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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
 67   68   69   70   71 
Developing And Evaluating ASMR-Based Digital Media To Enhance English Vocabulary Retention Among Indonesian High School Students: A Cognitive Approach Ibad, Akhmad Irsadul; Maruf, Nirwanto; Kuchakovska, Halyna
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.pp2423-2442

Abstract

Developing and Evaluating ASMR-Based Digital Media to Enhance English Vocabulary Retention Among Indonesian High School Students: A Cognitive Approach. Objective: This study addresses the persistent challenge of English vocabulary retention among Indonesian high school students. Traditional rote memorization techniques remain inadequate in promoting long-term recall because they limit cognitive and sensory engagement. To overcome this issue, this research aimed to develop and evaluate an Autonomous Sensory Meridian Response (ASMR)-based digital media that leverages both cognitive and affective mechanisms to enhance vocabulary learning. Grounded in Cognitive Load Theory and Dual Coding Theory, the study sought to design an interactive platform that stimulates multisensory engagement, fosters focus, and reduces learning anxiety. Methods: A Research and Development (R&D) design, guided by the ADDIE model, was implemented with 90 Indonesian students from various public high schools in East Java. The study employed a mixed-methods approach involving pre-test and post-test vocabulary assessments, Likert-scale questionnaires on learner engagement, and semi-structured interviews. Quantitative data were analyzed using paired-sample t-tests and descriptive statistics, while qualitative data underwent thematic analysis to explore students’ experiences and perceptions. Findings: The results revealed a significant improvement in learners’ vocabulary retention (t(89) = 4.56, p < .001). Results revealed a significant improvement in learners' vocabulary retention (t(89) = 4.56, p< .001) with a large effect size (Cohen’s d = 1.40), indicating strong practical significance. Students in the ASMR-based learning condition reported high levels of motivation, attention, and enjoyment throughout the sessions, reflecting the intervention’s positive impact on cognitive and emotional engagement. Thematic findings highlighted enhanced focus, emotional relaxation, and metacognitive awareness of recall. Students with lower initial proficiency exhibited the greatest gains, indicating the intervention’s inclusive potential. Conclusion: The study concludes that a theory-driven, ASMR-based medium appears to be an engaging and promising approach for improving vocabulary acquisition. Integrating multisensory, affectively positive content transforms vocabulary learning into an immersive and emotionally safe experience. These findings provide both theoretical and practical evidence supporting ASMR as an innovative, low-cost pedagogical tool that can enhance language learning in diverse and resource-limited educational contexts. Keywords: ASMR-Based digital media, vocabulary retention, cognitive approach, research and development (R&D), transform vocabulary instruction.
Beyond Academics: The Impact of Universal Design for Learning on the Subjective Well-Being of Children with Special Needs Reswita, Reswita; Wahyuni, Sri; Syahdan, Syahdan
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.pp2348-2363

Abstract

Beyond Academics: The Impact of Universal Design for Learning on the Subjective Well-Being of Children with Special Needs. Equity is another key area in which inclusive education of children with special needs is of interest, aiming to enhance their quality of life, including subjective well-being, a significant aspect of child development. Objectives: This research aims to investigate the impact of the Universal Design for Learning approach on the subjective well-being of children with special needs. The proposed research examines how the subjective well-being of children with special needs is affected by the Universal Design for Learning (UDL) strategy. Methods: This study employed a quasi-experimental design. The UDL strategy acts as the independent variable, while subjective well-being is the dependent variable. This study involved a total of 36 children with special needs, of whom 24 were selected using purposive sampling. They were divided into two groups: an experimental group and a control group, each comprising 12 participants. The data obtained were evaluated using non-parametric and descriptive statistical methods. Findings: The result showed a significant increase in subjective well-being for the children in the experimental group compared to the control group, with a p-value of 0.002 (p < 0.05). Finally, it has been discussed that the application of the Universal Design for Learning approach has a substantial influence on the way children perceive themselves. Conclusions: The application of the UDL approach significantly improves the subjective well-being of children with special needs, demonstrating the importance of integrating UDL into the inclusive education curriculum. These findings encourage the development of more adaptive education policies and psychosocial interventions that support children's social-emotional development. Keywords: children with special needs, educational approach, subjective well-being, treatment effect, universal design for learning
An Innovative Student Management: Exploring the Impact of Meditation Retreats and Mindful Education on Mindfulness and Compassion Effectiveness Burmansah, Burmansah; Pembangunan, Heldy Ramadhan Putra; Suryanadi, Juni; Susanto, Susanto; Tu, Chan Phap
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.pp2243-2271

Abstract

An Innovative Student Management: Exploring the Impact of Meditation Retreats and Mindful Education on Mindfulness and Compassion Effectiveness Objective: This study aims to determine the effectiveness of Innovative Student Management (ISM) through the integration of meditation retreats, mindful living education, and compassion-based pedagogy in enhancing students’ mindfulness effectiveness, that defined as the ability to maintain sustained attention, emotional regulation, and awareness of thoughts and actions, and compassion, defined as the capacity for empathy and prosocial concern toward others. The research explicitly investigates how these practices influence students’ emotional regulation, empathy, and behavioural outcomes within Buddhist-based educational contexts. Methods: Using a mixed-methods design, the study combines a qualitative case study, literature synthesis, and a quantitative survey involving 120 students aged 11–17 from Buddhist schools in Palembang. Quantitative data were analyzed using multiple linear regression analysis, while qualitative data from interviews and observations were thematically analyzed to provide contextualization for the statistical results. Findings: Regression analysis showed that meditation retreats (β = 0.38, p < 0.01) and mindful living education (β = 0.42, p < 0.01) significantly predicted mindfulness effectiveness, which in turn mediated the increase in compassion (β = 0.47, p < 0.001). Qualitative findings supported these results, showing enhanced emotional awareness and peer empathy, as well as reduced impulsivity. The integration of both datasets confirmed that ISM fosters emotional regulation and prosocial behaviour while mitigating bullying tendencies. Conclusion: This study concludes that integrating mindfulness and compassion-based management in education effectively fosters students’ socio-emotional development. However, its cultural specificity and limited sample suggest the need for longitudinal, cross-cultural research and teacher training adaptations to ensure broader applicability. The findings contribute empirically to educational management theory by linking Buddhist-inspired pedagogies to measurable emotional and behavioral outcomes. Keywords: innovative student management, mindfulness in education, compassionate student, meditation retreat, mindful living education.
Countering Radicalism in STEM: Design and Validation of the Tarbiyah Mentoring System Model for Mathematics Students Nurhilaliyah, Nurhilaliyah; Rahman, Amri; Suwahyu, Irwansyah; Anam, Muh. Yusril
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.pp2272-2287

Abstract

Countering Radicalism in STEM: Design and Validation of the Tarbiyah Mentoring System Model for Mathematics Students. Objectives: This study aims to develop the Anti-Radicalism Tarbiyah Mentoring System Model (TMSM) as an innovative character-building model for students in the Mathematics Department, Faculty of Mathematics and Natural Sciences, Universitas Negeri Makassar (UNM). The model is designed to strengthen students’ understanding, mentality, and moral attitudes in countering radicalism in the academic environment. Method: This research employed a Research and Development (R&D) approach using the PLOMP model, which consists of five stages. The study accomplished the first four stages: (1) needs assessment, (2) design, (3) realization, and (4) formative evaluation. Data were collected through surveys, focus group discussions (FGDs), and expert validation to ensure the feasibility, relevance, and quality of the developed instruments. Results: The study produced a prototype of the TMSM Anti-Radicalism (TAR) Model equipped with two supporting tools: the Training Implementation Plan (TIP) and the Weekly Training Pocket Book (WTPB). The mentoring-based training activities significantly contributed to enhancing students’ understanding, strengthening their mental resilience, and cultivating moral attitudes to develop an anti-radicalism character. Conclusion: The TMSM TAR Model can be applied as a structured, systematic, and sustainable mentoring framework to prevent radical tendencies among university students. However, further empirical testing is required to validate its effectiveness and adaptability in broader academic contexts, ensuring the sustainable implementation and long-term impact of the TMSM anti-radicalism  (TAR) model. Keywords: development, anti-radicalism, TMSM model, character building.
Evaluating the Impact of Differentiated Instruction on English Language Proficiency in EFL Classrooms: A Meta-Analytic Perspective Mujiono, Mujiono; Fatimah, Siti
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.pp2328-2347

Abstract

Evaluating the Impact of Differentiated Instruction on English Language Proficiency in EFL Classrooms: A Meta-Analytic Perspective. Objectives: The study analyzes the impact of Differentiated Instruction (DI) practice on enhancing English proficiency among EFL learners on various levels, concerning particular skills, objectives, and educational settings․ Methods: The meta-analysis followed the PRISMA guidelines and synthesized seven quantitative studies from 2020 to 2024, which applied DI in the EFL classroom and examined writing, speaking, reading, or general proficiency results. Random-effects models were calculated based on the pooled effect size, and moderator analyses were run by looking at skill type and learner educational level as moderators for the effect size․ Findings: The practice of DI has been reported to have a favorable and context-dependent impact on English proficiency, with a Standardized Mean Difference (SMD) of 1.41 [95% CI: 0.48, 2.34]; however, the presence of considerable variability (I² = 95%) in the results calls for careful interpretation. According to the subgroup analysis, the DI effects are more pronounced on productive skills, specifically speaking (SMD = 2.50) and writing (SMD = 1.68), than on general English proficiency (SMD = –0.05). In total, DI is a powerful method to facilitate EFL learning, provided that it is implemented with recognition of the context and appropriate pedagogical strategies. Conclusion: DI presents a sturdy, learner-centred approach to EFL teaching․ Therefore, programs developed for DI implementation should give teachers enough liberty of contextualization; teachers should undergo adequate training, and programs should be guaranteed institutional commitment․ DI can be strategically implemented by means of scaffolded tasks, flexible grouping, multimodal resources, and digital platforms to enhance the levels of engagement and achievement․ Future research should consider the long-term effects, expand evidence in different contexts, and adapt DI for the needs of higher education learners with modern technology in mind and a more collaborative approach․ Keywords: differentiated instruction, EFL, English proficiency,  learner-centered pedagogy.
Enhancing High School Physics Learning Through Augmented Reality: A Bibliometric and Systematic Review Tugirin, Tugirin; Kuswanto, Heru; Ramazhoni, Deo Alfitra; Putri, Rahmania Amanah; Muslim, Riyadi; Moore, Jordan Kyle
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.pp2348-2366

Abstract

Enhancing High School Physics Learning Through Augmented Reality: A Bibliometric and Systematic Review. Objective: This study aims to investigate the research trends, opportunities, effectiveness, and challenges of implementing Augmented Reality (AR) technology in physics education through a systematic literature analysis. Methods: This research employed a bibliometric and systematic review approach of 45 selected journal articles obtained from the Scopus database. Data were extracted on May 2, 2025, covering publications from 2020 to 2025. The initial search using the keywords "(augmented reality) AND (physics learning)" yielded 167 documents, which were rigorously filtered based on inclusion and exclusion criteria. The analysis was conducted using the Biblioshiny (R) software to generate thematic maps, publication trends, and collaboration networks. Findings: The findings reveal that AR technology provides significant opportunities to develop interactive, immersive, and contextual physics learning experiences, particularly in visualizing abstract physics concepts. AR has proven effective in enhancing students’ conceptual understanding, scientific literacy, and critical thinking skills. However, its implementation still faces crucial challenges, including a lack of curriculum-aligned content, limited technical infrastructure, and insufficient teacher training. Conclusion: Integrating AR technology into the physics curriculum has demonstrated a significant and positive impact on enhancing learning quality. Successful implementation depends on collaborative efforts among curriculum developers, educators, and policymakers to overcome the identified challenges. These findings provide a strategic foundation for developing sustainable, adaptive, and relevant physics education in the digital era. Keywords: augmented reality, conceptual understanding, physics learning, biblioshiny, systematic literature.
Recreational Reading Habits of the EFL Pre-Service Teachers in an Indonesian Islamic Higher Education Ruslin, Ruslin; Asmawati, Nur; Thuratham, Wadinlada; Syahid, Ahmad; Tamrin, Mukrim; Syam, Hijrah; Shakti, Tendri Sanna
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.pp2288-2309

Abstract

Recreational Reading Habits of the EFL Pre-Service Teachers in an Indonesian Islamic Higher Education. Objectives: This study aims to investigate the recreational reading habits of EFL pre-service teachers at Islamic universities, with a focus on the relationship between the duration of recreational reading and academic achievement. Furthermore, this study also examines differences in reading time based on gender, age, level of study, and students' reading preferences. Methods: This research employed a mixed-methods approach through a cross-sectional survey design and case study, involving 56 students from three classes of the English Language Education Study Program at UIN Datokarama Palu. Data were collected through an online survey, semi-structured online interviews, and document analysis. These data were then analyzed using descriptive and inferential statistics, as well as thematic analysis, to explore quantitative patterns and qualitative meanings in depth.­ Findings: The results of the study showed that involvement in recreational reading activities had a very moderate relationship with the academic achievement of the EFL preservice teachers, indicating that although recreation reading may increase their language awareness and learning motivation, its direct impact on academic achievement was still relatively limited. It was found that 50% of the respondents read for less than one hour per week, reflecting low levels of recreational reading engagement. Differences were also evident based on demographics, with female students and younger age groups tending to read more frequently and preferring digital texts and short reading materials such as online stories and motivational content. Despite limited reading time, students who regularly engage in recreational reading demonstrate better academic achievement, wider vocabulary mastery, and positive attitudes towards learning English. Conclusion: This study confirms the importance of recreational reading culture in supporting academic success, independent learning, and long-term intellectual development. Islamic universities are expected to foster a culture of reading for pleasure by integrating it into the curriculum, strengthening library facilities, and utilizing digital platforms. Keywords: pre-service EFL teachers, recreational reading habits, reading for pleasure.
Enhancing EFL Vocabulary Mastery via Wordwall.net: A Mixed-Methods Study on Achievement and Student Challenges Anjani, Nasywa Maudyna; Karim, Sayit Abdul; Radjaban, R.Y; Matas, Gordan; Winarna, Winarna
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.pp2310-2327

Abstract

Enhancing EFL Vocabulary Mastery via Wordwall.net: A Mixed-Methods Study on Achievement and Student Challenges. Objective: This study explores Wordwall.net, an online learning platform, to enhance students' English vocabulary and identify the challenges they encounter. Methods: This study employed a mixed-methods approach, involving twenty-five students from the Grade X Pharmacy Department at SMK YPKK 1 Sleman. The study aimed to gather quantitative data (pre-tests and post-tests) to measure vocabulary mastery, including spelling dictation, word translation, and collocation in sentences. Meanwhile, semi-structured interviews were conducted to gather qualitative data on the challenges of using the platform from six students, using purposive sampling. The data were analyzed using Miles & Huberman's interactive model, which includes data reduction, data display, and conclusion drawing. Findings: The results show a significant improvement in vocabulary mastery, with the average score increasing from 55.76 in the pre-test to 87 in the post-test. Moreover, Wordwall.net has the potential to enhance vocabulary and student engagement. However, students encountered challenges, including competitive pressure and unstable internet connections. Conclusion: These findings have significant implications for language teachers, school administrators, and curriculum developers, underscoring the importance of effectively integrating digital platforms. Additionally, policymakers should consider enhancing digital infrastructure in schools to ensure equitable access to online learning resources. The findings suggest that classroom teachers can effectively integrate Wordwall.net to enhance vocabulary mastery, boost motivation, and make learning more engaging. For institutions, this highlights the importance of providing digital infrastructure and training teachers in using web-based platforms. School administrators and policymakers should also support equitable access to reliable internet to ensure consistent learning outcomes. Keywords: challenge, vocabulary mastery, word wall, web-based learning.
Integrating Folklore in Modern Education: A Review of Interactive Materials and SDGs Alignment Nuraini, Hery; Gailea, Nurhaedah; Samanhudi, Udi
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.pp2421-2442

Abstract

Integrating Folklore in Modern Education: A Review of Interactive Materials and SDGs Alignment. Objectives: Integrating local culture through folklore is increasingly used to support next-generation learning competencies, here defined as learning performance, language/communication, cultural literacy, creativity, collaboration, critical thinking, ecoliteracy, and basic digital skills, while advancing SDG 4 (Quality Education), especially Target 4.7 on education for sustainable development and cultural diversity. Methods: The research employed a Systematic Literature Review (SLR) across Scopus, WoS, SINTA, ERIC, and Index Copernicus, using predefined inclusion criteria and quality appraisal. Findings: Across 35 studies, folklore-embedded interactive materials most consistently aligned with gains in learning performance and language/communication, with frequent co-benefits in cultural literacy and critical thinking when tasks were scaffolded through inquiry, story-based reflection, and locally meaningful problems. Evidence clusters were concentrated in Indonesia, which we interpret as a contextual pattern examined in the full paper and possibly reflecting glocalization in educational research ecosystems and/or national research policy incentives rather than a universal dominance. Conclusion: Taken together, the reviewed evidence supports a cautious, convergent claim: folklore-based interactive materials are associated with improvements in core competencies linked to SDG 4.1 (effective learning outcomes) and SDG 4.7 (cultural diversity and sustainable values), particularly when paired with teacher scaffolding and authentic tasks. The review contributes a mechanism-oriented synthesis: a “Folklore-as-Context” pathway (cultural familiarity → relevance → engagement → higher-order thinking) that specifies how and under what classroom conditions folklore supports 21st-century competencies, extending prior work that treated “local wisdom” and “innovation” only at a general level. Keywords: folklore, interactive learning materials, learning skills, systematic literature review.
Beyond Language Barriers: How Translanguaging Shapes Pedagogical Practice and Students’ Identity in Japanese Higher Education Wiryani, Roossita Suci; Luciana, Luciana; Prasatyo, Bayu Andika
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.pp2443-2462

Abstract

Beyond Language Barriers: How Translanguaging Shapes Pedagogical Practice and Students’ Identity In Japanese Higher Education. Objective: This research addresses the critical challenge international students face in English-Medium Instruction (EMI) environments regarding the construction of conceptual knowledge and academic access. Drawing upon Social Constructivism, this study reframes translanguaging not as a linguistic deficit but as a pedagogical resource that supports student agency. The primary aim is to investigate the perceptions and functions of translanguaging among Indonesian undergraduate students in Tokyo, Japan, and to explore its connection to effective meaning-making and academic integration within a superdiverse educational context. Methods: This research employs a qualitative narrative inquiry approach, which is well-suited to capturing students’ lived experiences and providing in-depth insights into how they scaffold conceptual understanding and negotiate collaborative tasks. Data were collected through in-depth, semi-structured, one-to-one online interviews with three Indonesian undergraduate participants, focusing specifically on their use of multiple languages during academic work and social integration processes within the university. Findings: The findings reveal that all three participants actively utilize translanguaging mixing Indonesian, Japanese, and English as a cognitive scaffolding mechanism to secure conceptual clarity and achieve epistemic access to complex disciplinary knowledge. Crucially, translanguaging functions as a pedagogical tool that enables effective collaborative meaning-making and the negotiation of academic consensus during group work. Furthermore, the practice is closely linked to greater academic confidence and the successful negotiation of their identity within the institutional environment. Conclusion: This study particularly contributes by indicating that translanguaging is a vital tool for learning that ensures academic opportunity and success in superdiverse higher education environments. It goes beyond negotiating identity to state that schools ought to officially recognize and include translanguaging practices in their curriculum and student support services. This is very important for making an environment that is genuinely welcoming to all students and helps them succeed, as well as recognizing their full linguistic and intellectual potential. Keywords: translanguaging pedagogy, english medium instruction, identity, academic equity.

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