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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
Ethnomathematics as a Pillar of Ethnopedagogy in STEM: A Case Study of Mathematics Education Students’ Critical Understanding Atmaja, I Made Dharma; Puspadewi, Kadek Rahayu; Payadnya, I Putu Ade Andre
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.pp2403-2420

Abstract

Ethnomathematics as a Pillar of Ethnopedagogy in STEM: A Case Study of Mathematics Education Students’ Critical Understanding. Objectives: This research aims to analyze students' critical understanding of the role of ethnomathematics as a fundamental pillar of ethnopedagogy, particularly in the context of Science, Technology, Engineering, and Mathematics (STEM) education. Specifically, this analysis focuses on dissecting the structural components and argumentation patterns that constitute students' conceptual framework. Methods: This research used a descriptive qualitative approach. Primary data consisted of five sets of written arguments from students in the mathematics education program who had completed the ethnomathematics course. The study involved five undergraduate students as the primary participants. This textual data was analyzed using thematic analysis to identify, examine, and report systematically emerging patterns of understanding. Findings: This analysis shows that students develop structured patterns of understanding. First, they position ethnomathematics as the philosophical foundation for ethnopedagogy by rejecting the assumption of universalism in science and mathematics. This perspective goes beyond mere cultural appreciation, framing ethnomathematics as a decolonizing force that challenges the hegemony of Western knowledge systems. Second, they identify ethnomathematics as the primary pedagogical mechanism for contextualising STEM, serving to address students' alienation from abstract subject matter. Third, they validate local wisdom as an authentic source of STEM content, recognizing cultural practices as valid scientific knowledge. Uniquely, students conceptualize this not as supplementary content, but as the core epistemic bridge that unifies the separate disciplines of STEM within a single cultural activity. Conclusion: The data indicate that students in mathematics education conceptualize ethnomathematics as a central element for the effective implementation of ethnopedagogy in STEM education. This implies that students have successfully internalized a transformative pedagogical framework, viewing indigenous knowledge not as peripheral but as a legitimate and necessary foundation for rigorous STEM learning. Keywords: ethnomathematics; ethnopedagogy; STEM education; critical understanding; teacher education.
The Impact of Exploratory Practice: A Mixed-Methods Study on Writing Motivation and Performance among EFL Undergraduates Adara, Reza Anggriyashati; Victorynie, Irnie; Hidayati, Istiqlaliah Nurul; Fitriana, Meida; Tabunan, Mark Louie
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.pp2712-2726

Abstract

The Impact of Exploratory Practice: A Mixed-Methods Study on Writing Motivation and Performance among EFL Undergraduates. Investigating the effects of Exploratory Practice (EP) on English as a Foreign Language (EFL) learners’ motivation and writing skills can provide new insights into improving writing classes. Objective: The objective of the present study is to investigate the impacts of EP on a group of EFL college students’ writing motivation and writing skills. Methods: This study employed a quasi-experimental research design, implementing reflective discussions and collaborative inquiry through EP. To understand improvements in students’ motivation, questionnaires and semi-structured interviews were administered to 23 participants. Findings: The quantitative results showed some improvements in students’ self-efficacy, extrinsic motivation, and writing scores. However, intrinsic motivation and efforts to complete writing tasks did not show statistically significant changes. To better understand these nonsignificant results, qualitative data were used to explore students’ experiences during the EP process. Participants reported increased confidence, reduced anxiety, and greater ability to organize ideas through peer discussions and reflective activities. They also described a more meaningful, less mechanical writing process, which may indicate early signs of motivational internalization, even if not reflected quantitatively. Conclusion: The outcomes imply that EP can be a feasible approach to enhance students’ motivation and writing skills in an EFL context. Despite the apparent success of EP in this study, its successful implementation in writing classrooms depends on students’ involvement in the learning and teaching process and teachers’ continuous support. Keywords: exploratory practice, writing motivation, EFL learners, reflective learning, writing performance.
Fostering Critical Writers: The Impact of Integrating Deep and Transformative Learning on Undergraduates’ Scientific Writing Competence Wuryani, Woro; Aryana, Suhud; Permana, Aditya; Nadaraning, Hasbulloh
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.pp2569-2583

Abstract

Fostering Critical Writers: The Impact of Integrating Deep and Transformative Learning on Undergraduates’ Scientific Writing Competence. Objectives: This research aims to examine the effectiveness of integrating Deep Learning (DL) and Transformative Learning (TL) approaches in improving students’ scientific writing competence in general Indonesian language courses. Methods: A true-experimental design with pretest and posttest control groups was used because it provides strong control, ensuring that changes in outcomes are attributable to the DL–TL treatment. The population consisted of students in elementary school teacher education at IKIP Siliwangi, and 90 were selected via cluster random sampling. The experimental group (n=45) received DL–TL integrated instruction, while the control group (n=45) received conventional instruction. The research was conducted over 16 meetings from March 4 to August 10, 2025. Data were collected using a project-based scientific writing assessment supported by rubrics evaluating content relevance and originality, organization and coherence, argumentation quality, academic language use, and citation accuracy. Observation sheets and a Likert-scale questionnaire further supported the data. Inferential analysis employed the Shapiro–Wilk test, Levene’s test, and the independent t-test, while qualitative data were analyzed using the Miles and Huberman model. Findings: the experimental group achieved significantly greater improvement (Post-test Mean = 82.11) than the control group (Post-test Mean = 73.11), with a mean difference of 9.00 points (t(88)=11.112, p<0.001). The N-Gain Score of 0.7782 and N-Gain Percent of 77.8222 indicated a high and effective category of improvement. Qualitatively, students demonstrated increased engagement, reflective disposition, and collaboration. Conclusion: DL–TL integration proved more effective than conventional learning in enhancing scientific writing and strengthening students’ critical, reflective, and collaborative capacities. Keywords: deep learning, transformative learning, scientific writing, indonesian language. 
Green Human Resource Management as an Educational Framework for Environmental Performance: Evidence from the Public Sector Aryati, Ana Sofia; Fasieh, Muhammad Fajrul Islam
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.pp2825-2843

Abstract

Green Human Resource Management as an Educational Framework for Environmental Performance: Evidence from the Public Sector. Objective: This study aims to investigate the impact of Green Human Resource Management (GHRM) practices on environmental performance (GP) within government organizations. It seeks to fill the existing research gap by examining the mediating roles of green organizational commitment (GOC) and employee green behavior (EGB) in the relationship between GHRM and GP. Methods: The research employed a quantitative approach using a structured survey distributed to employees across various government organizations. Data were analyzed using Structural Equation Modeling (SEM) to assess the direct and indirect effects of GHRM on EP, with GOC and EGB as mediating variables. Findings: The study found that GHRM has a statistically significant positive effect on EP. Specifically, GHRM practices increased GP by p-value (p < 0.008). Furthermore, both GOC and EGB partially mediated this relationship. Among the two mediators, GOC demonstrated a stronger mediating effect, with a p-value of 0.000 for the total influence, compared to EGB, which had a p-value of 0.016. These results emphasize that fostering organizational commitment plays a more pivotal role in enhancing the effectiveness of GHRM strategies. Conclusion: The findings underscore the critical role of GHRM in promoting superior environmental performance, both directly and through fostering organizational commitment and individual green behaviors. The stronger mediating role of GOC suggests that cultivating a shared sense of environmental responsibility within the organization is key to maximizing the impact of green HR practices. Practical Implications: These findings provide actionable insights for policymakers and organizational leaders. For instance, local governments and corporate HR departments should prioritize investing in GHRM-specific training programs to strengthen employees' green commitment and behaviors. Additionally, embedding environmental values into organizational culture and HR frameworks can significantly enhance sustainable outcomes. Firms that institutionalize GHRM as part of their strategic operations are more likely to achieve long-term environmental compliance and resilience. Keywords: green human resource management; green organizational commitment; environmental performance, employee green behavior, green training.
Strengthening Teacher Professionalism in the Digital Era: A Meta-Analysis of Digital Competence and Creativity as Drivers of Contextual Performance Mulyaningrum, Vicihayu Dyah; Widodo, Widodo; Lapasau, Merry; Dewi, Ery Lukito
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.pp2741-2759

Abstract

Strengthening Teacher Professionalism in the Digital Era: A Meta-Analysis of Digital Competence and Creativity as Drivers of Contextual Performance. Objectives: This study aims to synthesize empirical findings on the relationships among digital competence, creativity, and teachers' contextual performance through a systematic literature review and meta-analysis. Methods: A total of 26 empirical articles published between 2020 and 2025 were selected using the PRISMA protocol and established inclusion criteria. Among these, fourteen studies investigated the relationship between digital competence and contextual performance, whereas twelve studies examined the relationship between teacher creativity and contextual performance. Effect sizes were extracted as correlation coefficients (r), and all analyses were conducted using JASP. Findings: The meta-analysis results indicated that digital competence had a positive and significant effect on teachers' contextual performance (ES = 0.061; Z = 3.625; p < .001). The effect size was small, which can be explained by the fact that digital competence is only one factor among various determinants of contextual behavior, such as intrinsic motivation, creativity, and organizational commitment. However, this small effect remained consistent across studies, indicated by non-significant heterogeneity (Q = 0.875; p = 1.000). This finding indicates that digital competence continues to contribute to teachers' adaptability, collaboration, and proactive behavior in digital work contexts. The validity of this estimate was strengthened by Egger's test (p = 0.350), which indicated the absence of publication bias. Analysis of teacher creativity also showed a positive and significant effect on contextual performance (ES = 0.067; Z = 3.305; p < .001). Despite being a small effect, creativity consistently contributed to variations in teachers' contextual behavior, particularly in initiative, teamwork, and engagement in non-instructional activities. The homogeneity across studies supports the stability of this relationship. Conclusions: Overall, these findings confirm that digital competence and creativity play essentials supporting roles in shaping teachers' contextual performance in the digital education era. Both reinforce adaptive, collaborative, and contribution-oriented professional behavior, thus providing an empirical basis for strategies to improve teacher professionalism that are more relevant to the demands of the modern education ecosystem. Keywords: digital competence; teacher creativity; contextual performance; meta-analysis.
The Interplay of Motivation, Self-Efficacy, and Critical Thinking in Predicting Reading Literacy: A Multivariate Analysis of Indonesian Elementary Students Purnamasari S, Ayu; Pama, Violeta Inayah; Nurhayati, Nurhayati
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.pp2584-2599

Abstract

The Interplay of Motivation, Self-Efficacy, and Critical Thinking in Predicting Reading Literacy: A Multivariate Analysis of Indonesian Elementary Students. The poor performance of Indonesian students in international tests such as PISA underscores the imperative of improving early reading competency. Objectives: This study evaluates the impact of motivation, self-efficacy, and critical thinking on reading literacy among elementary school students. Reading literacy is a fundamental skill for improving educational attainment and social performance. At the same time, motivation, self-efficacy, and critical thinking are identified as the fundamental psychological and cognitive factors influencing students' reading success. Methods: The study used a quantitative, descriptive-correlational design. The students in the population were selected using stratified random sampling to ensure the sample was as balanced as possible among the fifth-grade elementary school students who participated in the study. Standardized questionnaires assessing motivation and self-efficacy, as well as structured tests assessing critical thinking and reading literacy, were used to collect data. Data were analyzed using Pearson’s correlation test and multiple regression to examine the combined and partial effects of the predictors on reading literacy scores. Findings: Motivation, self-efficacy, and critical thinking concurrently accounted for 65% of the variance in students' academic performance, indicating a strong impact on reading literacy. Partial influence was found to have the greatest impact on self-efficacy (Beta=0.40), followed by motivation (Beta=0.35) and critical thinking (Beta=0.30). The results suggest that self-confidence, motivation, and critical thinking skills are associated with better literacy performance, as students are more likely to meet the minimum reading literacy level. Conclusion: The research also underscores the importance of integrating motivation, self-efficacy, and critical thinking into literacy instruction. Educators and curriculum developers should develop curricula and design learning programs that, through instruction, improve students' confidence, intrinsic motivation, and analytical thinking. These efforts will help strengthen reading literacy at the elementary school level, address literacy challenges that continue to plague Indonesia, and, in the long term, prepare students for academic and social success. Keywords: self-efficacy, critical thinking, Motivation, reading literacy.
Unpacking the Pedagogical Mechanisms of Storytelling for Empathy Development in Early Childhood: A PRISMA-Based Systematic Review Marvella Cynthia Dewi; Farida Kurniawati
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.pp195-210

Abstract

This systematic literature review synthesizes empirical evidence on how different storytelling modalities, traditional oral storytelling, picture books, drama-based storytelling, digital storytelling, and multisensory approaches support empathy development in children aged 0-8 years. The review maps intervention designs, identifies targeted empathy dimensions, and examines underlying pedagogical mechanisms. Following PRISMA 2020 guidelines, a systematic search was conducted across four academic databases (Taylor & Francis Online, ProQuest, Scopus, and ScienceDirect). Eight peer-reviewed empirical studies met the inclusion criteria and were analyzed using descriptive and thematic synthesis. Storytelling interventions were generally associated with improvements in emotion recognition, perspective-taking, and prosocial tendencies, with stronger effects observed in interactive, moral, and culturally grounded storytelling. Digital and multisensory approaches showed potential to enhance emotional engagement, although evidence remains limited. Storytelling is a developmentally appropriate and promising approach for fostering empathy in early childhood. However, findings should be interpreted cautiously due to methodological heterogeneity. Further longitudinal and rigorously controlled research is needed. Keywords: storytelling, empathy, early childhood, social emotional learning.
Enhancing Problem-Solving Skills through the Student Facilitator and Explaining Model: An Exploratory Study Aulina, Choirun Nisak; Rocmah, Luluk Iffatur; Shofiyah, Noly; Ratih, Elin Salina
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.pp2683-2697

Abstract

Enhancing Problem-Solving Skills through the Student Facilitator and Explaining Model: An Exploratory Study. Objectives: This study investigates the potential of the Student Facilitator and Explaining (SFE) model to improve undergraduate students’ problem-solving skills during microteaching practice. Methods: A quantitative, single-group pretest-posttest design was employed, involving 21 students enrolled in the Microteaching course of the Early Childhood Education (PG PAUD) program. The instrument consisted of six dimensions: persistence, divergent thinking, convergent thinking, motivation, environment, and general knowledge and skills, measured using a five-point Likert scale. Pretest and posttest data were analyzed using paired sample t tests to determine statistical significance. Findings: Results showed significant improvements across all dimensions of problem-solving skills. The most substantial gains were observed in divergent thinking (Mdiff = 18.57, t = 13.54, p < 0.001), general knowledge and skills (Mdiff = 18.05, t = 13.90, p < 0.001), and motivation (Mdiff = 17.81, t = 14.12, p < 0.001). All dimensions demonstrated statistically significant enhancement (p < 0.001), indicating that the SFE model effectively fosters students’ cognitive flexibility, persistence, and self-motivation in addressing instructional problems. Conclusion: The SFE model enhances students’ problem-solving abilities by promoting active engagement, collaborative reasoning, and reflective learning within Microteaching courses. These findings highlight the potential of student-centered instructional models to develop both cognitive and professional competencies in teacher education. Future research using control groups and larger samples is recommended to strengthen the validity and generalizability of these results. Keywords: problem-solving skills, SFE model, microteaching, pedagogical strategy. 
Preparing Generation Z for the Future Workforce: The Interplay of Digital Literacy and Sustainable Mindset Tri Murwaningsih; Yosep Tegar Prameswara; Hani Febriyanti; Az-Zahra Ayu Permata; Arvano Sahwa Riordan; Ali Abdi Hassan; Nidhoil Mohamed Ibrahim
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.pp120-134

Abstract

This study aims to analyse the influence of digital literacy and a sustainable mindset on the work readiness of vocational high school students. This study used a quantitative approach with Partial Least Squares-Structural Equation Modelling (PLS-SEM) as the analytical technique. This study focuses on students of public vocational high schools in Surakarta, with a total of 306 respondents, of whom 287. Data collection was conducted using a closed questionnaire with a 1-5 Likert scale. The research instrument was adapted from previous studies, then tested for validity and reliability. The results of the hypothesis test indicate that digital literacy has a positive and significant effect on students' work readiness (t-statistic = 9.307, p = 0.000). These findings indicate that students with good digital literacy tend to feel more prepared to enter the world of work. In addition, a sustainable mindset was also found to have a positive and significant effect on the work readiness of vocational high school students (t-statistic = 7.265, p = 0.000). These findings indicate that awareness and a sustainable mindset are becoming increasingly relevant competencies in the modern workplace. These findings confirm that students' digital literacy can influence their work readiness. Not only that, but students' awareness of a sustainability mindset also influences their work-readiness. Based on these findings, vocational schools are advised to consistently focus on digital literacy through technology-based learning and to instill sustainability values through environmentally oriented school projects or activities. An introduction to sustainability values is necessary, given the increasing attention from government and industry to environmental sustainability. Keywords: digital literacy, Generation Z, sustainable mindset, vocational school, work readiness.
Bridging the Affective-Linguistic Gap: A Mixed-Methods Exploration of AI-Assisted Speaking Practice and Willingness to Communicate Yunita, Ratna; Febrilyantri, Candra; Hayasaki, Aya; Ni’am, Muh Imdaadun
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.pp2760-2780

Abstract

Bridging the Affective-Linguistic Gap: A Mixed-Methods Exploration of AI-Assisted Speaking Practice and Willingness to Communicate. Objectives: This study examined the effectiveness of AI-assisted learning in enhancing students’ Willingness to Communicate (WTC) and speaking proficiency in an Indonesian higher education context. It also explored students’ perceptions of AI-based tools' support for communicative confidence and readiness during speaking practice. Methods: A convergent mixed-methods design was employed with 60 undergraduate students enrolled in a Business English course. The experimental group received six AI-assisted speaking sessions (100 minutes each) using the SmallTalk2Me platform, while the control group received conventional instruction. WTC and speaking proficiency were measured using parallel pre- and post-tests, and qualitative data were collected through open-ended reflection surveys. Quantitative data were analyzed using descriptive statistics and two-way mixed ANOVA, and qualitative data were analyzed thematically. Findings: Quantitative results showed a significant main effect of time, indicating that students in both groups improved their speaking proficiency and communicative readiness across the semester. However, neither the group effect nor the interaction effect reached significance, suggesting that AI-assisted practice did not produce statistically greater gains than conventional teaching. Qualitative findings, however, revealed perceived affective benefits among AI users, including reduced speaking anxiety, increased confidence, and appreciation of a low-pressure practice environment with instant feedback and opportunities for repetition. Some students also reported challenges, including occasional misrecognition in AI feedback, dependence on stable internet access, and interactions that felt less natural than human communication. Conclusion: The findings indicate that AI-assisted learning did not yield statistically greater gains in speaking proficiency or WTC than conventional instruction. Although qualitative data suggest that some learners perceived changes in their affective experiences during AI-assisted speaking practice, these perceived advantages did not translate into statistically superior outcomes. Overall, the results indicate that the pedagogical impact of AI-assisted learning remains limited within the scope of the present study. Keywords: AI-assisted learning, higher education, language learning, speaking proficiency, willingness to communicate.

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