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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
 69   70   71   72   73 
Bridging Cultural Identity and Digital Transformation in EFL Classrooms: A Sociocultural Perspective from Indonesia Nurhaliza, Salsabila; Sofendi, Sofendi; Mirizon, Soni
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.pp2538-2568

Abstract

Bridging Cultural Identity and Digital Transformation in EFL Classrooms: A Sociocultural Perspective from Indonesia. Small and Secondary Cities in Indonesia face specific challenges when implementing digital transformation in English Language Learning (ELL). This research investigates such challenges in Palembang, South Sumatra, Indonesia, where technology and local (culture-based) values are not well integrated into English language teaching. Objectives: This study aimed to explore the availability and use of digital technologies, the infusion of local culture into teaching-inspired materials and practices, and the challenges and opportunities faced by teachers in developing culturally responsive, digitally based English instruction across varied school types in Palembang. Method: Employing a descriptive qualitative design, data were obtained through semi-structured interviews conducted with five English teachers from urban public, suburban, private, semi-rural, and madrasah schools. The data were analyzed thematically. Findings: Three themes emerged from the interviews conducted with the participants. Inequality in access to and use of digital technology between urban and semi-rural schools is considerable due to infrastructural challenges that discourage effective pedagogical practices. There is little representation of Palembang's local culture in the English-language instructional materials developed for students, despite teachers believing it could serve as a valuable component of the educational process. Conclusion: This study shows that meaningful digital transformation in English language education cannot rely solely on technology. It requires a coordinated approach that strengthens both technological infrastructure and culturally relevant pedagogy. For digital integration to truly benefit students, schools need system-level support: curriculum reforms that allow space for regional content, ongoing professional development that blends digital skills with cultural pedagogy, and fair resource distribution that prioritizes underserved schools. Without these combined efforts, digital initiatives risk deepening rather than reducing existing educational inequalities. Keywords: culturally responsive pedagogy, digital divide, teacher agency, english language learning.
Enhancing Literary Literacy through Multimodal Representations: A Development Study of Folklore-Based Creative Puppetry Suri, Dharlinda; Wicaksono, Andri; Siska, Yulia; Murtika, Wayan Arya; Ryeo, Park Jin
Jurnal Pendidikan Progresif Vol 16, No 1 (2026): Jurnal Pendidikan Progresif
Publisher : FKIP Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/jpp.v16i1.pp158-172

Abstract

This study aims to develop Radin Jambat Creative Puppetry as a culturally grounded instructional medium and to examine its feasibility, practicality, and potential influence on elementary school students’ literary literacy. Using the ADDIE development model, the media was validated by content, language, and design experts; tested for practicality with teachers and students; and examined using a one-group pretest–posttest design involving 62 fourth-grade students. Data included expert validation ratings, practicality questionnaires, and literary literacy test scores. Expert validation indicated high feasibility across content (92%), language (90%), and media design (94%). Teachers (93%) and students (91%) rated the medium as highly practical. Pretest–posttest comparisons showed an increase in students’ scores, and statistical analysis (t(61) = 14.27, p < .001) and the effect size (d = 1.21) indicated positive learning trends. However, causality cannot be inferred due to the research design. The Radin Jambat Creative Puppetry demonstrates promising potential as a culturally grounded, multimodal medium that may support improvements in students’ literary literacy. However, because no control group was included, the findings should be interpreted as indicative rather than conclusive. Further research using stronger experimental designs is recommended. Keywords: literary literacy, creative puppetry, Radin Jambat, elementary school students.
Beyond Cultural Values: Identifying Proximal Predictors of Early Literacy Skills in Indonesian Kindergarteners Astuti, Wuri; Yafie, Evania; Tirtaningsih, Munaisra Tri; Iriyanto, Tomas; Pratiwi, Ajeng Putri
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.pp2802-2824

Abstract

Beyond Cultural Values: Identifying Proximal Predictors of Early Literacy Skills in Indonesian Kindergarteners. Objectives: Early literacy development in young children is influenced by many interrelated factors within the family and cultural environments. In this study, we have also taken into account family values, parent–child relationships, and literacy activities in relation to children’s emergent reading in kindergarten. Methods: In the current study, a multiple regression design research approach was employed with 100 participants (early childhood teachers and parents). The information was collected by official questionnaires. The questionnaire included measures of familial sociocultural value orientation, parent–child interaction, literacy-related activities at home, and children’s early literacy skills, assessed through parent self-report items developed and adapted from established early literacy and home literacy environment instruments. To determine the predictive capability of the factors, multiple regression analysis was conducted as the technique for data analysis. Findings: The current research aims to identify the degree to which family socio-cultural values, parent-child interaction, and home literacy activities can predict outcomes in early literacy for children in kindergartens in Pasuruan, East Java, Indonesia. The results showed that parent-child interaction and home literacy activity variables have a strong positive effect on children's performance in early literacy. In contrast, family socio-cultural values alone did not demonstrate a direct statistical effect in the model. Conclusion: It would appear from our findings that active involvement and literacy-related pursuits are more influential in building early reading skills than attitudes towards learning within the family as a whole. Our recommended solution would be increasing parent-child interaction activities and engaging in literacy pursuit programs. However, these activities must be situated within culturally salient family contexts. The main originality of the study is that it simultaneously examines three family-based variables in a given cultural context, which reinforces the hypothesis that early literacy is influenced by a social and cultural framework. Keywords: early literacy, family socio-cultural values, parent–child relationship, literacy practices, preschool education.
Scaffolding Structural Thinking in Critical Reading: A Quasi-Experimental Study on CTL-Based Liveworksheets for Popular Scientific Text Nurrahmah, Faiza; Afnita, Afnita
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.pp2652-2667

Abstract

Scaffolding Structural Thinking in Critical Reading: A Quasi-Experimental Study on CTL-Based Liveworksheets for Popular Scientific Text. Objective: Students' reading skills in Indonesia remain low, as evidenced by the 2022 PISA scores, partly due to the limitations of static print media in facilitating critical thinking required by the Merdeka Curriculum. This study aims to determine the effectiveness of interactive digital Liveworksheets based on Contextual Teaching and Learning (CTL) compared to printed worksheets in improving Grade VIII students' critical reading skills on popular scientific articles. Methods: This study employed a quantitative, quasi-experimental, posttest-only control-group design. The sample consisted of 68 eighth-grade students at SMP Negeri 1 Padang, selected via cluster random sampling and divided into an experimental class (N=34) using CTL-based Liveworksheets and a control class (N=34) using printed worksheets. Data were collected using a validated objective test (30 items, Alpha 0.878) measuring text content, structure, and linguistic features, combined with a qualitative analysis of students' written responses to assess cognitive engagement. Data analysis included descriptive statistics, normality and homogeneity tests, an independent samples t-test, and Cohen’s d effect size calculation. Findings: The results indicated a significant difference in learning outcomes. The experimental class achieved a higher mean score (88.04) compared to the control class (83.04). The t-test confirmed this significance with a p-value of 0.046 (p < 0.05). Furthermore, the effect size calculation (d=0.49) indicated a moderate practical impact. Specifically, the experimental group demonstrated superior performance in analyzing text structure compared to the control group. Conclusion: The integration of CTL components, specifically modeling and constructivism, within the interactive features of Liveworksheets proved effective in enhancing students' reading competencies. Therefore, this media serves as a viable alternative to support digital literacy and critical reading instruction in secondary schools.        Keywords: critical reading skills, liveworksheets, contextual teaching and learning, popular scientific articles, digital literacy.
Bridging Faith and Fluency: An Identity-Responsive Instructional Model for Islamic-Based English Speaking Materials Mubarok, Harir; Basori, Basori; Anggrisia, Nur Fitria; Degaf, Agwin
Jurnal Pendidikan Progresif Vol 16, No 1 (2026): Jurnal Pendidikan Progresif
Publisher : FKIP Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/jpp.v16i1.pp67-94

Abstract

This study aims to develop and evaluate an Islamic-based English speaking textbook as an identity-responsive instructional model, defined as a pedagogical approach that integrates learners’ cultural and spiritual identities into CEFR-oriented communicative speaking tasks. This research employed an educational research and development design using the ADDIE model. The textbook was designed, validated, and implemented through pre- and post-tests of CEFR A2–B1 speaking tasks, student questionnaires, classroom observations, and after-class interviews involving 58 students and lecturers at SKM Islamic University. Spiritual identity engagement was examined through thematic analysis supported by indicators of importance, ease, and involvement demonstrated during speaking activities. Expert validation was conducted to evaluate linguistic accuracy, cultural relevance, and content quality. Statistical results show notable improvements in students’ speaking performance, with fluency increasing from 2.8 to 4.1, vocabulary from 2.7 to 4.0, pronunciation from 3.1 to 4.2, and grammar from 2.9 to 3.8. Thematic analysis indicates that integrating Islamic values into communicative tasks fosters meaningful participation, confidence, and strengthened expression of spiritual identity. Experts confirmed the textbook’s linguistic soundness and cultural alignment. The findings demonstrate that instructional materials incorporating cultural and spiritual identity elements can effectively support students’ communicative ability and value engagement. The developed textbook shows strong pedagogical potential and competitive advantages over comparable materials used in Islamic educational settings. Keywords: english, instructional materials, islamic values, language learning, speaking skills.
Multidimensional Parental Involvement in Inclusive Education: A Multiple Case Study of Students with Special Needs Sari, Nurul Maulida; Purwanta, Edi; Cahyani, Leni Ambar; Prihandini, Farah
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.pp2727-2740

Abstract

Multidimensional Parental Involvement in Inclusive Education: A Multiple Case Study of Students with Special Needs. Objectives: This study aimed to explore parental involvement in inclusive school settings for children with special needs. Methods: A qualitative case study design was used. The participants in this research include parents, special education teachers, classroom teachers, principals, students, and close family members. The data collection techniques used in this study were in-depth interviews and documentation, with the researcher serving as the primary instrument. Data analysis was conducted in two stages: within-case analysis, interactive model (data condensation, data display, and conclusion drawing/verification), and cross-case analysis to compare engagement patterns across cases. To ensure the data validity, this research employed triangulation of sources and methods, thick description, and prolonged field engagement. Findings: The findings of this research revealed six main dimensions of parental involvement in inclusive education: (1) Parenting: teach discipline, autonomy, and provide environment that support children to study at home; (2) Communication, reflected in communication between parents and teachers regarding academic progress and performances; (3) Volunteering, involving parents’ participation in supporting schools activities; (4) Learning at Home, encompassing parents’ supervision of study routines, assignments, and exam preparation at home; (5) Decision-making, participate in decision-making concerning their child’s learning and broader school policies; and (6) Community Collaboration, includes partnerships with learning groups, disability service units, psychologists, and medical professionals. Conclusion: Parental involvement in inclusive schools for students with special needs is multidimensional. Hence, a strong collaboration between families, schools, and community institutions is needed. Parental engagement should be strengthened through open communication and cross-sector collaboration to improve educational quality. Inclusive education policies need to be put in place to enhance parental involvement in inclusive schools. Keywords: parental involvement, inclusive schools, children with special needs.
Fostering Critical Writers: The Impact of Integrating Deep and Transformative Learning on Undergraduates’ Scientific Writing Competence Wuryani, Woro; Aryana, Suhud; Permana, Aditya; Nadaraning, Hasbulloh
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.pp2569-2583

Abstract

Fostering Critical Writers: The Impact of Integrating Deep and Transformative Learning on Undergraduates’ Scientific Writing Competence. Objectives: This research aims to examine the effectiveness of integrating Deep Learning (DL) and Transformative Learning (TL) approaches in improving students’ scientific writing competence in general Indonesian language courses. Methods: A true-experimental design with pretest and posttest control groups was used because it provides strong control, ensuring that changes in outcomes are attributable to the DL–TL treatment. The population consisted of students in elementary school teacher education at IKIP Siliwangi, and 90 were selected via cluster random sampling. The experimental group (n=45) received DL–TL integrated instruction, while the control group (n=45) received conventional instruction. The research was conducted over 16 meetings from March 4 to August 10, 2025. Data were collected using a project-based scientific writing assessment supported by rubrics evaluating content relevance and originality, organization and coherence, argumentation quality, academic language use, and citation accuracy. Observation sheets and a Likert-scale questionnaire further supported the data. Inferential analysis employed the Shapiro–Wilk test, Levene’s test, and the independent t-test, while qualitative data were analyzed using the Miles and Huberman model. Findings: the experimental group achieved significantly greater improvement (Post-test Mean = 82.11) than the control group (Post-test Mean = 73.11), with a mean difference of 9.00 points (t(88)=11.112, p<0.001). The N-Gain Score of 0.7782 and N-Gain Percent of 77.8222 indicated a high and effective category of improvement. Qualitatively, students demonstrated increased engagement, reflective disposition, and collaboration. Conclusion: DL–TL integration proved more effective than conventional learning in enhancing scientific writing and strengthening students’ critical, reflective, and collaborative capacities. Keywords: deep learning, transformative learning, scientific writing, indonesian language. 
Cultivating Eco-Faith Literacy: Challenges in Aligning Vocational English Curriculum with Sustainable Religious Tourism Needs Karimullah, Imam Wahyudi; Marhaban, Saiful; Romadhon, M Galuh Elga
Jurnal Pendidikan Progresif Vol 16, No 1 (2026): Jurnal Pendidikan Progresif
Publisher : FKIP Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/jpp.v16i1.pp173-194

Abstract

This study aims to investigate how English teaching in Indonesian vocational high schools, particularly within tourism-related programs, contributes to the development of communicative, ethical, and sustainability-oriented competencies required in the emerging field of religious tourism. Beyond merely identifying implementation gaps, the study seeks to clarify the conceptual alignment among the Merdeka Curriculum, English for Specific Purposes (ESP), and the growing demand for eco-religious tourism literacy. The research addresses an underexplored area in ESP studies: the integration of sustainability in religious tourism into vocational English education. Using a phenomenological-interpretivist approach, this qualitative study draws on semi-structured observations conducted in English classrooms within tourism departments at vocational high schools in East Java. Data were analyzed inductively to explore teachers’ pedagogical interpretations, classroom practices, and the contextual factors shaping curriculum enactment. The implementation of vocational English teaching remains limited despite the curriculum’s emphasis on autonomy and innovation. Teachers’ interpretations of curricular flexibility varied widely, leading to inconsistent pedagogical strategies. Some teachers independently integrated project-based learning simulations that embed religious values, environmental sustainability, and local cultural identity, yet such practices were not institutionalized. Furthermore, insufficient professional development, lack of ESP-oriented resources, and limited institutional support hindered systematic alignment between English instruction and the competencies needed in religious tourism contexts. The study contributes conceptually by demonstrating that under implementation is not merely a technical issue but reflects broader challenges of curriculum interpretation, teacher capacity, and contextual responsiveness. It highlights a significant gap in the existing ESP literature regarding sustainability-driven, value-based tourism communication skills. These insights underscore the need for developing structured ESP modules tailored to religious tourism and eco-tourism, supporting vocational schools in aligning English instruction with emerging industry demands. Keywords: ESP, sustainable tourism, vocational high school, merdeka curriculum, religious tourism.
Green Human Resource Management as an Educational Framework for Environmental Performance: Evidence from the Public Sector Aryati, Ana Sofia; Fasieh, Muhammad Fajrul Islam
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.pp2825-2843

Abstract

Green Human Resource Management as an Educational Framework for Environmental Performance: Evidence from the Public Sector. Objective: This study aims to investigate the impact of Green Human Resource Management (GHRM) practices on environmental performance (GP) within government organizations. It seeks to fill the existing research gap by examining the mediating roles of green organizational commitment (GOC) and employee green behavior (EGB) in the relationship between GHRM and GP. Methods: The research employed a quantitative approach using a structured survey distributed to employees across various government organizations. Data were analyzed using Structural Equation Modeling (SEM) to assess the direct and indirect effects of GHRM on EP, with GOC and EGB as mediating variables. Findings: The study found that GHRM has a statistically significant positive effect on EP. Specifically, GHRM practices increased GP by p-value (p < 0.008). Furthermore, both GOC and EGB partially mediated this relationship. Among the two mediators, GOC demonstrated a stronger mediating effect, with a p-value of 0.000 for the total influence, compared to EGB, which had a p-value of 0.016. These results emphasize that fostering organizational commitment plays a more pivotal role in enhancing the effectiveness of GHRM strategies. Conclusion: The findings underscore the critical role of GHRM in promoting superior environmental performance, both directly and through fostering organizational commitment and individual green behaviors. The stronger mediating role of GOC suggests that cultivating a shared sense of environmental responsibility within the organization is key to maximizing the impact of green HR practices. Practical Implications: These findings provide actionable insights for policymakers and organizational leaders. For instance, local governments and corporate HR departments should prioritize investing in GHRM-specific training programs to strengthen employees' green commitment and behaviors. Additionally, embedding environmental values into organizational culture and HR frameworks can significantly enhance sustainable outcomes. Firms that institutionalize GHRM as part of their strategic operations are more likely to achieve long-term environmental compliance and resilience. Keywords: green human resource management; green organizational commitment; environmental performance, employee green behavior, green training.
Empowering Early Childhood Resilience: Development of Illustrated Storybooks for Disaster Mitigation with Local Wisdom Efastri, Sean Marta; Novembli, Meta Silfia; Suharni, Suharni
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.pp2668-2682

Abstract

Empowering Early Childhood Resilience: Development of Illustrated Storybooks for Disaster Mitigation with Local Wisdom. Objective: This study aimed to develop and evaluate the effectiveness of an illustrated storybook based on Tunjuk Ajar Melayu Riau as an innovative learning medium to enhance disaster preparedness in early childhood.  Methods: The research adopted the Borg & Gall Research and Development (R&D) model. Study participants included 60 children aged 5-6 years across three PAUD sites in the Riau region, Indonesia. The intervention was conducted over two weeks with a total of six sessions. Effectiveness was assessed using the Disaster Preparedness Scale for Early Childhood (DPSEC) (12 items, α=0.87) through pre-test and post-test. Quantitative data were analyzed using the Paired-Sample T-test, Normalized Gain (N-Gain), and Cohen’s d Effect Size, complemented by qualitative thematic analysis of interviews. Findings: The book offers novelty by combining local cultural values with interactive features, such as a maze game, specifically designed to foster critical thinking and environmental awareness, addressing the current limitation of passive disaster education media in Indonesia. The effectiveness test results showed a highly significant increase in disaster preparedness scores, soaring from a pre-test mean of 55% to a post-test mean of 90% (t(59)=14.82, p<0.001). The impact was classified as high, with an average N-Gain of 0.71 and a strong Effect Size (d=1.92). Qualitatively, the Cultural Resonance of the Malay characters significantly boosted engagement, while the Maze Game mechanistically stimulated planning and critical thinking. Teachers rated the product as highly practical with an average score of 88%, confirming its feasibility and curricular alignment. Conclusion: The illustrated storybook based on Tunjuk Ajar Melayu Riau is an effective, feasible, and practical learning model for enhancing early childhood disaster preparedness. Its success is driven by the synergy between the maze's cognitive scaffolding and the contextual reinforcement of local wisdom, offering a vital model for culturally-based disaster mitigation education in Indonesia. However, generalization is currently limited to the Riau context. Keywords: cultural identity; disaster mitigation; early childhood education; tunjuk ajar melayu.

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