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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 722 Documents
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Bridging Worlds with Words: Translanguaging Space as A Transformation of Specific-Cultural Constructs Prasatyo, Bayu Andika; Luciana, Luciana; Hidayati, Dini
Jurnal Pendidikan Progresif Vol 15, No 1 (2025): Jurnal Pendidikan Progresif
Publisher : FKIP Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/jpp.v15i1.pp671-690

Abstract

Bridging Worlds with Words: Translanguaging Space as A Transformation of Specific–Cultural Construct. Objectives: Translanguaging practices in multilingual contexts have emerged as a dynamic framework for understanding how learners utilize their linguistic repertoires to construct meaning and negotiate cultural identities. This study investigates the role of translanguaging spaces in shaping identity construction within English as a Foreign Language (EFL) classroom in Indonesia. The research explores how learners creatively and critically engage with their linguistic resources, leveraging translanguaging practices to express themselves, reform specific-cultural constructs, and navigate multilingual environments. Methods: The study employs a qualitative approach, focusing on narratives of identity construction through classroom performances. Methods include observations, interviews, and analysis of multimodal compositions created by multilingual EFL learners. Findings: It reveals that translanguaging fosters deeper engagement in meaning-making processes by enabling learners to draw on their sociocultural resources and linguistic repertoires. It highlights how translanguaging spaces facilitate the projection and negotiation of cultural identities, allowing learners to occupy social spaces that reflect their unique experiences. Conclusion: Conclusions emphasize the transformative potential of translanguaging practices in EFL education, demonstrating how they empower learners to reconstruct cultural identities while enhancing cognitive and linguistic flexibility. The research highlights the importance for pedagogical approaches that embrace translanguaging as a tool for fostering inclusivity, creativity, and critical thinking in multilingual classrooms. Keywords: cultural identity construct, EFL learners, translanguaging space, multilingual.
Teachers’ Questioning Strategies to Promote Students’ Engagement in EFL Classroom: The Case of Islamic Boarding Schools in Aceh Fata, Ika Apriani; Syamaun, Arifin; Maulini, Rini; Muktabar, Fadhilah; Marhaban, Saiful; Muslem, Asnawi; Dewi, Silvi Listia
Jurnal Pendidikan Progresif Vol 12, No 1 (2022): Jurnal Pendidikan Progresif
Publisher : FKIP Universitas Lampung

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Abstract

Teachers’ Questioning Strategies to Promote Students’ Engagement in EFL Classroom: The case of Islamic Boarding Schools in Aceh, Indonesia. Objective: The present study aims to investigate the use of questioning strategies during classroom interaction. There have been numerous studies on questioning strategies, however, Islamic boarding schools have received less attention. Method; There were N=106 students, Aged 14-16 years as students at Islamic boarding schools in Aceh, and English teachers (N=5) participated in this study selected through purposive sampling, documentation, observation, and interview are triangulation of instruments. The data were analyzed by using the descriptive qualitative form by Marzano's Observational Protocol Sheet (2013). Findings: The findings revealed that teacher mostly employs questioning strategies to check the students' knowledge and comprehension in the learning process by using many kinds of questions. Teachers used the questioning strategy through interview results to engage students and monitor the extent to which they met the learning indicators. Furthermore, when it happened to come to promoting children's critical thinking, teachers were ineffective because the questions were yes/no questions. In conclusion; it explicitly means that this strategy is interactive and effective and also can be a beneficial way to the students and teacher in the classroom interaction at school. Keywords: questioning strategies, Islamic boarding school, classroom interaction.DOI: http://dx.doi.org/10.23960/jpp.v12.i1.202207
WILLINGNESS TO PAY RUMAH TANGGA DALAM MEMBAYAR BIAYA PENDIDIKAN MENENGAH UNGGULAN DI KOTA MALANG Rosyadi, Muhammad Irfan
Jurnal Pendidikan Progresif Vol 6, No 2 (2016): Jurnal Pendidikan Progresif
Publisher : FKIP Universitas Lampung

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Abstract

Households Willingness to Pay of Excellent Secondary Education Cost In Malang City. The importance of education to economic development and the understanding of households determine the educational services, these makes excellent secondary educational institutions in Malang greatly demanded, but the willingness to pay the cost of education questionable. This study used primary data from a questionnaire completed by 150 respondents, and then analyzed by multiple regression method to measure the value of willingness to pay as well as the dependent variables influenced. The study showed that an average household are less willing to pay the cost of excellent secondary education. Income, number of dependents, education and access had a significant effect. Keywords: willingness to pay, household, excellent secondary education DOI: http://dx.doi.org/10.23960/jpp.v6.i2.201601
Effect of Blended Learning on Students’ Learning Outcomes: A Meta-Analysis Lusa, Herman; Adnan, Adnan; Yurniawati, Yurniawati
Jurnal Pendidikan Progresif Vol 12, No 2 (2022): Jurnal Pendidikan Progresif
Publisher : FKIP Universitas Lampung

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Abstract

Effect of Blended Learning on Students’ Learning Outcomes: A Meta-analysis. Objective: This research aims to determine the effect of blended learning implementation in Indonesia between 2016-2020. Methods: This is a meta-analysis study and 27 articles met the criteria analyzed by Revman 5.4. This study reported effect size of blended learning on learning outcomes consisting of subgroups of education levels (elementary school, junior high school, senior high school, vocational education, and college) and subgroups of learning outcomes (knowledge, thinking ability, and attitude). Findings: The theoretical effect size score of Standard Mean Difference or SMD = 1.01 (95% CI [0.802– 1.20). P < 0.00001) for blended learning compared to conventional. Subgroup analysis obtained a high category effect size for Blended Learning’s application according to the level of education and learning achievement. Except for the effect size for attitudes belongs to the moderate category. Conclusion: This study concluded that Blended Learning positively affects knowledge mastery, thinking ability, motivation, and learning independence at all levels of education. Keywords: blended learning, learning outcomes, education level. DOI: 10.23960/jpp.v11.i2.202113
Contribution of Post-Pandemic Transformational Leadership towards Learning Loss Rini, Riswanti; Riswandi, Riswandi; Izzatika, Amrina; Ningtyas, Ika Wulandari Utami; Azizah, Alif Luthvi; Handoko, Handoko
Jurnal Pendidikan Progresif Vol 13, No 2 (2023): Jurnal Pendidikan Progresif
Publisher : FKIP Universitas Lampung

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Abstract

Post-pandemic Transformational leadership on Learning Loss Quality of Education. Objectives: The main problem of the research is a learning loss. The research aims to determine the effect of principal’s transformational leadership to solve learning loss problem. Methods: The research type was a quantitative. The population in this study was 1997 state junior high school teachers in Bandar Lampung. This research uses cluster random sampling with a total sample of 226 teachers. The data collection technique used questionnaire with a likert scale. The data were analyzed by using Pearson's Moment Product, Coefficient Correlation Pearson in SPSS and Kolmogorof Smirnov test. Findings: The results showed that each variable of transformational leadership could solve the problem of learning loss with a positive effect by 9,7%, while 90.3% was influenced by other unexamined variables. Conclusion: There was a positive effect of principal’s transformational leadership to solve learning loss problem. Keywords: principal’s transformational leadership, quality of education, learning loss.DOI: http://dx.doi.org/10.23960/jpp.v13.i2.202331
The Role of the Storytelling towards Internalization of Religious Values for Early 5-6 Years Old Children Nurhayati, Nurhayati; Amrullah, Amrullah; Angraini, Andina
Jurnal Pendidikan Progresif Vol 12, No 3 (2022): Jurnal Pendidikan Progresif
Publisher : FKIP Universitas Lampung

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Abstract

The Role of the Storytelling Method on the Implementation of Religious Values in Early 5-6 Years Old. Objective: this research aimed to find out how to implement the storytelling method and religious values for children aged 5-6 years. Methods: The method used is descriptive qualitative research. Document collection begins with observation sheets and documentation. Findings: The findings of the first meeting of 15 children who were subject to the cultivation of religious values, in the aspect of the prayer movement of meetings 1-4, the highest average percentage was in the 3 star category and 2 star category (35%), the lowest in the 4 star category (10%). obedient and obedient aspects of meetings 1-4 with the highest average percentage in the 2-star category (46.67%), the lowest in the 4-star category (0%). aspects of good and bad behavior at meetings of 1-4, with the largest average percentage in the 3 star category (45%), the lowest in the no star category (3.33%). Conclusion: the implementation of the storytelling method gets 3 stars, and there is a role for the storytelling method to inculcate religious values for children aged 5-6 years. From the first, second, third and fourth meetings showed an increase in the three categories observed. Keywords: storytelling method, cultivating religious values.DOI: http://dx.doi.org/10.23960/jpp.v12.i3.202229 
Implementation of the Experiential Learning Model: an Alternative Solution to Improve Chemistry Learning Outcomes of Vocational Students Vidiastuti, Ririn; Hartono, Hartono
Jurnal Pendidikan Progresif Vol 8, No 2 (2018): Jurnal Pendidikan Progresif
Publisher : FKIP Universitas Lampung

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Abstract

Implementation of experiential learning model: an alternative solutions to improve chemistry learning outcomes in the vocational field. Objectives: This classroom action research was aimed to improve students’ chemistry learning result through experiential learning model.Methods: The study was conducted in two cycles, each cycle consisting of two meetings. Findings: Improvement of student learning outcomes can be seen from the mean score of student learning outcomes before the action done (T0) of 71,23 with mastery learning 42,86%, an increase in 1st cycle (T1) to 77,74 with mastery learning 62.86% and in 2nd cycle (T2) increased to 84,23 with learning mastery 85.71%. Keywords: Classroom action research, experiential model, chemistry learning outcomes DOI: http://dx.doi.org/10.23960/jpp.v8.i2.201812 
Epistemological Beliefs and Academic Performance in Physics of Grade 12 Filipino STEM Learners Panergayo, Albert Andry Echor; Gregana, Clarissa Fajardo; Panoy, Julie Fe Dimaunahan; Chua, Elisa Nocheseda
Jurnal Pendidikan Progresif Vol 13, No 1 (2023): Jurnal Pendidikan Progresif
Publisher : FKIP Universitas Lampung

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Abstract

Epistemological Beliefs and Academic Performance in Physics of Grade 12 Filipino Stem Learners. Objectives: This descriptive-correlational study investigated the existing relationship of epistemological beliefs to the academic performance in Physics of Filipino STEM learners. It further described the levels of academic performance and sophistication of epistemological beliefs about Physics of the Filipino STEM learners. Methods: This study involved a convenient sample of 407 Grade 12 Filipino STEM learners enrolled in A. Y. 2021-2022. This study used EBAPS to solicit the epistemological views of the students in Physic. Findings: Frequency, mean and standard deviation shown that majority of the students have a very satisfactory academic performance but their epistemological beliefs about Physics are generally poorly sophisticated. Pearson product-moment coefficient revealed that the four non-orthogonal dimensions of epistemological beliefs about Physics (structure of scientific knowledge, nature of knowing and learning, evolving knowledge, source of ability to learn) established significant association to students’ academic performance except real-life applicability. Multiple regression analysis revealed that among five dimensions of epistemological beliefs structure of scientific knowledge and nature of knowing are found to be significant determinants of the students’ academic performance in Physics. Conclusions: It is recommended for the physics teachers to craft an instructional intervention to enhance the students’ epistemological beliefs in physics, which in turns affect the performance of the students in the class. Keywords: academic performance, epistemological beliefs, multiple regression.DOI: http://dx.doi.org/10.23960/jpp.v13.i1.202302
Blended Learning Based on Heutagogy as a Determinant of Student Engagement in Islamic Education Salsabila, Unik Hanifah; Sukiman, Sukiman; Sibawaihi, Sibawaihi
Jurnal Pendidikan Progresif Vol 12, No 1 (2022): Jurnal Pendidikan Progresif
Publisher : FKIP Universitas Lampung

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Abstract

Blended Learning Based on Heutagogy as a Determinant of Student Engagement in Islamic Education. Objective: Blended learning by prioritizing a heutagogical approach in Islamic Education needs to be analyzed to determine the potential for successful student engagement. Methods: Therefore, this study classifies, regresses, and predicts the determinants of the interaction of 128 students in a literacy project using three indicator variables; discussions, presentations, and publications. Findings: This study found an f value of 85.79 +/- 5.83 (micro average: 86.27) with positive class completeness at an accuracy of 80.71% in classification analysis with a decision tree, f value 80.33% with an accuracy of 72.86%, and classification error of 27.14% in predictive analysis with Naïve Bayes, and the significance of t count 4.713 > t table 1.97912 in regression analysis with SPSS. Conclusion: This study concludes; that (1) discussion determines mastery in heutagogy learning, (2) discussion activities have a positive effect on understanding in heutagogy learning, and (3) discussion determines engagement in completing assignments. Keywords: blended learning, heutagogical, Islamic education, student engagement.DOI: http://dx.doi.org/10.23960/jpp.v12.i1.202230
Developing the Textbook of Classroom Action Research Through Participatory Action Research: Quality and Challenges Usman, Jarjani; Mawardi, Mawardi; Husna, Husna
Jurnal Pendidikan Progresif Vol 11, No 1 (2021): Jurnal Pendidikan Progresif
Publisher : FKIP Universitas Lampung

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Abstract

Developing the Textbook of Classroom Action Research through Participatory Action Research: Quality and Challenges. Objective: This study collaboratively developed a Classroom Action Research (CAR) textbook and formatively evaluated its quality. Method: Using Participatory Action Research (PAR), this study collaborated with 29 teachers in Aceh to design, develop, and iteratively evaluate the textbook. During the design and development process, we formatively evaluated it through self-reflection, expert appraisal, questionnaires, and interviews to produce quality textbooks in terms of validity and practicality. Findings: Results showed that although most teachers initially did not understand CAR, there was an increase in their understanding and interest in implementing CAR with the textbook guidelines. Besides, the textbook’s validity and practicality increased as expressed by the teachers. Conclusion: Using PAR in writing CAR with the teacher improves the quality of the textbook, in terms of its validity and practicality.Keywords: teachers’ involvement, participatory action research (PAR), textbook quality. DOI: http://dx.doi.org/10.23960/jpp.v11.i1.202101

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