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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 742 Documents
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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.

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