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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 763 Documents
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The Role of Virtual Reality in Enhancing the Quality of History Learning: A Systematic Literature Review Based on SDG 4 Acim Acim; Muhammad Junaldi Jufri
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.pp974-994

Abstract

This study aims to analyze prior research on the application of Virtual Reality in history education and its role in improving educational quality. Furthermore, the analysis linked Virtual Reality's role to the objectives of SDG 4 (Quality Education). A systematic literature review (SLR) was conducted to filter relevant articles using the PRISMA guidelines. After screening, 20 articles that met the inclusion criteria were selected and then analyzed descriptively. The findings indicate that the use of Virtual Reality generally contributed to improving the quality of history learning across the 20 reviewed articles. However, variations were observed in effectiveness and implementation, influenced by the types of VR employed, including the Anne Frank VR House, 360° videos, HMD-based VR, Oculus Quest 2, CloudPano, and VR-based games. The potential of Virtual Reality (VR) to support several targets under SDG 4, particularly SDG 4.1 on improving the effectiveness of learning, SDG 4.3 on access to technology-based higher education, SDG 4.4 on the development of 21st-century digital skills, SDG 4.5 on inclusive and equitable education, and SDG 4.c on improving the competence of educators. This study finds that virtual reality has the potential to enhance the quality of history learning by enabling exploration of visual spaces. However, there are challenges in its implementation that require teacher training and support from schools and the government, as well as adequate funding and infrastructure, to maximize the use of Virtual Reality in history learning. Future research is expected to expand the scope of the database, the types of technologies, and the SDG aspects analyzed, yielding a more comprehensive understanding of the role of immersive technologies in sustainable education. Keywords: virtual reality, history learning, SDGs4, systematic literature review.
Digital Ethnopedagogy in Sociology Learning: Effects on Students’ Local Cultural Awareness and Multicultural Competence Rizka Fadilla; Wilodati Wilodati; Siti Komariah
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.pp885-909

Abstract

This study aims to analyze the effect of digital ethnopedagogy on students' local cultural awareness and multicultural competence, and to examine the role of integrating local culture and digital technology in the development of these outcomes. This study uses a quasi-experimental pretest-posttest non-equivalent control group design. The study subjects consisted of 67 grade XI students, divided into an experimental group (n = 34) and a control group (n = 33). The experimental group followed a Project-Based Learning approach integrated with digital ethnopedagogy, while the control group followed Project-Based Learning (PjBL) without digital ethnopedagogy integration. Data were collected using instruments for local cultural awareness and multicultural competency. Data analysis was carried out using Multivariate Analysis of Covariance (MANCOVA), followed by Analysis of Covariance (ANCOVA), with pretest scores as a covariate. The results of the multivariate analysis showed that digital ethnopedagogy-based learning had a significant influence on students' local cultural awareness and multicultural competence (Wilks’ Λ = 0.724, F(2, 62) = 11.836, p < 0.001, partial η² = 0.28). Univariate analysis showed that treatment had a significant effect on local cultural awareness (F(1, 64) = 21.656, p < 0.001; η²p = 0.23) and multicultural (F(1, 64) = 14.342, p < 0.001, η²p = 0.19). Digital ethnopedagogy-based sociology learning has a positive effect on students' local cultural awareness and multicultural competence. The integration of local culture and digital technology within the framework of Project-Based Learning can serve as a contextual learning strategy to strengthen students' understanding of cultural identity and increase sensitivity to social diversity. Keywords: digital ethnopedagogy, sociology learning, local cultural awareness, multicultural competence.
Academic Degree as a Predictor of Student Interest in Green University-Based Learning Hesti Umiyati; Ronald Tehupuring
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.pp995-1014

Abstract

This study aims to examine the influence of academic degrees on students' interest in green university-based learning processes. This means that this study can provide empirical evidence regarding the role of academic qualifications in supporting sustainability-oriented education at the university level. This study employed a mixed-methods approach with a sequential explanatory design. The quantitative phase was conducted through a survey of 132 students administered via a Likert-scale questionnaire, and the data were analyzed using simple linear regression to test the research hypotheses. The qualitative phase was conducted through in-depth interviews with selected participants, which were analyzed thematically to strengthen, validate, and enrich the quantitative results, thereby strengthening decision-making. The results show that academic degree has a positive and significant effect on student interest (β = 0.766; p < 0.05), with a coefficient of determination (R²) of 0.598, indicating that 59.8% of the variation in student interest is explained by lecturer expertise. Furthermore, qualitative findings indicate that lecturers with higher academic degrees are perceived as more credible, systematic, and able to relate learning materials to sustainability issues, thereby increasing student engagement, motivation, and active participation in the learning process at the university. Lecturers' expertise, as reflected in their academic qualifications, plays a crucial role in increasing students' interest in sustainability-oriented learning. Therefore, improving lecturers' academic qualifications and strengthening their pedagogical competencies are strategic steps in supporting the implementation of green university-based learning in higher education. This situation indicates that the success of green university implementation is determined not solely by university policies and infrastructure but also by the quality of human resources. Keywords: academic degree, student interest, green university, sustainability in higher education.

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