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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
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Learning Engagement as the Primary Catalyst for Transforming Social Support into Rural Teaching Commitment Among Prospective Teachers Syah, Muhammad Fahmi Johan; Huda, Miftakhul; Utomo, Arief Cahyo; Assidik, Gallant Karunia; Mansor, Mahaliza; Jelita, Hanifah Tria Intan; Salsabila, Alifa; Sari, Salma Rahmadhani Puspita
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 Prasetya, Rizky Eka; Mayof, Adnan; Syarif, Achmad
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 Ni'mah, Dzurriyyatun; Kurniasih, Kurniasih; Hidayanti, Ika; Nadzri, Fazyudi Ahmad
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.

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