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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 722 Documents
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Effectiveness of MOPS-F Training to Enhance Parental Understanding of Analytical Thinking Stimulation in Children Aged 3-6 Years Maula, Maizan Rahmah; Salim, Rose Mini Agoes
Jurnal Pendidikan Progresif Vol 15, No 2 (2025): Jurnal Pendidikan Progresif
Publisher : FKIP Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/jpp.v15i2.pp1236-1249

Abstract

Effectiveness of MOPS-F Training to Enhance Parental Understanding of Analytical Thinking Stimulation in Children Aged 3-6 Years. The ability to think analytically is one of the important abilities for early childhood. Early childhood who is not yet independent, has not been able to solve their daily problems, and frequent tantrums are examples of children who have not been stimulated their analytical thinking skills. Parents, who are the closest environment, are the most influential factor in early childhood development. Objective: This study aims to test the effectiveness of MOPS-F training to improve parents' understanding of the stimulation of analytical thinking skills of children aged 3-6 years. Methods: The intervention carried out in this study was in the form of experiential learning training consisting of 4 stages. In the concrete experience stage, parents are invited to experience new experiences, then in the reflective observation stage, parents are invited to reflect and discuss, in the abstract conceptualization stage, the researcher provides material to form concepts, and finally at the active experimentation stage, parents apply new knowledge to real action. The study was conducted on 50 parents of early childhood. The material provided included understanding the importance of stimulating analytical thinking and how to stimulate children with the MOPS-F method. The measurement instrument used in this study was 10 questions related to the MOPS-F training module prepared by the researcher. This study was analyzed using the Wilcoxon Signed-Rank test. Findings: The results showed that MOPS-F training was able to improve parents' understanding of children's stimulation of analytical thinking (W=1275, p-value<.001). Conclusion: Experiential learning training is a method that is suitable for adult learning processes. Parents are the most influential environment in early childhood development, therefore, training carried out on early childhood parents is very important to support children's development, especially in stimulating their analytical thinking skills. This research can be useful to be a foundation in the preparation of the next intervention in parents of early childhood. Keywords: stimulation, early childhood, analytical thinking, stimulation methods, parental training.
Analysis of Deep Learning Approach in Grade 8 Mathematics Textbook on Statistics Dewi, Rivani Adistia; Juandi, Dadang; Turmudi, Turmudi
Jurnal Pendidikan Progresif Vol 15, No 2 (2025): Jurnal Pendidikan Progresif
Publisher : FKIP Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/jpp.v15i2.pp1098-1111

Abstract

Analysis of Deep Learning Approach in Grade 8 Mathematics Textbook on Statistics. The deep learning approach is considered strategic to answer the challenges of 21st century education, especially in developing students' critical and creative thinking skills. This study aims to analyze the extent to which the principles of the deep learning approach are reflected in a grade 8 mathematics textbook, especially in statistics. The method used is content analysis of a grade 8 mathematics textbook from the Merdeka Curriculum, with indicators compiled based on the principles of the deep learning approach from the Ministry of Education and Culture, namely mindful learning, meaningful learning, and joyful learning. This instrument has been validated by experts and tested for reliability through the intra-rater reliability technique. The results showed that 9 out of 15 indicators were met, so the percentage of eligibility was 60%. The book’s strengths lie in its mindful learning and joyful learning aspects, which are reflected in the presentation of concepts with more than one method and not dogmatic, the use of diverse visual and contextual approaches, as well as fun activities and building students' confidence. However, meaningful learning aspects such as integration between subjects and the use of digital technology are still minimal. These findings indicate the need to strengthen the content of the book through the insertion of open-ended questions, collaborative activities, and exploratory projects to realize a full deep learning approach. This study recommends the development of more exploratory, contextual, and transdisciplinary textbooks as learning instruments. Keywords: deep learning, statistics, textbook analysis.
Do Reading Difficulty Factors Affect TOEFL Reading Scores?: A Study of Non-English Major Students Rahmani, Eka Fajar; Fauzi, Chandra
Jurnal Pendidikan Progresif Vol 15, No 2 (2025): Jurnal Pendidikan Progresif
Publisher : FKIP Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/jpp.v15i2.pp966-977

Abstract

Reading comprehension is quite important for non-English major students—especially in academic settings where access to English-language resources is required. Objective: The purpose of this study is to investigate among 143 non-English major students at Universitas Tanjungpura the relationship between the observed reading comprehension difficulties and TOEFL reading performance. Method: Using a descriptive correlational design, data were collected through a 25-item Likert-scale questionnaire measuring five key variables: vocabulary knowledge, grammatical complexity, prior knowledge, test anxiety, and time constraint. TOEFL reading scores were obtained from Educational Testing Service (ETS) practice tests. Findings: Pearson correlation analysis revealed a modest but statistically significant positive correlation between perceived difficulty factors and TOEFL reading scores (r = 0.3497, p < .01). Among the variables, vocabulary knowledge (r = 0.428, p < .01) and grammatical complexity (r = 0.397, p < .01) showed the strongest relationships with performance. Multiple regression analysis confirmed that all five factors accounted for 23.2% of the variance in TOEFL reading scores (F(5,137) = 9.314, p < .001), with vocabulary knowledge (β = .259, p < .01) and grammatical complexity (β = .220, p < .05) emerging as the most significant predictors. These results demonstrate how important it is to include psychological and language elements into reading instructions. This study offers a novel addition by linking students' perceived reading difficulties with actual exam performance in the understudied setting of Indonesian non-English majors. Conclusion: This study emphasizes also the importance of customized teaching strategies addressing particular challenges experienced by these students. Teachers or lecturers, in this situation, can better help non-English majors in raising their reading competence and general academic achievement by concentrating on strengthening vocabulary and grammatical knowledge. Future studies urged to investigate other elements including reading techniques and student motivation. Keywords: correlational study, non-English major students, perceived difficulties, reading comprehension, TOEFL.
Unveiling Research Trends in Philippine Mathematics Education: A Comprehensive Bibliometric and Systematic Analysis Acopio, Ma. Kathleen Mae Geremias
Jurnal Pendidikan Progresif Vol 15, No 2 (2025): Jurnal Pendidikan Progresif
Publisher : FKIP Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/jpp.v15i2.pp1328-1341

Abstract

Unveiling Research Trends in Philippine Mathematics Education: A Comprehensive Bibliometric and Systematic Analysis. Objectives: This study aimed to conduct a bibliometric analysis of mathematics education research affiliated with the Philippines, as indexed in the Scopus database, covering the period from 2006 to 2024. The objective was to map publication trends, identify prolific authors and institutions, and analyze thematic and disciplinary classifications to assess the country’s research visibility and productivity. Methods: Data were retrieved from the Scopus database due to its comprehensive coverage of peer-reviewed academic publications. The search query used was: AFFILCOUNTRY ("Philippines") AND (SUBJAREA (educ) OR SUBJAREA (math)) AND TITLE-ABS-KEY ("mathematics education" OR "mathematics teaching"). A total of 25 documents were initially retrieved. After screening for duplicates, non-English records, and incomplete metadata, 20 documents were retained for analysis. The metadata were processed using Elsevier’s SciVal and VOSviewer to examine publication output, author productivity, institutional affiliations, document types, subject areas, and keyword co-occurrences. Findings: The results revealed minimal research output before 2020, followed by a marked increase beginning in 2020, coinciding with the global shift to remote and hybrid learning due to the COVID-19 pandemic. Research productivity remains highly concentrated, with the top three institutions Ateneo de Manila University, Philippine Normal University, and De La Salle University accounting for over 50% of total publications. Most documents were journal articles, and the predominant subject areas were mathematics and education, with emerging interdisciplinary themes related to digital learning and abstraction. Conclusion: While recent gains in research output are promising, Philippine mathematics education scholarship remains uneven. Expanding research capacity, fostering regional collaboration, and utilizing bibliometric tools are essential steps toward improving research equity, visibility, and impact at both national and global levels. Keywords: mathematics education, bibliometric analysis, Philippines, COVID-19, research productivity, international visibility.
Development of Fable Picture Storybooks as a Learning Medium to Promote Anti-Bullying in Early Elementary Education Ulfah, Amaliyah; Saraswati, Putri Andhina; Adityas, M. Tolkhah
Jurnal Pendidikan Progresif Vol 15, No 2 (2025): Jurnal Pendidikan Progresif
Publisher : FKIP Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/jpp.v15i2.pp1173-1187

Abstract

Development of Fable Picture Storybooks as a Learning Medium to Promote Anti-Bullying in Early Elementary Education Objectives: This study aims to develop a picture storybook that is valid, practical, and effective as an anti-bullying learning medium for elementary school students. Methods: The research employed a development approach (Research and Development) using the ADDIE model, which consists of five stages: analysis, design, development, implementation, and evaluation. The participants in this study were first-grade students from SD N Giwangan and SD Muhammadiyah Sambisari. Data were collected through questionnaires, interviews, and observations. Findings: The developed anti-bullying fable picture storybook was evaluated by experts and received high feasibility ratings: 92.5% from media experts (very feasible), 96% from content experts (very feasible), and 83% from instructional experts (feasible). Additionally, teacher assessments yielded an average score of 49 out of a possible 50, with a feasibility percentage of 98% (very feasible). A significant improvement in students' understanding of bullying including its definition, forms, and consequences was observed after using the storybook. This is supported by an increase in the average pre-test score (M = 65.20) to the post-test score (M = 82.75). Conclusion: The anti-bullying picture storybook developed in this study is an effective educational tool and holds strong potential for integration into bullying prevention efforts in elementary schools. It offers an engaging and interactive alternative learning resource that supports schools in fostering a safer and more supportive learning environment for all students. Keywords: picture strorybook, learning media, anti-bullying, elementary school.
Research Trend of Computational Thinking in Phiysics Learning: a Bibliometric Analysis from 2015 to 2024 Riskawati, Riskawati; Rusdiana, Dadi; Abdurrahman, Abdurrahman; Hendra, Hendra
Jurnal Pendidikan Progresif Vol 15, No 2 (2025): Jurnal Pendidikan Progresif
Publisher : FKIP Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/jpp.v15i2.pp1041-1060

Abstract

Research Trend of Computational Thinking in Phiysics Learning: a Bibliometric Analysis from 2015 to 2024. This study performs bibliometric analysis to examine research development on CT in physics education for the years spanning 2015-2024. Objective: The study seeks to outline the research and intellectual history of Computation Thinking (CT) integration within a specific framework by examining its spatial development in terms of the primary contributors CT’s development through analyzing cumulative research, leading journals, contributing countries, dominant scholars, thematic networks and the changes of key topics over time. Methods: From the Scopus database, 345 peer-reviewed journal articles were selected. To visualize research networks, VOSviewer was used, while Bibliometrix in R Studio was used to analyze publication trends, author contributions, journal impact, citations, and assess the citation patterns of work over time. Findings: From the Scopus database, a total of 345 peer-reviewed journals were selected. The quantitative data analysis involving visualization of research networks was done using VOSviewer, while Bibliometrix (R Studio) was used for evaluation of publication and author contributions in relation to impact, citation, and trends. Findings indicate significant growth in research focused on Computational Thinking (CT) in Physics Education, with an overarching 33.86% annual increase, peaking in 2023. The research covers 156 journals, with the most prolific being Education and Information Technologies. The evaluation emphasized the exceptional worldwide collaboration with 1,216 authors from countries like the United States, Indonesia, and China. Intent phrase clusters included “computational thinking”, “augmented reality”, and “STEM education” indicating an emphasis on the integration of CT with advanced technologies. The evolution of themes indicates movement from STEM simulations to more expansive virtual reality and critical thinking. Conclusions: The advancements in physics education and students' problem-solving skills, as well as teaching innovations through International collaborations, have begun using Computational Thinking CT). Keywords: computational thinking, physics education, bibliometric analysis, vosviewer, bibliometrix.
Elementary Teachers' Acceptance of Merdeka-Based Digital Teaching and Learning Media: A Study of the UTAUT Model Meilandari, Aesti; Abidin, Yunus; Kurniawan, Dede Trie; Ramadhan, Taufik
Jurnal Pendidikan Progresif Vol 15, No 2 (2025): Jurnal Pendidikan Progresif
Publisher : FKIP Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/jpp.v15i2.pp1250-1274

Abstract

Elementary Teachers' Acceptance of Merdeka-Based Digital Teaching and Learning Media: A Study of the UTAUT Model. Objective: The purpose of this study is to assess the level of acceptability among elementary school teachers towards Merdeka-based learning media and teaching materials. It is imperative to comprehend the factors that influence teacher acceptability in order to guarantee the efficacy of digital learning media, given the growing demand for technology integration in education. Methods: The correlational survey method along with the Unified Theory of Acceptance and Use of Technology (UTAUT) model approach are employed in this investigation. As many as 100 elementary school instructors in Lampung Province who have experience using Merdeka-based media and teaching materials were included as respondents. Data analysis was conducted using the Structural Equation Modeling (SEM) technique to test the relationships between variables in the acceptance model, and data collection was implemented through closed questionnaires. Findings: Teachers' acceptability levels are positively affected by media and instructional materials that adhere to the Merdeka framework. The primary factors that contribute to this acceptance are attitudes toward technology, affective needs, routines of using ICT, perceptions of learning opportunities, self-efficacy, and social influence. Teachers' behavioral intentions and ICT usage patterns can be significantly elucidated by the SEM model that was developed. Self-efficacy and effort expectancy variables were found to have direct effects, while social influence tended to have a lower impact. Conclusion: Teachers’ acceptance of educational innovations can be improved through the use of interactive and challenging technology-based learning media. This acceptance has favorable consequences for the adoption of innovative teaching strategies that are consistent with the requirements of 21st-century education, as well as for the enhancement of student engagement, learning perseverance, and a profound comprehension of the subject matter. Keywords: merdeka-based teaching and learning media, teacher acceptance model, UTAUT Model, elementary teacher.
Development of Canva-Based SUKA SASA Interactive Multimedia to Improve Elementary School Early Reading and Numeracy Skills Wijayanto, Zainnur; Rochmiyati, Siti; Hidayat, Rosidah Alim; Asmi, Yuni Karsih
Jurnal Pendidikan Progresif Vol 15, No 3 (2025): Jurnal Pendidikan Progresif
Publisher : FKIP Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/jpp.v15i3.pp1474-1496

Abstract

Development of Canva-Based SUKA SASA Interactive Multimedia to Improve Elementary School Early Reading and Numeracy Skills. Technological developments encourage innovations in learning media that can facilitate the delivery of material and create more engaging learning experiences. This study aims to describe the results of the analysis of teachers’ and students’ needs, as well as to test the feasibility and effectiveness of Canva-based SUKA SASA interactive multimedia in improving the early reading and numeracy skills of first-grade elementary school students. The research employed a research and development (R&D) approach using the ADDIE (Analysis, Design, Development, Implementation, Evaluation) model. The study involved 65 first-grade elementary school students in Karanganyar Regency selected by purposive sampling. Data collection techniques included interviews, observations, and learning outcome tests on early reading and foundational numeracy skills. The data were analyzed quantitatively using descriptive statistics and inferential testing, and were also supported by qualitative analysis. The findings show that the developed Canva-based SUKA SASA multimedia is valid, feasible, and effective in improving both early reading and foundational numeracy skills. The media's feasibility was supported by expert assessments: media experts (80.60%), material experts (95.40%), practitioner experts (95.40%), and positive student responses (84.38%), all of which indicate that the media is classified as very feasible. The effectiveness test yielded a significance value of 0.000, indicating a significant improvement in learning outcomes after using the media. The effect size test result was 1.39, showing a strong impact. Therefore, Canva-based SUKA SASA interactive multimedia is effective in supporting first-grade students' literacy and foundational numeracy skills. The integration of visual and interactive technology, such as Canva, can be an innovative strategy in fostering active, enjoyable, and meaningful learning. Keywords: early reading skills, foundational numeracy skills, interactive multimedia, addie, elementary school.
Digital Pedagogy in Early Childhood Education: Exploring Teacher and Parent Knowledge, Expectations, and Problems Jumiatmoko, Jumiatmoko; Rasmani, Upik Elok Endang; Winarji, Bambang; Zuhro, Nurul Shofiatin; Fitrianingtyas, Anjar; Nurjanah, Novita Eka
Jurnal Pendidikan Progresif Vol 15, No 2 (2025): Jurnal Pendidikan Progresif
Publisher : FKIP Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/jpp.v15i2.pp1391-1414

Abstract

Digital Pedagogy in Early Childhood Education: Exploring Teacher and Parent knowledge, expectations, and problems. Objectives: This study identifies teachers’ and parents’ knowledge, expectations, and problems related to the implementation of digital pedagogy in ECE. Methods: A mixed-methods approach was used to present quantitative and qualitative data in an explanatory design. The main respondents in this study were teachers. Data related to parents were obtained from teachers’ answers, which were also filled in the questionnaire. There were 196 respondents of ECE teachers from 5 provinces in Indonesia. Quantitative data analysis with SPSS version 25 software was used to examine perceptions, abilities, and correlations between both. Qualitative data using thematic analysis to identify expectations and problems related to digital pedagogy implementation. Findings: Teachers have positive perceptions but low digital pedagogy implementation capabilities. The quantitative data findings regarding low teacher capabilities (average score <3.0) are confirmed by the qualitative data findings regarding challenges to the implementation of digital pedagogy in the teacher training needs and infrastructure limitations as the most significant potential factors. Several expectations were found related to improving teacher competency and technical understanding of the use of digital devices. Other challenges to implementing digital pedagogy include a lack of parental support and several issues related to children’s physical, social, and psychological health. Conclusion: Teachers’ knowledge of digital pedagogy confirms paradoxical interactions. Positive perceptions are not yet in line with teachers’ abilities in implementing digital pedagogy. Play-based Digital Pedagogy (PBDP) and Domestication theory have excellent potential to be considered in this context. This theory is able to provide clear guidelines to improve teachers’ abilities in implementing digital pedagogy ideally. Furthermore, the phases recommended by domestication theory are expected to be able to meet expectations and resolve obstacles to the implementation of digital pedagogy. Keywords: pedagogy, digital, early childhood, teacher competency, domestication theory.
Implementation of Multimedia-assisted Collaborative Game-Based Learning to Improve Competitive Spirit and Problem Solving Ability in Literacy Learning for Elementary Students Subrata, Heru; Judijanto, Loso; Aeni, Candra; Ali, Aisyah; Amir, Andi Subhan
Jurnal Pendidikan Progresif Vol 15, No 2 (2025): Jurnal Pendidikan Progresif
Publisher : FKIP Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/jpp.v15i2.pp1415-1430

Abstract

Implementation of Multimedia-assisted Collaborative Game-Based Learning to Improve Competitive Spirit and Problem Solving Ability in Literacy Learning for Elementary Students. Objectives: This study aims to analyze the effectiveness of collaborative game-based learning assisted by multimedia in improving the competitive spirit and problem solving skills of literacy learning for elementary school students. Methods: A quantitative research approach was used, with an experimental research design. The specific design was a one-group pre-test post-test design. The research subjects consisted of 30 grade 4-6 students from an elementary school in Surabaya. Data were collected through pre- and post-test assessments to evaluate the impact of the intervention. Findings: The findings revealed that the implementation of multimedia-assisted collaborative game-based learning had a significant positive effect on students' competitive spirit and problem-solving abilities. By integrating game elements with team-based collaboration, this approach enhanced students' literacy skills while fostering critical, creative, and analytical thinking. The collaborative nature of the games allowed students to engage in healthy competition, which not only boosted their motivation but also improved their teamwork and communication skills. Additionally, students developed negotiation skills and learned how to work cooperatively to achieve common goals, which are vital social competencies. Conclusion: In conclusion, the implementation of multimedia-assisted collaborative game-based learning proved to be an effective strategy for enhancing students' competitive spirit, problem-solving skills, and literacy development. The approach, by combining game elements with collaborative efforts, effectively promoted critical thinking and enhanced social skills, making it a promising educational tool for elementary school students. This study suggests that game-based learning, supported by multimedia, can be an engaging and effective method to improve both cognitive and social outcomes in literacy education. Keywords: collaborative learning, game-based learning, literacy learning, competitive spirit, problem solving skills.

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