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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 229 Documents
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Search results for "students" : 229 Documents clear
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.
Procedural Strength, Ethical Weakness: A Component-Based Analysis of EFL Students’ Information Literacy Ratna Dewanti; Yordan Yasin; Deni Sapta Nugraha; Ikhsanudin Ikhsanudin; Ivonne Frietche Panjaitan
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.pp384-404

Abstract

This study examines the information literacy (IL) competencies of EFL students at Indonesian higher education institutions. The study aims to (1) identify overall levels of information literacy competency, (2) examine strengths and weaknesses across five core IL components, (3) describe the distribution of competencies across undergraduate, master’s, and doctoral levels, and (4) determine instructional priorities to inform embedded information literacy development within English education curricula. A descriptive survey design was employed involving 227 undergraduate, master’s, and doctoral students from three Indonesian universities. Data were collected using the 40-item Information Literacy Test (ILT), which assesses competencies in recognizing information needs, locating information, evaluating information, using information, and applying information ethically. Descriptive statistics, non-parametric group comparisons, and correlational analyses were conducted to examine performance patterns across educational levels and IL components. The results indicate that students demonstrated a moderate level of overall information literacy competency, with substantial overlap in score distributions across educational levels. Although postgraduate students achieved slightly higher mean scores than undergraduates, these differences were modest and not statistically significant. Students performed strongest in using information for academic tasks, while lower performance was observed in evaluating information and applying information ethically. The findings suggest that progression through higher levels of formal education does not automatically lead to systematic development of information literacy competencies among EFL students. Persistent weaknesses in evaluative judgment and ethical use of information across educational stages highlight the need for intentional, curriculum-embedded information literacy instruction within English education programs. This study provides an empirically grounded, component-level profile of information literacy competencies to support more coherent and pedagogically aligned instructional practices in Indonesian higher education. Keywords: information literacy, higher education, EFL, information literacy test.
Culturally Responsive Game-Based Learning: Integrating PjBL to Enhance Students' Understanding of Linear Equations Sasna Pratiwi; Moh. Mahfud Effendi; Siti Khoiruli Ummah; Zulkifley Mohamed
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.pp473-496

Abstract

This study aims to develop and evaluate PjBL-based educational games that integrate mathematics learning with local culture in senior high schools, specifically a game called "Uno Math Culture". This research is motivated by observations that high school students' understanding of learning is limited by conventional methods and the lack of interactive media, so it is necessary to develop PjBL-based educational games that integrate local cultural contexts to create more meaningful, contextual, and engaging mathematics learning. This study employed a Research and Development (R&D) approach based on the ADDIE model. The subjects consisted of 31 tenth-grade students. The data collection techniques used were questionnaires and tests: questionnaires were used to assess validity and practicality. In contrast, tests were used to assess the effectiveness of using educational games. The validation results from three academics and one practitioner indicated an 86.40% level, categorized as "highly valid". The results of the student response questionnaire showed a practicality of 85.32%, categorized as "very practical". In terms of effectiveness, the product significantly improved students’ learning outcomes (t(30) = -6.568, p < 0.05) with a large effect size. Overall, the development of a PjBL-based educational game, entitled “Uno Math Culture,” that integrates mathematics and local culture for 10th-grade students at SMA 1 Ponggok has proven to be valid, practical, and effective in integrating mathematics learning with the local cultural context. Keywords: educational games, local culture, mathematics learning,  PjBL.
Synergizing the GASING Method and Quantum Learning: An Effort to Optimize Elementary School Students' Mathematical Problem-Solving Abilities Rabudin Rabudin; Yeni Yuniarti; Dede Trie Kurniawan; Marcia Ann Surya
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.pp835-859

Abstract

The mathematical problem-solving abilities of elementary school students are still relatively low; this is caused by the high cognitive load they have to face when learning new complex materials and the lack of mental readiness to learn. This study aims to evaluate the effectiveness of the synergy between the GASING (Easy, Fun, Enjoyable) method and the Quantum Learning approach in improving elementary school students' mathematical problem-solving abilities. This study used a quantitative, quasi-experimental design (non-equivalent control group design) involving 140 3rd-grade elementary school participants in Singkawang City, with six schools selected through purposive sampling. The research instrument was a validated test item on mathematical problem-solving abilities. Data were obtained through pretest and posttest assessments, then analyzed quantitatively using Paired Sample T-Test and Quade's Rank Analysis of Covariance (ANCOVA) to address non-normally distributed residual data. The results of the study indicate that the experimental group experienced a significant increase in average scores, from 29.14 to 77.21 (p < 0.001). The results of the Quade's Rank ANCOVA test showed a significant difference between the two groups (F = 73.067, p < 0.001), with an effect size of 38.3% (R2 = 0.383) in the large category. Analysis of the learning trajectory using a scatter plot showed that all students experienced a steady increase in their skills, with no extreme outliers. This study concludes that the synergy of the GASING method and the Quantum Learning approach can reduce students' cognitive load through systematic deconstruction of material while creating a learning environment that supports their mental readiness. This framework provides an effective teaching method for educational practitioners to address mastery of classical mathematics competencies. Keywords: GASING method, quantum learning, problem-solving abilities, mathematical competence, elementary school.
Digital Ethnopedagogy in Sociology Learning: Effects on Students’ Local Cultural Awareness and Multicultural Competence Rizka Fadilla; Wilodati Wilodati; Siti Komariah
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.pp885-909

Abstract

This study aims to analyze the effect of digital ethnopedagogy on students' local cultural awareness and multicultural competence, and to examine the role of integrating local culture and digital technology in the development of these outcomes. This study uses a quasi-experimental pretest-posttest non-equivalent control group design. The study subjects consisted of 67 grade XI students, divided into an experimental group (n = 34) and a control group (n = 33). The experimental group followed a Project-Based Learning approach integrated with digital ethnopedagogy, while the control group followed Project-Based Learning (PjBL) without digital ethnopedagogy integration. Data were collected using instruments for local cultural awareness and multicultural competency. Data analysis was carried out using Multivariate Analysis of Covariance (MANCOVA), followed by Analysis of Covariance (ANCOVA), with pretest scores as a covariate. The results of the multivariate analysis showed that digital ethnopedagogy-based learning had a significant influence on students' local cultural awareness and multicultural competence (Wilks’ Λ = 0.724, F(2, 62) = 11.836, p < 0.001, partial η² = 0.28). Univariate analysis showed that treatment had a significant effect on local cultural awareness (F(1, 64) = 21.656, p < 0.001; η²p = 0.23) and multicultural (F(1, 64) = 14.342, p < 0.001, η²p = 0.19). Digital ethnopedagogy-based sociology learning has a positive effect on students' local cultural awareness and multicultural competence. The integration of local culture and digital technology within the framework of Project-Based Learning can serve as a contextual learning strategy to strengthen students' understanding of cultural identity and increase sensitivity to social diversity. Keywords: digital ethnopedagogy, sociology learning, local cultural awareness, multicultural competence.
Exploring Students’ Spatial Ability in Geometry Transformations Based on Cognitive Styles through the APOS Framework Fauzan Syahbudin; Nurjanah Nurjanah; Kartika Yulianti
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.pp1279-1298

Abstract

This study aims to analyze the spatial ability of Field Independent (FI) and Field Dependent (FD) students in two-dimensional geometric transformation tasks across three aspects: spatial visualization, mental rotation, and spatial orientation. It also examines students’ cognitive development through APOS stages and identifies thinking patterns across these aspects. This qualitative case study involved six ninth-grade students from a public junior high school in Bandung, Indonesia. Participants were purposively selected based on their Group Embedded Figures Test (GEFT) scores, comprising three FI and three FD students. Data were collected through a spatial ability test and semi-structured interviews. Written responses and interview transcripts were analyzed using APOS-based coding criteria, supported by triangulation between written and verbal data. Students’ spatial ability varied across cognitive styles, spatial aspects, and APOS stages. FI students generally showed higher and more varied achievement than FD students, particularly in spatial visualization. However, this pattern was not entirely consistent, as one FI student did not demonstrate sufficient evidence to be classified at the Action stage, which is the most basic stage in the APOS framework, across all aspects. Mental rotation and spatial orientation were more difficult than spatial visualization; only one FI student met the criteria for each indicator. FD students achieved mainly in spatial visualization, with two students reaching the Schema stage when visual and coordinate-based support was available. However, all FD students failed to achieve the indicators for mental rotation and spatial orientation, and mostly remained at the Action stage. This study indicates that spatial ability in geometric transformations is influenced not only by cognitive style but also by task demands, visual support, and prerequisite understanding. Geometry instruction should provide structured visual support and gradual transitions toward independent mental manipulation, particularly in rotation and orientation tasks. Keywords: spatial ability, cognitive style, field independent, field dependent, geometry transformation, APOS theory.
The Development of a Local Wisdom-Based RADEC Model to Enhance Elementary School Students’ Cultural Literacy and Collaboration Skills Emi Sulistri; Evinna Cinda Hendriana; Dina Anika Marhayani; Mertika Mertika; Rien Anitra; Wasis Suprapto; Charito Agravante Quiñones
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.pp1096-1111

Abstract

The low levels of cultural literacy and collaboration skills among elementary school students in a multicultural city like Singkawang pose a 21st-century challenge. This challenge can be overcome through innovative learning models, including the TiDayu local-wisdom-based RADEC. The objectives of this study are to determine the validity, practicality, and effectiveness of the local wisdom–based RADEC model in enhancing the cultural literacy and collaboration skills of elementary school students. This study uses the Research and Development (R&D) method with the ADDIE model approach. The subjects of the study were fifth-grade students of SDN 89 Singkawang. Data were collected through questionnaires, tests, and observations, analyzed descriptively, and using N-Gain. The results of this study indicate that the average validation scores from learning model experts, science content experts, cultural experts, and practitioner experts (elementary school teachers) place the local wisdom–based RADEC model in the valid category (84.6%). Based on implementation data and teacher and student responses, the RADEC model was considered practical, with an average score of 83.2%. Furthermore, the implementation of the local wisdom-based RADEC model indicates its potential effectiveness in learning, as evidenced by an increase in student literacy with an N-Gain score of 0.75 (high category). The average students’ collaborative skills increased from 56.25% (categorized as moderate collaboration) to 95.99% (categorized as very high collaboration). Therefore, the TiDayu local wisdom-based RADEC model is easy to implement and shows initial potential to enhance students’ cultural literacy and collaboration skills, as local wisdom provides a meaningful learning context, enables the interpretation of cultural values (cultural meaning-making), and encourages social interaction among elementary school students. Keywords: RADEC model, local wisdom, cultural literacy, collaboration skills.
Assessing Students’ Problem-Solving Ability on Renewable Energy Topics in Physics: A Rasch Analysis Based on Heller’s Framework Welli Andriani; Ida Kaniwati; Irma Rahma Suwarma
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.pp1299-1324

Abstract

This study examined students’ problem-solving ability in physics on renewable energy topics by evaluating a Heller-based assessment instrument using the Rasch model. The study focused on determining whether the instrument functioned adequately for profiling students’ staged problem-solving performance and identifying how item difficulty was distributed across the Heller framework. A quantitative descriptive design was employed involving 35 students who completed five renewable-energy physics problems. The instrument consisted of 25 scored indicators representing five Heller stages: Focus the Problem, Describe the Physics, Plan the Solution, Execute the Plan, and Evaluate the Answer. Students’ written responses were assessed using a 0–4 polytomous rubric. The data were analyzed using MINISTEP VERSION 5.11.2 to examine person and item reliability, separation indices, item fit, person fit, unidimensionality, item difficulty, and rating-scale functioning. The instrument demonstrated adequate psychometric quality for exploratory use. Person reliability was 0.89, item reliability was 0.86, person separation was 2.83, and item separation was 2.49. All 25 indicators met acceptable Rasch fit criteria, while 32 of 35 students showed response patterns consistent with model expectations. The unidimensionality analysis supported the presence of a dominant primary dimension, and the 0–4 rating categories functioned progressively. The item difficulty distribution showed that students’ performance was influenced not only by the formal Heller stage but also by the conceptual and contextual demands of each renewable-energy problem. The Heller-based instrument was suitable for preliminary profiling of students’ problem-solving ability in renewable-energy physics. However, further validation with larger and more diverse samples is recommended to strengthen the instrument’s reliability, fairness, and instructional usefulness. Keywords: renewable energy, physics problem solving, rasch analysis, heller’s framework, cational assessment.
Metacognitive Awareness in EFL Reading Comprehension for Senior High School Students: Predictive Insights Helta Anggia; Kaló Zsuzsa; Kristóf Lakatos; Rafista Deviyanti
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.pp1325-1340

Abstract

Metacognitive awareness is widely recognized as an important factor influencing English as a Foreign Language (EFL) reading comprehension. However, evidence regarding the contributions of its components remains inconclusive, particularly in the Indonesian context. This study examined the relationship between metacognitive awareness and EFL reading comprehension among Indonesian high school students and investigated gender differences in metacognitive awareness. A total of 72 students (42 males and 30 females) participated in the study. Data were collected using the Metacognitive Awareness Inventory (MAI) and a reading comprehension test. The Rasch model implemented in the Quest program was used to analyze item difficulty, and One-Way MANOVA was used to examine gender differences. To investigate the structural relationships between metacognitive awareness dimensions and reading comprehension, Partial Least Squares Structural Equation Modeling (PLS-SEM) was employed. PLS-SEM was selected because it is suitable for exploratory models and can accommodate relatively small samples when model complexity is limited; however, the sample size remains a limitation of the study. The Rasch analysis revealed that items requiring inference of unstated information were the most difficult, whereas vocabulary inference based on contextual clues was the easiest. MANOVA results indicated that female students demonstrated higher levels of metacognitive awareness than male students. The PLS-SEM analysis showed that metacognitive regulation was not significantly associated with reading comprehension. In contrast, metacognitive knowledge exhibited a stronger positive relationship with reading comprehension, suggesting that students’ awareness of their cognitive processes contributes more substantially to reading performance than their regulatory strategies. Although metacognitive regulation did not significantly predict reading performance, metacognitive knowledge emerged as a more meaningful contributor. These results suggest that EFL instruction should place greater emphasis on fostering students’ metacognitive knowledge to enhance reading comprehension. Future research should employ larger and more diverse samples to improve the generalizability of the findings. Keywords: EFL learners, gender differences, metacognitive awareness, metacognitive knowledge, reading comprehension.

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