This research aimed to analyze the challenges and expectations in providing vocational education for students with disabilities in both special and inclusive vocational high schools in the Solo Raya region, Indonesia. It sought to understand the barriers faced by educators and explore their expectations for improvements in vocational training for students with disabilities. Methods: This qualitative research employed a phenomenological design, focusing on 20 vocational education teachers from both special and inclusive vocational high schools. Data was collected through Focus Group Discussions (FGD) with semi-structured, open-ended questions guided by a set of research-specific themes. The data analysis followed a phenomenological analytic framework. Findings: This study identified several key challenges faced by educators in delivering vocational education to students with disabilities, including the lack of a specialized curriculum, insufficient teacher training, inadequate resources and infrastructure, and limited support for job placement after training. Furthermore, teachers highlighted the need for professional development opportunities and improvement in schools' accessibility. Moreover, stronger partnerships between stakeholders were seen as crucial for enhancing vocational education for students with disabilities. These barriers hinder students’ opportunities to gain essential vocational skills and transition successfully into the workforce in the Solo Raya Region. Conclusion: Vocational education for students with disabilities faces significant challenges; however, there are clear expectations for improvements in teacher training, infrastructure, and collaboration among stakeholders. Addressing these issues will not only enhance vocational education for students with disabilities but also empower them to gain greater independence, improve their quality of life, and contribute more fully to society. This provides critical insights into the context of Solo Raya, highlighting the need for targeted interventions to address these gaps. Keywords: challenges, expectation, vocational education, students with disabilities.
Developing And Evaluating ASMR-Based Digital Media To Enhance English Vocabulary Retention Among Indonesian High School Students: A Cognitive Approach Ibad, Akhmad Irsadul; Maruf, Nirwanto; Kuchakovska, Halyna
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.pp2423-2442

Abstract

Developing and Evaluating ASMR-Based Digital Media to Enhance English Vocabulary Retention Among Indonesian High School Students: A Cognitive Approach. Objective: This study addresses the persistent challenge of English vocabulary retention among Indonesian high school students. Traditional rote memorization techniques remain inadequate in promoting long-term recall because they limit cognitive and sensory engagement. To overcome this issue, this research aimed to develop and evaluate an Autonomous Sensory Meridian Response (ASMR)-based digital media that leverages both cognitive and affective mechanisms to enhance vocabulary learning. Grounded in Cognitive Load Theory and Dual Coding Theory, the study sought to design an interactive platform that stimulates multisensory engagement, fosters focus, and reduces learning anxiety. Methods: A Research and Development (R&D) design, guided by the ADDIE model, was implemented with 90 Indonesian students from various public high schools in East Java. The study employed a mixed-methods approach involving pre-test and post-test vocabulary assessments, Likert-scale questionnaires on learner engagement, and semi-structured interviews. Quantitative data were analyzed using paired-sample t-tests and descriptive statistics, while qualitative data underwent thematic analysis to explore students’ experiences and perceptions. Findings: The results revealed a significant improvement in learners’ vocabulary retention (t(89) = 4.56, p < .001). Results revealed a significant improvement in learners' vocabulary retention (t(89) = 4.56, p< .001) with a large effect size (Cohen’s d = 1.40), indicating strong practical significance. Students in the ASMR-based learning condition reported high levels of motivation, attention, and enjoyment throughout the sessions, reflecting the intervention’s positive impact on cognitive and emotional engagement. Thematic findings highlighted enhanced focus, emotional relaxation, and metacognitive awareness of recall. Students with lower initial proficiency exhibited the greatest gains, indicating the intervention’s inclusive potential. Conclusion: The study concludes that a theory-driven, ASMR-based medium appears to be an engaging and promising approach for improving vocabulary acquisition. Integrating multisensory, affectively positive content transforms vocabulary learning into an immersive and emotionally safe experience. These findings provide both theoretical and practical evidence supporting ASMR as an innovative, low-cost pedagogical tool that can enhance language learning in diverse and resource-limited educational contexts. Keywords: ASMR-Based digital media, vocabulary retention, cognitive approach, research and development (R&D), transform vocabulary instruction.
Countering Radicalism in STEM: Design and Validation of the Tarbiyah Mentoring System Model for Mathematics Students Nurhilaliyah, Nurhilaliyah; Rahman, Amri; Suwahyu, Irwansyah; Anam, Muh. Yusril
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.pp2272-2287

Abstract

Countering Radicalism in STEM: Design and Validation of the Tarbiyah Mentoring System Model for Mathematics Students. Objectives: This study aims to develop the Anti-Radicalism Tarbiyah Mentoring System Model (TMSM) as an innovative character-building model for students in the Mathematics Department, Faculty of Mathematics and Natural Sciences, Universitas Negeri Makassar (UNM). The model is designed to strengthen students’ understanding, mentality, and moral attitudes in countering radicalism in the academic environment. Method: This research employed a Research and Development (R&D) approach using the PLOMP model, which consists of five stages. The study accomplished the first four stages: (1) needs assessment, (2) design, (3) realization, and (4) formative evaluation. Data were collected through surveys, focus group discussions (FGDs), and expert validation to ensure the feasibility, relevance, and quality of the developed instruments. Results: The study produced a prototype of the TMSM Anti-Radicalism (TAR) Model equipped with two supporting tools: the Training Implementation Plan (TIP) and the Weekly Training Pocket Book (WTPB). The mentoring-based training activities significantly contributed to enhancing students’ understanding, strengthening their mental resilience, and cultivating moral attitudes to develop an anti-radicalism character. Conclusion: The TMSM TAR Model can be applied as a structured, systematic, and sustainable mentoring framework to prevent radical tendencies among university students. However, further empirical testing is required to validate its effectiveness and adaptability in broader academic contexts, ensuring the sustainable implementation and long-term impact of the TMSM anti-radicalism  (TAR) model. Keywords: development, anti-radicalism, TMSM model, character building.
Beyond Language Barriers: How Translanguaging Shapes Pedagogical Practice and Students’ Identity in Japanese Higher Education Wiryani, Roossita Suci; Luciana, Luciana; Prasatyo, Bayu Andika
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.pp2443-2462

Abstract

Beyond Language Barriers: How Translanguaging Shapes Pedagogical Practice and Students’ Identity In Japanese Higher Education. Objective: This research addresses the critical challenge international students face in English-Medium Instruction (EMI) environments regarding the construction of conceptual knowledge and academic access. Drawing upon Social Constructivism, this study reframes translanguaging not as a linguistic deficit but as a pedagogical resource that supports student agency. The primary aim is to investigate the perceptions and functions of translanguaging among Indonesian undergraduate students in Tokyo, Japan, and to explore its connection to effective meaning-making and academic integration within a superdiverse educational context. Methods: This research employs a qualitative narrative inquiry approach, which is well-suited to capturing students’ lived experiences and providing in-depth insights into how they scaffold conceptual understanding and negotiate collaborative tasks. Data were collected through in-depth, semi-structured, one-to-one online interviews with three Indonesian undergraduate participants, focusing specifically on their use of multiple languages during academic work and social integration processes within the university. Findings: The findings reveal that all three participants actively utilize translanguaging mixing Indonesian, Japanese, and English as a cognitive scaffolding mechanism to secure conceptual clarity and achieve epistemic access to complex disciplinary knowledge. Crucially, translanguaging functions as a pedagogical tool that enables effective collaborative meaning-making and the negotiation of academic consensus during group work. Furthermore, the practice is closely linked to greater academic confidence and the successful negotiation of their identity within the institutional environment. Conclusion: This study particularly contributes by indicating that translanguaging is a vital tool for learning that ensures academic opportunity and success in superdiverse higher education environments. It goes beyond negotiating identity to state that schools ought to officially recognize and include translanguaging practices in their curriculum and student support services. This is very important for making an environment that is genuinely welcoming to all students and helps them succeed, as well as recognizing their full linguistic and intellectual potential. Keywords: translanguaging pedagogy, english medium instruction, identity, academic equity.
Problem-Based Learning vs Inquiry Learning: Strategies to Improve Students' Sociological Literacy and Critical Thinking Skills Hawa, Esa El; Wilodati, Wilodati; Komariah, Siti
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.pp2463-2482

Abstract

Problem-Based Learning vs Inquiry Learning: Strategies to Improve Students' Sociological Literacy and Critical Thinking Skills. Objective: This study aims to analyze the comparative effectiveness of the Problem-Based Learning (PBL) and Inquiry Learning (IL) models in improving the Sociological Literacy and Critical Thinking Skills of high school students, as well as to explore the significant contribution of the comparison of these two models to the sociological pedagogical literature in the 21st century. Methods: This study used a quasi-experimental design with a quantitative approach, involving two randomly selected treatment groups from grade XI students. The total number of research participants was 72 students. The main instruments used were pretest and posttest measures of Sociology Literacy (30 multiple-choice questions) and Critical Thinking Skills (7 essay questions). Inferential data analysis was carried out using Covariance Analysis (ANCOVA) with pretest scores as covariates. The use of ANCOVA is essential to statistically control differences in students' initial abilities and validate the pure impact of the learning model. Findings:  The results showed that the PBL Model was significantly more effective (p < 0.05) in improving Sociological Literacy and Critical Thinking Skills compared to the IL Model. This advantage was confirmed by the substantially higher adjusted average (Adjusted Marginal Means) in the PBL group for both outcome variables. Conceptually, these findings show a superior fit between the directional problem-solving framework in PBL and the demands of complex sociological reasoning. Conclusion: Problem-Based Learning is the most effective instructional strategy for cultivating analytical skills and critical thinking in the context of Sociology. The PBL model is successful because its directional scaffolding structure and cognitive conflict are more effective in training critical sub-skills such as contextual analysis and evidence-based decision-making. This study recommends the sustainable adoption of PBL by Sociology teachers to foster robust learning that aligns with the demands of global socio-analytical competencies. Keywords: problem-based learning, inquiry learning, sociological literacy, critical thinking, 21st century.
Ethnomathematics as a Pillar of Ethnopedagogy in STEM: A Case Study of Mathematics Education Students’ Critical Understanding Atmaja, I Made Dharma; Puspadewi, Kadek Rahayu; Payadnya, I Putu Ade Andre
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.pp2403-2420

Abstract

Ethnomathematics as a Pillar of Ethnopedagogy in STEM: A Case Study of Mathematics Education Students’ Critical Understanding. Objectives: This research aims to analyze students' critical understanding of the role of ethnomathematics as a fundamental pillar of ethnopedagogy, particularly in the context of Science, Technology, Engineering, and Mathematics (STEM) education. Specifically, this analysis focuses on dissecting the structural components and argumentation patterns that constitute students' conceptual framework. Methods: This research used a descriptive qualitative approach. Primary data consisted of five sets of written arguments from students in the mathematics education program who had completed the ethnomathematics course. The study involved five undergraduate students as the primary participants. This textual data was analyzed using thematic analysis to identify, examine, and report systematically emerging patterns of understanding. Findings: This analysis shows that students develop structured patterns of understanding. First, they position ethnomathematics as the philosophical foundation for ethnopedagogy by rejecting the assumption of universalism in science and mathematics. This perspective goes beyond mere cultural appreciation, framing ethnomathematics as a decolonizing force that challenges the hegemony of Western knowledge systems. Second, they identify ethnomathematics as the primary pedagogical mechanism for contextualising STEM, serving to address students' alienation from abstract subject matter. Third, they validate local wisdom as an authentic source of STEM content, recognizing cultural practices as valid scientific knowledge. Uniquely, students conceptualize this not as supplementary content, but as the core epistemic bridge that unifies the separate disciplines of STEM within a single cultural activity. Conclusion: The data indicate that students in mathematics education conceptualize ethnomathematics as a central element for the effective implementation of ethnopedagogy in STEM education. This implies that students have successfully internalized a transformative pedagogical framework, viewing indigenous knowledge not as peripheral but as a legitimate and necessary foundation for rigorous STEM learning. Keywords: ethnomathematics; ethnopedagogy; STEM education; critical understanding; teacher education.
Multidimensional Parental Involvement in Inclusive Education: A Multiple Case Study of Students with Special Needs Sari, Nurul Maulida; Purwanta, Edi; Cahyani, Leni Ambar; Prihandini, Farah
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.pp2727-2740

Abstract

Multidimensional Parental Involvement in Inclusive Education: A Multiple Case Study of Students with Special Needs. Objectives: This study aimed to explore parental involvement in inclusive school settings for children with special needs. Methods: A qualitative case study design was used. The participants in this research include parents, special education teachers, classroom teachers, principals, students, and close family members. The data collection techniques used in this study were in-depth interviews and documentation, with the researcher serving as the primary instrument. Data analysis was conducted in two stages: within-case analysis, interactive model (data condensation, data display, and conclusion drawing/verification), and cross-case analysis to compare engagement patterns across cases. To ensure the data validity, this research employed triangulation of sources and methods, thick description, and prolonged field engagement. Findings: The findings of this research revealed six main dimensions of parental involvement in inclusive education: (1) Parenting: teach discipline, autonomy, and provide environment that support children to study at home; (2) Communication, reflected in communication between parents and teachers regarding academic progress and performances; (3) Volunteering, involving parents’ participation in supporting schools activities; (4) Learning at Home, encompassing parents’ supervision of study routines, assignments, and exam preparation at home; (5) Decision-making, participate in decision-making concerning their child’s learning and broader school policies; and (6) Community Collaboration, includes partnerships with learning groups, disability service units, psychologists, and medical professionals. Conclusion: Parental involvement in inclusive schools for students with special needs is multidimensional. Hence, a strong collaboration between families, schools, and community institutions is needed. Parental engagement should be strengthened through open communication and cross-sector collaboration to improve educational quality. Inclusive education policies need to be put in place to enhance parental involvement in inclusive schools. Keywords: parental involvement, inclusive schools, children with special needs.
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.
Enhancing EFL Listening Comprehension through a Customized Immersive Virtual Reality Application: A Study on Computer Science Students Amna, Shally; Christina, Dian; Permana, Randy; Gusta, Wienda
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.pp01-16

Abstract

Enhancing EFL Listening Comprehension through a Customized Immersive Virtual Reality Application: A Study on Computer Science Students. Listening comprehension is a crucial component of language acquisition, yet it remains a persistent challenge for students across diverse fields of study. Objective: This study develops a Virtual Reality app to address a gap and enhance computer science students' listening comprehension skills. Methods: This study employed a quantitative design with a paired t-test and a Likert-scale questionnaire. The participants in this study are 20 students from the Computer Science Faculty at the University of Putra Indonesia, YPTK Padang. Pre-test and Post-test were administered to evaluate improvements in listening Comprehension, as shown by a t-value of -5.501 and a p-value of < .001, while a questionnaire was also given to assess students' experiences and opinions after using the VR app. Findings: The VR app design required a few improvements in device settings, yet it still significantly enhances students' English comprehension skills, as shown by a paired t-test, and practically increases students' motivation. Conclusion: A VR app can be used in language learning to improve students' abilities, increase their motivation, and reduce anxiety, especially in listening comprehension. Keywords: EFL students, listening comprehension, virtual reality.

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