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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 753 Documents
 72   73   74   75   76 
Procedural Strength, Ethical Weakness: A Component-Based Analysis of EFL Students’ Information Literacy Ratna Dewanti; Yordan Yasin; Deni Sapta Nugraha; Ikhsanudin Ikhsanudin; Ivonne Frietche Panjaitan
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 Luh Diah Surya Adnyani; Nyoman Sugihartini; Luh Mertasari; Nyoman Karina Wedhanti
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.
Exploring the Role of Digital Literacy and Grit on Teacher Performance: A Meta-Analysis Wijaya Wijaya; Widodo Widodo; Hasbullah Hasbullah; Mohammad Yusoph P. Mapia
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.pp422-437

Abstract

This study aims to systematically examine the influence of digital literacy and grit on teacher performance through a quantitative meta-analysis approach. The study is grounded in the growing importance of digital competence and non-cognitive psychological traits as key determinants of teacher effectiveness in the era of rapid digital transformation and increasing educational demands. While numerous empirical studies have investigated these relationships, their findings remain fragmented and inconsistent across different contexts, thus necessitating a comprehensive synthesis. A total of 28 peer-reviewed empirical studies published between 2018 and 2025 were selected using strict inclusion criteria and analyzed using JASP. A random-effects model was employed to estimate the pooled effect sizes, as the included studies varied in design, sample characteristics, and educational settings. Effect sizes were calculated using correlation coefficients (r), converted to Fisher’s Z values, and subsequently transformed back to r for interpretation. Heterogeneity among studies was assessed using the Q test and I² statistic, and potential publication bias was examined using forest and funnel plots. The meta-analysis results indicate that digital literacy is positively and statistically significantly related to teacher performance, yielding a pooled effect size of r = 0.502 (p < 0.001). Similarly, grit significantly influences teacher performance, with an effect size of r = 0.503 (p < 0.001). The I² values for both variables were 0%, indicating no substantial heterogeneity and suggesting that the findings are highly consistent and generalizable across studies. Visual inspection of forest and funnel plots further confirmed the absence of publication bias. In conclusion, this meta-analysis provides robust empirical evidence that both digital literacy and grit play crucial and complementary roles in enhancing teacher performance. These findings highlight the importance of integrating digital competency development and perseverance-oriented character education into teacher professional development programs and educational policy frameworks to promote sustainable improvements in teaching quality. Keywords: digital literacy, grit, teacher performance, meta-analysis.
Visual Scaffolding in Discovery Learning: Reducing Cognitive Load to Enhance Mastery of Abstract Biological Concepts Tirta Rohmatain Solikah; Dyah Astriani; Phurkonni Musor
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.pp438-453

Abstract

The complexity of physiological processes in the digestive system often poses significant cognitive challenges for junior high school students, leading to suboptimal conceptual mastery. Conventional learning materials often lack the visual scaffolding needed to help students organize abstract concepts. This study aims to develop Visual Mind Map Worksheets integrated with the Discovery Learning model and to analyze their validity, practicality, and effectiveness in improving students' understanding of science concepts. This research utilized a Research and Development (R&D) design following the 4-D model (Define, Design, Develop, and Disseminate). The trial sample consisted of 28 eighth-grade students at Asa Cendekia Junior High School, selected using purposive sampling. Data were collected using expert validation sheets, learning implementation observation rubrics, and a written test measuring cognitive levels C2 (Understanding), C3 (Applying), and C4 (Analyzing). The data were analyzed using descriptive statistics, paired sample t-tests, and N-gain scores. The results indicated that the developed product met the criteria for high feasibility. Expert validation yielded an average score of 3.90 (Very Valid), while the practicality test showed a 98% implementation rate of learning activities (Very Practical). Statistical analysis revealed a significant difference between pretest and posttest scores (p = 0.000 < 0.05). Furthermore, the N-gain analysis demonstrated an improvement in the "Medium" category across all indicators, with a hierarchical achievement pattern: Understanding (0.635), Applying (0.416), and Analyzing (0.444). These findings conclude that the Visual Mind Map Worksheet is a feasible and effective instructional tool. By leveraging visual organization, the worksheet acts as a cognitive scaffold that helps students reconstruct complex biological information into a coherent understanding. Keywords: visual mind map-based worksheets, discovery learning, science concept understanding, digestive system.
Bridging Reflection and Critical Thinking: A Problem-Based Learning Approach to Digital Social Issues in Sociology Education Rintia Rintia; Siti Nurbayani; Wilodati Wilodati; Mohamad Fauzi Sukimi
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.pp554-576

Abstract

This study aims to analyze how integrating the Problem-Based Learning (PBL) model with stages of sociological thinking enhances students' ability to respond to real-world social issues in the digital era. The study used a mixed-method approach with a sequential explanatory design. The quantitative stage involved 89 grade XII social studies students at one of the State High Schools in Bandung who participated in PBL-based Sociology learning. Data were collected through an essay test that measured four indicators of sociological thinking: common issue, reflective thinking, creative thinking, and critical thinking. The analysis was carried out descriptively and correlatively. The qualitative stage is conducted through interviews to deepen and explain the quantitative findings. The results of the study showed variation in achievement between indicators and between classes. Reflective and critical thinking indicators show a higher tendency to achieve, while common issues exhibit greater variation in distribution. Correlation analysis showed positive relationships, with moderate-to-strong correlations among all indicators, particularly between reflective thinking and critical thinking. Qualitative data indicate that the reflective and creative stages serve as a cognitive bridge to critical thinking when responding to digital social issues. Sociological thinking develops into a structured, integrated process. The integration of PBL with the sociological thinking stage supports the formation of reflective, creative, and critical student responses to actual social issues in the digital era. These findings confirm the importance of systematic learning design in building students' social awareness and digital responsibility. Keywords: building students' abilities, actual social issues, digital era, sociological thinking
Culturally Responsive Game-Based Learning: Integrating PjBL to Enhance Students' Understanding of Linear Equations Sasna Pratiwi; Moh. Mahfud Effendi; Siti Khoiruli Ummah; Zulkifley Mohamed
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.pp473-496

Abstract

This study aims to develop and evaluate PjBL-based educational games that integrate mathematics learning with local culture in senior high schools, specifically a game called "Uno Math Culture". This research is motivated by observations that high school students' understanding of learning is limited by conventional methods and the lack of interactive media, so it is necessary to develop PjBL-based educational games that integrate local cultural contexts to create more meaningful, contextual, and engaging mathematics learning. This study employed a Research and Development (R&D) approach based on the ADDIE model. The subjects consisted of 31 tenth-grade students. The data collection techniques used were questionnaires and tests: questionnaires were used to assess validity and practicality. In contrast, tests were used to assess the effectiveness of using educational games. The validation results from three academics and one practitioner indicated an 86.40% level, categorized as "highly valid". The results of the student response questionnaire showed a practicality of 85.32%, categorized as "very practical". In terms of effectiveness, the product significantly improved students’ learning outcomes (t(30) = -6.568, p < 0.05) with a large effect size. Overall, the development of a PjBL-based educational game, entitled “Uno Math Culture,” that integrates mathematics and local culture for 10th-grade students at SMA 1 Ponggok has proven to be valid, practical, and effective in integrating mathematics learning with the local cultural context. Keywords: educational games, local culture, mathematics learning,  PjBL.
Connected yet Isolated: Digital Social Disruption and Its Impact on Learning and Interaction in Rural Elementary Education Lia Fherdiana; Sriyanto Sriyanto; Subuh Anggoro; Anang Widhi Nirwansyah; Văn Kim Hoàng Hà
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.pp577-595

Abstract

Recent technology and gadget use have profoundly affected children and how they communicate and learn, including those living in remote areas. The goal of this study is to understand the emerging social phenomenon of digital social disruption and its ramifications for social communication and academic engagement, with a focus on elementary school children in rural areas and on intensive technology use. The study's rural context is digital social disruption and its impact on children's social engagement and learning. The study employs a qualitative approach and a case study design. Data were obtained through community and classroom observations, semi-structured interviews with parents, students, and teachers, and relevant documents collected from school and home. When relating the discovered themes to the three forms of digital social disruption, it was identified that the first digital social disruption involves the transition from a participatory social engagement to a digital individualised participation where social empathetic engagement and social/interpersonal skills are noticeably diminished; the second involves a prevalent digital distraction and poor collective learning culture that causes a focus deficiency on academic achievement tasks; and lastly, the school and family collaboration in fostering children's digital capacities has been poor resulting in inadequate digital supervision. Rural youth social ecosystems are being impacted by digital individualization through the dismantling of established social collectives. The study recommends that more responsive digital literacy programs and school-family collaboration on the responsible use of technology, and revitalizing children’s social engagement are important. Keywords: social disruption, digital era, social interaction, learning concentration
Fostering Critical Thinking in Vocational Accounting Education: A Quasi-Experimental Study of Guided Inquiry Learning Nunuk Indarti; Rosmiza Bidin; Churin In; Nurus Sobakh
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.pp497-511

Abstract

This study aims to investigate the influence of a guided inquiry learning model on students’ critical thinking skills in accounting at a vocational high school. This study adopted a quantitative approach using a quasi-experimental pretest–posttest control-group design. The participants consisted of Grade X accounting students at SMKN Grati Pasuruan, Indonesia, that is divided into an experimental and a control group. The experimental group received instruction through guided inquiry learning, while the control group received conventional teaching and learning activities. The data were gathered using a structured written test consisting of case-based essays and short analytical response items designed to assess selected indicators of critical thinking in accounting contexts. Furthermore, the data were analyzed for normality and homogeneity, followed by an ANCOVA test. The results indicate a significant difference in critical thinking between the two groups. Students in the experimental group achieved higher post-test scores (M = 81.74) than those in the control group (M = 77.09). The ANCOVA analysis remarked that the learning model had a significant effect on students’ critical thinking skills after controlling for pre-test scores (F = 7.28; p = 0.009). In addition, the pre-test covariate influenced post-test outcomes (F = 5.67; p = 0.020). The findings indicate that students who participated in inquiry-oriented instruction showed greater engagement in several activities than those in conventional learning. The study finds that guided inquiry learning is closely associated with students' critical thinking ability in accounting compared to conventional instruction. Students who participated in guided inquiry had improved post-test outcomes, indicating better performance on the assessed analytical and reasoning-based test components. This remark suggests that inquiry-oriented training fosters analytical reasoning and evidence-based problem-solving. Keywords: critical thinking, guided inquiry learning, vocational high school, accounting students.
Perceived Usefulness and Learning Motivation: Evaluating Low-Barrier Augmented Reality in Foreign Language Acquisition Destina Kasriyati; Refika Andriani; Syahdan Syahdan
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.pp596-609

Abstract

This study aims to analyze students' perceptions and motivations in acquiring English language skills through the integration of “low-barrier” Augmented Reality (AR) technologies, such as Google Lens and QR codes. The urgency of this research lies in providing empirical data on the effectiveness of accessible technology as a learning bridge for students in developing countries facing educational paradigm shifts in the digital age. A quantitative approach with a survey design was employed, involving 58 fourth-semester students from the English Education Study Program at Universitas Lancang Kuning. Data were collected using a closed-ended questionnaire adapted from the ARCS (Attention, Relevance, Confidence, Satisfaction) model, which had undergone rigorous validity and reliability testing. The findings revealed that students' perceptions fell within the moderate category, with an average score of 2.98. Pearson Product-Moment correlation analysis showed a very strong and significant positive linear relationship (r = 0.886; p < 0.001) between students' perceptions and their learning motivation. The coefficient of determination (R^2 = 0.784) indicated that approximately 78.4% of the variance in learning motivation can be explained by the student perception variable. The "Attention" indicator recorded the highest level of engagement, confirming AR’s role as an effective tool for stimulating interest in language-learning environments. Despite moderate technical challenges regarding ease of use, students' perceived pedagogical value remained high, establishing a solid foundation for technology acceptance in higher education. This study concludes that AR integration has a transformative psychological impact by converting static content into interactive learning experiences. emphasize the importance of enhancing digital literacy and user-friendly application design to ensure the sustainability of technological innovation in formal education. Keywords: augmented reality, EFL learning, language skills, student motivation, student perception.
Empowering the Future Workforce: How Self-Concept and Career Attitudes Shape Readiness Among Undergraduate Interns Alifiana, Mia Ajeng; Nastiti, Tur; Wibowo, Nadia Utami; Sokhibi, Akh.; Lusianti, Dina; Prihandono, Agung
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.pp512-530

Abstract

This study examines the relationship between self-concept (self-management and self-esteem) and career readiness among students participating. It examines the mediating role of career attitudes in this relationship by testing five hypothesized pathways. The internship experience is positioned as a structured learning context that supports the development of self-regulation and positive self-evaluation. A quantitative, cross-sectional survey design was used to examine the role of self-concept in career readiness. Data were collected by online questionnaire from 8,877 undergraduate students who participated in the now-concluded national internship program “Certified Internship and Independent Study (MSIB) in its fifth cohort (2023). Data analysis was conducted using multiple regression and path analysis in SmartPLS 4.0 to test relationships and mediation effects. The results showed that both components of self-concept, self-management (β = 0.427, p < 0.001) and self-esteem (β = 0.265, p < 0.001) had significant, positive effects on career readiness. In addition, self-management (β = 0.536, p < 0.001) and self-esteem (β = 0.333, p < 0.001) were positively associated with career attitudes, which, in turn, were significantly associated with career readiness (β = 0.380, p < 0.001). Mediation analysis confirmed that career attitudes partially mediate the relationship between self-management, self-esteem, and career readiness. The research model explained 74.0% of the variance in career readiness (R2 = 0.740), indicating that the constructs studied are substantial predictors of students' work readiness. According to the study’s findings, to make students career-ready, it is necessary to adopt a two-fold approach. First, enhancing self-esteem through positive internship experiences and constructive criticism. Second, providing students with structured internship programs to help them develop self-regulatory skills. To maximize graduates' readiness to enter the workforce, higher education institutions are advised to design career development programs that simultaneously enhance self-management skills, foster adaptive professional attitudes, and promote healthy self-esteem by integrating these programs into the core curriculum, permanent career services, and a standardized internship reflection system. Keywords: career readiness; internship; self-concept; career attitudes; undergraduate students.

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