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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
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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.
Exploring Students’ Spatial Ability in Geometry Transformations Based on Cognitive Styles through the APOS Framework Fauzan Syahbudin; Nurjanah Nurjanah; Kartika Yulianti
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.pp1279-1298

Abstract

This study aims to analyze the spatial ability of Field Independent (FI) and Field Dependent (FD) students in two-dimensional geometric transformation tasks across three aspects: spatial visualization, mental rotation, and spatial orientation. It also examines students’ cognitive development through APOS stages and identifies thinking patterns across these aspects. This qualitative case study involved six ninth-grade students from a public junior high school in Bandung, Indonesia. Participants were purposively selected based on their Group Embedded Figures Test (GEFT) scores, comprising three FI and three FD students. Data were collected through a spatial ability test and semi-structured interviews. Written responses and interview transcripts were analyzed using APOS-based coding criteria, supported by triangulation between written and verbal data. Students’ spatial ability varied across cognitive styles, spatial aspects, and APOS stages. FI students generally showed higher and more varied achievement than FD students, particularly in spatial visualization. However, this pattern was not entirely consistent, as one FI student did not demonstrate sufficient evidence to be classified at the Action stage, which is the most basic stage in the APOS framework, across all aspects. Mental rotation and spatial orientation were more difficult than spatial visualization; only one FI student met the criteria for each indicator. FD students achieved mainly in spatial visualization, with two students reaching the Schema stage when visual and coordinate-based support was available. However, all FD students failed to achieve the indicators for mental rotation and spatial orientation, and mostly remained at the Action stage. This study indicates that spatial ability in geometric transformations is influenced not only by cognitive style but also by task demands, visual support, and prerequisite understanding. Geometry instruction should provide structured visual support and gradual transitions toward independent mental manipulation, particularly in rotation and orientation tasks. Keywords: spatial ability, cognitive style, field independent, field dependent, geometry transformation, APOS theory.
The Development of a Local Wisdom-Based RADEC Model to Enhance Elementary School Students’ Cultural Literacy and Collaboration Skills Emi Sulistri; Evinna Cinda Hendriana; Dina Anika Marhayani; Mertika Mertika; Rien Anitra; Wasis Suprapto; Charito Agravante Quiñones
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.pp1096-1111

Abstract

The low levels of cultural literacy and collaboration skills among elementary school students in a multicultural city like Singkawang pose a 21st-century challenge. This challenge can be overcome through innovative learning models, including the TiDayu local-wisdom-based RADEC. The objectives of this study are to determine the validity, practicality, and effectiveness of the local wisdom–based RADEC model in enhancing the cultural literacy and collaboration skills of elementary school students. This study uses the Research and Development (R&D) method with the ADDIE model approach. The subjects of the study were fifth-grade students of SDN 89 Singkawang. Data were collected through questionnaires, tests, and observations, analyzed descriptively, and using N-Gain. The results of this study indicate that the average validation scores from learning model experts, science content experts, cultural experts, and practitioner experts (elementary school teachers) place the local wisdom–based RADEC model in the valid category (84.6%). Based on implementation data and teacher and student responses, the RADEC model was considered practical, with an average score of 83.2%. Furthermore, the implementation of the local wisdom-based RADEC model indicates its potential effectiveness in learning, as evidenced by an increase in student literacy with an N-Gain score of 0.75 (high category). The average students’ collaborative skills increased from 56.25% (categorized as moderate collaboration) to 95.99% (categorized as very high collaboration). Therefore, the TiDayu local wisdom-based RADEC model is easy to implement and shows initial potential to enhance students’ cultural literacy and collaboration skills, as local wisdom provides a meaningful learning context, enables the interpretation of cultural values (cultural meaning-making), and encourages social interaction among elementary school students. Keywords: RADEC model, local wisdom, cultural literacy, collaboration skills.
A Comparative Study of Early Childhood Teachers’ Readiness to Implement Inclusive Education in Urban and Rural Indonesia Aufa Wulandari; Riana Mashar; Dewi Eko Wati; Iyan Sofyan; Nordin Bin Mamat; Maria Meredith
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.pp1197-1217

Abstract

Geographical differences between urban and rural areas are often assumed to influence teachers’ readiness to implement inclusive education for young children. Inclusive education requires teachers to be prepared in terms of knowledge, skills, and attitudes to accommodate the diversity of children’s learning needs. This study aims to analyze and compare the readiness levels of early childhood education (PAUD) teachers to implement inclusive education in these two contexts. The study employs a comparative descriptive design with the population comprising all PAUD teachers in Indonesia. The sample comprised 200 respondents, including 66 teachers from urban areas and 134 from rural areas.  Data were collected using a structured questionnaire that measured three dimensions of readiness, with a reliability coefficient of 0.968, indicating very high internal consistency. Data analysis was conducted using the Mann–Whitney U test to identify differences between groups. As an additional analysis, ANCOVA was performed to examine the effect of age on teacher readiness, and a Chi-square test was conducted to examine the relationship between inclusive education training experience and teachers' readiness category. These findings suggest that geographic location does not significantly influence the level of readiness of early childhood education teachers in implementing inclusive education. Descriptively, teachers in rural areas had a slightly higher mean score (102.79) than those in urban areas (95.84), but the difference was not statistically significant. These results imply that geographical setting does not significantly affect teacher preparedness. ANCOVA results indicated that age had a significant effect on teacher readiness. The Chi-square test also showed no significant association between training participation and teachers' readiness category. Based on these findings, it can be concluded that the readiness of early childhood education teachers for inclusive education is relatively similar in urban and rural areas. This study was limited to measuring differences by geographic context; therefore, other factors that could influence teacher readiness were not analyzed and require further investigation. Kata kunci: early childhood, inclusive education, teacher readiness.
Assessing Students’ Problem-Solving Ability on Renewable Energy Topics in Physics: A Rasch Analysis Based on Heller’s Framework Welli Andriani; Ida Kaniawati; Irma Rahma Suwarma
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.pp1299-1324

Abstract

This study examined students’ problem-solving ability in physics on renewable energy topics by evaluating a Heller-based assessment instrument using the Rasch model. The study focused on determining whether the instrument functioned adequately for profiling students’ staged problem-solving performance and identifying how item difficulty was distributed across the Heller framework. A quantitative descriptive design was employed involving 35 students who completed five renewable-energy physics problems. The instrument consisted of 25 scored indicators representing five Heller stages: Focus the Problem, Describe the Physics, Plan the Solution, Execute the Plan, and Evaluate the Answer. Students’ written responses were assessed using a 0–4 polytomous rubric. The data were analyzed using MINISTEP VERSION 5.11.2 to examine person and item reliability, separation indices, item fit, person fit, unidimensionality, item difficulty, and rating-scale functioning. The instrument demonstrated adequate psychometric quality for exploratory use. Person reliability was 0.89, item reliability was 0.86, person separation was 2.83, and item separation was 2.49. All 25 indicators met acceptable Rasch fit criteria, while 32 of 35 students showed response patterns consistent with model expectations. The unidimensionality analysis supported the presence of a dominant primary dimension, and the 0–4 rating categories functioned progressively. The item difficulty distribution showed that students’ performance was influenced not only by the formal Heller stage but also by the conceptual and contextual demands of each renewable-energy problem. The Heller-based instrument was suitable for preliminary profiling of students’ problem-solving ability in renewable-energy physics. However, further validation with larger and more diverse samples is recommended to strengthen the instrument’s reliability, fairness, and instructional usefulness. Keywords: renewable energy, physics problem solving, rasch analysis, heller’s framework, cational assessment.
Negotiating Local Wisdom in School Management: An Ethnographic Study of Value Internalization and Cultural Tensions in Education Nanik Hindaryatiningsih; Farida Ariyani; Fina Amalia Masri; Ansor Putra; Rusdiyana Tugy; Sabrin Sabrin; Yuniyarti Ahiri; Jamal Harimudin
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.pp1112-1129

Abstract

This study aims to critically examine how Butonese local wisdom values are internalized within school management practices and how these values are negotiated in response to modern educational and socio-cultural dynamics.  This study employed a qualitative approach with a critical ethnographic design. Data were collected through prolonged participant observation, in-depth semi-structured interviews with key informants (principals, teachers, students, and community leaders), and document analysis. Data were analyzed using an interactive model involving thematic coding, categorization, and interpretation. The findings indicate that local wisdom values such as gau and pombala (deliberation), poromu inda posaangu (collectivity), and tuturakana sara (honesty and justice) are institutionally embedded in school management processes. However, the internalization of these values does not occur linearly but is shaped through ongoing negotiations between institutional expectations and the realities of students' lives. Tensions arise especially when students face the conflicting influences of digital culture and the social environment, resulting in adaptive, selective, and sometimes resistant behaviors aligning with cultural norms. This study highlights that value internalization is a dynamic socio-cultural process, not a fixed outcome. Schools function not only as transmitters of cultural values but also as mediating spaces where local and global values are negotiated. This study contributes to broadening the understanding of culturally responsive character education by emphasizing the importance of adaptive, context-sensitive strategies. Keywords: buton society, character education, cultural negotiation, ethnography. local wisdom.
Reading into Writing: Exploring Strategic Interplay in Academic Article Development Juhana Juhana; Hanna Sundari; Widya Rizky Pratiwi; Nazirah Binti Md Yusof
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.pp1218-1236

Abstract

This study aims to determine the relationship between the reading and writing strategies employed by undergraduate students when composing academic work. A quantitative study was conducted in the English Education Department of a private university in Jakarta, Indonesia, involving 70 Academic Writing students. The data were gathered through questionnaires assessing specific reading and writing methods, including reading dimensions such as global understanding, information processing, and metacognitive awareness, and writing dimensions covering planning, execution, monitoring, and revision. The data were analyzed using descriptive and correlational statistics. This study was limited to students from one institution and relied on self-reported questionnaire data. Students consistently applied diverse reading and writing techniques across the writing phases, reporting moderate-to-high levels of strategy engagement. Strategies related to checking sources, avoiding plagiarism, and maintaining sentence and paragraph coherence were reported most frequently. In contrast, strategies such as visualizing texts and seeking peer feedback were used less often. The most notable finding was a strong, positive correlation between the two domains: reading strategies related to global understanding and metacognitive awareness showed the strongest association with writing strategies. This evidence suggests the importance of integrated literacy instruction in educational settings, given the clear interdependence of reading and writing skills. The study contributes empirical insights into how specific reading and writing strategies interact during academic article development, which may inform instructional practices in EFL academic writing contexts. Keywords: reading strategies, writing strategies, academic article development, integrated literacy instruction.
Metacognitive Awareness in EFL Reading Comprehension for Senior High School Students: Predictive Insights Helta Anggia; Kaló Zsuzsa; Kristóf Lakatos; Rafista Deviyanti
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.pp1325-1340

Abstract

Metacognitive awareness is widely recognized as an important factor influencing English as a Foreign Language (EFL) reading comprehension. However, evidence regarding the contributions of its components remains inconclusive, particularly in the Indonesian context. This study examined the relationship between metacognitive awareness and EFL reading comprehension among Indonesian high school students and investigated gender differences in metacognitive awareness. A total of 72 students (42 males and 30 females) participated in the study. Data were collected using the Metacognitive Awareness Inventory (MAI) and a reading comprehension test. The Rasch model implemented in the Quest program was used to analyze item difficulty, and One-Way MANOVA was used to examine gender differences. To investigate the structural relationships between metacognitive awareness dimensions and reading comprehension, Partial Least Squares Structural Equation Modeling (PLS-SEM) was employed. PLS-SEM was selected because it is suitable for exploratory models and can accommodate relatively small samples when model complexity is limited; however, the sample size remains a limitation of the study. The Rasch analysis revealed that items requiring inference of unstated information were the most difficult, whereas vocabulary inference based on contextual clues was the easiest. MANOVA results indicated that female students demonstrated higher levels of metacognitive awareness than male students. The PLS-SEM analysis showed that metacognitive regulation was not significantly associated with reading comprehension. In contrast, metacognitive knowledge exhibited a stronger positive relationship with reading comprehension, suggesting that students’ awareness of their cognitive processes contributes more substantially to reading performance than their regulatory strategies. Although metacognitive regulation did not significantly predict reading performance, metacognitive knowledge emerged as a more meaningful contributor. These results suggest that EFL instruction should place greater emphasis on fostering students’ metacognitive knowledge to enhance reading comprehension. Future research should employ larger and more diverse samples to improve the generalizability of the findings. Keywords: EFL learners, gender differences, metacognitive awareness, metacognitive knowledge, reading comprehension.

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