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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 732 Documents
 70   71   72   73   74 
Unpacking the Multidimensional Nature of EFL Speaking Difficulties: A Holistic Framework of Learner-Centered Needs Hadiati, Chusni; Muttaqin, Usep; Yulianita, Nadia Gitya; Sari, Rosdiana Puspita
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.pp17-42

Abstract

Unpacking the Multidimensional Nature of EFL Speaking Difficulties: A Holistic Framework of Learner-Centered Needs. Speaking is a critical yet challenging skill for EFL learners due to its spontaneous nature, real-time processing, and high emotional demands. This study explores the individual challenges that students face in learning to speak English and how these affect their classroom participation and language development. Objectives: The study aims to examine the challenges that students encounter while learning to speak English and how these challenges influence their classroom participation and language development. Methods: Drawing on key theories of communicative competence, the Affective Filter Hypothesis, and pragmatic competence, this research employed a qualitative descriptive design, including open-ended questionnaires and semi-structured interviews with 25 university students enrolled in a speaking class. Findings: Thematic analysis revealed five interrelated dimensions of difficulty: (1) linguistic challenges, especially vocabulary and grammar limitations; (2) psychological barriers, including anxiety, fear of negative evaluation, and lack of confidence; (3) the impact of classroom environment and activity design on comfort and performance; (4) learners’ topic preferences, where familiar and casual themes are favored over abstract or technical subjects; and (5) the importance of pedagogical support, such as collaborative tasks, smaller group settings, and constructive feedback. Conclusion: The findings underscore that speaking difficulties are not merely linguistic but are deeply influenced by affective and contextual factors. Students benefit most from interactive, low-pressure environments that allow gradual confidence-building. The study concludes by recommending a more student-centered approach to speaking instruction—one that acknowledges individual learner differences, promotes meaningful interaction, and fosters both communicative competence and psychological readiness. These insights can guide teachers in designing more inclusive and engaging speaking classes that empower learners to participate actively and confidently. Keywords: EFL speaking challenges, communicative competence, affective filter, classroom interaction, learner confidence.
Enhancing EFL Reading Comprehension and Engagement through Multimodal Instructional Design: A Convergent Mixed-Methods Study Riansih, Rismar; Arsyad, Safnil; Adnan, Zifirdaus
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.pp2698-2711

Abstract

Enhancing EFL Reading Comprehension and Engagement through Multimodal Instructional Design: A Convergent Mixed-Methods Study. Objectives: This study explores to what extent the multimodal features incorporated into Indonesian high school English textbooks impact students’ engagement and comprehension during reading. As students engage more and more with visually oriented, digitally mediated texts, it becomes imperative to understand how multimodal materials can shape learning. Method:  "A convergent parallel mixed-method research design was employed. A total of 75 government-issued English course Grade XII students participated in the study. The researchers collected quantitative data through pre-tests, post-tests, and a student engagement questionnaire that measures behavioral, emotional, and cognitive engagement. Qualitative data were collected from an open-ended questionnaire that investigated how participants interpreted the textbooks’ images, colors, layout, and other multimodal resources. Findings: The results indicated that students’ comprehension was significantly improved by multimodal texts, as evidenced by their mean scores compared to traditional texts-only. The students noted that graphic aids assisted their comprehension of difficult language by reinforcing meaning and information recall. The conjunction of multimodal features enhanced motivation and reduced boredom, leading to greater emotional engagement. The qualitative answers also suggested that students found the multimodal layouts more aesthetically appealing, more organized and easier to move along with during a positive reading experience. In summary, the combination of quantitative and qualitative findings shows that multimodal features do significantly contribute to improving students’ engagement and understanding. Conclusion: The findings suggest that English teachers in Indonesia should incorporate a more systematic use of multimodal design in their integration of visual and spatial aspects and help their students question images critically. Multimodal literacy should be embedded in teachers’ pedagogy to create education that is more relevant, inclusive, and effective in today’s EFL classrooms. Keywords: multimodal texts, english textbooks, student engagement, reading comprehension,  EFL. 
Entrepreneurial Mindset of Generation Z: The Role of Self-Efficacy and Achievement Motivation in Entrepreneurship Education Ampa, Andi Tenri; Rijal, Syamsu; To Tadampali, Andi Caesar; Nurwahida, Nurwahida; Purnamasari, Wulan
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.pp367-383

Abstract

This study aims to analyze and describe the influence of entrepreneurship education on Generation Z students' entrepreneurial mindset, with self-efficacy and achievement motivation as mediating variables. This study is a quantitative research type with the population in this study, namely: (1) domiciled or currently residing in Makassar, (2) aged 18–26 years, and (3) having an interest or experience in entrepreneurship educationactivities, either through formal education or through training, seminars, or independent experience. Determination of the number of samples using purposive sampling techniques, so that 141 research respondents were obtained. The research instrument was a Likert-scale questionnaire, and each item was developed by the researcher from the theoretical dimensions underlying the research variables. Data collection was carried out by distributing questionnaires online via a digital platform during June-July 2025. Of the 160 questionnaires distributed, 141 were returned, and all met the data validity requirements for further analysis. Data were analyzed using the SmartPLS application for Windows. Entrepreneurship educationhas a significant effect on achievement motivation and self-efficacy. Only achievement motivation has been proven to significantly mediate the relationship between entrepreneurship education and entrepreneurial mindset. Self-efficacy does not play a significant mediating role. This study shows that the most important factor in developing an entrepreneurial mindset is increasing achievement motivation in entrepreneurship education. In other words, developing an entrepreneurial mindset among Generation Z students should be directed not only to cognitive aspects but also to strengthening character and achievement motivationvalues. Keywords: entrepreneurship, self-efficacy, achievement motivation.
Beyond Curiosity: The Role of Inquisitiveness in Managing Epistemic Uncertainty and Problem-Solving Difficulties among Pre-Service Elementary Teachers Hadi, Fida Rahmantika; Mulyadi, Mulyadi
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.pp277-298

Abstract

This study investigates the relationship between inquisitiveness and problem-solving difficulties among pre-service elementary school teachers when solving mathematical problems containing contradictory information. The aim is to identify how different levels of inquisitiveness influence cognitive, metacognitive, and affective difficulties and to provide a deeper explanation of how these difficulties emerge during the reasoning process. A qualitative descriptive case study was conducted with 33 fifth-semester students in the Elementary Teacher Education program at Universitas PGRI Madiun. Data were collected through problem-solving tests, think-aloud, and interviews. Students were categorized into high, medium, and low inquisitiveness groups based on a questionnaire. Data analysis was carried out through coding, reduction, and triangulation across instruments, followed by cross-case comparison to ensure the consistency of themes and strengthen the interpretation of findings. The results showed that inquisitiveness strongly influenced the types and intensity of difficulties. Students with low inquisitiveness often experienced cognitive difficulties, such as reliance on formulas without verification, and affective difficulties, such as nervousness and frustration, which led them to stop. Students with medium inquisitiveness tended to experience metacognitive difficulties, recognizing contradictions but failing to regulate or adjust their strategies. High-inquisitiveness students demonstrated persistence and attempts at verification, although occasional metacognitive challenges still appeared. The study also found that inquisitiveness shaped students’ emotional responses, with higher inquisitiveness associated with greater tolerance for confusion and a stronger willingness to re-evaluate conflicting information. Inquisitiveness plays a critical role in supporting conceptual verification, self-regulation, and emotional resilience when solving mathematical problems with contradictory information. These findings emphasize that inquisitiveness is not merely a cognitive trait but also an affective resource that helps students manage uncertainty. Strengthening this disposition may improve future teachers’ reasoning and their ability to guide students through complex problem-solving situations. Keywords: inquisitiveness, problem solving difficulties, contradictory information, pre-service elementary teachers.
Contextual Knowledge as a Sociocultural Filter in TPACK: Evidence from Pre-service Javanese Language Teachers Insani, Nur Hanifah; Tan, Lynde
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.pp299-317

Abstract

This research examines pre-service language teachers' perceptions of technology integration through the Extended Javanese Pre-Service Teacher (X-JPST) model, which focuses on the conceptual role of Contextual Knowledge (XK) as an integral domain extension of the TPACK framework. The participants of this research were 510 pre-service Javanese language teachers from seven universities in Indonesia who had recently completed their field teaching practice course. The research employed a validated structural Likert-scale questionnaire to examine structural relationships using Partial Least Squares Structural Equation Modelling (PLS-SEM). The results show that the Technological Knowledge (TK) variable has the most significant direct influence on TPACK, followed by Technological Pedagogical Knowledge (TPK). While the direct statistical influence of XK is modest, it functions as a mediator that facilitates the application of TK. This study suggests that pre-service teachers' awareness of Javanese sociocultural factors does not directly translate into competence in technology integration. Instead, contextual knowledge operates as a foundational sociocultural filter that shapes how they perceive themselves when using technology to teach Javanese. This key finding underscores that contextual responsiveness in technology integration must be developed through the integration of multiple knowledge domains for it to contribute to their overall TPACK. Keywords: contextual knowledge, Javanese language education, pre-service teachers, technology integration, TPACK.
The Illusion of Meritocracy: State Hegemony and the Discourse of Exclusion in Indonesia’s Teacher Recruitment Policy Pitriyani, Pitriyani; Setiadi, Elly Malihah; Aryanti, Tutin
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.pp211-236

Abstract

The recruitment of government employees with work agreements (PPPK) is often seen as a space of hope for senior honorary officials who no longer meet the age requirements to participate in the civil servant candidate recruitment process. However, in reality, the policy is not supported by the regulatory apparatus, which sides with their position, thus placing senior honorary officers in a structural injustice. This study aims to critically examine the construction of meritocracy and state hegemony in the PPPK recruitment policy for senior honorary teachers in Lebak Regency, Banten, and to explore how they interpret their experiences and perceptions of the policy. This research used a qualitative-critical approach through the analysis of critical discourse, drawing on the thinking of Michel Foucault, or Foucauldian Discourse Analysis (FDA), developed by Kendall & Wickham. The power of meritocracy discourse works by ignoring the appreciation of age and work experience in the 2024 PPPK recruitment, prioritizing technocratic-procedural logic, normalizing uncertainty through overlapping and inconsistent regulations, and reproducing structural gaps due to limited formation and fiscal capacity. The repeated failures experienced by senior honorary teachers give rise to a sense of disrespect and exclusion by a system perceived as more favorable to young teachers. For them, the PPPK recruitment is not a fair meritocratic mechanism, but a process that ignores devotion while increasing the uncertainty of life. The PPPK recruitment policy operates through a meritocratic discourse that prioritizes objective standards. The state positions meritocracy as the fairest means of assessing the quality of PPPK-civil servants. The state maintains its hegemony by making senior honorary teachers accept the logic of meritocracy, even though it is detrimental to them, because it is presented as the only legal route to obtaining PPPK-civil servant status. Keywords: hegemony, honorary teachers, meritocracy, PPPK recruitment.
Mapping the Evolution of Lifelong Learning, Technology, and E-Learning Research: A Bibliometric Analysis Firdaus, Firdaus; Ishaq, Ishaq; Said, Muhammad Amin; Saleng, Syamsidar
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.pp318-344

Abstract

The rapid expansion of digital technologies has transformed the way lifelong learning and e-learning are understood and practiced. This study undertakes a bibliometric analysis to trace the evolution of research on lifelong learning, technology, and e-learning from 2011 to 2024, offering a comprehensive view of the field’s intellectual and developmental trajectory. A total of 624 documents indexed in the Scopus database were analyzed using VOSviewer and Biblioshiny. The analysis included annual publication trends, leading source titles, influential authors, contributing countries, thematic keywords, and conceptual structures. Temporal mapping was employed to identify the main developmental phases of the field. The analysis reveals three distinct phases of publication growth. The first phase (2011–2015) centered on digital infrastructure and the early adoption of ICT in education. The second phase (2016–2019) saw increased attention to integrating e-learning platforms and developing lifelong learning competencies. The third phase (2020–2024) experienced a sharp surge in output, largely driven by educational shifts following the COVID-19 pandemic, as well as emerging discussions about artificial intelligence, digital transformation, and adaptive learning systems. An unexpected yet striking observation was the accelerated rise of AI-related research after 2021. Throughout these periods, enduring themes such as e-learning, lifelong learning, and digital competence remained central. At the same time, the diversity of authors, journals, and contributing countries underscored the field’s interdisciplinary and global character. This study highlights a structural shift from technology-centered approaches to learner-focused and adaptive pedagogies. Two major insights stand out. First, the COVID-19 pandemic catalyzed the rapid global expansion of research and investment in digital learning. Second, the growing prominence of artificial intelligence signals an emerging shift toward intelligent, personalized lifelong learning ecosystems. A notable limitation of this work is that, although the dataset extends to mid-2025, the core analysis focuses on publications from 2011 to 2024 because data for 2025 remain incomplete. The partial records from 2025 are therefore presented only as preliminary signals of developing research directions and should be interpreted with due caution. Keywords: lifelong learning, e-learning, digital competence, artificial intelligence, bibliometric analysis.
Fostering School Quality and Parental Participation: The Strategic Impact of Women’s Transformational Leadership and Innovation Yani, Dwi; Judijanto, Loso; Singerin, Sarlota; Ramadhan, Narendra Jumadil Haikal; Ali, Aisyah; Solicha, Solicha
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.pp237-258

Abstract

This study aims to evaluate the impact of women’s transformational leadership within leadership innovation programs on school quality and parental participation. While transformational leadership has been widely studied, research on the specific contributions of female leaders in educational contexts remains limited. This study addresses that gap by examining how women’s leadership practices foster inclusive school cultures, enhance teacher motivation, and build stronger family–school partnerships. A quantitative, cross-sectional, correlational design was utilized. Data were collected from 100 teachers in Malang City, Indonesia, led by female principals, using a structured questionnaire on transformational leadership, school quality, and parental participation. The data were analyzed with Structural Equation Modeling (SEM) using SmartPLS to test measurement reliability and examine relationships among variables. The results indicate that women’s transformational leadership significantly influences the implementation of leadership innovation programs, thereby strengthening both parental participation and school quality. Leadership innovation programs mediated the relationship, showing strong indirect effects on educational outcomes. Direct effects were also confirmed: women leaders’ practices of empathy, collaboration, and participatory communication were positively associated with teacher engagement, parental involvement, and improved school quality. These findings highlight the unique relational strengths of female transformational leadership in fostering inclusive and effective educational environments. Conclusion: Empowering women leaders through leadership innovation programs is vital to enhancing school effectiveness. Women’s transformational leadership not only drives innovative practices but also reinforces trust-based collaboration among teachers, parents, and administrators. The implications suggest that policies should prioritize inclusive leadership development for women to ensure sustainable improvements in parental participation and school quality. This research contributes to a deeper understanding of the strategic role of female leadership in shaping resilient and high-performing schools. Keywords: leadership innovation programs, women’s transformational leadership, school quality, parental participation.
Enhancing High School Students’ Basic Programming Skills and Self-Efficacy: A Drill-and-Practice Game-Based Approach Lestari, Isnania; Marlianto, Ferry; Sulistiyarini, Dewi; Sabirin, Febrianto; Wahab, Noorjima Abd
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.pp345-366

Abstract

Drill-and-practice educational games combine repetitive practice with gamification through rewards, achievements, challenges, feedback, and progress tracking to support gradual skill development. In this study, the drill-and-practice element focuses on repeated, structured practice of basic programming exercises with immediate corrective feedback and multiple attempts until mastery. This study examined the effect of a drill-and-practice educational game on basic programming skills and programming self-efficacy among senior high school students. This quasi-experimental study used a Non-Equivalent Control Group Design. The sample comprised 179 tenth-grade students from six intact classes, selected via cluster random sampling. Three classes constituted the control group, with 89 students, and three classes constituted the experimental group, with 90 students. Students completed a basic programming pretest and posttest, as well as a self-efficacy questionnaire. Data were analyzed using descriptive statistics and MANCOVA with pretest scores as covariates. Descriptively, students’ overall basic programming scores increased from a mean of 38.70 to 70.49 in the posttest, while self-efficacy increased from a mean of 59.82 to 74.05. The multivariate test showed a significant group effect (Pillai’s Trace = 0.528; F = 97.442; p < 0.001; Partial η² = 0.528). Between-subjects tests indicated significant improvements in basic programming skills (F = 115.102; p < 0.001; Partial η² = 0.397) and self-efficacy (F = 86.697; p < 0.001; Partial η² = 0.331), with the experimental group achieving higher posttest outcomes than the control group. A drill-and-practice educational game can enhance both cognitive outcomes in basic programming and affective outcomes in self-efficacy, and can be considered an interactive learning alternative for programming topics at the high school level. Future studies should add performance-based coding tasks and broader samples to validate and extend these results. Keywords: educational games, drill and practice, basic programming skills, self-efficacy.
Combating Ethnic Xenophobia through Digital Pedagogy: The Development of a TIDAYU Local Wisdom-Based Interactive E-Book in Multiethnic Schools Mertika, Mertika; Mariana, Dewi; Asmadi, Asmadi; Khosihan, Aan
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.pp259-276

Abstract

This study aims to develop and evaluate an interactive e-book based on the local wisdom of Tionghoa, Dayak, and Malay (TIDAYU) as a learning medium to enhance cultural literacy and reduce ethnic xenophobia among elementary school students in Singkawang City. The study is expected to produce a pedagogical model that integrates digital media and cultural values to promote inclusive and tolerant learning and serve as a potential solution for multicultural education grounded in local wisdom. The research employed a Research and Development (R&D) approach, using a modified Borg and Gall model comprising six stages: needs analysis, design, development, validation, implementation, and evaluation. The participants were 75 fifth-grade students from three elementary schools representing the major ethnic groups and regions of Singkawang (North, Central, and West Singkawang). Data were collected through expert validation sheets, teacher and student response questionnaires, and pre-test and post-test instruments on cultural literacy and tendencies toward xenophobia. Data analysis was carried out using non-parametric descriptive and inferential statistics (Friedman test and pairwise comparisons). The validation results showed that e-books were rated "very valid" (average 81%) and "very practical" (average 84%). Learning implementation is also high, averaging 85%. The Friedman test showed a significant difference (p < 0.001) between pre- and post-test scores across regions, indicating an increase in cultural literacy and a decrease in xenophobia following e-book use. The post-test results across schools showed consistent effectiveness. It can be concluded that TIDAYU interactive e-book has successfully integrated local wisdom into digital learning, fostering cross-cultural understanding, empathy, and tolerance in a multiethnic environment. This product contributes theoretically to the development of multicultural learning media based on local culture, as well as providing practical guidance for teachers in realizing inclusive basic education rooted in regional culture. Keywords: interactive e-book, cultural literacy, TIDAYU, local wisdom, xenophobia, multicultural learning.

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