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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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Exploring Polya's Problem-Solving Stages, Cognitive Components, and Role Change Dynamics in Mathematical Problem-Solving Discussions Abdul Haris; Muslim Muslim; Mutmainah Mutmainah; Adi Apriadi Adiansha
Jurnal Pendidikan Progresif Vol 16, No 2 (2026): Jurnal Pendidikan Progresif
Publisher : FKIP Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/jpp.v16i2.pp910-930

Abstract

This study aims to examine the effectiveness of integrating Polya's problem-solving stages with commognitive discourse practices in collaborative learning, and to describe the associations among Polya's stages, commognitive components, and the dynamics of role change in mathematical problem-solving discussions, as well as their contributions to the development of mathematical thinking quality. A quantitative approach with a quasi-experimental Non-Equivalent Control Group Design was employed. Participants were pre-service teacher students at STKIP Taman Siswa Bima, assigned to an experimental class (n = 30) and a control class (n = 30). Data were collected using a mathematics problem-solving test based on Polya's four stages and structured observation instruments that measured cognitive components and changes in discussion roles. Data analysis included Rasch-model-based instrument quality testing, normality and homogeneity prerequisite tests, a paired-samples t-test for each class separately to assess within-group pre-post differences (df = 29 per class), an independent-samples t-test on N-Gain scores to compare treatment effectiveness between classes (df = 58), and an N-Gain analysis to assess treatment effectiveness. Instruments demonstrated strong validity (PTMEA Corr. = 0.40–0.65) and high reliability (person reliability = 0.87–0.88). The experimental class showed significantly greater improvement in mathematical problem-solving ability than the control class (posttest means: 49.5 vs. 43.7). The paired t-test confirmed a significant pre–post improvement in the experimental class [t(29) = 2.435, p = 0.021] but not in the control class [t(29) = 1.295, p = 0.206]. Observational data indicated that activation of commognitive components:  consistent use of mathematical terms, visual mediators, and justification narratives, and the emergence of dynamic role changes during discussion were associated with improvements in problem-solving quality. Mathematical problem solving develops more effectively when Polya's heuristic stages are integrated with cognitive-discursive practices that foster epistemic role changes in collaborative discussions. This integration offers an innovative framework for designing meaningful, discussion-based mathematics learning. Keywords: mathematical problem solving, Polya’s stages, commognitive, collaborative discussion, role change.
Synergizing the GASING Method and Quantum Learning: An Effort to Optimize Elementary School Students' Mathematical Problem-Solving Abilities Rabudin Rabudin; Yeni Yuniarti; Dede Trie Kurniawan; Marcia Ann Surya
Jurnal Pendidikan Progresif Vol 16, No 2 (2026): Jurnal Pendidikan Progresif
Publisher : FKIP Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/jpp.v16i2.pp835-859

Abstract

The mathematical problem-solving abilities of elementary school students are still relatively low; this is caused by the high cognitive load they have to face when learning new complex materials and the lack of mental readiness to learn. This study aims to evaluate the effectiveness of the synergy between the GASING (Easy, Fun, Enjoyable) method and the Quantum Learning approach in improving elementary school students' mathematical problem-solving abilities. This study used a quantitative, quasi-experimental design (non-equivalent control group design) involving 140 3rd-grade elementary school participants in Singkawang City, with six schools selected through purposive sampling. The research instrument was a validated test item on mathematical problem-solving abilities. Data were obtained through pretest and posttest assessments, then analyzed quantitatively using Paired Sample T-Test and Quade's Rank Analysis of Covariance (ANCOVA) to address non-normally distributed residual data. The results of the study indicate that the experimental group experienced a significant increase in average scores, from 29.14 to 77.21 (p < 0.001). The results of the Quade's Rank ANCOVA test showed a significant difference between the two groups (F = 73.067, p < 0.001), with an effect size of 38.3% (R2 = 0.383) in the large category. Analysis of the learning trajectory using a scatter plot showed that all students experienced a steady increase in their skills, with no extreme outliers. This study concludes that the synergy of the GASING method and the Quantum Learning approach can reduce students' cognitive load through systematic deconstruction of material while creating a learning environment that supports their mental readiness. This framework provides an effective teaching method for educational practitioners to address mastery of classical mathematics competencies. Keywords: GASING method, quantum learning, problem-solving abilities, mathematical competence, elementary school.
The Dynamics of Teacher and Student Well-Being and Their Influence on Mathematics Well-Being: A Systematic Literature Review Erlin Yuliana; Idat Muqodas; Juntika Nurihsan; Mubiar Agustin; Jelita Anastasia Simbolon; Gerawati Krismonika
Jurnal Pendidikan Progresif Vol 16, No 2 (2026): Jurnal Pendidikan Progresif
Publisher : FKIP Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/jpp.v16i2.pp956-973

Abstract

Teacher and student well-being is increasingly regarded as an integral part of healthy and effective mathematics education. Although the concept of well-being in education has developed rapidly, the dynamic and mutually influential relationship between teacher and student well-being, and their synergistic effects on well-being in mathematics learning, remain relatively new areas of research.  This study aims to present a structured synthesis of the latest empirical evidence (2021–2025) regarding the dynamics of the reciprocal relationship between teacher and student well-being, and its contribution to the mathematics learning climate (Mathematics Well-Being). A systematic search was conducted across three databases ScienceDirect, ERIC, and Springer in accordance with the PRISMA 2020 protocol. The search string utilized Boolean operators with the following keywords: (“teacher well-being” OR “teaching well-being”) AND (“student well-being” OR “student wellbeing”) AND (“mathematics education” OR “math well-being” OR “mathematical well-being”). Following a stepwise screening process, 16 empirical articles met the inclusion criteria and were analyzed using thematic synthesis. The synthesis identified three main pathways of reciprocal relationships: emotional, social, and cognitive. Teacher well-being plays an active role in enhancing students’ emotional engagement, motivation, and positive attitudes towards mathematics. Conversely, student well-being enhances job satisfaction, teaching effectiveness, and professional fulfillment among teachers, forming a reciprocal and mutually reinforcing cycle between teacher and student well-being. This two-way relationship forms the foundation of integral mathematical well-being, namely a cohesive state of emotional, intellectual, and relational balance in mathematics learning. This review emphasizes the importance of an inclusive approach that integrates student and teacher well-being as interdependent variables in sustainable mathematics education. This approach not only supports academic success but also the resilience, motivation, and emotional well-being of both students and teachers. Keywords: mathematics well-being, student, teacher, well-being, systematic literature review.
Pioneer Teachers’ Professional Identity Construction: Self-Efficacy and The Praxis Shock of Teachers’ Experiences Siti Nur&#039;Aini; Listyaning Sumardiyani; Panithi Amatayakul; Laily Nur Affini; Nuning Zaidah
Jurnal Pendidikan Progresif Vol 16, No 2 (2026): Jurnal Pendidikan Progresif
Publisher : FKIP Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/jpp.v16i2.pp860-884

Abstract

This study examines the formation of professional identity among teachers who participated in the Pioneer Teacher Program (PT Program) through the lens of self-efficacy and their responses to changes in their environment and mindset. This research used a mixed-methods approach, combining quantitative and qualitative data to provide a comprehensive understanding of their experiences. A total of 89 participants from various regencies were involved, representing a diverse range of backgrounds and teaching contexts. Quantitative data were analyzed using ANOVA to measure the self-efficacy of teachers across the group of pioneer teachers, candidates of pioneer teachers, and instructors of pioneer teachers. The qualitative and other supporting data from interviews, open-ended responses, and the researchers’ notes were analyzed thematically using MAXQDA to gain deeper insights into the teachers’ construction of professional identity. The ANOVA analysis indicates no statistically significant differences across the measured competencies among the groups. The results were informed by evidence that all participants have equally strong backgrounds prior to joining the training program. While pioneer teachers demonstrate moderate to high levels of self-efficacy and digital skills, the formation of their professional identity is shaped more profoundly by mentorship experiences and community engagement. The way teachers changed their mindset in the classroom practice after joining the program, and they started to decompartmentalize their teaching. They transitioned from traditional, content-focused teaching to lead a more student-centered classroom and to adopt approaches that strengthen students’ character. Despite differences in regional contexts, a common theme emerged: participants began to see themselves not just as educators, but as change agents and instructional leaders. The study highlights the importance of systemic support and ongoing professional development in fostering sustainable identity transformation among teacher leaders. Keywords: pioneer teachers, pioneer teachers’ program, professional identity, self-efficacy.
The Role of Virtual Reality in Enhancing the Quality of History Learning: A Systematic Literature Review Based on SDG 4 Acim Acim; Muhammad Junaldi Jufri
Jurnal Pendidikan Progresif Vol 16, No 2 (2026): Jurnal Pendidikan Progresif
Publisher : FKIP Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/jpp.v16i2.pp974-994

Abstract

This study aims to analyze prior research on the application of Virtual Reality in history education and its role in improving educational quality. Furthermore, the analysis linked Virtual Reality's role to the objectives of SDG 4 (Quality Education). A systematic literature review (SLR) was conducted to filter relevant articles using the PRISMA guidelines. After screening, 20 articles that met the inclusion criteria were selected and then analyzed descriptively. The findings indicate that the use of Virtual Reality generally contributed to improving the quality of history learning across the 20 reviewed articles. However, variations were observed in effectiveness and implementation, influenced by the types of VR employed, including the Anne Frank VR House, 360° videos, HMD-based VR, Oculus Quest 2, CloudPano, and VR-based games. The potential of Virtual Reality (VR) to support several targets under SDG 4, particularly SDG 4.1 on improving the effectiveness of learning, SDG 4.3 on access to technology-based higher education, SDG 4.4 on the development of 21st-century digital skills, SDG 4.5 on inclusive and equitable education, and SDG 4.c on improving the competence of educators. This study finds that virtual reality has the potential to enhance the quality of history learning by enabling exploration of visual spaces. However, there are challenges in its implementation that require teacher training and support from schools and the government, as well as adequate funding and infrastructure, to maximize the use of Virtual Reality in history learning. Future research is expected to expand the scope of the database, the types of technologies, and the SDG aspects analyzed, yielding a more comprehensive understanding of the role of immersive technologies in sustainable education. Keywords: virtual reality, history learning, SDGs4, systematic literature review.
Exploring Students’ Spatial Ability in Geometry Transformations Based on Cognitive Styles through the APOS Framework Fauzan Syahbudin; Nurjanah Nurjanah; Kartika Yulianti
Jurnal Pendidikan Progresif Vol 16, No 2 (2026): Jurnal Pendidikan Progresif
Publisher : FKIP Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/jpp.v16i2.pp1279-1298

Abstract

This study aims to analyze the spatial ability of Field Independent (FI) and Field Dependent (FD) students in two-dimensional geometric transformation tasks across three aspects: spatial visualization, mental rotation, and spatial orientation. It also examines students’ cognitive development through APOS stages and identifies thinking patterns across these aspects. This qualitative case study involved six ninth-grade students from a public junior high school in Bandung, Indonesia. Participants were purposively selected based on their Group Embedded Figures Test (GEFT) scores, comprising three FI and three FD students. Data were collected through a spatial ability test and semi-structured interviews. Written responses and interview transcripts were analyzed using APOS-based coding criteria, supported by triangulation between written and verbal data. Students’ spatial ability varied across cognitive styles, spatial aspects, and APOS stages. FI students generally showed higher and more varied achievement than FD students, particularly in spatial visualization. However, this pattern was not entirely consistent, as one FI student did not demonstrate sufficient evidence to be classified at the Action stage, which is the most basic stage in the APOS framework, across all aspects. Mental rotation and spatial orientation were more difficult than spatial visualization; only one FI student met the criteria for each indicator. FD students achieved mainly in spatial visualization, with two students reaching the Schema stage when visual and coordinate-based support was available. However, all FD students failed to achieve the indicators for mental rotation and spatial orientation, and mostly remained at the Action stage. This study indicates that spatial ability in geometric transformations is influenced not only by cognitive style but also by task demands, visual support, and prerequisite understanding. Geometry instruction should provide structured visual support and gradual transitions toward independent mental manipulation, particularly in rotation and orientation tasks. Keywords: spatial ability, cognitive style, field independent, field dependent, geometry transformation, APOS theory.
The Development of a Local Wisdom-Based RADEC Model to Enhance Elementary School Students’ Cultural Literacy and Collaboration Skills Emi Sulistri; Evinna Cinda Hendriana; Dina Anika Marhayani; Mertika Mertika; Rien Anitra; Wasis Suprapto; Charito Agravante Quiñones
Jurnal Pendidikan Progresif Vol 16, No 2 (2026): Jurnal Pendidikan Progresif
Publisher : FKIP Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/jpp.v16i2.pp1096-1111

Abstract

The low levels of cultural literacy and collaboration skills among elementary school students in a multicultural city like Singkawang pose a 21st-century challenge. This challenge can be overcome through innovative learning models, including the TiDayu local-wisdom-based RADEC. The objectives of this study are to determine the validity, practicality, and effectiveness of the local wisdom–based RADEC model in enhancing the cultural literacy and collaboration skills of elementary school students. This study uses the Research and Development (R&D) method with the ADDIE model approach. The subjects of the study were fifth-grade students of SDN 89 Singkawang. Data were collected through questionnaires, tests, and observations, analyzed descriptively, and using N-Gain. The results of this study indicate that the average validation scores from learning model experts, science content experts, cultural experts, and practitioner experts (elementary school teachers) place the local wisdom–based RADEC model in the valid category (84.6%). Based on implementation data and teacher and student responses, the RADEC model was considered practical, with an average score of 83.2%. Furthermore, the implementation of the local wisdom-based RADEC model indicates its potential effectiveness in learning, as evidenced by an increase in student literacy with an N-Gain score of 0.75 (high category). The average students’ collaborative skills increased from 56.25% (categorized as moderate collaboration) to 95.99% (categorized as very high collaboration). Therefore, the TiDayu local wisdom-based RADEC model is easy to implement and shows initial potential to enhance students’ cultural literacy and collaboration skills, as local wisdom provides a meaningful learning context, enables the interpretation of cultural values (cultural meaning-making), and encourages social interaction among elementary school students. Keywords: RADEC model, local wisdom, cultural literacy, collaboration skills.
The ‘Utilitarian-Anxiety Paradox’: A TAM-based Analysis of Junior High School English Teachers’ Artificial Intelligence Acceptance Faisal Faisal; Maulida Qurrota A&#039;yunina; Condro Nur Alim; Jiraporn Yiamkhamnuan
Jurnal Pendidikan Progresif Vol 16, No 2 (2026): Jurnal Pendidikan Progresif
Publisher : FKIP Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/jpp.v16i2.pp1130-1155

Abstract

Despite the widespread perception that artificial intelligence (AI) has the potential to transform English teaching, the psychological dimension of teachers’ acceptance, particularly the coexistence of high perceived usefulness and persistent anxiety, remains under-theorized in the Indonesian junior-secondary context. Using the Technology Acceptance Model (TAM), this study aimed to (1) determine the level of AI acceptance among junior high school English teachers in Indonesia and (2) investigate the factors shaping it, especially the proposed ‘utilitarian-anxiety paradox.’ In a quantitative cross-sectional survey, 42 teachers completed a Likert-scale instrument derived from Wang et al. (2021), measuring six TAM constructs: perceived usefulness (PU), perceived ease of use (PEU), self-efficacy (SE), anxiety (AN), attitude toward use (ATU), and behavioral intention (BI). Data were analyzed using descriptive statistics, Pearson correlations, multiple linear regression, and a moderation analysis. Overall acceptance was high (M = 3.96), with PU (M = 4.32) and BI (M = 4.08) rated most positively. At the same time, anxiety remained moderate (M = 3.54), and analysis showed that anxiety did not decrease with teacher perception of AI as more useful or easier to use. A multiple linear regression model explained 70.6% of the variance in behavioral intention (R² = .706, p < .001); emotional comfort (reverse-scored anxiety) was the strongest predictor (β = .427), followed by PU (β = .366) and SE (β = .334). In contrast, PEU was not significant (β = -.105). Although anxiety did not significantly moderate the usefulness–intention relationship overall (p = .13), a simple-slopes analysis indicated that perceived usefulness mattered most when teacher anxiety was high. These findings provide evidence for a ‘utilitarian-anxiety paradox,’ suggesting that positive usability perceptions do not fully account for teachers’ emotional readiness to adopt AI, and call for context-sensitive professional development to build digital resilience in Indonesian secondary settings. Keywords: artificial intelligence acceptance, english teachers, junior high schools.
The Impact of Altruistic Leadership and Academic Supervision on Teachers’ Performance: The Mediating Roles of Teachers’ Happiness and Trust in School Leaders Masbirorotni Masbirorotni; Robin Pratama; Friscilla Wulan Tersta; Eddy Haryanto; Aprillizavivaryati Aprillizavivaryati; Haris Elwardiansyah; Wila Yurnita; Ruben Pandi Quitolbo
Jurnal Pendidikan Progresif Vol 16, No 2 (2026): Jurnal Pendidikan Progresif
Publisher : FKIP Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/jpp.v16i2.pp1055-1076

Abstract

This study examines how altruistic leadership and academic supervision affect teacher performance, with teacher happiness and trust in school leaders serving as mediating variables. The study was conducted among senior high school teachers in Tanjung Jabung Barat Regency, Indonesia. A quantitative research design was employed using Partial Least Squares Structural Equation Modeling (PLS-SEM). Data were collected from 134 teachers selected from a population of 385 teachers across 18 senior high schools. The findings showed that academic supervision significantly enhanced teacher happiness (β = 0.647, p < .001), while altruistic leadership positively affected both teacher happiness (β = 0.244, p = .013) and trust in school leaders (β = 0.517, p < .001). Teacher happiness was a significant predictor of teacher performance (β = 0.677, p < .001) and served as the primary mechanism through which leadership practices influenced performance outcomes. In contrast, altruistic leadership and trust in school leaders did not have significant direct effects on teacher performance. These findings suggest that leadership practices contribute to teacher performance primarily through enhancing teachers’ psychological well-being rather than through direct behavioral effects. The study highlights the importance of fostering teacher happiness as a strategic resource for improving teacher performance and strengthening school effectiveness. The results contribute to the educational leadership literature by providing evidence of the indirect pathways linking leadership practices, teacher well-being, and performance. Keywords: altruistic leadership, academic supervision, teacher happiness, trust in school leaders, teacher performance.
The Example-Based Cognitive Load Control Learning Model to Improve the Effectiveness of Biotechnology Learning Mimi Halimah; Adi Rahmat; Sri Redjeki; Riandi Riandi; Supiani Supiani; Nurfitriah Nurfitriah
Jurnal Pendidikan Progresif Vol 16, No 2 (2026): Jurnal Pendidikan Progresif
Publisher : FKIP Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/jpp.v16i2.pp1156-1180

Abstract

Biotechnology learning is often perceived as abstract, complex, and cognitively demanding, which may increase students’ cognitive load and hinder meaningful learning. This study aimed to develop, validate, and evaluate the effectiveness of the Example-Based Cognitive Load Control (EBCLC) Learning Model as an instructional model designed to regulate cognitive load and improve biotechnology learning among prospective biology teachers. This study employed a mixed-methods approach within a research and development (R&D) framework. The qualitative phase involved observations, interviews, and document analysis to identify learning difficulties and instructional needs in biotechnology education. The findings informed the development of the EBCLC model. Subsequently, the model was validated by experts and evaluated through a quantitative pre-experimental one-group pretest–posttest design involving 22 prospective biology teachers. Effectiveness was assessed using mental effort ratings and information-processing performance. Data were analyzed using descriptive statistics and paired-sample t-tests. The results showed that the EBCLC model effectively reduced extraneous cognitive load, as indicated by consistently low mental effort scores across 11 biotechnology topics (mean range: 1.33–1.63). Information-processing performance remained high (mean range: 70.30–92.40), indicating effective engagement with complex biotechnology concepts. Furthermore, posttest scores (M = 78.27) were significantly higher than pretest scores (M = 71.27), indicating an average gain of 7.00 points. The paired-samples t-test revealed a statistically significant improvement, t(21) = 9.92, p < .001, with a very large effect size (Cohen's d = 2.12). The EBCLC model offers a novel instructional synthesis that integrates worked-example principles, guided cognitive processing, and multimodal representations into a structured learning sequence explicitly designed to regulate cognitive load. Unlike conventional worked-example approaches that primarily focus on schema acquisition, the EBCLC model incorporates progressive cognitive guidance and staged information processing to support conceptual understanding of complex biotechnology topics. These findings contribute to the refinement of Cognitive Load Theory and provide an innovative framework for biotechnology instruction in higher education. Keywords: biotechnology learning, cognitive load, EBCLC, modeling examples, prospective biology teachers.

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