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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
 66   67   68   69   70 
The Effect of Physics Modeling Learning Module to Improve Science Generic Skills on Momentum and Impulse Topics Arifuddin, Muhammad; Fadillah, Muhammad Rashyid; Mahardika, Andi Ichsan
Jurnal Pendidikan Progresif Vol 15, No 4 (2025): Jurnal Pendidikan Progresif
Publisher : FKIP Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/jpp.v15i4.pp2234-2257

Abstract

The Effect of Physics Modeling Learning Module to Improve Science Generic Skills on Momentum and Impulse Topics. The learning process dominated by lectures and the use of conventional teaching materials that are difficult for students to understand leads to low generic science skills in students. One-way, teacher-centered learning causes students to become passive. Meanwhile, abstract and quantitative material on momentum and impulse requires a conceptual and visual approach to make it easier for students to understand. Objectives: This study aims to determine the impact of using physics modeling learning modules on the improvement of generic science skills in impulse and momentum material. Methods: This study employed a quasi-experimental design with a one-group pre-test and post-test approach, applied to 34 students in class X.1, who served as research subjects at SMA Negeri 1 Alalak. The data were analyzed using n-gain scores and a paired sample t-test to determine the magnitude of the effect before and after treatment was administered. Findings: The analysis reveals that the use of effective physics modeling learning modules can enhance generic science skills, yielding an n-gain of 0.81. A substantial difference between the conditions before and after using the physics modeling learning module is also evident in the results of the paired sample t-test, which demonstrates how using the module affects students' development of generic science skills. Conclusion: Physics modeling learning modules have significantly and successfully enhanced students' generic science skills related to momentum and impulse content. Keywords: impulse, module, momentum, physics modeling learning, science, generic skills.
Using Predictive Storybooks to Foster Backward Counting: An Explanatory Sequential Study in Indonesian Kindergartens Widayati, Sri; Simatupang, Nurhenti Dorlina; Wiryanto, Wiryanto; Siswono, Tatag Eko Yuli; Blazic, Milena Mileva
Jurnal Pendidikan Progresif Vol 15, No 4 (2025): Jurnal Pendidikan Progresif
Publisher : FKIP Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/jpp.v15i4.pp2258-2274

Abstract

Using Predictive Storybooks to Foster Backward Counting: An Explanatory Sequential Study in Indonesian Kindergartens. Objectives: This study aims to examine the effectiveness of the storybook "10 Bottles of Milk " as a learning medium for backward counting and to explore teachers' perceptions of its implementation. Methods: The study used a mixed-methods explanatory sequential design. Quantitatively, a pretest–posttest design was used with 150 kindergarten children from 10 institutions (A–J) in Surabaya, Indonesia, each comprising 15 children. The instrument, a backward counting test, was analyzed using the Wilcoxon Signed-Rank Test. Qualitatively, interviews were conducted with 10 prospective teachers who carried out storytelling activities using the "10 Bottles of Milk" ledger and analyzed using a theme, accompanied by a word cloud visualization (word cloud) to capture the dominant word concept. Findings: The quantitative results showed an increase of 2.66 points in the average score from the pretest to the posttest (p < 0.001), indicating that the storybook "10 Bottles of Milk " had a significant effect on children's backward counting ability. The qualitative results show that the storybook of 10 Bottles of Milk effectively makes children understand the concept of counting back from 10-1. The results of quantitative and qualitative research consistently confirm that the storybook "10 Bottles of Milk " is an effective learning medium for backward counting in early childhood. Conclusion: Overall, the combination of quantitative and qualitative results indicates that the storybook "10 Bottles of Milk" is an effective learning medium for stimulating backward counting skills in early childhood. The use of predictive books with attractive visuals encourages children's active involvement in storytelling activities and supports the development of early numeracy in kindergarten.Keywords: mixed method, explanatory sequential, backwards counting, early childhood.
Does Cloud-Based LMS Promote Engaging and Enjoyable Learning? Evidence from High School Accounting Education Santoso, Jarot Tri Bowo; Octavianto, Said Nur; Ventayen, Randy Joy Magno
Jurnal Pendidikan Progresif Vol 15, No 4 (2025): Jurnal Pendidikan Progresif
Publisher : FKIP Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/jpp.v15i4.pp2294-2313

Abstract

Does Cloud-Based LMS Promote Engaging and Enjoyable Learning? Evidence from High School Accounting Education. Accounting is perceived as one of the most difficult subjects among many secondary school students. This problem may arise from the lack of student involvement in learning on the one hand, and from teachers’ use of non-interactive teaching practices on the other. This study bridges the learning gap by using LMS-based Web Cloud Computing media in accounting as a fun and effective learning medium to improve students’ learning outcomes. Objective:  This study aims to enhance learning outcomes by creating a fun learning environment by stimulating student participation through LMS-based web cloud computing media. Methods: Quantitative method with quasi-experimental research design with experimental and control classes in grade XII-SMA N 14, Semarang City. Data were gathered through pre- and post-tests to find out the improvement and effectiveness of learning outcomes. A survey was administered to determine whether the media used were acceptable to the students. The data were analyzed using Independent Samples t-tests, Paired Samples t-test, and N-Gain Test. Results: The findings show that the Learning Management System (LMS) web-based cloud computing platform was perceived as a fun virtual learning medium for learning accounting. The findings demonstrate that over 80% of respondents were strong supporters of all indicators, including the idea that LMS-based cloud computing web media is a fun medium. Conclusion: the cloud-based LMS is effective in enhancing students’ accounting learning achievement, at a moderate level.  The article contributes to theory development by providing a framework for the rational and empirical use of LMS-supported web cloud media computing.  Practical implications: This study offers practical guidance for educators seeking to create meaningful, interactive, and applicable learning media that support student learning outcomes. Keywords: cloud computing, web, learning management system, fun learning media, learning outcomes.
Academic Performance and Perception of Learners in Technology Subjects: A Flexible Learning Assessment Segumpan, Shiela Mae Icalina; Segumpan@gmail.com, Lester Lou Benguar
Jurnal Pendidikan Progresif Vol 13, No 2 (2023): Jurnal Pendidikan Progresif
Publisher : FKIP Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Academic Performance and Perception of Learners in Technology Subjects: A Flexible Learning Assessment. This study compared the academic performance of  the learners in flexible learning (FL) and face-to-face and determined the correlation of student perceptions and academic performance of the students in Technology subjects. The longitudinal and descriptive correlation research design were employed. Descriptive statistics was used to assess the learners' academic performance and ascertain their perception in FL. The paired-sample t-test was utilized to determine if there's a significant difference in the learners' academic performance. The Pearson Coefficient Binomial Correlation was used to determine if there's a significant relationship between their perception and academic performance. The results showed that their academic performance is very high, both FL and face-to-face. Also, the results revealed no significant difference in the learners' academic performance. Finally, the learners' perception is moderate, showing no significant relationship between the learners' perception and academic performance in FL. Keywords: flexible learning, academic performance, perception.DOI: http://dx.doi.org/10.23960/jpp.v13.i2.202346
Human Resource Development of Islamic Boarding Schools in Mastering Information Technology in Pringsewu Regency Hamid, Abdul; Muhtarom, Muhtarom; Masrur, Mohammad; Salamun, Salamun
Jurnal Pendidikan Progresif Vol 15, No 1 (2025): Jurnal Pendidikan Progresif
Publisher : FKIP Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/jpp.v15i1.pp539-559

Abstract

Human Resource Development of Islamic Boarding Schools in Mastering Information Technology in Pringsewu Regency. Objective: This study aims to analyze the development of human resources in Islamic boarding schools in Pringsewu Regency in mastering information technology as a response to the Industrial 4.0 era. Methods: The study uses a mixed method research approach with a case study design, involving operators, managers, administrators, and ustadz/ustadzah selected through purposive sampling. Data collection methods include interviews, observations, and documentation, with data analyzed descriptively through data reduction, presentation, and conclusion drawing. Findings: The findings indicate that mastery of information technology in Islamic boarding schools remains suboptimal due to limited infrastructure, inadequate internet access, and a lack of technological devices. Additionally, most teaching staff and managers lack IT-related educational backgrounds, hindering the effective integration of technology in both learning and administrative systems. While some Islamic boarding schools have started using digital platforms such as e-learning and social media, their usage remains limited. Conclusion: The study concludes that enhancing HR capacity requires improved infrastructure, IT training for educators and managers, and better utilization of digital technology. These efforts will help Islamic boarding schools in Pringsewu adapt to the digital era, enhance educational quality, and strengthen their competitiveness in the education and technology sectors. Keywords: islamic boarding school, human resources, information technology.
Enhancing Early Mathematics Learning Through an Interactive Storybook: A Development and Validation Study Solfiah, Yeni; Nazri, Mohd; Risma, Devi; Satria, Defni; Pratiwi, Nanda; Eriani, Eva; Mastuinda, Mastuinda
Jurnal Pendidikan Progresif Vol 15, No 4 (2025): Jurnal Pendidikan Progresif
Publisher : FKIP Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/jpp.v15i4.pp2314-2331

Abstract

Enhancing Early Mathematics Learning Through an Interactive Storybook: A Development and Validation Study. Objective: This research aims to develop and implement an active mathematics learning paradigm for early childhood through illustrated storybooks that integrate fundamental mathematical concepts, namely numbers, patterns, geometry, measurement, and statistics. The goal is to provide a developmentally appropriate platform that encourages engagement, improves math proficiency, hones problem-solving skills, and makes learning more meaningful and enjoyable. Methods: The methodology used is a development research based on the Dick and Carey model. The validation process involved mathematicians, early childhood education experts, kindergarten educators, and media experts. Data were obtained through surveys, interviews, observations, and limited trials involving 14 children aged 5–6 years in Pekanbaru, Riau Province, Indonesia. Quantitative data analysis employed descriptive statistics, pretest-posttest comparisons, normality tests, and homogeneity tests. At the same time, qualitative data were obtained from expert evaluations and instructor comments. Findings: The validation results showed that the developed media met the criteria of validity, practicality, and efficacy, with scores from PAUD experts of 88.00%, mathematics experts of 89.33%, early childhood teachers of 81.54%, and media experts of 88.00%, with an overall category of "very good". In the limited trial stage, an average pretest score of 17.59 and a posttest score of 25.2 were obtained, indicating a significant increase in all mathematics indicators. The normality test (p > 0.05) indicated that the data were normally distributed, while the homogeneity test (p > 0.05) indicated that the data were homogeneous. The t-test results showed that the calculated t-value for all indicators was greater than the t-table value (1.771) with a significance level of 0.000 < 0.05, indicating that the media had a significant impact on improving children's mathematics abilities. Observations revealed positive responses from the children, including increased interest, focus, and active involvement. Conclusions: Active math storybooks have been recognized as an innovative learning tool for early childhood, helping educators create a stimulating learning environment and serving as an effective resource for parents. The design, which combines stories, games, and interactive activities, has been proven to strengthen children's math skills. Keywords: active learning design, early childhood, education, mathematics.
The Role of Sports, Peer Support, and Teacher Involvement in Bullying: A Quantitative Study from the Teachers’ Perspective Muzakki, Abdurrohman; Nuryady, Mirza; ‘Allaamsyah, M. ‘Ainurridho
Jurnal Pendidikan Progresif Vol 15, No 4 (2025): Jurnal Pendidikan Progresif
Publisher : FKIP Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/jpp.v15i4.pp2332-2347

Abstract

The Role of Sports, Peer Support, and Teacher Involvement in Bullying: A Quantitative Study from the Teachers’ Perspective. Objectives: The research aims to analyze teachers' perceptions of the direct effects of sports activities, colleagues' support, and their role in bullying behavior; to explore the mediating role of mental health; and to examine the moderating effect of self-regulation from the teachers' perspective. Methods: A quantitative method involving Structural Equation Modeling with Partial Least Squares (SEM-PLS) was employed. The sample consisted of 250 sixth-grade elementary school teachers in the Rampah District. The data were collected using a 5-point Likert scale structured questionnaire that assessed teachers' perceptions of student bullying behavior, mental health, peer support, and self-regulation. The data were then processed to evaluate the measurement model and the structural model. Findings: This study revealed that teachers regarded sports activities and their role as the primary direct factors influencing the reduction of bullying. The study results indicated that the proposed direct influence of peer support on bullying (H2) was not confirmed (β = -0,021, p = 0,312). Rather, the teachers viewed peer support as a significant indirect influence, leading to a notable improvement in students' mental health (β = 0.494, p < 0.001), which in turn contributed to a decrease in bullying behavior. The teachers' perceptions suggested that mental health was a significant mediator in the relationship between the protective school factors and bullying behavior. Moreover, according to teachers' assessments, self-regulation had a moderating effect and was instrumental in elevating the impact of mental health on bullying abatement. The model accounts for 37.7% of the variance in teachers' perceptions of mental health and 50.8% of the variance in bullying behavior, with a predictive relevance (Q²) of 0.694, indicating strong explanatory power. Conclusion: The findings confirm that preventing bullying in schools requires a comprehensive strategy that incorporates physical activities, peer relationships, teacher participation, and mental health promotion, facilitated by self-regulation training. This research contributes to the current conceptual models of bullying prevention from the perspective of teachers, providing practical advice for creating a safer and more supportive educational setting grounded in educators' viewpoints. Keywords: bullying, sports activities, peer support, teacher’s role, mental health, self-regulation.
From Reflection to Responsibility: A Conceptual Framework for Ethics and Value Formation in Social Studies Education Pernantah, Piki Setri; Supriatna, Nana; Komalasari, Kokom; Nurbayani, Siti; Wiyanarti, Erlina
Jurnal Pendidikan Progresif Vol 15, No 4 (2025): Jurnal Pendidikan Progresif
Publisher : FKIP Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/jpp.v15i4.pp2364-2384

Abstract

From Reflection to Responsibility: A Conceptual Framework for Ethics and Value Formation in Social Studies Education. Objective: This study aims to analyze the role of reflective thinking in strengthening students’ values and ethics, particularly within the context of Social Studies Education. The focus is directed toward identifying relevant pedagogical strategies to enhance reflective thinking skills as a foundation for character formation and responsible citizenship in the 21st century. Method: This study employed a qualitative approach through a conceptual review designed to synthesize diverse literature related to reflective thinking, ethical education, and Social Studies pedagogy. The synthesis aims to construct a new conceptual framework that explains the interrelation between reflective thinking, ethical education, and the development of students’ moral and character values. Findings: The literature synthesis suggests that reflective thinking skills can be effectively developed through problem-based, project-based, and collaborative learning methods, supported by integrating digital technology to promote ongoing reflection. The process of strengthening values and ethics requires the integration of ethical content into learning materials, the implementation of character-based learning, the utilization of digital technology in reflective learning, and educators’ moral exemplification. Within the context of Social Studies Education, Kolb’s Reflective Model provides a practical framework linking experience, reflection, conceptualization, and application, enabling students to develop reflective thinking skills to analyze values, social issues, and ethical dimensions. Conclusion: Implementing learning practices that emphasize reflective thinking has the potential to produce graduates who not only master theoretical knowledge but also possess ethical awareness, character values, and civic competence in higher education. Further empirical research is recommended to examine the effectiveness of reflective learning models and their long-term impact on students’ character formation. Keywords: reflective thinking skills, values, ethics, social studies education, character development.
Vocational Education for Students with Disabilities: A Qualitative Study of Teacher Challenges and Expectations Gunarhadi, Gunarhadi; Yuwono, Joko; Rejeki, Dewi Sri; Supratiwi, Mahardika; Cahyani, Leni Ambar; Ayaoo, Dhevendren
Jurnal Pendidikan Progresif Vol 15, No 4 (2025): Jurnal Pendidikan Progresif
Publisher : FKIP Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/jpp.v15i4.pp2385-2399

Abstract

Vocational Education for Students with Disabilities: A Qualitative Study of Teacher Challenges and Expectations. Objectives: This research aimed to analyze the challenges and expectations in providing vocational education for students with disabilities in both special and inclusive vocational high schools in the Solo Raya region, Indonesia. It sought to understand the barriers faced by educators and explore their expectations for improvements in vocational training for students with disabilities. Methods: This qualitative research employed a phenomenological design, focusing on 20 vocational education teachers from both special and inclusive vocational high schools. Data was collected through Focus Group Discussions (FGD) with semi-structured, open-ended questions guided by a set of research-specific themes. The data analysis followed a phenomenological analytic framework. Findings: This study identified several key challenges faced by educators in delivering vocational education to students with disabilities, including the lack of a specialized curriculum, insufficient teacher training, inadequate resources and infrastructure, and limited support for job placement after training. Furthermore, teachers highlighted the need for professional development opportunities and improvement in schools' accessibility. Moreover, stronger partnerships between stakeholders were seen as crucial for enhancing vocational education for students with disabilities. These barriers hinder students’ opportunities to gain essential vocational skills and transition successfully into the workforce in the Solo Raya Region. Conclusion: Vocational education for students with disabilities faces significant challenges; however, there are clear expectations for improvements in teacher training, infrastructure, and collaboration among stakeholders. Addressing these issues will not only enhance vocational education for students with disabilities but also empower them to gain greater independence, improve their quality of life, and contribute more fully to society. This provides critical insights into the context of Solo Raya, highlighting the need for targeted interventions to address these gaps. Keywords: challenges, expectation, vocational education, students with disabilities.
The Role of Ethnomathematical Context in Geometric Reasoning: A Van Hiele-Based Analysis of Indonesian Eighth-Graders Wibawa, Fayza Sandya; Kania, Nia
Jurnal Pendidikan Progresif Vol 15, No 4 (2025): Jurnal Pendidikan Progresif
Publisher : FKIP Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/jpp.v15i4.pp2400-2422

Abstract

The Role of Ethnomathematical Context in Geometric Reasoning: A Van Hiele-Based Analysis of Indonesian Seventh-Graders. Objective: This study aims to analyze students' geometric thinking skills on plane geometry material based on Van Hiele's theory. An ethnomathematics approach was employed, focusing on the geometric patterns and shapes found in the ornaments, windows, and domes of local mosques, which serve as representations of plane geometry. This study is intended to describe the profile of students' thinking levels and the difficulties that arise at each stage of geometric thinking, without testing the improvement or influence of specific interventions. Methods: The study employed a qualitative descriptive approach with 22 eighth-grader students from a public junior high school in Majalengka Regency, Indonesia, as participants. The instruments used included a diagnostic test based on Van Hiele's theory and unstructured interviews to explore students' reasoning patterns. Data were analyzed using thematic analysis through the stages of reduction, presentation, and conclusion drawing, and validated through triangulation between test and interview results. Classification of thinking levels was carried out by matching students' answers and explanations to the indicators of each Van Hiele level. Findings: The study's results showed a significant decline in the achievement of each level of geometric thinking. All students reached the visualization stage; 81.8% reached the analysis stage, 22.7% reached informal deduction, and only 9.09% reached formal deduction, while no students reached the rigor stage. The sharp decline from the analysis to the deduction stage indicates students' limited ability to connect the properties of shapes and reason logistically. Interviews revealed that the local cultural context facilitated the visualization of shapes, but did not fully encourage higher deductive abilities. Conclusion: Students’ geometric thinking skills are primarily at the stages of visualization and analysis. The use of ethnomathematical contexts has the potential to act as an early cognitive bridge, facilitating students’ recognition of shapes and their properties. Compared to standard geometry problems, ethnomathematical problems better facilitate initial conceptual understanding through their connection to students’ cultural experiences, but their contribution to formal deduction remains limited. Keywords: geometric thinking skills, van hiele's theory, ethnomathematics.

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