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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 390 Documents
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Search results for "the" : 390 Documents clear
Analysis of Maternal Religiosity, Parenting Style, and Social Support on the Value of Children with Autism: Educational Implications Utami, Restu; Krisnatuti, Diah; Johan, Irni Rahmayani
Jurnal Pendidikan Progresif Vol 15, No 2 (2025): Jurnal Pendidikan Progresif
Publisher : FKIP Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/jpp.v15i2.pp1431-1456

Abstract

Analysis of Maternal Religiosity, Parenting Style, and Social Support on Value of Children with Autism: Educational Implications. Objectives: This study examines the correlation and influence of maternal religiosity, parenting style, and social support on the value of children with Autism Spectrum Disorder (ASD), along with implications for their education. Methods: A total of 145 mothers of children with ASD from the Greater Jakarta area were purposively sampled. Data were collected through online questionnaires, analyzed using Spearman Rank correlation and Structural Equation Modeling (SEM). Findings: Most participants were millennial mothers with high educational attainment and stable economic status. High levels of religiosity, especially in personal religious practices, were reported, with family as the primary source of social support. Unexpectedly, correlation analysis revealed a negative association between maternal education level and value of children, although the children’s educational level was positively correlated with value of children. Although the authoritative parenting style emerged as the predominant approach, it did not exhibit a significant correlation with the perceived value of children. These findings highlight the crucial role of aligned maternal religiosity and adequate social support in shaping perceptions of children’s value. Conclusion: Highly educated mothers are negatively linked to perceived value of children, while children’s higher educational positively enhances their perceived value as symbols of autonomy and future potential. Therefore, strengthening maternal religiosity, family and community social support, and access to inclusive education are key to enhancing perceptions and educational outcomes for children with ASD. Keywords: autism, inclusive education, religiosity, social support, value of children.
Integrating the Javanese Local Tradition of Selametan into History Learning Projects to Strengthen the Profile of Pancasila-Based Student Character Wilis, Roro; Kinanti, Ajeng Diah; Kumalasari, Dyah
Jurnal Pendidikan Progresif Vol 15, No 2 (2025): Jurnal Pendidikan Progresif
Publisher : FKIP Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/jpp.v15i2.pp1457-1473

Abstract

Integrating the Javanese Local Tradition of Selametan into History Learning Projects to Strengthen the Profile of Pancasila-Based Student Character . Objectives: This study aims to explore the history and perspectives of the Javanese community in viewing local selametan traditions and character values relevant to the Profile of Pancasila-Based Student Character. This research also analyses how history teachers can internalise these character values in learning that is integrated with the local selametan tradition. Methods: This research uses a qualitative case study design with data collection techniques through non-participatory observation, in-depth interviews, document analysis, and literature review. The consideration for selecting a single case study design focused on SMA Negeri 9 Yogyakarta was not only based on the implementation of Project-Based Learning (PjBL) in history integrated with the local Javanese tradition of selametan, but also on the uniqueness of the school, which claims to be The Art and Cultural School. Content analysis was used to interpret secondary data related to history and the meaning of the local selametan tradition. Additionally, the single case study design was employed to explore how the internalisation of character values occurs in history learning practices. Sampling techniques were conducted using purposive sampling, considering exclusion and inclusion criteria, involving several subjects such as the Vice Principal for Curriculum, history teachers, and student representatives from grade X at State Senior High School 9, Yogyakarta. Data validity and reliability were obtained through source triangulation techniques and analysed using an interactive model. Findings: The findings indicate that the local tradition of selametan has an important position in the perspective of the Javanese community, is relevant to the history material on Community Life in the Indonesian Archipelago during the Islamic Period, and contains character values that are in line with the Profile of Pancasila-Based Student Character (P5), namely religious, critical thinking, global diversity, independence, creativity, and cooperation. To internalise these character values, the researcher utilised three stages of development proposed by Thomas Lickona, encompassing moral knowledge, moral feelings, and moral actions. Conclusion: The Project-Based Learning (PjBL) model integrated with the local Javanese tradition of selametan serves as a historical learning design that not only enhances students' cognitive understanding but also has the potential to positively impact the development of character traits aligned with the Profile of Pancasila-Based Student Character (P5). Keywords: contextual, local java tradition, selametan, project-based learning, history learning.
Unpacking Student Entrepreneurial Success: The Strategic Role of Entrepreneurial Character and Organizational Culture Mulyono, Kemal Budi; Rahman, M. Fathur; Daud, Noorzaidi Mohd
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.pp1497-1517

Abstract

Unpacking Student Entrepreneurial Success: The Strategic Role of Entrepreneurial Character and Organizational Culture. Objective: High entrepreneurial orientation does not guarantee student entrepreneurial success, particularly in Global South contexts, where institutional resource gaps and neglected learning mechanisms often undermine entrepreneurial outcomes. This study fills the gap by integrating the Resource-Based View and Entrepreneurial Learning Theory to explain how entrepreneurial orientation impacts student entrepreneurial success within the Indonesian higher education ecosystems. Method: A quantitative approach, employing a cross-sectional survey design, was utilised, with Likert-scale questionnaires distributed to purposively selected student entrepreneurs. Moderating Partial Least Squares Structural Equation Modeling was applied to analyse data from 180 respondents, examining both direct and moderating effects. Result: The findings show that entrepreneurial orientation has a significant impact on entrepreneurial success, emphasizing the strategic role as a valuable intangible resource.  Among all moderating effects tested, Organizational Culture exerts the most decisive impacts (β = 0.277), compared to Entrepreneurial Characteristics (β = 0.215), underscoring how embedded cultural values critically shape the potency of entrepreneurial orientation on student success. Entrepreneurial characteristics, such as confidence, perseverance, and innovativeness, positively influence outcomes by strengthening entrepreneurial capabilities through learning processes. Organizational culture also emerges as a critical factor shaping entrepreneurial achievements. Notably, interaction effects show that entrepreneurial characteristics and organizational culture significantly moderate the relationship between entrepreneurial orientation and business performance. Conclusion: This study advances theoretical insights by integrating the Resource-Based View and Entrepreneurial Learning Theory. It conceptualises learning as a capability-based mechanism through which internal resources are activated, configured, and deployed, transforming entrepreneurial orientation into actionable competencies that foster student success in constrained institutional settings. This approach offers practical implications for universities seeking to cultivate effective entrepreneurial ecosystems in emerging economies. Keywords: student entrepreneurship, entrepreneurial orientation, organizational culture, emerging economies, higher education, resource-based view, entrepreneurial learning theory.
Comparative Analysis of Elementary Mathematics Textbooks on Geometry in Indonesia and the United States Puspitaningrum, Rifky; Purnomo, Yoppy Wahyu
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.pp1579-1603

Abstract

Comparative Analysis of Elementary Mathematics Textbooks on Geometry in Indonesia and the United States. Objectives: This study aims to describe a comparison between elementary mathematics textbooks from Indonesia and the United States, focusing on geometry content. The analysis covers mathematical content based on Van Hiele’s levels of geometric thinking and Gracins’ framework, including mathematical activities, task complexity levels, response formats, and contextual features. Methods: A qualitative approach was employed, using coding and content recording techniques on Indonesian mathematics textbooks (Matematika SD/MI) and the Go Math! series from the United States across all elementary grade levels. Horizontal and vertical analyses were conducted. Inter-rater reliability was tested using Fleiss’ Kappa via JASP software, yielding high agreement levels ranging from "almost perfect" to "substantial" across all dimensions. Findings: The results indicate that Go Math! has a greater number of pages, emphasizes reasoning and conceptual connections, and is dominated by closed-ended tasks. Indonesian textbooks tend to focus more on geometric shapes and properties, with a stronger presence of realistic contextual applications. Notably, there is no geometry content in Go Math! Grade 6 (2023 edition). Conclusion: This study contributes to the international discourse on textbook design and curriculum policy. The comparison reveals differing instructional approaches to geometry between developing and developed countries. The applicability of the Van Hiele and Gracins’ frameworks across educational contexts is affirmed. Differences in contextual features also highlight the influence of local culture on mathematical content presentation. The absence of geometry in the final elementary grade in the U.S. curriculum points to a potential learning gap. This study recommends the development of more progressive mathematics textbooks that include varied activities, open-ended tasks, and meaningful contexts. It also encourages further comparative research across different content domains as a foundation for global mathematics education reform. Keywords: textbook research, mathematics, geometry, indonesia, united states.
Islamic Education Development Prospects: Study of The Future and Its Challenges Muthmainnah, Sitti; Bachtiar, Fauziah; Yassin, Abdulnassir; Sulistyowati, Endang
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.pp1604-1619

Abstract

Islamic Education Development Prospects: Study of The Future and Its Challenges. Objective: This study aims to analyze the various multidimensional challenges in the development of Islamic Education and offer strategic solutions that are transformative, not merely adaptive. Method: This study used a qualitative approach with a systematic literature review method, by collecting and analyzing literature from reputable journals, scientific books, and relevant reports, both national and international. The literature was selected through strict inclusion and exclusion criteria, covering publications from 2015 to 2024 and relevance to the development of Islamic education. Findings: This study reveals seven main challenges that hinder the development of Islamic Education, namely inconsistency with future needs, negative public perception of graduates, low achievement of eight national education standards, technological disruption and the Society 5.0 era, low digital literacy of educators, a non-contextual curriculum paradigm, and weak character education. These seven challenges are systemically interrelated and demand integrated solutions. The curriculum relevance crisis demands competency-based and integrative reform, the technology gap demands the integration of AI and contextual digital learning, and negative public perception demands performance-based communication strategies and multi-stakeholder collaboration. The innovative solutions offered include the development of a curriculum based on 21st-century values and competencies, the integration of technology and personalized learning, character strengthening based on local wisdom, institutional rebranding through multi-stakeholder collaboration, and partnerships between Islamic educational institutions and the industrial and community sectors. Conclusion: This study confirms that the future development of Islamic education must be rooted in a critical awareness of global dynamics, accompanied by progressive and contextual strategies. These findings provide a conceptual framework that can serve as a foundation for Islamic education reform that not only maintains Islamic identity but also strengthens the readiness of the Muslim generation to respond to future challenges in a visionary and competitive manner. Keywords: islamic education, challenges, solutions, future.
Ethnomathematics of Samin Tribe's Culture: An Approach to Instructional Mathematics Learning Novianti, Dwi Erna; Zaenuri, Zaenuri; Wardono, Wardono; Sugiman, Sugiman
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.pp1620-1639

Abstract

Ethnomathematics of Samin Tribe's Culture: An Approach to Instructional Mathematics Learning. Objectives: This study aims to explore the ethno-mathematics of the Samin tribes’ culture that is applied in the form of mathematics instrumental questions on data analysis and probability materials in statistics. Method: This research applied a qualitative research design of an ethnographic approach. Ethnography is an approach that utilizes various data collection techniques, such as observation and interviews, which are complemented by the direct involvement of the researchers to gain a deep understanding of their participants. The data collection techniques used were direct observation and in-depth interviews. Data analysis was carried out qualitatively through three main stages, namely data reduction, data presentation, and drawing conclusions. The data presented are the results of observations related to the Samin tribe culture, which are then analyzed for the mathematical elements contained in the culture to be presented in the form of an instrumental question. Findings: The results of the exploration of ethnomathematics in the Samin tribe revealed cultural elements in the form of objects and non-objects. The Object elements are in the form of gamelan, udheng samin, and batik samin. While non-object elements are cultural practices in the form of the tradition of “Petung”. The corresponding forms of mathematical connections are mathematical concepts related to geometry, algebra, statistics, probability, combinations, and permutations. Conclusion: Based on the results of the exploration, a set of questions related to the Samin tribes’ culture was produced on the topic of Data analysis and Probability (statistics) for junior high school students. These questions can be applied or implemented in the mathematics learning process, so that mathematics learning based on this culture adds another value of knowledge for the students, instead of mathematics itself. The results of this research are in the form of question prototypes that potential to be developed and validated further, thus can be applied in the learning process. Keywords: ethnomathematics, samin tribe, question prototypes, mathematics learning.
The Effect of Dynamic Geometry Software-Based Interactive Media with the RME Approach in Improving Critical Thinking on the Rotation Topic Ramidha, Nur Fitriani; Shodikin, Ali; Abdullah, Abdul Halim
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.pp1640-1652

Abstract

The Effect of Interactive Media Based on Dynamic Geometry Software with the RME Approach on Improving Critical Thinking in Rotation Material. Objectives: The goal of this research is to examine the effect of using interactive media on Dynamic Geometry Software (DGS), like GeoGebra, along with the Realistic Mathematics Education (RME) technique in improving students’ critical thinking on the topic of rotation in geometry. Methods: The study used both a quantitative approach and a quasi-experimental approach. There were 38 students from SMA Negeri 1 Olahraga Sidoarjo in East Java who took part in this study. The experimental class and the control class consist of 19 students each. The experimental group learned with GeoGebra-based interactive media and the RME method, while the control group learned more traditionally without technology and the RME method. A set of validated test questions was administered before and after the intervention to measure students’ critical thinking skills. Results: There was a significant difference between the two groups’ critical thinking skills. Students in the experimental class were much better at understanding, evaluating, and thinking about geometric rotation problems than students in the control class. Combining GeoGebra and RME helped students understand how rotation works in real life and made them more interested, active, and better at understanding, exploring, and using it in a meaningful way. Conclusion: The RME method and GeoGebra helped students think critically about geometry, especially rotation. These results support the idea that using technology in a way that makes learning mathematics more meaningful, like RME, can help students think more deeply. Teachers should think about using these kinds of strategies to help their students learn mathematics better. Keywords: critical thinking, geogebra, quasi-experimental, RME, rotation.
How School Culture and Climate Mediated Student’s Mathematics Achievement: A Path Analysis of PISA 2022 Indonesia Data Latifah, Ayustina Intan; Kismiantini, Kismiantini
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.pp1670-1687

Abstract

How School Culture and Climate Mediated Student’s Mathematics Achievement: a Path Analysis of PISA 2022 Indonesia Data. Indonesia’s declining mathematics performance in PISA 2022 highlights the need to examine key educational factors affecting student achievement. In the post-pandemic context, school culture and climate have become increasingly important in shaping learning outcomes. This study investigates how these factors mediate the effects of teacher support, gender, and socioeconomic and cultural status (ESCS) on students’ mathematics achievement. Objectives: This study aims to: (1) examine the effects of teacher support, gender, and socioeconomic and cultural status on school climate and culture indicators (bullying victimization, sense of belonging, feeling safe, and school safety risks); (2) assess the influence of these indicators on students’ mathematics achievement; (3) analyze the direct effects of the independent variables on mathematics achievement; and (4) evaluate the mediating role of school climate and culture in these relationships. Methods: This quantitative study used cross-sectional data from the PISA 2022 Indonesia dataset, comprising 12,491 students from 410 schools. Data were analyzed using a parallel multiple mediation model with path analysis, employing Maximum Likelihood estimation and nonparametric bootstraping with 1,000 replications. Findings: The results showed that all independent variables significantly affected all four indicators of school culture and climate. Bullying victimization, lack of feeling safe, and school safety risks had significant negative effects on math achievement, while a sense of school belonging had a significant positive effect. Teacher support and gender had significant negative effects on mathematics achievement, while socioeconomic and cultural status had significant positive effects. All mediating variables significantly mediated the relationships between the independent variables and math achievement. Conclusion: Interventions to improve math achievement should not rely solely on direct teacher support, but also prioritize building a positive school climate by strengthening students’ sense of belonging and reducing bullying as these are critical pathways influencing academic success. Keywords: PISA 2022, mathematics achievement, path analysis, mediation model.
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.
Optimizing Hypnotherapy-Based Counseling in Secondary Schools: Implications for Islamic Education Policy Ferianto, Ferianto; Saprialman, Saprialman; Supardi, Edi; Gani, Ruslan Abdul; Sein, Lau Han; Hajimasamae, Muhammatkasibudi
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.pp1829-1845

Abstract

Optimizing Hypnotherapy-Based Counseling in Secondary Schools: Implications for Islamic Education Policy. Objective: This study aims to analyze the effectiveness of hypnotherapy in Islamic value-based individual counseling to improve self-regulation, emotional resilience, and learning motivation among secondary school students. Method: The study used a mixed-method approach with a convergent design, combining pre-post test quantitative data with qualitative data from interviews, observations, and documentation. Quantitative data were collected using self-regulation and concentration scales, academic anxiety scales, and learning motivation scales. Qualitative data were obtained through semi-structured interviews, participatory observations, and document studies. Findings: Quantitative results showed a significant increase in self-regulation, emotional resilience, and learning motivation, as well as a significant decrease in academic anxiety. Meanwhile, qualitative findings revealed three main themes: (1) students felt calmer, more focused, and more capable of controlling their emotional resilience after participating in hypnotherapy sessions, (2) counselors emphasized the importance of consistently implementing Islamic value-based standard operating procedures (SOPs), and (3) there were administrative and ethical challenges, including the need for parental consent and school schedule adjustments. Conclusion: The integration of quantitative and qualitative data shows that hypnotherapy is effective in supporting students' emotional and academic readiness, particularly in improving self-regulation, emotional resilience, and learning motivation. However, the implementation of this strategy requires attention to ethical, regulatory, and Islamic education policy aspects so that it can be applied sustainably and relevant to the counseling service needs in secondary schools. Keywords: hypnotherapy, individual counseling management, islamic education.

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