Jurnal Pendidikan Progresif
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
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722 Documents
<![CDATA[MENINGKATKAN PUKULAN SWING PERMAINAN SOFTBALL MENGGUNAKAN METODE RESIPROKAL ]]>
<![CDATA[Bangun, Sabaruddin Yunis]]>
<![CDATA[ Jurnal Pendidikan Progresif Vol 6, No 2 (2016): Jurnal Pendidikan Progresif ]]>
Publisher : <![CDATA[FKIP Universitas Lampung ]]>
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<![CDATA[Increasing Swing Stroke on Softball Game by Using Reciprocal Method. This study aimed to determine the learning outcome blow swing in class IX SMP Dharma Pancasila Medan academic year 2015/2016. The method used was a classroom action research. In order to obtain the data, a test was carried out before using reciprocal teaching style (pre-test) and after using reciprocal teaching in the form of the application of swing stroke technique in 2 meetings. The samples in this study were 24 students. The results of the percentage calculation showed that: (1) From the test results before using reciprocal teaching style (pre-test), it showed that 5 students (20.83%) who have reached the level of learning mastery. Then the learning is done using reciprocal teaching style (2) From the test results in the first cycle it obtained that 16 students (66.67%) who have reached the level of learning mastery. (3) From the test results in the second cycle, it obtained that 21 students (87.5%) have reached the level of learning mastery. Based on the results of data analysis, it can be said that reciprocal teaching style can improve learning outcomes of swing stroke technique Keywords: swing stroke, softball game, reciprocal method DOI: http://dx.doi.org/10.23960/jpp.v6.i2.201601]]>
<![CDATA[Explosion Box: A Learning Media of Ecosystem Components for Elementary School Student ]]>
<![CDATA[Nasriya, Tsalats Zaidatul]]>;
<![CDATA[Wuryandani, Wuri]]>;
<![CDATA[Mulyono, Mulyono]]>
<![CDATA[ Jurnal Pendidikan Progresif Vol 11, No 2 (2021): Jurnal Pendidikan Progresif ]]>
Publisher : <![CDATA[FKIP Universitas Lampung ]]>
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<![CDATA[Abstract: Explosion Box as Learning Media of Ecosystem Components for Elementary School Student. Objective: This research aims to describe the development of explosion box as learning media to deal with bored student in science learning to use textbooks. Method: Development of learning media in this study is implementing the Borg & Gall. Field test were conducted on 5th grade elementary school students in Blitar, Indonesia. Finding: The results showed that the Explosion Box as learning media was valid category with a material expert validation: 93.3%; design expert validation: 90%; expert validation: 90%. Results of trials: small group is 95.4% and large group is 94.4%. Data pre-test and post-test results: before using product is 70.3 and after using product is 85.9. Conclusion: Expert validation and student response questionnaires revealed that Explosion Box as learning media was very interesting and useful so that students do not get bored in the learning process. Keywords: Explosion Box, elementary school student, learning media. DOI: http://dx.doi.org/10.23960/jpp.v11.i2.202115]]>
<![CDATA[Teaching Strategies of Public Senior High School Teachers in Improving the Lifelong Learning Competencies of Students in the New Normal ]]>
<![CDATA[Manzano, Emed Ferrer]]>
<![CDATA[ Jurnal Pendidikan Progresif Vol 13, No 2 (2023): Jurnal Pendidikan Progresif ]]>
Publisher : <![CDATA[FKIP Universitas Lampung ]]>
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<![CDATA[Teaching Strategies of Public Senior High School Teachers in Improving the Lifelong Learning Competencies of Students in the New Normal[e1] . Objective: The goal of this study is to characterize the teaching strategies, methods of instruction and strategies in encouraging responsibilities for learning in the new normal. Methods: The study used a descriptive method of research to assess the extent of teaching strategies to enhance students’ lifelong learning competencies. The respondents were the teachers in public senior high schools in the province of Ilocos Sur, Philippines. A questionnaire was used to collect pertinent data and it was analyzed using frequency count, percentage and mean. Finding: The results revealed that teaching strategies used by teachers in the new normal is characterized by giving complex activities, practicing social negotiation introducing multiple perspectives giving activities to exercise ownership of learning valuing self-awareness in knowledge construction which is assumed to develop lifelong learning practices. Conclusion: Teachers hone lifelong learning competencies through engaging active learning, giving feedbacks, designing meaningful interactions, and respecting diverse ideas. Keywords: teaching strategies, new normal, lifelong learning, competencies, descriptive study.DOI: http://dx.doi.org/10.23960/jpp.v13.i2.202342]]>
<![CDATA[Brainstorming as an Effective Learning Strategy to Promote Students’ Critical Thinking Skills ]]>
<![CDATA[Widiastuti, Ida Ayu Made Sri]]>;
<![CDATA[Murtini, Ni Made Wersi]]>;
<![CDATA[Anto, Ruli]]>
<![CDATA[ Jurnal Pendidikan Progresif Vol 12, No 2 (2022): Jurnal Pendidikan Progresif ]]>
Publisher : <![CDATA[FKIP Universitas Lampung ]]>
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<![CDATA[Students’ critical thinking skill is vividly crucial to be developed to enable students to solve various problems in nowadays life. Objectives: This study investigates the brainstorming strategy employed by teachers in the classroom to enhance students’ critical thinking skills. Methods: This study employed a qualitative research approach conducted in a senior high school consisting of 30 teachers and 4 teachers were selected as the research participants. The data were collected by conducting semi-structured interviews and classroom observations. The data were analyzed descriptively to establish valid and reliable findings. Findings: This study found that teachers intensively used the brainstorming method in enhancing students’ critical thinking skills by asking various challenging questions to arouse students’ critical skills. Conclusions: the Findings of this study revealed the importance of conducting brainstorming strategies during the learning activities. Moreover, this study implies teachers should utilize the brainstorming method more intensively to develop students’ critical thinking skills. Keywords: brainstorming, strategy, teachers, promote, critical, skill.DOI: http://dx.doi.org/10.23960/jpp.v12.i2.202243]]>
<![CDATA[The Management of Teachers’ Performances Assessment at the Public Middle School in Banda Aceh ]]>
<![CDATA[Fitri, C L]]>;
<![CDATA[Yusrizal, Yusrizal]]>;
<![CDATA[Usman, N]]>
<![CDATA[ Jurnal Pendidikan Progresif Vol 9, No 2 (2019): Jurnal Pendidikan Progresif ]]>
Publisher : <![CDATA[FKIP Universitas Lampung ]]>
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<![CDATA[The Management of Teachers’ Performances Assessment at the Public Middle School in Banda Aceh. Objectives: The objective of this study was to discover the management of teachers’ performance assessment at junior high schools in Banda Aceh. Methods: The method of this study was descriptive research by applying qualitative approach. The subjects were the principals and teachers. This study used observation, interview and documentation as the technique of data collection.The data analyze was completed by doing the data reduction, data presentation and verification. Findings: The results showed that: (1) The planning of teachers’ performance assessment was organized by the teachers in the beginning of a new year which the function is as the reference for the teacher to accomplish the teaching and learning process; (2) The implementation of teachers’ performance assessment was not implemented as well as possible therefore the class management does not meet the standard of the minimum service of learning; (3) The supporting factors in evaluating teacher’s performance are: supervision activity, the teachers are engaging to the teachers training and workshop (training assessment), reward to the highest result or the score. The obstruction factors in evaluating teacher’s performance are: teachers do not produce the syllabus and lesson plan, the mindset of teachers’ performance assessment is only regarded as the need of formality, the limited time to organize of the employee performance goal. Keywords: Education management, teacher performance assessment, public middle school. DOI: http://dx.doi.org/10.23960/jpp.v9.i2.201901]]>
<![CDATA[Readiness of Pre-Service Elementary School Teacher to Implement PBL and HOTS in Learning Geometry ]]>
<![CDATA[Rostika, Deti]]>;
<![CDATA[Hidayah, Nurul]]>;
<![CDATA[AM, Muh. Asriadi]]>
<![CDATA[ Jurnal Pendidikan Progresif Vol 13, No 3 (2023): Jurnal Pendidikan Progresif ]]>
Publisher : <![CDATA[FKIP Universitas Lampung ]]>
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<![CDATA[Readiness of Pre-Service Elementary School Teacher to Implement PBL and HOTS in Learning Geometry. This survey research aims to assess the comprehension of elementary school teacher education students regarding PBL and HOTS and elucidate the application of PBL and HOTS in elementary geometry education. The study engaged 18 elementary school teacher education students at UPI Cibiru Campus. Findings reveal that these students possess a solid understanding of PBL and a very high level of comprehension of HOTS. The proposed implementations of PBL in geometry education exhibit variations, while others have yet to integrate PBL into their Lesson Implementation Plans. The application of HOTS also varies, with some encompassing all its components, while others fall short. In conclusion, prospective teachers exhibit a robust initial grasp of PBL and HOTS, but a consistent application is essential to foster confidence in practical teaching at elementary schools. Keywords: PBL, HOTS, geometry learning, elementary school.DOI: http://dx.doi.org/10.23960/jpp.v13.i3.202339]]>
<![CDATA[Instructional Strategies Employed by Elementary Teachers in Strengthening Pupils’ Engagement and Academic Performance in Inclusive Classrooms ]]>
<![CDATA[Mangila, Julius]]>;
<![CDATA[Mangila, Benjamin]]>
<![CDATA[ Jurnal Pendidikan Progresif Vol 12, No 2 (2022): Jurnal Pendidikan Progresif ]]>
Publisher : <![CDATA[FKIP Universitas Lampung ]]>
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<![CDATA[Instructional Strategies Employed by Elementary Teachers in Strengthening Pupils’ Engagement and Academic Performance in Inclusive Classrooms. Objectives: This quantitative study ascertained Filipino teachers’ instructional strategies and pupils’ engagement and academic performance in select Philippine elementary schools. Methods: It employed the descriptive survey method, with questionnaire as data collection tool, and descriptive and inferential statistics as statistical tools. Findings: Results disclosed that “Classroom Management,” “Peer Support,” and “Individualized Education Plan” were the teachers’ leading instructional strategies while all instructional strategies were assessed as “Effective.” Pupils’ engagement was “High” while their performance in English, Mathematics, and Science subjects was “Fair.” Furthermore, teachers and pupils’ perceptions on the effectiveness of instructional strategies and their assessments on pupils’ engagement did not significantly differ. Conclusion: Teachers must employ varied instructional strategies to help learners effectively learn and to ensure that classrooms are inclusive to make them a more conducive place for teaching and learning. Keywords: instructional strategies, pupils’ engagement, and academic performanceDOI: http://dx.doi.org/10.23960/jpp.v12.i2.202211]]>
<![CDATA[Identification of Scientific Literacy of Elementary School Students in Central Lampung District ]]>
<![CDATA[Rakhmawati, Ismi]]>;
<![CDATA[Kadaritna, Nina]]>;
<![CDATA[Rosidin, Undang]]>;
<![CDATA[Sari, Novinta Nurul]]>
<![CDATA[ Jurnal Pendidikan Progresif Vol 10, No 1 (2020): Jurnal Pendidikan Progresif ]]>
Publisher : <![CDATA[FKIP Universitas Lampung ]]>
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<![CDATA[Identification of Scientific Literacy of Elementary School Students in Central Lampung District. Objective: Identify scientific literacy skills of elementary school students that can be actualized in the form of local government policies. Method: This descriptive study involved 36 schools with a total of 380 Elementary School students in Lampung Tengah District obtained using purposive sampling technique. Students examined with scientific literacy questions adapted from PISA (Programs for International Student Assessment) question items and scientific literacy data are analyzed descriptively. Findings: The research data shows that students who understand concepts of science are only 16.07%, misconcept are 8.6%, mistaken are 37.5%, and not understand are 37.8%. Elementary students who understand the concepts of science are still fewin all knowledge categories which are factual category 16.75%, conceptual 16.08%, and procedural 13.5%. Conclusion: Elementary students’ scientific literacy in Central Lampung is still in the low category.Keywords: scientific literacy, elementary school students, descriptive study.]]>
<![CDATA[Assessing Presentation Skills in STEAM Project-Based Learning: A Longitudinal Analysis Using Rasch Modeling ]]>
<![CDATA[Hidayat, Panji]]>;
<![CDATA[Oktova, Raden]]>;
<![CDATA[Sukarelawan, Moh. Irma]]>;
<![CDATA[Rohman, Fatkhur]]>
<![CDATA[ Jurnal Pendidikan Progresif Vol 15, No 1 (2025): Jurnal Pendidikan Progresif ]]>
Publisher : <![CDATA[FKIP Universitas Lampung ]]>
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DOI: 10.23960/jpp.v15i1.pp700-710
<![CDATA[Assessing Presentation Skills in STEAM Project-Based Learning: A Longitudinal Analysis Using Rasch Modeling. Project presentation is a crucial element in PjBL learning, as it allows students to demonstrate their understanding of the material studied and the ability to convey project ideas and results effectively. Objectives: This study aims to analyse students' presentation performance in teaching using the Project-based Learning approach. Methods: The type of research used is a quasi-experimental design with a time series approach. Respondents involved in this study were 22 prospective elementary school teacher students. The groups assessed were randomly selected using a lottery system. The instrument used to assess group presentation skills consists of 11 items, and each item uses a 5-point Likert rating scale. Presentation performance data was analysed using the Logit Value of Item (LVI) technique combined with the Wright map. Findings: Group presentation performance experienced variations in improvement over time, with some skills showing an increasing trend and others showing a decreasing trend. Conclusion: The implication of this study, in terms of presentation performance, is that although there is variation in the improvement of student presentation skills over time, analysis using Rasch modelling can provide greater insight into the factors that influence presentation quality and help identify areas that require improvement in Project-based Learning teaching. Keywords: logit value of item, presentation skills, rasch model, STEAM, wright map. ]]>
<![CDATA[Correlation between Science Process Skills and Student-Tool Interactions in Surgical Practice and Microscope Observations ]]>
<![CDATA[Al-Farisi, Fadli Robby]]>;
<![CDATA[Herlanti, Yanti]]>;
<![CDATA[Husna, Nida]]>;
<![CDATA[Hidayat, Dinnisa Haura Zhafira]]>
<![CDATA[ Jurnal Pendidikan Progresif Vol 12, No 1 (2022): Jurnal Pendidikan Progresif ]]>
Publisher : <![CDATA[FKIP Universitas Lampung ]]>
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<![CDATA[Correlation between Science Process Skills and Students’ Interaction With Practicum Tools in Surgical Practice and Microscope Observations. Objective: This study aimed to determine whether there was a significant correlation between Science Process Skills (SPS) and Student Interaction with Practicum Tools (SIPT) when the students were conducting Surgical Practice and Microscope Observations in their practicum session. Methods: The design used for this study was descriptive correlational study with 11th grade high school students with a total of 58 students as the samples. Findings: The data were collected by using test and questionnaire as the instruments then were tested and analyzed using Spearman correlation test and Z test where the results were 0.16 (Spearman) and 1.21 (Z Test), which meant that there was no significant correlation between SPS and SIPT. Conclusion: As the conclusion, between SIPT and SPS, even though there was a mutual connection, it was not significant. One of the reasons was that the learning conditions at the time the research was carried out, the students must learn from home due to Covid-19 Pandemic that lessen the opportunities to learn directly at school. Keywords: student scientific skills, science process skills, motoric skills, practicum, students’ interaction, natural science.DOI: http://dx.doi.org/10.23960/jpp.v12.i1.202209]]>
