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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
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Procedural Strength, Ethical Weakness: A Component-Based Analysis of EFL Students’ Information Literacy Dewanti, Ratna; Yasin, Yordan; Nugraha, Deni Sapta; Ikhsanudin, Ikhsanudin; Panjaitan, Ivonne Frietche
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.pp384-404

Abstract

This study examines the information literacy (IL) competencies of EFL students at Indonesian higher education institutions. The study aims to (1) identify overall levels of information literacy competency, (2) examine strengths and weaknesses across five core IL components, (3) describe the distribution of competencies across undergraduate, master’s, and doctoral levels, and (4) determine instructional priorities to inform embedded information literacy development within English education curricula. A descriptive survey design was employed involving 227 undergraduate, master’s, and doctoral students from three Indonesian universities. Data were collected using the 40-item Information Literacy Test (ILT), which assesses competencies in recognizing information needs, locating information, evaluating information, using information, and applying information ethically. Descriptive statistics, non-parametric group comparisons, and correlational analyses were conducted to examine performance patterns across educational levels and IL components. The results indicate that students demonstrated a moderate level of overall information literacy competency, with substantial overlap in score distributions across educational levels. Although postgraduate students achieved slightly higher mean scores than undergraduates, these differences were modest and not statistically significant. Students performed strongest in using information for academic tasks, while lower performance was observed in evaluating information and applying information ethically. The findings suggest that progression through higher levels of formal education does not automatically lead to systematic development of information literacy competencies among EFL students. Persistent weaknesses in evaluative judgment and ethical use of information across educational stages highlight the need for intentional, curriculum-embedded information literacy instruction within English education programs. This study provides an empirically grounded, component-level profile of information literacy competencies to support more coherent and pedagogically aligned instructional practices in Indonesian higher education. Keywords: information literacy, higher education, EFL, information literacy test.
Attitudes of English as a Foreign Language Teachers and Future Teachers toward Inclusive Education: Unveiling the Certification Paradox Adnyani, Luh Diah Surya; Sugihartini, Nyoman; Mertasari, Luh; Wedhanti, Nyoman Karina
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.pp405-421

Abstract

Teachers' attitudes are among the most significant factors that contribute to the effectiveness of inclusive education practices. Previous studies on attitudes toward inclusive education have not thoroughly examined the three primary components, including gender, age, training, and teaching experience of Indonesian English as a foreign language (EFL) teachers and future teachers, as well as certification of in-service teachers. Therefore, an investigation of the attitudes of EFL teachers and future teachers becomes paramount. The purpose of this study was to examine attitudes, actions, and processes, as well as the factors influencing attitudes toward inclusive education. Using convenience sampling, 147 EFL teachers and future teachers were recruited. This cross-sectional survey design involved online distribution of validated scales during the 2025 academic semester, with informed consent and ethical approval from institutional review boards. Participants completed the Multidimensional Attitudes toward Inclusive Education Scale (MATIES; including cognitive, affective, and behavioral components) and the second dimension of Accessibility, Process, Permanent, and Demanded Training (APTD; focusing on process) scale. The data were analyzed descriptively and using t-tests, one-way ANOVAs, and multiple regression analyses. The attitudes of EFL teachers and future teachers towards inclusive education are generally positive. There is a significant difference between those teachers. Future teachers and young in-service teachers tend to have the most positive attitude toward inclusive education. In addition, there are no statistically significant differences in gender, teaching experience with students with special needs, or training/seminar/course participation. Certified teachers tend to have less positive attitudes, which reflects the certification paradox. Indonesian EFL teachers and future teachers have positive attitudes toward inclusive education. An intensive training program and evaluation of the certification program are recommended to foster the implementation of inclusive education.Keywords: attitudes, inclusive education, EFL teachers, future teachers, certification paradox.

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