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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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The Effect of Physics Modeling Learning Module to Improve Science Generic Skills on Momentum and Impulse Topics Arifuddin, Muhammad; Fadillah, Muhammad Rashyid; Mahardika, Andi Ichsan
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.pp2234-2257

Abstract

The Effect of Physics Modeling Learning Module to Improve Science Generic Skills on Momentum and Impulse Topics. The learning process dominated by lectures and the use of conventional teaching materials that are difficult for students to understand leads to low generic science skills in students. One-way, teacher-centered learning causes students to become passive. Meanwhile, abstract and quantitative material on momentum and impulse requires a conceptual and visual approach to make it easier for students to understand. Objectives: This study aims to determine the impact of using physics modeling learning modules on the improvement of generic science skills in impulse and momentum material. Methods: This study employed a quasi-experimental design with a one-group pre-test and post-test approach, applied to 34 students in class X.1, who served as research subjects at SMA Negeri 1 Alalak. The data were analyzed using n-gain scores and a paired sample t-test to determine the magnitude of the effect before and after treatment was administered. Findings: The analysis reveals that the use of effective physics modeling learning modules can enhance generic science skills, yielding an n-gain of 0.81. A substantial difference between the conditions before and after using the physics modeling learning module is also evident in the results of the paired sample t-test, which demonstrates how using the module affects students' development of generic science skills. Conclusion: Physics modeling learning modules have significantly and successfully enhanced students' generic science skills related to momentum and impulse content. Keywords: impulse, module, momentum, physics modeling learning, science, generic skills.
Enhancing Early Mathematics Learning Through an Interactive Storybook: A Development and Validation Study Solfiah, Yeni; Nazri, Mohd; Risma, Devi; Satria, Defni; Pratiwi, Nanda; Eriani, Eva; Mastuinda, Mastuinda
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.pp2314-2331

Abstract

Enhancing Early Mathematics Learning Through an Interactive Storybook: A Development and Validation Study. Objective: This research aims to develop and implement an active mathematics learning paradigm for early childhood through illustrated storybooks that integrate fundamental mathematical concepts, namely numbers, patterns, geometry, measurement, and statistics. The goal is to provide a developmentally appropriate platform that encourages engagement, improves math proficiency, hones problem-solving skills, and makes learning more meaningful and enjoyable. Methods: The methodology used is a development research based on the Dick and Carey model. The validation process involved mathematicians, early childhood education experts, kindergarten educators, and media experts. Data were obtained through surveys, interviews, observations, and limited trials involving 14 children aged 5–6 years in Pekanbaru, Riau Province, Indonesia. Quantitative data analysis employed descriptive statistics, pretest-posttest comparisons, normality tests, and homogeneity tests. At the same time, qualitative data were obtained from expert evaluations and instructor comments. Findings: The validation results showed that the developed media met the criteria of validity, practicality, and efficacy, with scores from PAUD experts of 88.00%, mathematics experts of 89.33%, early childhood teachers of 81.54%, and media experts of 88.00%, with an overall category of "very good". In the limited trial stage, an average pretest score of 17.59 and a posttest score of 25.2 were obtained, indicating a significant increase in all mathematics indicators. The normality test (p > 0.05) indicated that the data were normally distributed, while the homogeneity test (p > 0.05) indicated that the data were homogeneous. The t-test results showed that the calculated t-value for all indicators was greater than the t-table value (1.771) with a significance level of 0.000 < 0.05, indicating that the media had a significant impact on improving children's mathematics abilities. Observations revealed positive responses from the children, including increased interest, focus, and active involvement. Conclusions: Active math storybooks have been recognized as an innovative learning tool for early childhood, helping educators create a stimulating learning environment and serving as an effective resource for parents. The design, which combines stories, games, and interactive activities, has been proven to strengthen children's math skills. Keywords: active learning design, early childhood, education, mathematics.
The Role of Sports, Peer Support, and Teacher Involvement in Bullying: A Quantitative Study from the Teachers’ Perspective Muzakki, Abdurrohman; Nuryady, Mirza; ‘Allaamsyah, M. ‘Ainurridho
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.pp2332-2347

Abstract

The Role of Sports, Peer Support, and Teacher Involvement in Bullying: A Quantitative Study from the Teachers’ Perspective. Objectives: The research aims to analyze teachers' perceptions of the direct effects of sports activities, colleagues' support, and their role in bullying behavior; to explore the mediating role of mental health; and to examine the moderating effect of self-regulation from the teachers' perspective. Methods: A quantitative method involving Structural Equation Modeling with Partial Least Squares (SEM-PLS) was employed. The sample consisted of 250 sixth-grade elementary school teachers in the Rampah District. The data were collected using a 5-point Likert scale structured questionnaire that assessed teachers' perceptions of student bullying behavior, mental health, peer support, and self-regulation. The data were then processed to evaluate the measurement model and the structural model. Findings: This study revealed that teachers regarded sports activities and their role as the primary direct factors influencing the reduction of bullying. The study results indicated that the proposed direct influence of peer support on bullying (H2) was not confirmed (β = -0,021, p = 0,312). Rather, the teachers viewed peer support as a significant indirect influence, leading to a notable improvement in students' mental health (β = 0.494, p < 0.001), which in turn contributed to a decrease in bullying behavior. The teachers' perceptions suggested that mental health was a significant mediator in the relationship between the protective school factors and bullying behavior. Moreover, according to teachers' assessments, self-regulation had a moderating effect and was instrumental in elevating the impact of mental health on bullying abatement. The model accounts for 37.7% of the variance in teachers' perceptions of mental health and 50.8% of the variance in bullying behavior, with a predictive relevance (Q²) of 0.694, indicating strong explanatory power. Conclusion: The findings confirm that preventing bullying in schools requires a comprehensive strategy that incorporates physical activities, peer relationships, teacher participation, and mental health promotion, facilitated by self-regulation training. This research contributes to the current conceptual models of bullying prevention from the perspective of teachers, providing practical advice for creating a safer and more supportive educational setting grounded in educators' viewpoints. Keywords: bullying, sports activities, peer support, teacher’s role, mental health, self-regulation.
The Role of Ethnomathematical Context in Geometric Reasoning: A Van Hiele-Based Analysis of Indonesian Eighth-Graders Wibawa, Fayza Sandya; Kania, Nia
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.pp2400-2422

Abstract

The Role of Ethnomathematical Context in Geometric Reasoning: A Van Hiele-Based Analysis of Indonesian Seventh-Graders. Objective: This study aims to analyze students' geometric thinking skills on plane geometry material based on Van Hiele's theory. An ethnomathematics approach was employed, focusing on the geometric patterns and shapes found in the ornaments, windows, and domes of local mosques, which serve as representations of plane geometry. This study is intended to describe the profile of students' thinking levels and the difficulties that arise at each stage of geometric thinking, without testing the improvement or influence of specific interventions. Methods: The study employed a qualitative descriptive approach with 22 eighth-grader students from a public junior high school in Majalengka Regency, Indonesia, as participants. The instruments used included a diagnostic test based on Van Hiele's theory and unstructured interviews to explore students' reasoning patterns. Data were analyzed using thematic analysis through the stages of reduction, presentation, and conclusion drawing, and validated through triangulation between test and interview results. Classification of thinking levels was carried out by matching students' answers and explanations to the indicators of each Van Hiele level. Findings: The study's results showed a significant decline in the achievement of each level of geometric thinking. All students reached the visualization stage; 81.8% reached the analysis stage, 22.7% reached informal deduction, and only 9.09% reached formal deduction, while no students reached the rigor stage. The sharp decline from the analysis to the deduction stage indicates students' limited ability to connect the properties of shapes and reason logistically. Interviews revealed that the local cultural context facilitated the visualization of shapes, but did not fully encourage higher deductive abilities. Conclusion: Students’ geometric thinking skills are primarily at the stages of visualization and analysis. The use of ethnomathematical contexts has the potential to act as an early cognitive bridge, facilitating students’ recognition of shapes and their properties. Compared to standard geometry problems, ethnomathematical problems better facilitate initial conceptual understanding through their connection to students’ cultural experiences, but their contribution to formal deduction remains limited. Keywords: geometric thinking skills, van hiele's theory, ethnomathematics.
Beyond Academics: The Impact of Universal Design for Learning on the Subjective Well-Being of Children with Special Needs Reswita, Reswita; Wahyuni, Sri; Syahdan, Syahdan
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.pp2348-2363

Abstract

Beyond Academics: The Impact of Universal Design for Learning on the Subjective Well-Being of Children with Special Needs. Equity is another key area in which inclusive education of children with special needs is of interest, aiming to enhance their quality of life, including subjective well-being, a significant aspect of child development. Objectives: This research aims to investigate the impact of the Universal Design for Learning approach on the subjective well-being of children with special needs. The proposed research examines how the subjective well-being of children with special needs is affected by the Universal Design for Learning (UDL) strategy. Methods: This study employed a quasi-experimental design. The UDL strategy acts as the independent variable, while subjective well-being is the dependent variable. This study involved a total of 36 children with special needs, of whom 24 were selected using purposive sampling. They were divided into two groups: an experimental group and a control group, each comprising 12 participants. The data obtained were evaluated using non-parametric and descriptive statistical methods. Findings: The result showed a significant increase in subjective well-being for the children in the experimental group compared to the control group, with a p-value of 0.002 (p < 0.05). Finally, it has been discussed that the application of the Universal Design for Learning approach has a substantial influence on the way children perceive themselves. Conclusions: The application of the UDL approach significantly improves the subjective well-being of children with special needs, demonstrating the importance of integrating UDL into the inclusive education curriculum. These findings encourage the development of more adaptive education policies and psychosocial interventions that support children's social-emotional development. Keywords: children with special needs, educational approach, subjective well-being, treatment effect, universal design for learning
An Innovative Student Management: Exploring the Impact of Meditation Retreats and Mindful Education on Mindfulness and Compassion Effectiveness Burmansah, Burmansah; Pembangunan, Heldy Ramadhan Putra; Suryanadi, Juni; Susanto, Susanto; Tu, Chan Phap
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.pp2243-2271

Abstract

An Innovative Student Management: Exploring the Impact of Meditation Retreats and Mindful Education on Mindfulness and Compassion Effectiveness Objective: This study aims to determine the effectiveness of Innovative Student Management (ISM) through the integration of meditation retreats, mindful living education, and compassion-based pedagogy in enhancing students’ mindfulness effectiveness, that defined as the ability to maintain sustained attention, emotional regulation, and awareness of thoughts and actions, and compassion, defined as the capacity for empathy and prosocial concern toward others. The research explicitly investigates how these practices influence students’ emotional regulation, empathy, and behavioural outcomes within Buddhist-based educational contexts. Methods: Using a mixed-methods design, the study combines a qualitative case study, literature synthesis, and a quantitative survey involving 120 students aged 11–17 from Buddhist schools in Palembang. Quantitative data were analyzed using multiple linear regression analysis, while qualitative data from interviews and observations were thematically analyzed to provide contextualization for the statistical results. Findings: Regression analysis showed that meditation retreats (β = 0.38, p < 0.01) and mindful living education (β = 0.42, p < 0.01) significantly predicted mindfulness effectiveness, which in turn mediated the increase in compassion (β = 0.47, p < 0.001). Qualitative findings supported these results, showing enhanced emotional awareness and peer empathy, as well as reduced impulsivity. The integration of both datasets confirmed that ISM fosters emotional regulation and prosocial behaviour while mitigating bullying tendencies. Conclusion: This study concludes that integrating mindfulness and compassion-based management in education effectively fosters students’ socio-emotional development. However, its cultural specificity and limited sample suggest the need for longitudinal, cross-cultural research and teacher training adaptations to ensure broader applicability. The findings contribute empirically to educational management theory by linking Buddhist-inspired pedagogies to measurable emotional and behavioral outcomes. Keywords: innovative student management, mindfulness in education, compassionate student, meditation retreat, mindful living education.
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.
Evaluating the Impact of Differentiated Instruction on English Language Proficiency in EFL Classrooms: A Meta-Analytic Perspective Mujiono, Mujiono; Fatimah, 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.pp2328-2347

Abstract

Evaluating the Impact of Differentiated Instruction on English Language Proficiency in EFL Classrooms: A Meta-Analytic Perspective. Objectives: The study analyzes the impact of Differentiated Instruction (DI) practice on enhancing English proficiency among EFL learners on various levels, concerning particular skills, objectives, and educational settings․ Methods: The meta-analysis followed the PRISMA guidelines and synthesized seven quantitative studies from 2020 to 2024, which applied DI in the EFL classroom and examined writing, speaking, reading, or general proficiency results. Random-effects models were calculated based on the pooled effect size, and moderator analyses were run by looking at skill type and learner educational level as moderators for the effect size․ Findings: The practice of DI has been reported to have a favorable and context-dependent impact on English proficiency, with a Standardized Mean Difference (SMD) of 1.41 [95% CI: 0.48, 2.34]; however, the presence of considerable variability (I² = 95%) in the results calls for careful interpretation. According to the subgroup analysis, the DI effects are more pronounced on productive skills, specifically speaking (SMD = 2.50) and writing (SMD = 1.68), than on general English proficiency (SMD = –0.05). In total, DI is a powerful method to facilitate EFL learning, provided that it is implemented with recognition of the context and appropriate pedagogical strategies. Conclusion: DI presents a sturdy, learner-centred approach to EFL teaching․ Therefore, programs developed for DI implementation should give teachers enough liberty of contextualization; teachers should undergo adequate training, and programs should be guaranteed institutional commitment․ DI can be strategically implemented by means of scaffolded tasks, flexible grouping, multimodal resources, and digital platforms to enhance the levels of engagement and achievement․ Future research should consider the long-term effects, expand evidence in different contexts, and adapt DI for the needs of higher education learners with modern technology in mind and a more collaborative approach․ Keywords: differentiated instruction, EFL, English proficiency,  learner-centered pedagogy.
Recreational Reading Habits of the EFL Pre-Service Teachers in an Indonesian Islamic Higher Education Ruslin, Ruslin; Asmawati, Nur; Thuratham, Wadinlada; Syahid, Ahmad; Tamrin, Mukrim; Syam, Hijrah; Shakti, Tendri Sanna
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.pp2288-2309

Abstract

Recreational Reading Habits of the EFL Pre-Service Teachers in an Indonesian Islamic Higher Education. Objectives: This study aims to investigate the recreational reading habits of EFL pre-service teachers at Islamic universities, with a focus on the relationship between the duration of recreational reading and academic achievement. Furthermore, this study also examines differences in reading time based on gender, age, level of study, and students' reading preferences. Methods: This research employed a mixed-methods approach through a cross-sectional survey design and case study, involving 56 students from three classes of the English Language Education Study Program at UIN Datokarama Palu. Data were collected through an online survey, semi-structured online interviews, and document analysis. These data were then analyzed using descriptive and inferential statistics, as well as thematic analysis, to explore quantitative patterns and qualitative meanings in depth.­ Findings: The results of the study showed that involvement in recreational reading activities had a very moderate relationship with the academic achievement of the EFL preservice teachers, indicating that although recreation reading may increase their language awareness and learning motivation, its direct impact on academic achievement was still relatively limited. It was found that 50% of the respondents read for less than one hour per week, reflecting low levels of recreational reading engagement. Differences were also evident based on demographics, with female students and younger age groups tending to read more frequently and preferring digital texts and short reading materials such as online stories and motivational content. Despite limited reading time, students who regularly engage in recreational reading demonstrate better academic achievement, wider vocabulary mastery, and positive attitudes towards learning English. Conclusion: This study confirms the importance of recreational reading culture in supporting academic success, independent learning, and long-term intellectual development. Islamic universities are expected to foster a culture of reading for pleasure by integrating it into the curriculum, strengthening library facilities, and utilizing digital platforms. Keywords: pre-service EFL teachers, recreational reading habits, reading for pleasure.
The Psychological Ecology of Academic Flow: Thriving Amidst Limitations in Remote Indonesian Schools Hidayah, Nurul; Anwar, Alim Akbar; Siglos, Caressa Lynn A.
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.pp2389-2402

Abstract

The Psychological Ecology of Academic Flow: Thriving Amidst Limitations in Remote Indonesian Schools. Objectives: The psychological state in which students experience optimal learning performance is called academic flow, characterized by focus (absorption), enjoyment, and intrinsic motivation. Senior high school students from remote areas need a flow experience because it affects their academic performance and happiness. This research aimed to understand the psychological dynamics and factors that influence students' experiences of flow. Methods: The study used a qualitative phenomenological approach. Six senior high school students from remote areas with the highest academic rank in their class were selected using criterion sampling. The data collection methods used were focus group discussions. Data analysis was conducted using content analysis, and research trustworthiness was ensured using member checks and peer debriefing. Findings: Academic flow in students from remote areas originates from meaningful easiness, well-being in learning, externally conditioned concentration, relational meaning in learning, time perception distortion, satisfaction in transferring knowledge, convergence of internal and external motivation, and the teacher's recognition as a catalyst for engagement. The transformation from limitations to access, moderate challenge learning model, and social support contribute to the emergence of flow in students. Conclusion:  The academic flow of high school students from remote areas is a psychological ecology formed from the interaction between emotional-social scaffolding of teachers and the cognitive-affective regulation of students, where optimal learning occurs when the learning process is experienced as a meaningful collective journey, supported by psychological safety, and strengthened by social appreciation that affirms the students' self-worth as learners. The implications of this finding are the importance for high school teachers from remote areas to build a learning ecosystem that integrates emotional scaffolding, recognition of the learning process, and the design of structured yet accessible challenges, thus creating conditions for the emergence of deep and meaningful learning engagement. Keywords: academic flow, psychological ecology, remote school.

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