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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 233 Documents
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Search results for "students" : 233 Documents clear
The Effects of Cooperative Project-Based Learning through Social Praxis Project Proposal Development on Students’ Conceptual Understanding and Concept Application Yuliati Yuliati; Punaji Setyosari; Dedi Kuswandi; Made Duananda Kartika Degeng; Moch. Nurfahrul Lukmanul Khakim
Jurnal Pendidikan Progresif Vol 16, No 3 (2026): Jurnal Pendidikan Progresif
Publisher : FKIP Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/jpp.v16i3.pp1395-1412

Abstract

This study aims to determine the effectiveness of the Cooperative Project-Based Learning (CPjBL) strategy on students’ conceptual understanding and concept application abilities compared to the Project-Based Learning (PjBL) strategy, as well as to analyze the influence of Field Independent (FI) and Field Dependent (FD) cognitive styles on student learning outcomes. The study employed a quantitative approach using a quasi-experimental research design with a non-equivalent control group factorial design of 2 × 2. The research subjects consisted of 100 students from the History Education Study Program at Universitas Negeri Malang who were divided into experimental and control groups. Data collection was conducted through conceptual understanding tests, concept application tests, and the GEFT (Group Embedded Figures Test) cognitive style instrument. Data were analyzed using MANOVA after fulfilling prerequisite tests, including normality, homogeneity, linearity, and multicollinearity tests. The findings indicate that learning strategies significantly affect students’ conceptual understanding and concept application abilities. Students who learned using the CPjBL strategy achieved higher average learning outcomes compared to those who learned using the PjBL strategy. In conceptual understanding ability, the CPjBL group obtained an average score of 84.42, while the PjBL group achieved an average score of 79.30. In concept application ability, the CPjBL group obtained an average score of 90.02, whereas the PjBL group achieved an average score of 86.14. The results also revealed that FI and FD cognitive styles did not have a significant effect on students’ conceptual understanding or concept application abilities. In addition, an interaction effect between learning strategies and cognitive styles on student learning outcomes was identified. The findings confirm that the CPjBL strategy is more effective in improving conceptual understanding and concept application abilities because it creates an active, collaborative, and student-centered learning environment. This strategy also provides opportunities for students to develop critical thinking, collaboration, communication, and problem-solving skills throughout the learning process. Keywords: cooperative project-based learning, project-based learning, cognitive style, conceptual understanding, concept applications.
Energy Literacy Among Secondary School Students: A Multidimensional Study of Sociodemographic Patterns and Energy-Use Behavior Mira Pitriyani; Muhammad Syukri; Evendi Evendi; Abdul Halim; Irwandi Irwandi; Siti Maghfirah; Nurazidawati Mohamad Arsad
Jurnal Pendidikan Progresif Vol 16, No 3 (2026): Jurnal Pendidikan Progresif
Publisher : FKIP Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/jpp.v16i3.pp1493-1510

Abstract

This study addresses the need for evidence-based energy education that links conceptual understanding to students’ daily energy behaviors. This study analyzes the energy literacy of secondary school students across the domains of knowledge, attitudes, and behavior, examining the effects of age, gender, grade level, parental education, and participation in advanced physics electives. The study employed a quantitative survey using an energy literacy questionnaire adapted from the Energy Literacy Questionnaire framework. After data cleaning and reversing scores on negative statements, 303 valid responses were analyzed using descriptive statistics, Cronbach’s alpha reliability test, Kruskal-Wallis test, epsilon squared effect size, and Bonferroni post-hoc test. Students’ total energy literacy fell into the moderate category (M = 68.80). The knowledge (M = 72.32), attitude (M = 67.70), and behavior (M = 66.37) domains were also in the moderate category, with behavior being the lowest domain. Gender significantly differentiated knowledge and total literacy, while grade level significantly differentiated the knowledge domain. Age,  father’s education, mother’s education, and enrollment in Physics as an elective subject did not significantly differentiate total literacy. Students’ energy literacy is multidimensional and reveals a knowledge-action gap. Energy education needs to shift from conceptual learning toward real-world projects, school-based practices, and family engagement. Keywords: energy literacy, adolescent students, gender, socioeconomic status, parental education.
Bullying Intentions Among High School Students: Insights into Emotion Regulation and Cognitive Empathy Sudirman Sudirman; Abdul Rahim Karim; Muhammad Irfan Hasanuddin
Jurnal Pendidikan Progresif Vol 16, No 3 (2026): Jurnal Pendidikan Progresif
Publisher : FKIP Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/jpp.v16i3.pp1511-1532

Abstract

Bullying has emerged as a serious public mental health crisis in Indonesian educational settings, affecting adolescents' psychosocial well-being at multiple levels. Despite rising case numbers reported by national institutions, most school-based interventions remain reactive and punitive, failing to address the underlying psychological mechanisms that precede bullying behavior. Ajzen's Theory of Planned Behavior (TPB) offers a useful frame here. Emotion regulation and cognitive empathy have been theoretically and empirically linked to aggressive intentions. However, their roles have rarely been examined through in-depth qualitative inquiry, particularly in the Indonesian context. This study aimed to explore how emotion regulation and cognitive empathy shape bullying intentions among senior high school students in Palopo City, and to identify key themes underlying their interplay within real school contexts. A qualitative multiple-case study design was employed, involving 24 purposively selected participants from State High School 1 and State High School 3 in Palopo City, comprising students, school counselors, and homeroom teachers. Data were gathered through in-depth interviews, participatory observation, and document analysis, then analyzed using Braun and Clarke's thematic analysis framework. Trustworthiness was established through source triangulation and member checking. Five core themes emerged; (1) emotion dysregulation, particularly failures in cognitive reappraisal, as a primary trigger of bullying intentions; (2) cognitive empathy deficits, especially low perspective taking, enabling moral disengagement; (3) peer group pressure accelerating bullying norms; (4) a substantial teacher-student perception gap undermining intervention effectiveness; and (5) maladaptive coping strategies sustaining cycles of aggression. Bullying intentions among adolescents are deeply rooted in deficits of emotion regulation and cognitive empathy, amplified by collectivist peer dynamics. Schools need to shift from punitive responses toward proactive social-emotional learning programs that explicitly cultivate cognitive reappraisal and perspective-taking skills as core psychological competencies. Keywords: bullying intention, cognitive empathy, emotion regulation, preventive strategy, qualitative case study.

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