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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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KODIMUSA: Integrating Artificial Intelligence and Gamification for the Digital Preservation of Sundanese Idioms and Proverbs Jatmika Nurhadi; Yayat Sudaryat; Haris Santosa Nugraha; Zulfikar Alamsyah; Ömer Solak
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.pp1263-1278

Abstract

This study aims to develop and test the feasibility and effectiveness of KODIMUSA (Multimodal Digital Corpus of Sundanese Idioms and Proverbs) as a web-based learning platform that integrates multimodal content, gamification, and an artificial-intelligence-based tutor to support the preservation and learning of Sundanese idiomatic expressions. The study employed a Research and Development (R&D) approach using the ADDIE model (Analysis, Design, Development, Implementation, Evaluation). The study involved 65 high school students and undergraduates majoring in Sundanese Language and Literature Education. Data were collected through expert validation sheets, user satisfaction questionnaires, and pretest-posttest instruments. Data analysis utilized feasibility percentage calculations and N-gain scores. Expert validation results showed content validity of 91.6% (highly feasible) and media validity of 88.3% (highly feasible). The pretest-posttest analysis yielded an average N-gain score of 0.60 (moderate), indicating significant improvement in students’ understanding of Sundanese proverbs and idioms. Overall user satisfaction reached 89.2%. Gamification elements, particularly the Snake and Ladder (Oray-Orayan) Pro board game and the XP-based leveling system, significantly increased student engagement. The AI tutor Kang Mus proved effective in providing contextual explanations of Sundanese language expressions. KODIMUSA is a valid, feasible, and effective web-based learning platform for Sundanese babasan and paribasa, contributing to the digital preservation of local cultural heritage while modernizing language learning methods. To strengthen the evidentiary basis, effectiveness was tested inferentially. An independent-samples t-test confirmed that the experimental group’s post-test gain exceeded the control group’s, t (63) = 7.00, p < .001, with a large effect size (Cohen’s d = 1.74), and an ANCOVA controlling for pre-test scores corroborated the result. The 30-item achievement test was reliable (Cronbach’s alpha = 0.89), and ethical clearance was obtained before data collection. KODIMUSA therefore offers a methodologically validated, transferable model for the digital revitalization of endangered regional expressions. The independent-samples t-test confirmed a mean gain difference of 19.6 points (t(63)=7.00, p<.001, 95% CI [14.0, 25.2], d=1.74), indicating a large effect size. Keywords: sundanese idioms and proverbs, digital corpus, gamification, artificial intelligence, web-based learning media.
From Anxiety to Well-Being: A Systematic Review on Mathematics Well-Being and Hidden Math Anxiety in Learning Contexts Jelita Anastasia Simbolon; Idat Muqodas; Juntika Nurihsan; Mubiar Agustin; Erlin Yuliana; Queen Sheyla Shereen
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.pp1077-1095

Abstract

Many students feel discomfort in mathematics caused by hidden mathematical anxiety. This emotional state is often subtle yet persistent, slowly undermining their self-confidence, perseverance, and willingness to actively participate in mathematical tasks. Although researchers’ focus on the concept of mathematical well-being persists, the direct relationship between concealed mathematical anxiety and students’ emotional experiences in learning remains insufficiently explored in depth. This study aims to investigate how hidden mathematical anxiety affects mathematical well-being and to identify educational and psychological practices that can enhance students’ emotional experiences in mathematics lessons. A systematic review was conducted by collecting articles published between 2013 and 2025 from four databases: Springer, ERIC, Scopus, and SAGE. Of the 165 articles identified in the initial stage, 144 were re-screened against predefined inclusion criteria, and 48 were ultimately included in the final thematic synthesis. Five main themes were successfully identified and analyzed. The research findings indicate that mathematics wellbeing (MWB) has a strong reciprocal relationship with hidden math anxiety, whereby high MWB is associated with low levels of hidden anxiety and more positive engagement in learning. Intrapersonal factors such as self-efficacy, a growth mindset, and emotional regulation play a significant role in enhancing students’ MWB whilst reducing anxiety. Furthermore, a supportive classroom environment and positive teacher-student relationships were found to strengthen mathematical wellbeing. Various psycho-educational interventions, including mindfulness, project-based learning, and gamification, were also effective in balancing academic challenges with emotional comfort, thereby supporting sustained improvement in MWB. Fostering mathematical well-being helps students manage hidden anxiety, strengthen emotional stability, and maintain engagement in the mathematics learning process. A mutually supportive and nurturing learning environment is the primary foundation for realizing this process. Keywords: hidden math anxiety, learning, math anxiety, mathematics well-being, well-being.
Training Method on the Passing Accuracy of Basketball by Modified Small-Sided Games for Physical Education Senior High School Roas Irsyada; Hasna Tri Oktavia
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.pp1181-1196

Abstract

This study was motivated by the low level of basketball passing accuracy among students in Physical Education classes at Senior High Schools in Magelang Regency, Central Java. Passing is a fundamental technical skill in basketball that significantly influences offensive organization and overall team performance. Therefore, this study aimed to examine the effect of Small-Sided Games (SSG) modifications, specifically the 2×2 and 4×4 formats, on students’ basketball passing accuracy and to compare the effectiveness of both formats. This study employed a quasi-experimental method with a Two-Group Pretest–Posttest Design. The participants were 32 tenth-grade students selected via convenience sampling and assigned to two groups using a matched-subjects procedure based on pretest scores. The intervention was conducted over eight weeks with two training sessions per week. Passing accuracy was measured using a validated basketball passing accuracy test. Data were analyzed using descriptive statistics, Shapiro–Wilk normality tests, Levene’s homogeneity tests, paired-sample t-tests, independent-sample t-tests, and Cohen’s d effect size analysis. Both SSG formats significantly improved students’ passing accuracy. In the 2×2 SSG group, the mean score increased from 8.8 to 16.6 (p < 0.001), while in the 4×4 SSG group, the mean score increased from 11.0 to 13.9 (p = 0.008). Furthermore, the independent-samples t-test revealed a significant difference between groups (t = 4.55, p < 0.001), indicating that the 2×2 format produced greater improvement than the 4×4 format. Effect size analysis also showed a large effect for the 2×2 group (d = 1.84) and a moderate-to-large effect for the 4×4 group (d = 0.77). Small-Sided Games training significantly improves basketball passing accuracy among high school students. However, the 2×2 format is more effective than the 4×4 format in enhancing individual technical performance, particularly passing accuracy, due to increased ball contacts and decision-making opportunities. Keywords: accuracy, basketball, small-sided games.
The Role of Teaching Factory in Forming Vocational Students’ Work Readiness: A Literature Review Dyah Ayu Kensasmi Putri; Rina Febriana Hendrawan; Guspri Devi Artanti; Constantinus Rudy Prihantoro; Muhammad Nurtanto
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.pp1341-1370

Abstract

Teaching Factory (TeFa), which integrates an industrial work environment into schools, has been widely implemented in vocational education to bridge the gap between schools and industry. Previous studies have reported TeFa’s ability to enhance students’ work readiness by developing soft skills. The purpose is to synthesize the extent of TeFa implementation and examine its contribution to the development of soft skills that support vocational students’ work readiness. This study used a systematic literature review of 35 articles published between 2022 and 2026. A thematic and comparative synthesis of data was conducted using articles selected based on compliance with inclusion and exclusion criteria. The articles were retrieved from databases and analyzed to identify codes and themes related to TeFa and its impact on students’ work readiness. Literature review revealed a positive relationship between the implementation of TeFa and vocational students’ work readiness. The findings identified 12 soft skills associated with TeFa implementation, including adaptability, communication, teamwork, problem-solving, critical thinking, leadership, flexibility, creativity, initiative, responsibility, entrepreneurship, and innovation. The most frequently reported skills in this literature were adaptability (22%), communication (19%), and teamwork (15%). The findings suggest that these soft skills can be organized into three competency clusters: adaptive, collaborative, and value-creation. Despite the positive impact, challenges remain, including limited industrial partnerships, inadequate facilities, budget constraints, and variations in educator competency. TeFa has been an effective approach for strengthening vocational students’ work readiness by fostering soft skills through authentic learning. Therefore, future research should focus on developing comprehensive implementation and evaluation frameworks to support more systematic, effective, and sustainable implementation of TeFa.   Keywords: teaching factory, evaluation, soft skills, work readiness.
The Effects of Cooperative Project-Based Learning through Social Praxis Project Proposal Development on Students’ Conceptual Understanding and Concept Application Yuliati Yuliati; Punaji Setyosari; Dedi Kuswandi; Made Duananda Kartika Degeng; Moch. Nurfahrul Lukmanul Khakim
Jurnal Pendidikan Progresif Vol 16, No 3 (2026): Jurnal Pendidikan Progresif
Publisher : FKIP Universitas Lampung

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

Abstract

This study aims to determine the effectiveness of the Cooperative Project-Based Learning (CPjBL) strategy on students’ conceptual understanding and concept application abilities compared to the Project-Based Learning (PjBL) strategy, as well as to analyze the influence of Field Independent (FI) and Field Dependent (FD) cognitive styles on student learning outcomes. The study employed a quantitative approach using a quasi-experimental research design with a non-equivalent control group factorial design of 2 × 2. The research subjects consisted of 100 students from the History Education Study Program at Universitas Negeri Malang who were divided into experimental and control groups. Data collection was conducted through conceptual understanding tests, concept application tests, and the GEFT (Group Embedded Figures Test) cognitive style instrument. Data were analyzed using MANOVA after fulfilling prerequisite tests, including normality, homogeneity, linearity, and multicollinearity tests. The findings indicate that learning strategies significantly affect students’ conceptual understanding and concept application abilities. Students who learned using the CPjBL strategy achieved higher average learning outcomes compared to those who learned using the PjBL strategy. In conceptual understanding ability, the CPjBL group obtained an average score of 84.42, while the PjBL group achieved an average score of 79.30. In concept application ability, the CPjBL group obtained an average score of 90.02, whereas the PjBL group achieved an average score of 86.14. The results also revealed that FI and FD cognitive styles did not have a significant effect on students’ conceptual understanding or concept application abilities. In addition, an interaction effect between learning strategies and cognitive styles on student learning outcomes was identified. The findings confirm that the CPjBL strategy is more effective in improving conceptual understanding and concept application abilities because it creates an active, collaborative, and student-centered learning environment. This strategy also provides opportunities for students to develop critical thinking, collaboration, communication, and problem-solving skills throughout the learning process. Keywords: cooperative project-based learning, project-based learning, cognitive style, conceptual understanding, concept applications.
Development of the VIRAH Website Based on 3D Augmented Reality for Asmaul Husna Learning in Grade 6 Elementary School Ani Nur Aeni; Jainatul Halida Jaidin; Dinda Sarasikha; Farah Lestari; Naila Nursifa Rohmah
Jurnal Pendidikan Progresif Vol 16, No 3 (2026): Jurnal Pendidikan Progresif
Publisher : FKIP Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/jpp.v16i3.pp1448-1471

Abstract

The Teaching of Asmaul Husna in elementary schools remains dominated by memorization. This approach struggles to translate abstract religious concepts into concrete representations suitable for students’ concrete operational stage of cognitive development.  This study aims to develop and evaluate a website-based technology named VIRAH (Visualization Interactive Asmaul Husna 3D AR), as an interactive learning technology for sixth-grade students in Islamic Education. The research employed the Design and Development (D&D) method following the ADDIE model (Analysis, Design, Development, Implementation, and Evaluation). The resulting product is the VIRAH website, which integrates Augmented Reality (AR) technology using the Assemblr Edu platform and is published via Netlify.  The website was validated by subject matter and media experts, then implemented with 27 sixth-grade students at SDN Sukaraja II, Sumedang. Data collection utilized validation sheets, student response questionnaires, and pretest-posttest instruments. Data analysis was conducted using percentage calculations, the N-Gain Score, a paired t-test, and effect size calculations. The validation results showed that the media received a score of 93.75% from subject matter experts and 98.13% from media experts, both of which fell into the “highly acceptable” category. The average N-Gain Score of 0.64 falls into the “moderately effective” category. The paired t-test confirmed a statistically significant increase (t = 7.97; df = 26; p < 0.05), with an effect size of d = 1.766, classified as “very large”. The student response questionnaire yielded a positive percentage of 77.04%, categorized as “good”. In conclusion, the development of the VIRAH website, based on 3D AR technology, is proven feasible and sufficiently effective in enhancing elementary students' understanding of Asmaul Husna. It successfully transforms abstract concepts into concrete, interactive, and meaningful learning experiences. Keywords: 3D augmented reality, VIRAH website, interactive learning technology, asmaul husna, elementary school.
The Role of Self-Regulated Learning in Enhancing Computational Thinking Skills: A Systematic Literature Review and Bibliometric Analysis Mayhesti Zalsabilah Erwin; Tri Wrahatnolo; Achmad Imam Agung; Alias Masek
Jurnal Pendidikan Progresif Vol 16, No 3 (2026): Jurnal Pendidikan Progresif
Publisher : FKIP Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/jpp.v16i3.pp1750-1767

Abstract

Self-regulated learning (SRL) is widely recognized as one of the strongest predictors of academic success; however, its specific role in fostering the development of computational thinking (CT) has not been fully scrutinized. Objective: This study aims to map the development of research, identify key trends and themes, and analyze the intellectual structure of the literature at the intersection of SRL and CT through a systematic literature review and bibliometric analysis. Methods: A total of 38 Scopus-indexed journal articles were selected following the PRISMA 2020 guidelines, and their methodological quality was appraised using a structured five-criterion rubric adapted from established critical-appraisal criteria (Kmet et al., 2004). VOSviewer (v1.6.20) was used to visualize keyword co-occurrence networks and co-authorship networks, whilst Bibliometrix (R package v4.2.3) was used to analyze publication trends, author productivity, source impact, and thematic evolution. Findings: The analysis revealed significant growth in publications from 2017 to 2026, peaking in 2025. The United States, Taiwan, and China were the main contributors. Key thematic clusters included SRL scaffolding in programming education, metacognition and CT assessment, and personalized learning environments. The reciprocal relationship between SRL and CT is identified as the most prominent research trajectory in the recent period. Conclusion: This review highlights critical research gaps, particularly the scarcity of longitudinal studies and the still-limited representation of the Global South, whilst providing a roadmap for future empirical and pedagogical investigations at the intersection of SRL and CT. Keywords: self-regulated learning, computational thinking, bibliometric analysis, systematic literature review, VOSviewer, Bibliometrix.
Cognitive Behavioral Therapy Intervention: Enhancing Vocational High School Students’ Enthusiasm in Islamic Education Rizqi Dwicahyanti; Askar Askar; Mirnawati Mirnawati
Jurnal Pendidikan Progresif Vol 16, No 3 (2026): Jurnal Pendidikan Progresif
Publisher : FKIP Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/jpp.v16i3.pp1584-1604

Abstract

Cognitive Behavioral Therapy (CBT) represents one of the most well-established psychotherapeutic approaches, centered on the reconstruction of negative thoughts and maladaptive beliefs into more positive and psychologically tenable alternatives. This study examines the effectiveness of CBT in enhancing students' enthusiasm for learning in Islamic Religious Education (PAI) at SMK Negeri 3 Palu. Confronting the persistent challenge of diminished motivational engagement in Islamic Education contexts, the study investigates whether a psychologically grounded intervention rooted in cognitive restructuring can significantly elevate students' affective involvement in the subject. A quasi-experimental design incorporating pre-test and post-test control groups was employed, involving 26 students divided into an experimental class and a control class. Hypothesis testing was conducted using an Independent-Samples t-test after verifying the assumptions of normality and homogeneity. Instrument reliability was confirmed by a Cronbach's alpha value exceeding the accepted threshold. Statistical analysis was conducted primarily using JASP software. At the outset, both the experimental and control groups were positioned at equivalent levels, as evidenced by a homogeneity probability value (sig.) of 0.907, which surpasses the 0.05 threshold. Hypothesis analysis further revealed a significant difference between pre-test and post-test scores, with a probability value (sig.) of 0.034, falling below the 0.05 significance level, indicating that a meaningful change occurred following the application of the CBT approach. Departing from this shared baseline, the cognitive behavioral therapy implemented within the experimental class yielded results that substantively confirm CBT's effectiveness in enhancing PAI learning enthusiasm among students in the experimental group. Keywords: cognitive behavioral therapy, enthusiasm, Islamic studies, journaling-self monitoring.
Exploring Culturally Responsive Teaching Awareness in the Age of GenAI: Voices from Indonesian EFL Pre-Service Teachers Eni Rosnija; Eka Fajar Rahmani; Dewi Novita; Nindya Juwita Utimadini
Jurnal Pendidikan Progresif Vol 16, No 4 (2026): Jurnal Pendidikan Progresif
Publisher : FKIP Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/jpp.v16i4.pp1920-1938

Abstract

This study explores pre-service EFL teachers’ awareness of integrating GenAI into CRT in West Kalimantan, Indonesia. Using a qualitative descriptive design, data were collected through semi-structured interviews with 35 final-semester pre-service EFL teachers and analyzed using Braun and Clarke’s thematic analysis. Interview analysis reveals four interconnected dimensions of awareness: cognitive, pedagogical, critical/evaluative, and developmental. Participants recognized GenAI's limitations in representing local cultural knowledge, struggled to design culturally responsive prompts, and demonstrated the ability to identify cultural biases and inaccuracies in AI outputs. They also emphasized the need for practical training and institutional support to effectively integrate GenAI into culturally responsive learning. Based on these findings, this study proposes Culturally Responsive AI Literacy as a conceptual extension of AI literacy, positioning technical competence, critical evaluation, cultural knowledge, and pedagogical decision-making as integrated competencies. Keywords: culturally responsive teaching, generative AI, AI literacy, pre-service EFL teachers, teacher education.
The Paradox of AI-Assisted Learning: Analyzing Self-Regulated Learning Readiness Toward the Authenticity of Coding and AI Learning Outcomes Fatmalia Nur Prihastuti; Mukhammad Luqman Hakim; Edward Harefa
Jurnal Pendidikan Progresif Vol 16, No 3 (2026): Jurnal Pendidikan Progresif
Publisher : FKIP Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/jpp.v16i3.pp1849-1863

Abstract

This study examines how self-regulated learning (SRL) readiness relates to learning outcomes when students work with AI assistance versus when AI is withheld, in the KKA (Komputer, Koding, dan Kecerdasan Buatan) subject. A second aim is to propose and test the construct of pseudo self-regulated learning (pseudo-SRL) within prompt engineering tasks for AI-based image generation using Google Gemini. This quantitative correlational study involved 33 grade XI students at a senior high school based in a pesantren. Each student completed a 29-item SRL questionnaire, an AI-assisted practical test in which students created and revised prompts to generate and edit images, and a closed-book written test on prompt structure, AI limitations, and ethics, completed without AI support, as in a mid-semester test. Descriptive statistics, Pearson correlation, paired-samples t-tests, and one-way ANOVA were used to analyze the data. Students scored markedly higher on the practical task (M = 78.8) than on the written test (M = 60.8), producing a performance-knowledge gap of t(32) = 7.63, p < .001, 95% CI [13.2, 22.8]. SRL showed only a weak, non-significant relationship with written test performance (r = .298, p = .092) and with practical scores (r = .125, p = .487); practical and written scores were themselves significantly correlated (r = .661, p < .001). The gap was descriptively narrowest among students with high SRL (12.0 points), though a one-way ANOVA showed this difference across SRL tertiles was not statistically significant, F(2,30) = 1.81, p = .181. No participants met the operational criteria for pseudo-SRL, and an exploratory clustering analysis also found no natural pseudo-SRL profile, suggesting that other factors drove the performance-knowledge gap. The paradox of AI-assisted learning also affects prompt-engineering tasks in KKA. We refer to students who fail to translate their metacognitive self-reports into an autonomous understanding of prompting principles as pseudo-SRL; this gap is masked by their proficiency with AI tools. Assessment designs that combine behavior-based self-regulation measures with both AI-assisted and AI-free tasks might be valuable in programming and AI education. The results point to the need for KKA curriculum designers to incorporate dual-assessment models that differentiate between independent mastery of concepts and performance with AI assistance, to allow AI tools to augment rather than substitute for foundational knowledge.Keywords: Generative AI, self-regulated learning, pseudo-SRL, programming education, performance-knowledge gap.

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