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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 783 Documents
 74   75   76   77   78 
Learning Engagement as the Primary Catalyst for Transforming Social Support into Rural Teaching Commitment Among Prospective Teachers Muhammad Fahmi Johan Syah; Miftakhul Huda; Arief Cahyo Utomo; Gallant Karunia Assidik; Mahaliza Mansor; Hanifah Tria Intan Jelita; Alifa Salsabila; Salma Rahmadhani Puspita Sari
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.pp773-792

Abstract

This study aims to analyze the prediction of social support role on rural teaching commitment (RTC), with learning engagement as a mediator. The study involved 350 prospective teachers at the undergraduate and professional teacher education (PPG) levels in Indonesia. Data were analyzed using the Partial Least Squares-Structural Equation Modeling (PLS-SEM) approach. The results showed that the majority of respondents had moderate levels of social support, learning engagement, and RTC. Specific findings indicate that emotional support is the most fundamental social support item in forming engagement. The PLS-SEM analysis confirmed the prediction that learning engagement functions as a strong partial mediator. Although social support contributes directly to teaching commitment in remote areas, its influence becomes even more significant when mediated by learning engagement, namely vigor, dedication, and absorption. However, the current RTC component remains dominated by the normative aspect (obligation), indicating a risk of low teacher retention. This study concludes that teacher placement policies cannot rely solely on administrative and normative approaches; they must integrate strengthening the basic capital within prospective teachers with a conducive school and community environment to create a sustainable commitment in rural areas of Indonesia. Furthermore, this study highlights the need for curriculum reform in both undergraduate teacher education and professional teacher education programs. These curricula should be deliberately designed to internalize key dimensions such as social support, learning engagement, and long-term teaching commitment. This can be achieved by integrating structured learning experiences, including community-based teaching practices, reflective activities, mentoring systems, and immersion programs in rural contexts. Such initiatives are expected to not only enhance prospective teachers’ adaptive capacities but also strengthen their emotional attachment, sense of purpose, and resilience in undertaking teaching assignments in underserved areas. Keywords: learning engagement, social support, rural teaching commitment, pre-service teacher, PLS-SEM.
Two-Year Institutional Adoption of the EnglishScore App and Its Effects on EFL Proficiency and Engagement Rizky Eka Prasetya; Adnan Mayof; Achmad Syarif
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.pp809-834

Abstract

This study investigates the relationship between the two-year institutional adoption of the EnglishScore mobile assessment application and changes in proficiency and engagement among English as a Foreign Language (EFL) learners at Universitas Budi Luhur. It also explores learners' and instructors' perceptions of the app's integration into the EFL curriculum. A mixed-methods research design was employed. Quantitative data were collected from 120 EFL students through EnglishScore pre- and post-test results and a learner engagement questionnaire. Qualitative data were gathered through semi-structured interviews with 10 students and five instructors, as well as two focus group discussions. Quantitative data were analyzed using paired-samples t-tests and Pearson correlation analysis, while qualitative data were examined through thematic analysis. The results indicated statistically significant differences between pre-test and post-test proficiency scores in grammar, vocabulary, reading, and listening. Engagement levels were generally high, and a moderate-to-strong positive correlation (r = 0.580, p < .001) was found between engagement scores and proficiency gains. Qualitative findings suggested that learners perceived increased motivation, autonomy, and enjoyment when using the app. Instructors reported that the app was useful for diagnostic purposes, although limitations such as the absence of speaking and writing components and occasional technical issues were noted. The findings demonstrate a positive association between sustained use of the EnglishScore app, learner engagement, and observed proficiency gains over the two years. While the results suggest that the app may support language development, further research incorporating control groups or experimental designs is needed to establish causal relationships. Keywords: mobile-assisted language learning, englishscore App, EFL proficiency, learner engagement, institutional integration.
Can Writing Anxiety Change Over Time? Evidence from a Mixed-Method Study Dzurriyyatun Ni&#039;mah; Kurniasih Kurniasih; Ika Hidayanti; Fazyudi Ahmad Nadzri
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.pp793-808

Abstract

Researching the role of psychology in language learning is interesting because of its significant impact, particularly on emotion, which is believed to be at the heart of language learning. Some theories of language learning acquisition believe that anxiety is a situation-specific psychological aspect that may remain stable in any learning situation.   This study delves into the difference in writing anxiety over time (within 2022-2025). A total of 33 EFL students have fully participated in this study since 2022 (at the beginning of their study) until their final year (2025). Adopting a mixed-methods design, the quantitative data were obtained from the SLWAI Questionnaire developed by Cheng (2004), and the qualitative data were collected through interviews with selected students whose anxiety remained stable, increased, or decreased over the course of their study. The interviews were conducted face-to-face, guided by interview guidelines that could be further developed based on participants' responses. The findings revealed significant differences in writing anxiety from 2022 to 2025. However, the level remains stable over time, which means that students have a high level of anxiety with different mean scores. The mean score was 74.36 (high) in 2022, 71.82 (high) in 2023, and 69.03 (high) in 2025. The students have explained various factors causing changes in anxiety over time, including a shift in focus from speaking to writing, international academic endeavors, adequate background knowledge of writing topics, and factors related to teachers and peers. This study encourages writing teachers to implement anxiety-reducing strategies to alleviate students’ writing anxiety. Suggestions for further research are also provided. Keywords: writing anxiety, EFL students, longitudinal study, qualitative.
Exploring Polya's Problem-Solving Stages, Cognitive Components, and Role Change Dynamics in Mathematical Problem-Solving Discussions Abdul Haris; Muslim Muslim; Mutmainah Mutmainah; Adi Apriadi Adiansha
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.pp910-930

Abstract

This study aims to examine the effectiveness of integrating Polya's problem-solving stages with commognitive discourse practices in collaborative learning, and to describe the associations among Polya's stages, commognitive components, and the dynamics of role change in mathematical problem-solving discussions, as well as their contributions to the development of mathematical thinking quality. A quantitative approach with a quasi-experimental Non-Equivalent Control Group Design was employed. Participants were pre-service teacher students at STKIP Taman Siswa Bima, assigned to an experimental class (n = 30) and a control class (n = 30). Data were collected using a mathematics problem-solving test based on Polya's four stages and structured observation instruments that measured cognitive components and changes in discussion roles. Data analysis included Rasch-model-based instrument quality testing, normality and homogeneity prerequisite tests, a paired-samples t-test for each class separately to assess within-group pre-post differences (df = 29 per class), an independent-samples t-test on N-Gain scores to compare treatment effectiveness between classes (df = 58), and an N-Gain analysis to assess treatment effectiveness. Instruments demonstrated strong validity (PTMEA Corr. = 0.40–0.65) and high reliability (person reliability = 0.87–0.88). The experimental class showed significantly greater improvement in mathematical problem-solving ability than the control class (posttest means: 49.5 vs. 43.7). The paired t-test confirmed a significant pre–post improvement in the experimental class [t(29) = 2.435, p = 0.021] but not in the control class [t(29) = 1.295, p = 0.206]. Observational data indicated that activation of commognitive components:  consistent use of mathematical terms, visual mediators, and justification narratives, and the emergence of dynamic role changes during discussion were associated with improvements in problem-solving quality. Mathematical problem solving develops more effectively when Polya's heuristic stages are integrated with cognitive-discursive practices that foster epistemic role changes in collaborative discussions. This integration offers an innovative framework for designing meaningful, discussion-based mathematics learning. Keywords: mathematical problem solving, Polya’s stages, commognitive, collaborative discussion, role change.
Development and Effectiveness of Interactive Wordwall Digital Media for Early Childhood Literacy Taopik Rahman; Sadick Akida Mwariko; Nisna Nursarofah; Anggi Maulana Rizqi; Thiana Nurussakinah
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.pp1015-1032

Abstract

This study aimed to develop interactive Wordwall-based digital media for children aged 4-5 years and evaluate its feasibility, practicality, and effectiveness in improving early literacy skills, particularly letter recognition and phonemic awareness. This R&D study applied the ADDIE model (Analysis, Design, Development, Implementation, Evaluation) and was conducted at TK Cerdik and TK Sejahtera 4 in West Java, Indonesia. Participants included teachers and children aged 4-5 years. Feasibility was assessed through expert validation (material, media, and pedagogical experts). Practicality was tested in a small-group trial (n=10), and effectiveness was measured through pre- and post-test literacy assessments in a large-group trial (n=30), with results analyzed using the normalized gain (N-gain) formula. Needs analysis showed that 90% of children were at the “beginning to develop” literacy stage, reflected in a pre-test average of 4.4 (low). Expert validation scores were 80% for material (feasible), 80% for media (feasible), and 100% for pedagogy (very feasible), placing the overall product in the very feasible category. The pedagogical score was based on a structured six-component rubric covering curriculum alignment, developmental appropriateness, play-based learning principles, and teacher usability. The small-group trial yielded a practicality rating of 100% (very feasible). In the large-group trial, the post-test average increased to 10.4, yielding an N-gain of 0.8 (high effectiveness). The most notable improvements were in letter recognition and letter-sound matching. Wordwall-based interactive digital media is feasible, practical, and highly effective in enhancing early childhood literacy among children aged 4-5 years. The media offers an evidence-based, culturally responsive alternative to conventional instructional tools and can be integrated into daily early childhood education practice. Keywords: early childhood literacy, interactive media, wordwall, digital learning, media development.
Exploring Publication Trends, Geographic Contributions, and Research Collaborations in Virtual Labs for Physics Learning: A Systematic Literature Review Hamdani Hamdani; Reni Marlina; Chokchai Yuenyong
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.pp931-955

Abstract

This study aims to review and synthesize research trends on the application of virtual laboratories in physics education published between 2015 and 2025. It focuses on identifying dominant themes, research directions, and emerging opportunities in integrating digital technologies into physics learning. A systematic literature review approach was employed by selecting articles from Scopus-indexed journals and conference proceedings. Relevant studies were identified using keywords related to virtual laboratories, physics education, and digital learning. The selected articles were analyzed using bibliometric and thematic analysis to map publication trends, author contributions, and keyword co-occurrence patterns. The results indicate a significant increase in publications on virtual laboratories, particularly during and after the COVID-19 pandemic. Authors from Indonesia emerged as the most prolific contributors in this field. The dominant themes in virtual laboratory research were closely associated with distance learning and digital technology, reflecting the growing reliance on online and hybrid learning environments. Additionally, virtual lab studies were frequently linked to broader educational themes, including e-learning, curriculum development, and STEM education. Despite these developments, the integration of advanced technologies, such as artificial intelligence, remains limited and represents a strong area of potential for future exploration. Virtual laboratories have become an essential component of physics education, supporting flexible and interactive learning environments. However, current research remains largely focused on basic digital integration rather than on intelligent or adaptive systems. Future studies are recommended to explore the incorporation of artificial intelligence and more advanced pedagogical frameworks to enhance the effectiveness and personalization of virtual lab experiences. Keywords: virtual lab, systematic literature review.
A Character Education Learning Model Grounded in Sundanese Cultural Philosophy: An Analysis of Dedi Mulyadi’s Public Leadership Yatun Romdonah Awaliah; Sutrisna Wibawa; Rony Kurniawan Pratama
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.pp1033-1054

Abstract

Character education in Indonesia, despite its codification in the Penguatan Pendidikan Karakter framework and the Profil Pelajar Pancasila project, continues to rely on normative content that remains distant from students’ cultural and digital lives, even as digital communication has become a primary site where values are displayed, contested, and absorbed. This study develops a five-stage conceptual framework for character education grounded in Sundanese cultural philosophy, reading the public communication of West Java Governor Dedi Mulyadi as a contemporary site of cultural pedagogy. Dedi Mulyadi is chosen as the focal figure not because his political program is endorsed, but because the tension between authentic cultural performance and strategic image-making that his account exemplifies is precisely where students’ ethical formation in the digital age is most actively tested. a qualitative design combining Fairclough’s three-dimensional Critical Discourse Analysis with multimodal reading was applied to a purposive corpus of eighteen Instagram posts from the @dedimulyadi71 account, selected from a shortlist of forty-two posts through pre-specified inclusion criteria and supplemented by verified news reports. Inter-coder agreement was assessed at the level of value-cluster assignment, with an initial Krippendorff’s alpha of 0.74, which reached full consensus after structured deliberation. the analysis identifies five recurrent value clusters, namely handap asor, someah hade ka semah, silih asah, silih asih, and silih asuh, which surface through egalitarian dialogue, the Sundanese loma register, affective gestures, and embodied performances that function as symbolic capital. These clusters are operationalized into a cyclical conceptual framework with five stages: exploration, identification, reflection, internalization, and contextual application, with a deliberate critical-reflection stage that guards the framework against uncritical admiration of populist style. Conclusion: Sundanese cultural philosophy can be transformed into a contextual, humanistic, and critically aware framework for character education when digital leadership content is treated as pedagogical material for analysis rather than admiration. Keywords: character education, Sundanese cultural philosophy, critical discourse analysis, ethnopedagogy, digital leadership.
Synergizing the GASING Method and Quantum Learning: An Effort to Optimize Elementary School Students' Mathematical Problem-Solving Abilities Rabudin Rabudin; Yeni Yuniarti; Dede Trie Kurniawan; Marcia Ann Surya
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.pp835-859

Abstract

The mathematical problem-solving abilities of elementary school students are still relatively low; this is caused by the high cognitive load they have to face when learning new complex materials and the lack of mental readiness to learn. This study aims to evaluate the effectiveness of the synergy between the GASING (Easy, Fun, Enjoyable) method and the Quantum Learning approach in improving elementary school students' mathematical problem-solving abilities. This study used a quantitative, quasi-experimental design (non-equivalent control group design) involving 140 3rd-grade elementary school participants in Singkawang City, with six schools selected through purposive sampling. The research instrument was a validated test item on mathematical problem-solving abilities. Data were obtained through pretest and posttest assessments, then analyzed quantitatively using Paired Sample T-Test and Quade's Rank Analysis of Covariance (ANCOVA) to address non-normally distributed residual data. The results of the study indicate that the experimental group experienced a significant increase in average scores, from 29.14 to 77.21 (p < 0.001). The results of the Quade's Rank ANCOVA test showed a significant difference between the two groups (F = 73.067, p < 0.001), with an effect size of 38.3% (R2 = 0.383) in the large category. Analysis of the learning trajectory using a scatter plot showed that all students experienced a steady increase in their skills, with no extreme outliers. This study concludes that the synergy of the GASING method and the Quantum Learning approach can reduce students' cognitive load through systematic deconstruction of material while creating a learning environment that supports their mental readiness. This framework provides an effective teaching method for educational practitioners to address mastery of classical mathematics competencies. Keywords: GASING method, quantum learning, problem-solving abilities, mathematical competence, elementary school.
The Dynamics of Teacher and Student Well-Being and Their Influence on Mathematics Well-Being: A Systematic Literature Review Erlin Yuliana; Idat Muqodas; Juntika Nurihsan; Mubiar Agustin; Jelita Anastasia Simbolon; Gerawati Krismonika
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.pp956-973

Abstract

Teacher and student well-being is increasingly regarded as an integral part of healthy and effective mathematics education. Although the concept of well-being in education has developed rapidly, the dynamic and mutually influential relationship between teacher and student well-being, and their synergistic effects on well-being in mathematics learning, remain relatively new areas of research.  This study aims to present a structured synthesis of the latest empirical evidence (2021–2025) regarding the dynamics of the reciprocal relationship between teacher and student well-being, and its contribution to the mathematics learning climate (Mathematics Well-Being). A systematic search was conducted across three databases ScienceDirect, ERIC, and Springer in accordance with the PRISMA 2020 protocol. The search string utilized Boolean operators with the following keywords: (“teacher well-being” OR “teaching well-being”) AND (“student well-being” OR “student wellbeing”) AND (“mathematics education” OR “math well-being” OR “mathematical well-being”). Following a stepwise screening process, 16 empirical articles met the inclusion criteria and were analyzed using thematic synthesis. The synthesis identified three main pathways of reciprocal relationships: emotional, social, and cognitive. Teacher well-being plays an active role in enhancing students’ emotional engagement, motivation, and positive attitudes towards mathematics. Conversely, student well-being enhances job satisfaction, teaching effectiveness, and professional fulfillment among teachers, forming a reciprocal and mutually reinforcing cycle between teacher and student well-being. This two-way relationship forms the foundation of integral mathematical well-being, namely a cohesive state of emotional, intellectual, and relational balance in mathematics learning. This review emphasizes the importance of an inclusive approach that integrates student and teacher well-being as interdependent variables in sustainable mathematics education. This approach not only supports academic success but also the resilience, motivation, and emotional well-being of both students and teachers. Keywords: mathematics well-being, student, teacher, well-being, systematic literature review.
Pioneer Teachers’ Professional Identity Construction: Self-Efficacy and The Praxis Shock of Teachers’ Experiences Siti Nur&#039;Aini; Listyaning Sumardiyani; Panithi Amatayakul; Laily Nur Affini; Nuning Zaidah
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.pp860-884

Abstract

This study examines the formation of professional identity among teachers who participated in the Pioneer Teacher Program (PT Program) through the lens of self-efficacy and their responses to changes in their environment and mindset. This research used a mixed-methods approach, combining quantitative and qualitative data to provide a comprehensive understanding of their experiences. A total of 89 participants from various regencies were involved, representing a diverse range of backgrounds and teaching contexts. Quantitative data were analyzed using ANOVA to measure the self-efficacy of teachers across the group of pioneer teachers, candidates of pioneer teachers, and instructors of pioneer teachers. The qualitative and other supporting data from interviews, open-ended responses, and the researchers’ notes were analyzed thematically using MAXQDA to gain deeper insights into the teachers’ construction of professional identity. The ANOVA analysis indicates no statistically significant differences across the measured competencies among the groups. The results were informed by evidence that all participants have equally strong backgrounds prior to joining the training program. While pioneer teachers demonstrate moderate to high levels of self-efficacy and digital skills, the formation of their professional identity is shaped more profoundly by mentorship experiences and community engagement. The way teachers changed their mindset in the classroom practice after joining the program, and they started to decompartmentalize their teaching. They transitioned from traditional, content-focused teaching to lead a more student-centered classroom and to adopt approaches that strengthen students’ character. Despite differences in regional contexts, a common theme emerged: participants began to see themselves not just as educators, but as change agents and instructional leaders. The study highlights the importance of systemic support and ongoing professional development in fostering sustainable identity transformation among teacher leaders. Keywords: pioneer teachers, pioneer teachers’ program, professional identity, self-efficacy.

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