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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 94 Documents
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Search results for "Teachers" : 94 Documents clear
Bilingual Education Program: Teachers’ and Students’ Perspectives and Challenges Mirizon, Soni; fauziah, Nurul; Silvhiany, Sary
Jurnal Pendidikan Progresif Vol 10, No 1 (2020): Jurnal Pendidikan Progresif
Publisher : FKIP Universitas Lampung

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Bilingual Education Program: Teachers’ and Students’ Perspectives and Challenges. Objectives: The objectives of this study were to investigate the teachers’ and students’ perspectives of bilingual education program and the challenges faced. Methods: In this qualitative case study, the participants were the science teachers and the tenth-graders of the program. The data were gathered using interviews and observations and were analyzed by organizing and planning the results, paying attention to data, coding the data, generating the description and themes, and reflecting descriptions and themes. Findings: First, all science teachers and most students had positive perspectives and admitted the benefits of the program. Second, all the teachers and students faced challenges during the implementation of the program. Conclusion: All teachers and most students positively perceived bilingual education program. However, their positivity could not free them from facing challenges. Therefore, some improvements are required to enhance the program. Keywords: bilingual education, teachers, students, perspectives, challenges DOI: http://dx.doi.org/10.23960/jpp.v10.i1.202014
Do Teachers Have the Requisite Digital and Technology Skills for Online Learning?: The Case of A State University in the Philippines Legarde, Michael Angelo Aguirre
Jurnal Pendidikan Progresif Vol 13, No 2 (2023): Jurnal Pendidikan Progresif
Publisher : FKIP Universitas Lampung

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Do Teachers Have the Requisite Digital and Technology Skills for Online Learning? the Case of A State University in the Philippines. This study was conducted to determine the digital and technological skills of the teachers using the TPACK framework. This study employed a cross-sectional explanatory design to determine the technological competence of 196 teachers in a state university in the Philippines. Results of the study show that the respondents have very high pedagogical and content knowledge. This reflects that the teachers demonstrated mastery of content and well-versed of various methodologies and approaches that they used in their teaching. Further analysis also reveals that those teachers who have a very high level of technological competence also have a high level of technology acceptance. Auxiliary to this, teachers who have high technological competence perceived that using technology was highly acceptable. This strongly suggests that educational institutions should continue to conduct intensive trainings and technical support among teachers to further develop their technological skills so that they will become well-versed in using technological tools which are indispensable during online learning. Keywords: tpack, technological competence, digital competence, online learning.DOI: http://dx.doi.org/10.23960/jpp.v13.i2.202319
The Effect of The Teachers’ Inspirational Behavior on The Students’ Self-Directed Learning Prianto, Agus; Hamidah, Riful; Soedarto, Achmad; Hartati, Retno Sri; Nisak, Dian Khoirun
Jurnal Pendidikan Progresif Vol 11, No 1 (2021): Jurnal Pendidikan Progresif
Publisher : FKIP Universitas Lampung

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The Effect of The Teachers’ Inspirational Behavior on The Students’ Self-Directed Learning. Objectives: This study intends to examine the effect of the teachers’ inspirational behavior on the students’ self-directed learning. Methods: The data analysis use a descriptive approach to describe the teacher’s inspirational behavior and the level of student’s self-directed learning. This study used analysis of variance and regression techniques to examine the relationship between inspirational behavior and self-directed learning. Findings: Several indicators of inspirational behavior that have a dominant influence in forming students’ self-directed learning, namely: the ability of teachers to stimulate students, to create an exciting learning atmosphere, to motivate students, to deliver up to date material, and to carry out learning innovatively and creatively. Conclusion: This study concludes that the teachers’ inspirational behavior has a positive effect on the students’ self-directed learning.Keywords: Inspirational behavior, ability to stimulate, motivation, self-directed learning. DOI: http://dx.doi.org/10.23960/jpp.v11.i1.202110
Teaching Strategies of Public Senior High School Teachers in Improving the Lifelong Learning Competencies of Students in the New Normal Manzano, Emed Ferrer
Jurnal Pendidikan Progresif Vol 13, No 2 (2023): Jurnal Pendidikan Progresif
Publisher : FKIP Universitas Lampung

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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
The Management of Teachers’ Performances Assessment at the Public Middle School in Banda Aceh Fitri, C L; Yusrizal, Yusrizal; Usman, N
Jurnal Pendidikan Progresif Vol 9, No 2 (2019): Jurnal Pendidikan Progresif
Publisher : FKIP Universitas Lampung

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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
Instructional Strategies Employed by Elementary Teachers in Strengthening Pupils’ Engagement and Academic Performance in Inclusive Classrooms Mangila, Julius; Mangila, Benjamin
Jurnal Pendidikan Progresif Vol 12, No 2 (2022): Jurnal Pendidikan Progresif
Publisher : FKIP Universitas Lampung

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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
Challenges in Conducting Action Research: Experiences from Biology Teachers of a Province in Mindanao, Philippines Cortes, Sylvester Tan; Reyes, Jr., Margarito Surbito
Jurnal Pendidikan Progresif Vol 11, No 2 (2021): Jurnal Pendidikan Progresif
Publisher : FKIP Universitas Lampung

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Abstract: Challenges in Conducting Action Research: Experiences from Biology Teachers of a Province in Mindanao, Philippines. Objectives: This study aimed to explore biology teachers’ experiences from a province in Mindanao regarding their challenges while engaging in action research. Methods: It employed a multiple case studies method that involved detailed examination and in-depth analysis of primary and secondary data collected from questionnaires, in-depth individual interviews, and other relevant artifacts from the participants. Findings: Teacher’s major challenges in action research (AR) are reported as themes, namely: negative perceptions and attitudes, lack of conceptual knowledge and unresponsive nature to critiques, lack of time and resources, and mistrust of colleagues’ research capacity. Conclusion: The professional development programs these teachers previously attended did not upgrade their skills in AR because of the following reasons: rolled out in a short period, episodic, had minimal scaffolding and monitoring, and lack evaluation of teachers’ AR projects after the training programs. Keywords: action research, biology teachers, challenges, professional development. DOI: http://dx.doi.org/10.23960/jpp.v11.i2.202102
Performance Analysis on Licensure Examination for Teachers among BEEd Graduates in DOrSU-San Isidro Campus, Philippines Bugwak, Elven Ruelo
Jurnal Pendidikan Progresif Vol 13, No 2 (2023): Jurnal Pendidikan Progresif
Publisher : FKIP Universitas Lampung

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Performance Analysis on Licensure Examination for Teachers among BEEd Graduates in Dorsu-San Isidro Campus Objective: This quantitative research study aimed to explore the Licensure Examination for Teachers results specifically compare the LEPT performances between graduates from AY 2017-2018 and AY 2018-2019, and to the national passing rate . Methods: This study employed made use of the analytical method of research, and documentary analysis of data taken from the official results of LEPT released by the Professional Regulatory Commission (PRC) in the years 2017-2022. In addition, this study made use of frequency counts and percentage to describe the profile of LEPT takers. On the other hand, percentage was used in reporting the average or rating of graduates in their licensure examination. Moreover, T-Test was used to examine the significant difference in the LEPT performances between graduates from AY 2017-2018 and AY 2018-2019. Findings: When compared to national passing rate, results show that DOrSU performed best in September 2021. On the other hand, DOrSU performed low in March 2022. Also, the results from the t-test for equality of means show that there is no significant difference between the AY 2017-2018 and AY 2018-2019 in terms of their ratings in LEPT. Conclusions: It is recommended that schools should create a mechanism in monitoring the performances of their graduates in their licensure examination. Keywords: Teacher education, performance analysis, analytical method of research, documentary analysis.DOI: http://dx.doi.org/10.23960/jpp.v13.i2.202325
Examining the Global Competence and TPACK Development Model for Prospective Teachers in Accounting Economics Kardiyem, Kardiyem; Kusmuriyanto, Kusmuriyanto; Aeni, Ida Nur; Susilowati, Nurdian
Jurnal Pendidikan Progresif Vol 12, No 2 (2022): Jurnal Pendidikan Progresif
Publisher : FKIP Universitas Lampung

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The Development Model of Technological, Pedagogical, and Content Knowledge (TPACK) and Global Competency of Prospective Teachers in Accounting Economics. Objectives: This research examines the development model of global competency and technological, pedagogical, and content knowledge (TPACK) of prospective teachers in accounting economics. Methods: Design of this research using clausal associative design. The respondents of the study were 91 students of accounting education at Universitas Negeri Semarang. Findings: Analysis results using WarpPLS 6.0. shows that socioeconomic status did not affect technological, pedagogical, and content knowledge (TPACK) and global competence. In addition, there is a direct effect of student engagement and student perception of teaching methods on technological, pedagogical, and content knowledge (TPACK) and global competence. The following analysis showed that student engagement mediates the effect of socioeconomic status and student perception of teaching methods on technological, pedagogical, and content knowledge (TPACK) and global competence.  Conclusion: Student perception about the lecturer teaching methods would increase global competence, and then increasing student engagement would ultimately be able to increase global competence as well. Keywords: socioeconomic status, student engagement, perception of teaching methods, technological pedagogical content knowledge, global competence.DOI: http://dx.doi.org/10.23960/jpp.v12.i2.202226
Eco-Digital Pedagogy: Current Situation and Its Solution to Enhance Pre-Service Teachers’ Pedagogical Competence Kurniawan, Edi; Akhyar, Muhammad; Muryani, Chatarina; Asrowi, Asrowi
Jurnal Pendidikan Progresif Vol 15, No 2 (2025): Jurnal Pendidikan Progresif
Publisher : FKIP Universitas Lampung

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Abstract

Eco-Digital Pedagogy: Current Situation and Its Solution to Enhance Pre-Service Teachers’ Pedagogical Competence. Objective: This study aims to: 1) explore the existing model implemented in the classroom related to pedagogical learning, the use of technology, and environment-based learning; and 2) propose eco-digital pedagogy to improve the competence of 21st-century pre-service (trainee) teachers. Methods: This study was qualitative with didactical research design, focusing on the analysis of the implementation of pedagogical courses at the Geography Education Study Program at Universitas Negeri Semarang (UNNES). The subjects of this research were selected using a purposive technique and consist of twelve students who had completed pedagogical courses. Primary data, collected from interviews, were then complemented with secondary data from previous research, books, and online articles related to implementing eco-pedagogy and digital pedagogy. Findings: The results indicate that pedagogical skills learning, technology utilization, and environment-based learning have been applied, but the intensity, variety of methods, and comprehension are relatively low. Lecturers often underutilize technology as an educational tool and do not fully comprehend the ecological principles underpinning sustainable development. Technology adaptation is limited to the use of LMS, while eco-related materials are minor and not practicable. This condition requires improvement, one of which is through eco-digital pedagogy, a combination based on digitalization and awareness of ecology. It can be implemented through several steps: 1) designing a suitable curriculum, 2) providing adequate facilities, 3) increasing hands-on practice with real and relevant situations, 4) enriching pedagogical learning methods, and 5) utilizing platforms or digital media as a teaching space and a campaign for promoting environmental awareness. Conclusion: Digital and eco-related learnings are found to be minimally implemented, thus the learning outputs are not optimal. Eco-digital pedagogy can be applied to enhance the learning quality of pedagogical courses. Keywords: eco-digital pedagogy, geography trainee teacher, 21st century.

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