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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 
Effect of Work-Integrated Learning and Instructor Skills on Vocational Graduates' Work Readiness: The Mediating Role of Self-Efficacy Yati Yati; Fitra Jaya; Agussalim Agussalim; Andi Tenri Ampa; Andi Annisa Sulolipu
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.pp531-553

Abstract

Graduate work readiness has become a crucial issue given the high unemployment rate among Vocational High School (SMK) graduates, thus requiring a deep understanding of the factors that influence it. This study aims to analyze the effect of work-integrated learning and instructor skills on the work readiness of SMK graduates in West Java Province, with self-efficacy as a mediating variable. The main objective of this research is to explain the role of self-efficacy as a mediator between work-integrated learning experiences and instructor quality on work readiness. The study employed a quantitative, cross-sectional survey design. The sample consisted of 292 public Vocational High School graduates in West Java selected through a multistage cluster random sampling technique to ensure geographical representativeness and diversity of vocational programs. Data were collected using validated, structured questionnaires with Likert-scale responses that measured four main constructs: work-integrated learning, instructor skills, self-efficacy, and work readiness. Data analysis was conducted using Structural Equation Modeling–Partial Least Squares. Work-integrated learning and instructor skills have positive and significant effects on the self-efficacy of Vocational High School graduates. Self-efficacy proves to have a positive and strong influence on work readiness, indicating that self-confidence (self-efficacy) is an important predictor of work readiness. Although work-integrated learning and instructor skills also have direct effects on work readiness, these effects are relatively small compared with the indirect effects mediated by self-efficacy. Self-efficacy is a key factor in reducing the unemployment rate among Vocational High School graduates. The practical implications highlight the importance of graduates' self-confidence, work-integrated learning, and the strengthening of instructors' pedagogical and professional competencies as solutions for improving the work readiness of Vocational High School graduates. Keywords: integrated learning, instructors skill, work readiness, self-confidence.
Restructuring Conceptual Understanding: The Efficacy of Representation-Based Remedial Learning on Algebraic Misconceptions Dinda Aulia; Usman Agani; Cut Morina Zubainur; Arhamni Hamid
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.pp454-472

Abstract

Misconceptions remain a major problem in mathematics learning at the junior high school level, particularly in algebraic expressions, which require conceptual understanding and the ability to translate various mathematical representations. This study aims to assess improvements in students' conceptual understanding and analyze changes in the types of misconceptions following the implementation of mathematical representation-based remedial learning. This study used a mixed methods approach with an explanatory sequential design. The subjects comprised 33 eighth-grade students at a public junior high school in Banda Aceh City, Indonesia, selected using purposive sampling. Quantitative data were collected using a three-tier diagnostic test before and after the intervention. In contrast, qualitative data were obtained through semi-structured interviews to deepen and contextualize the quantitative findings. Quantitative analysis was conducted using nonparametric statistics, while qualitative data were analyzed through the stages of data reduction, data presentation, and systematic conclusion drawing. The results of the analysis showed a statistically significant increase in students' conceptual understanding, with normalized gain values in the moderate category. Qualitative findings showed a decrease in misconceptions regarding interpreting algebraic symbols and translating problem language into mathematical models, as well as a shift in the structure of students' understanding when interpreting relationships among representations. However, misconceptions stemming from weaknesses in prerequisite concepts, particularly integer operations, tended to persist after the intervention. Furthermore, the increase in correct answers accompanied by low confidence levels suggests that some students' understanding remains traditional and not yet fully stable. Overall, the results of this study indicate that remedial learning based on mathematical representations is associated with improved conceptual understanding and shifts in certain patterns of misconceptions, and provide practical implications for developing learning strategies that are more adaptive to students' conceptual characteristics. Keywords: algebraic expressions, conceptual understanding, misconceptions, remedial teaching, mathematical representation.
Predicting Metacognitive Engagement in EFL Writing: The Role of Technology Acceptance and Self-regulated Learning Eka Fajar Rahmani; Yoanna Afrimonika; Mellisa Jupitasari; Zhu Caiping
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.pp658-674

Abstract

This study aims to provide insight and a deeper understanding of how technology acceptance contributes to the development of metacognitive engagement in EFL students by integrating the self-regulatory learning process. This study employed a correlational survey design. The data were collected using a questionnaire based on the Technology Acceptance Model (TAM) and Self-Regulated Learning (SRL), both of which are previously validated. Data analysis was performed using descriptive statistics and Partial Least Squares-Structural Equation Modeling (PLS-SEM). In this model, metacognitive engagement was represented as a second-order construct comprising the SRL dimensions. Model evaluation included testing the measurement model (construct validity and reliability) and the structural model to examine the influence of perceived usefulness and ease of use on metacognitive engagement in AI-assisted writing. The findings revealed that the proposed structural model demonstrated substantial predictive power, with Perceived Usefulness and Perceived Ease of Use jointly explaining 64.7% of the variance in EFL students’ metacognitive engagement in AI-assisted writing (R² = 0.647). Perceived Usefulness (β = 0.498, t = 9.132, p < .001) and Perceived Ease of Use (β = 0.386, t = 6.421, p < .001) had significant positive effects on metacognitive engagement. These results confirmed the H1 and H2 hypotheses proposed in this study, indicating that technology acceptance is significantly associated with self-regulated learning processes underlying metacognitive engagement, thereby providing empirical support for H3. The findings demonstrate that technology acceptance significantly enhances metacognitive engagement in AI-assisted EFL writing. This suggests that AI tools play a meaningful role in fostering reflective, self-regulated writing practices among EFL learners. Keywords: AI-assisted writing, technology acceptance, self-regulated learning, metacognitive engagement, PLS-SEM.
Revisiting TAM Under Institutional Diversity: Student Acceptance of AI-Based Learning Across Two Southeast Asian Contexts Linda Indiyarti Putri; Sheerad Sahid; Andy Prasetyo Wati; Ali Murfi
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.pp675-692

Abstract

This study aimed to evaluate the measurement and structural models of the Technology Acceptance Model in the context of AI-based learning and to examine whether the hypothesized relationships vary across two university settings with different institutional characteristics. A quantitative survey design was employed involving students from two universities, namely Universiti Kebangsaan Malaysia (UKM) and Universitas Wahid Hasyim (Unwahas). Data were collected through a structured questionnaire covering the core constructs of the Technology Acceptance Model, including perceived ease of use, perceived usefulness, attitude toward use, behavioral intention to use, and actual system use. The data were analyzed using structural equation modeling and multi-group analysis. The analysis was conducted in two stages: first, the evaluation of the measurement model for reliability and validity; then, the assessment of structural relationships and cross-group variation. The measurement model demonstrated acceptable reliability and validity, indicating that the instrument was adequate for subsequent structural testing. In the overall structural model, all five hypothesized relationships were statistically significant, supporting the core sequence proposed by the Technology Acceptance Model. Perceived ease of use positively influenced perceived usefulness and attitude toward use; perceived usefulness positively influenced attitude toward use; attitude toward use positively influenced behavioral intention to use; and behavioral intention to use positively influenced actual system use. Multi-group analysis further revealed that the relationship between perceived ease of use and perceived usefulness was stable across both institutional groups. However, the pathways related to attitude formation and the translation of behavioral intention into actual use showed greater contextual variation. The findings confirm that the Technology Acceptance Model remains a relevant framework for explaining students’ adoption of AI-based learning technologies. At the same time, the results indicate that the strength of several acceptance pathways is partly shaped by institutional context. Therefore, AI implementation in higher education should be approached with sensitivity to differences in learning environments and institutional conditions. Keywords: artificial intelligence in education, technology acceptance model, measurement invariance, multi-group SEM, higher education.
Bridging the Competence Gap: Pedagogical Adaptations of Elementary Teachers in Indonesian Inclusive Classrooms Herlina Febriyani; Suyatno Suyatno; Lukis Alam
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.pp693-708

Abstract

One of the key indicators of success in the inclusive education process is the response of teachers and its principles. This response is influenced by various factors, such as educational background, experience working with children with special needs, self-confidence in conducting educational activities, and the difficulty level of the children. Therefore, this study aimed to explore teachers' experiences in implementing inclusive practices and adapting pedagogical strategies when teaching children with special needs in elementary schools in a rural area of Indonesia, specifically in the Bengkalis Regency, Riau Province. This qualitative study employed a phenomenological approach, and data were collected through interviews with 10 elementary school teachers from different schools. Data were analyzed using thematic analysis to identify key themes emerging from teachers’ experiences. They had varying ages, educational backgrounds, and teaching experience. The results showed that teachers initially felt confused, tense, and worried about their ability to guide inclusive students. This condition was followed by pressure and diverse student attitudes, which increased stress, sadness, and a desire to give up. However, teachers felt challenged and realized that every child is special, unique, and entitled to receive appropriate educational services. Through reflective practice and collaboration with colleagues, teachers began to develop adaptive strategies, such as differentiated instruction, emotional regulation, and individualized learning support. This study emphasizes that inclusive education in rural areas requires not only emotional readiness but also systemic support for teachers in building confidence and competence to serve diverse learners. Keywords: children with special needs, experience of teachers, inclusive school, phenomenological.
Evaluating Outcome-Based Education: A Mixed-Methods Assessment of Project-Based Academic Writing in Indonesia Susetyo, Agus Milu; Wuryaningrum, Rusdhianti; Nurkamilah, Nurkamilah
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.pp610-636

Abstract

Outcome-Based Education (OBE) requires appropriate evaluation mechanisms to assess the achievement of Program Learning Outcomes (PLOs) through observable and measurable performance outcomes, ensuring compatibility with Indonesian language pedagogy at the university level. Scientific articles produced by students through project-based learning provide critical evidence of PLO attainment. This study examines students’ achievement of PLOs via scientific articles from the Indonesian Language course, identifies the strongest and weakest competency aspects, and explores implications for project-based Indonesian language learning. An evaluative design employing a mixed-methods approach was used. Quantitative data were collected through rubric-based performance assessments of students’ scientific articles, while qualitative data were obtained through content analysis of the articles, interviews with lecturers, and classroom observations. Descriptive statistics and thematic analysis were applied to analyze the data. The findings indicate an uneven pattern of PLO achievement. Students demonstrate strong performance in the structural aspects of scientific writing and clarity of academic communication (PLO 2), reflecting their ability to adhere to formal academic conventions. However, competencies involving higher-order thinking, particularly critical argumentation and the integration of theory with empirical data (PLO 3), show lower achievement levels. Qualitative data reveal that many student articles emphasize descriptive reporting of results rather than theory-based analysis. These results suggest that Project-Based Learning (PjBL) effectively supports technical writing skills but does not fully develop students’ critical academic reasoning and theoretical synthesis. Therefore, instructional practices should emphasize guided reflection, analytical discussion, and theory–data integration to enhance higher-order academic literacy within the OBE framework. Kata kunci: outcome-based education, program learning outcomes, performance-based assessment, project-based indonesian language learning, scientific articles.
Reconstructing Professional Identity: A Phenomenological Study of Teacher Certification and 21st-Century Learning Siti Rahma Sari; Hasan Hariri; Riswandi Riswandi; Atik Rusdiani; Suddin Lada
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.pp637-657

Abstract

This study evaluates the implementation of teacher certification policies from the perspectives of professionalism and 21st-century learning performance. Rather than evaluating policy effectiveness through measurable outcomes, this phenomenological study investigates how certified teachers perceive, interpret, and experience the certification policy in their daily professional lives, revealing its implications for teacher professionalism and 21st-century learning performance. Data were collected through in-depth interviews with seven certified teachers from diverse educational backgrounds. The data highlight three interconnected themes that reflect teachers’ lived experiences with certification. First, the reconstruction of professional identity examines how certification alters teachers’ self-perceptions, increasing their feelings of legitimacy, moral responsibility, and commitment to ongoing professional development. Second, the disparity between certification policy and pedagogical practice illustrates teachers’ perspectives of a disconnect between the administrative and compliance-oriented nature of certification procedure and the limited support for meaningful classroom innovation. Third, adaptive challenges in 21st-century learning transformation highlight teachers’ struggles to translate certification outcomes into student-centered, digitally integrated, and competency-based instruction, often stemming from insufficient post-certification mentoring and inconsistent digital preparation.  Findings indicate that while certification enhances teachers’ professional recognition and self-efficacy, it remains limited in fostering authentic pedagogical innovation. The study concludes that certification should be reconceptualized as a dynamic, continuous process that integrates mentoring, reflective practice, and digital pedagogy. This study specifically recommends integrating post-certification mentoring focused on reflective classroom practice, including formative assessments of 21st-century pedagogical competencies in certification frameworks, and establishing school-based professional learning communities to bridge the gap between policy expectations and teachers’ lived classroom realities. Keywords: teacher certification, teacher professionalism, 21st-century learning, phenomenology, professional development.
Civic Education for the Planet: Cross-National Trends of Ecological Citizenship and Strategies for Advancing SDGs Pratiwi, Elda Dwi; Anggareni, Leni; Tanshzil, Sri Wahyuni; Rahmat, Rahmat; Istifadah, Istifadah
Jurnal Pendidikan Progresif Vol 16, No 2 (2026): Jurnal Pendidikan Progresif
Publisher : FKIP Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/jpp.v16i2.pp709-726

Abstract

This study aims to map research trends on ecological citizenship and identify ecological-based citizenship education strategies in building citizens' ecological awareness. The environmental crisis and the global need for sustainable development emphasize the concept of citizenship not only as a legal status and as formal political participation, but also as a responsibility that binds humans to a democratic community and to a life-sustaining ecology. This study used a systematic literature review and bibliometric analysis method following the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) framework. Data were collected from the Scopus database from relevant articles published between 1998 and 2025. Based on inclusion and exclusion criteria, 155 articles were deemed eligible for analysis. Bibliometric analysis was conducted using VOSViewer to visualize bibliographic data. The research findings show that studies on Ecological Citizenship are mostly centered on studies on the environment, politics, and development policies. Few studies highlight environmental awareness education within citizenship education. This study identifies five important findings regarding ecological citizenship education strategies that can be developed, including through i) curriculum; ii) pedagogy; iii) school movement; iv) social action; and v) digital citizenship. This study concludes that the study of ecological citizenship throughout 1998-2005 experienced dynamic growth and a significant increase, coinciding with the growing attention to green values, sustainability issues, and citizens' ecological responsibilities. However, the pedagogical perspective in Civic Education is relatively marginal. This study provides a strong foundation for future Civic Education to develop a learning model that emphasizes the harmonization of citizens' rights and obligations not only towards the state and fellow citizens, but also towards the universe. So that Civic Education can prepare citizens who have ecological awareness and support sustainable development. Keywords: civic education, ecology awareness, ecological citizenship, environment education, SDGs.
Bridging Theory and Practice: The Effectiveness of the Hybrid Contextual-Project Based Learning Model in Islamic Economics Courses Kuswanto, Kuswanto; Belabes, Abderrazak; Liputo, Muhammad Arif
Jurnal Pendidikan Progresif Vol 16, No 2 (2026): Jurnal Pendidikan Progresif
Publisher : FKIP Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/jpp.v16i2.pp727-746

Abstract

Sharia Economics education faces significant challenges due to the diverse educational backgrounds of students, the majority of whom are not graduates of Islamic boarding schools (pesantren). This makes the technical terminology of muamalah a significant linguistic barrier. Furthermore, conventional approaches often produce only a superficial understanding (illusion of competence) without adequate depth of material. This study evaluates the implementation of a Hybrid Learning model that integrates Contextual Teaching and Learning (CTL) and Project-Based Learning (PjBL) to align theory with practical realities and improve student learning outcomes. Utilizing a quasi-experimental nonequivalent control group design, this study involved 65 students divided into one experimental class and two control classes. The experimental group engaged with the Hybrid Contextual-Project-Based Learning model, whereas the control group adhered to conventional teaching methods. Learning outcomes were measured using standardized tests and analyzed using One-Way ANOVA, followed by Tukey's HSD post hoc testing. The analysis revealed a statistically significant disparity in learning outcomes. The experimental class achieved a superior average score of 68.43, outperforming the control classes, which averaged between 55 and 57 by more than 10 points. Furthermore, the consistently low performance across both control groups highlights the limitations of traditional methods in fostering deep comprehension. The Hybrid Contextual-Project-Based Learning model demonstrates significant effectiveness in boosting academic competence. By shifting the focus from rote memorization to practical mastery, this model mitigates the "illusion of competence" often present in traditional learning. Consequently, this approach is recommended as an adaptive instructional strategy for cultivating highly capable graduates in Islamic economics. Keywords: hybrid learning, contextual approach, project-based learning, islamic economics education, competency gap.
Development of a Multidimensional Psychometric Scale for Assessing Artificial Intelligence Dependency in Higher Education Task Completion Putri, Wicha Amalia; Aunurrahman, Aunurrahman; Karolina, Venny; Halida, Halida; Afandi, Afandi; Tazijan, Farina
Jurnal Pendidikan Progresif Vol 16, No 2 (2026): Jurnal Pendidikan Progresif
Publisher : FKIP Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/jpp.v16i2.pp747-772

Abstract

Recent large-scale surveys indicate that the use of generative Artificial Intelligence (AI) in higher education has become nearly ubiquitous. A survey in the United Kingdom reported that 92% of university students use generative AI tools in their studies. In contrast, a national Indonesian survey involving 1,501 respondents found that 86.21% use AI to assist with academic tasks at least once a month. Preliminary institutional data further revealed that 68.6% of students reported using AI in nearly every assignment. Such high prevalence suggests that AI use has shifted from occasional assistance to habitual reliance, raising concerns about potential dependency and reduced independent cognitive engagement. Although existing instruments, such as the Cognitive AI Dependence and Interaction Scale (CAIDS), assess attitudes and general interaction patterns toward AI, they do not specifically measure functional and cognitive dependency in academic task completion. Therefore, this study aimed to develop and validate an AI task completion dependency scale for university students. A psychometric scale development design was employed involving 500 students from several universities in Indonesia who reported using AI to complete academic assignments. Data were analyzed using exploratory factor analysis (EFA), confirmatory factor analysis (CFA), Rasch modeling, and differential item functioning (DIF) analysis based on gender. The findings revealed a stable three-factor structure comprising functional dependency on AI, reflective attitude, and independent use, and regulation and critical evaluation of AI, yielding a final 10-item scale. The results indicated preliminary structural support for the three-factor model, acceptable reliability, strong item functioning based on Rasch analysis, and acceptable gender invariance. Overall, the developed instrument provides a valid and reliable measure of students’ dependency on AI in academic task completion and offers a practical tool for evaluating and managing responsible AI use in higher education contexts. Keywords: academic task completion , AI dependency , indonesian students , rasch model , scale development.

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