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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
 75   76   77   78   79 
The ‘Utilitarian-Anxiety Paradox’: A TAM-based Analysis of Junior High School English Teachers’ Artificial Intelligence Acceptance Faisal Faisal; Maulida Qurrota A'yunina; Condro Nur Alim; Jiraporn Yiamkhamnuan
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.pp1130-1155

Abstract

Despite the widespread perception that artificial intelligence (AI) has the potential to transform English teaching, the psychological dimension of teachers’ acceptance, particularly the coexistence of high perceived usefulness and persistent anxiety, remains under-theorized in the Indonesian junior-secondary context. Using the Technology Acceptance Model (TAM), this study aimed to (1) determine the level of AI acceptance among junior high school English teachers in Indonesia and (2) investigate the factors shaping it, especially the proposed ‘utilitarian-anxiety paradox.’ In a quantitative cross-sectional survey, 42 teachers completed a Likert-scale instrument derived from Wang et al. (2021), measuring six TAM constructs: perceived usefulness (PU), perceived ease of use (PEU), self-efficacy (SE), anxiety (AN), attitude toward use (ATU), and behavioral intention (BI). Data were analyzed using descriptive statistics, Pearson correlations, multiple linear regression, and a moderation analysis. Overall acceptance was high (M = 3.96), with PU (M = 4.32) and BI (M = 4.08) rated most positively. At the same time, anxiety remained moderate (M = 3.54), and analysis showed that anxiety did not decrease with teacher perception of AI as more useful or easier to use. A multiple linear regression model explained 70.6% of the variance in behavioral intention (R² = .706, p < .001); emotional comfort (reverse-scored anxiety) was the strongest predictor (β = .427), followed by PU (β = .366) and SE (β = .334). In contrast, PEU was not significant (β = -.105). Although anxiety did not significantly moderate the usefulness–intention relationship overall (p = .13), a simple-slopes analysis indicated that perceived usefulness mattered most when teacher anxiety was high. These findings provide evidence for a ‘utilitarian-anxiety paradox,’ suggesting that positive usability perceptions do not fully account for teachers’ emotional readiness to adopt AI, and call for context-sensitive professional development to build digital resilience in Indonesian secondary settings. Keywords: artificial intelligence acceptance, english teachers, junior high schools.
Sociology Teachers’ Comprehension of Ecological Literacy in Sociology Learning in Senior High Schools in Indonesia: A Critical Pedagogic Study Ghufronudin Ghufronudin; Siany Indria Liestyasari; Atik Catur Budiati; Dwi Astutik; Bagas Narendra Parahita
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.pp1237-1262

Abstract

Climate change and the rapid acceleration of environmental degradation have underscored the necessity of educational strategies that foster ecological awareness and critical engagement among students. Sociology, a social science discipline that investigates the relationship between society and environmental concerns, offers a strategic framework for integrating ecological literacy. The objective of this investigation is to investigate the perceived comprehension of ecological literacy among Sociology teachers and to investigate the integration of ecological literacy into the teaching of Sociology in senior high schools from the perspective of critical pedagogy. The design of this investigation was mixed-methods. A survey was administered to Sociology instructors to collect quantitative data regarding their perceived comprehension of ecological literacy and its integration into classroom practices. Qualitative data were collected through participative observations, in-depth interviews, focus group discussions, and document analysis of instructional materials and lesson plans. The data were analyzed using descriptive statistics and an interactive qualitative analysis model that included data reduction, data visualization, and conclusion drawing. The veracity of the findings was improved through the triangulation of data sources. The results suggest that the majority of teachers reported a high level of perceived comprehension of ecological literacy and acknowledged its significance in addressing environmental and climate-related challenges. Teachers frequently urged students to critically examine environmental issues, social inequalities, and human-environment interactions. Nevertheless, the analysis of documents and classroom observations demonstrated a discrepancy between the pedagogical implementation and curriculum planning. Despite the inclusion of ecological issues in lesson plans, classroom practices frequently prioritized conceptual comprehension over transformative action. The main challenges that emerged were the insufficient institutional support, limited instructional resources, and restrictions on critical classroom dialogue. The research demonstrates that critical pedagogy offers a valuable framework for integrating ecological literacy into Sociology education by promoting environmental responsibility and critical consciousness. The results are a valuable addition to the ongoing discourse regarding ecological education, curriculum development, and teacher professional development. Future research should investigate instructional strategies that enhance the implementation of ecological literacy and assess their long-term influence on students' ecological awareness and transformative action. Keywords: ecological literacy, critical pedagogy, sociology learning.
The Impact of Altruistic Leadership and Academic Supervision on Teachers’ Performance: The Mediating Roles of Teachers’ Happiness and Trust in School Leaders Masbirorotni Masbirorotni; Robin Pratama; Friscilla Wulan Tersta; Eddy Haryanto; Aprillizavivaryati Aprillizavivaryati; Haris Elwardiansyah; Wila Yurnita; Ruben Pandi Quitolbo
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.pp1055-1076

Abstract

This study examines how altruistic leadership and academic supervision affect teacher performance, with teacher happiness and trust in school leaders serving as mediating variables. The study was conducted among senior high school teachers in Tanjung Jabung Barat Regency, Indonesia. A quantitative research design was employed using Partial Least Squares Structural Equation Modeling (PLS-SEM). Data were collected from 134 teachers selected from a population of 385 teachers across 18 senior high schools. The findings showed that academic supervision significantly enhanced teacher happiness (β = 0.647, p < .001), while altruistic leadership positively affected both teacher happiness (β = 0.244, p = .013) and trust in school leaders (β = 0.517, p < .001). Teacher happiness was a significant predictor of teacher performance (β = 0.677, p < .001) and served as the primary mechanism through which leadership practices influenced performance outcomes. In contrast, altruistic leadership and trust in school leaders did not have significant direct effects on teacher performance. These findings suggest that leadership practices contribute to teacher performance primarily through enhancing teachers’ psychological well-being rather than through direct behavioral effects. The study highlights the importance of fostering teacher happiness as a strategic resource for improving teacher performance and strengthening school effectiveness. The results contribute to the educational leadership literature by providing evidence of the indirect pathways linking leadership practices, teacher well-being, and performance. Keywords: altruistic leadership, academic supervision, teacher happiness, trust in school leaders, teacher performance.
The Example-Based Cognitive Load Control Learning Model to Improve the Effectiveness of Biotechnology Learning Mimi Halimah; Adi Rahmat; Sri Redjeki; Riandi Riandi; Supiani Supiani; Nurfitriah Nurfitriah
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.pp1156-1180

Abstract

Biotechnology learning is often perceived as abstract, complex, and cognitively demanding, which may increase students’ cognitive load and hinder meaningful learning. This study aimed to develop, validate, and evaluate the effectiveness of the Example-Based Cognitive Load Control (EBCLC) Learning Model as an instructional model designed to regulate cognitive load and improve biotechnology learning among prospective biology teachers. This study employed a mixed-methods approach within a research and development (R&D) framework. The qualitative phase involved observations, interviews, and document analysis to identify learning difficulties and instructional needs in biotechnology education. The findings informed the development of the EBCLC model. Subsequently, the model was validated by experts and evaluated through a quantitative pre-experimental one-group pretest–posttest design involving 22 prospective biology teachers. Effectiveness was assessed using mental effort ratings and information-processing performance. Data were analyzed using descriptive statistics and paired-sample t-tests. The results showed that the EBCLC model effectively reduced extraneous cognitive load, as indicated by consistently low mental effort scores across 11 biotechnology topics (mean range: 1.33–1.63). Information-processing performance remained high (mean range: 70.30–92.40), indicating effective engagement with complex biotechnology concepts. Furthermore, posttest scores (M = 78.27) were significantly higher than pretest scores (M = 71.27), indicating an average gain of 7.00 points. The paired-samples t-test revealed a statistically significant improvement, t(21) = 9.92, p < .001, with a very large effect size (Cohen's d = 2.12). The EBCLC model offers a novel instructional synthesis that integrates worked-example principles, guided cognitive processing, and multimodal representations into a structured learning sequence explicitly designed to regulate cognitive load. Unlike conventional worked-example approaches that primarily focus on schema acquisition, the EBCLC model incorporates progressive cognitive guidance and staged information processing to support conceptual understanding of complex biotechnology topics. These findings contribute to the refinement of Cognitive Load Theory and provide an innovative framework for biotechnology instruction in higher education. Keywords: biotechnology learning, cognitive load, EBCLC, modeling examples, prospective biology teachers.
KODIMUSA: Integrating Artificial Intelligence and Gamification for the Digital Preservation of Sundanese Idioms and Proverbs Jatmika Nurhadi; Yayat Sudaryat; Haris Santosa Nugraha; Zulfikar Alamsyah; Ömer Solak
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.pp1263-1278

Abstract

This study aims to develop and test the feasibility and effectiveness of KODIMUSA (Multimodal Digital Corpus of Sundanese Idioms and Proverbs) as a web-based learning platform that integrates multimodal content, gamification, and an artificial-intelligence-based tutor to support the preservation and learning of Sundanese idiomatic expressions. The study employed a Research and Development (R&D) approach using the ADDIE model (Analysis, Design, Development, Implementation, Evaluation). The study involved 65 high school students and undergraduates majoring in Sundanese Language and Literature Education. Data were collected through expert validation sheets, user satisfaction questionnaires, and pretest-posttest instruments. Data analysis utilized feasibility percentage calculations and N-gain scores. Expert validation results showed content validity of 91.6% (highly feasible) and media validity of 88.3% (highly feasible). The pretest-posttest analysis yielded an average N-gain score of 0.60 (moderate), indicating significant improvement in students’ understanding of Sundanese proverbs and idioms. Overall user satisfaction reached 89.2%. Gamification elements, particularly the Snake and Ladder (Oray-Orayan) Pro board game and the XP-based leveling system, significantly increased student engagement. The AI tutor Kang Mus proved effective in providing contextual explanations of Sundanese language expressions. KODIMUSA is a valid, feasible, and effective web-based learning platform for Sundanese babasan and paribasa, contributing to the digital preservation of local cultural heritage while modernizing language learning methods. To strengthen the evidentiary basis, effectiveness was tested inferentially. An independent-samples t-test confirmed that the experimental group’s post-test gain exceeded the control group’s, t (63) = 7.00, p < .001, with a large effect size (Cohen’s d = 1.74), and an ANCOVA controlling for pre-test scores corroborated the result. The 30-item achievement test was reliable (Cronbach’s alpha = 0.89), and ethical clearance was obtained before data collection. KODIMUSA therefore offers a methodologically validated, transferable model for the digital revitalization of endangered regional expressions. The independent-samples t-test confirmed a mean gain difference of 19.6 points (t(63)=7.00, p<.001, 95% CI [14.0, 25.2], d=1.74), indicating a large effect size. Keywords: sundanese idioms and proverbs, digital corpus, gamification, artificial intelligence, web-based learning media.
From Anxiety to Well-Being: A Systematic Review on Mathematics Well-Being and Hidden Math Anxiety in Learning Contexts Jelita Anastasia Simbolon; Idat Muqodas; Juntika Nurihsan; Mubiar Agustin; Erlin Yuliana; Queen Sheyla Shereen
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.pp1077-1095

Abstract

Many students feel discomfort in mathematics caused by hidden mathematical anxiety. This emotional state is often subtle yet persistent, slowly undermining their self-confidence, perseverance, and willingness to actively participate in mathematical tasks. Although researchers’ focus on the concept of mathematical well-being persists, the direct relationship between concealed mathematical anxiety and students’ emotional experiences in learning remains insufficiently explored in depth. This study aims to investigate how hidden mathematical anxiety affects mathematical well-being and to identify educational and psychological practices that can enhance students’ emotional experiences in mathematics lessons. A systematic review was conducted by collecting articles published between 2013 and 2025 from four databases: Springer, ERIC, Scopus, and SAGE. Of the 165 articles identified in the initial stage, 144 were re-screened against predefined inclusion criteria, and 48 were ultimately included in the final thematic synthesis. Five main themes were successfully identified and analyzed. The research findings indicate that mathematics wellbeing (MWB) has a strong reciprocal relationship with hidden math anxiety, whereby high MWB is associated with low levels of hidden anxiety and more positive engagement in learning. Intrapersonal factors such as self-efficacy, a growth mindset, and emotional regulation play a significant role in enhancing students’ MWB whilst reducing anxiety. Furthermore, a supportive classroom environment and positive teacher-student relationships were found to strengthen mathematical wellbeing. Various psycho-educational interventions, including mindfulness, project-based learning, and gamification, were also effective in balancing academic challenges with emotional comfort, thereby supporting sustained improvement in MWB. Fostering mathematical well-being helps students manage hidden anxiety, strengthen emotional stability, and maintain engagement in the mathematics learning process. A mutually supportive and nurturing learning environment is the primary foundation for realizing this process. Keywords: hidden math anxiety, learning, math anxiety, mathematics well-being, well-being.
Training Method on the Passing Accuracy of Basketball by Modified Small-Sided Games for Physical Education Senior High School Roas Irsyada; Hasna Tri Oktavia
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.pp1181-1196

Abstract

This study was motivated by the low level of basketball passing accuracy among students in Physical Education classes at Senior High Schools in Magelang Regency, Central Java. Passing is a fundamental technical skill in basketball that significantly influences offensive organization and overall team performance. Therefore, this study aimed to examine the effect of Small-Sided Games (SSG) modifications, specifically the 2×2 and 4×4 formats, on students’ basketball passing accuracy and to compare the effectiveness of both formats. This study employed a quasi-experimental method with a Two-Group Pretest–Posttest Design. The participants were 32 tenth-grade students selected via convenience sampling and assigned to two groups using a matched-subjects procedure based on pretest scores. The intervention was conducted over eight weeks with two training sessions per week. Passing accuracy was measured using a validated basketball passing accuracy test. Data were analyzed using descriptive statistics, Shapiro–Wilk normality tests, Levene’s homogeneity tests, paired-sample t-tests, independent-sample t-tests, and Cohen’s d effect size analysis. Both SSG formats significantly improved students’ passing accuracy. In the 2×2 SSG group, the mean score increased from 8.8 to 16.6 (p < 0.001), while in the 4×4 SSG group, the mean score increased from 11.0 to 13.9 (p = 0.008). Furthermore, the independent-samples t-test revealed a significant difference between groups (t = 4.55, p < 0.001), indicating that the 2×2 format produced greater improvement than the 4×4 format. Effect size analysis also showed a large effect for the 2×2 group (d = 1.84) and a moderate-to-large effect for the 4×4 group (d = 0.77). Small-Sided Games training significantly improves basketball passing accuracy among high school students. However, the 2×2 format is more effective than the 4×4 format in enhancing individual technical performance, particularly passing accuracy, due to increased ball contacts and decision-making opportunities. Keywords: accuracy, basketball, small-sided games.
The Role of Teaching Factory in Forming Vocational Students’ Work Readiness: A Literature Review Dyah Ayu Kensasmi Putri; Rina Febriana Hendrawan; Guspri Devi Artanti; Constantinus Rudy Prihantoro; Muhammad Nurtanto
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.pp1341-1370

Abstract

Teaching Factory (TeFa), which integrates an industrial work environment into schools, has been widely implemented in vocational education to bridge the gap between schools and industry. Previous studies have reported TeFa’s ability to enhance students’ work readiness by developing soft skills. The purpose is to synthesize the extent of TeFa implementation and examine its contribution to the development of soft skills that support vocational students’ work readiness. This study used a systematic literature review of 35 articles published between 2022 and 2026. A thematic and comparative synthesis of data was conducted using articles selected based on compliance with inclusion and exclusion criteria. The articles were retrieved from databases and analyzed to identify codes and themes related to TeFa and its impact on students’ work readiness. Literature review revealed a positive relationship between the implementation of TeFa and vocational students’ work readiness. The findings identified 12 soft skills associated with TeFa implementation, including adaptability, communication, teamwork, problem-solving, critical thinking, leadership, flexibility, creativity, initiative, responsibility, entrepreneurship, and innovation. The most frequently reported skills in this literature were adaptability (22%), communication (19%), and teamwork (15%). The findings suggest that these soft skills can be organized into three competency clusters: adaptive, collaborative, and value-creation. Despite the positive impact, challenges remain, including limited industrial partnerships, inadequate facilities, budget constraints, and variations in educator competency. TeFa has been an effective approach for strengthening vocational students’ work readiness by fostering soft skills through authentic learning. Therefore, future research should focus on developing comprehensive implementation and evaluation frameworks to support more systematic, effective, and sustainable implementation of TeFa.   Keywords: teaching factory, evaluation, soft skills, work readiness.
Challenges and Barriers in Vocational Learning Assessment: A Case Study of Automotive Engineering Expertise Program in Vocational High Schools Suhartanta Suhartanta; Nirmala Adhi Yoga Pambayun; Fajrin Sidiq Muzzaffarul Zaman; Yusri bin Kamin
Jurnal Pendidikan Progresif Vol 16, No 3 (2026): Jurnal Pendidikan Progresif
Publisher : FKIP Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/jpp.v16i3.pp1371-1394

Abstract

This study aims to analyze the challenges and barriers encountered in vocational learning assessment and to propose a model to strengthen assessment practices based on empirical findings. A qualitative multiple-case study was conducted in one public and one private vocational high school in the Special Region of Yogyakarta, Indonesia, from March to October 2025. Six productive-subject teachers with at least 8 years of teaching experience were purposively selected. Data were collected through in-depth semi-structured interviews and document analysis of lesson plans, teaching modules, assessment instruments, and learning outcome records. We combined document analysis with in-depth interviews (triangulation) to maximize data validity. Thematic analysis was carried out with ATLAS.ti 22 through data familiarization, initial coding, theme generation, theme review, theme definition, and reporting. Trustworthiness was strengthened through source triangulation, member checking, peer debriefing, and cross-case comparison. The study identified multidimensional challenges in the cognitive, psychomotor, and affective domains. Cognitive assessment was constrained by low student literacy engagement, the dominance of multiple-choice tests, limited use of diagnostic assessment, and weak follow-up of item analysis. Psychomotor assessment was constrained by limited facilities, limited teaching time, equipment wear, and uneven opportunities for observing individual performance. These barriers differed between the two schools due to variations in management flexibility, team teaching, procurement, and industry involvement. Affective assessment was constrained by large class sizes, limited observation time, teacher reliance on informal impressions, and the absence of explicit attitude assessment rubrics. The findings indicate the need for a context-sensitive model that strengthens meaningful assessment, continuous diagnostic-formative-summative cycles, resource collaboration, and teacher capacity. The proposed model remains hypothetical and requires further validation and testing of its effectiveness. Keywords: vocational learning assessment, cognitive, psychomotor, affective, case study.
A Psychological Perspective on Curriculum Implementation: Redesigning Teacher Acceptability Adi Prehanto; Zamzami Zainuddin; Asep Nuryadin; Asep Herry Hernawan; Thiana Nurrusakinah
Jurnal Pendidikan Progresif Vol 16, No 3 (2026): Jurnal Pendidikan Progresif
Publisher : FKIP Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/jpp.v16i3.pp1413-1426

Abstract

This study aimed to develop, validate, and evaluate curriculum implementation from the perspective of field practice by examining teachers’ acceptability of curriculum change as a psychological phenomenon. Guided by Sekhon’s theoretical framework of acceptability, this study redesigned acceptability indicators to reflect teachers’ characteristics in authentic school contexts. A mutually adaptive evaluation model was employed to capture the dynamic interaction between curriculum policy and classroom practice. Using a quantitative correlational design, data were collected from 413 elementary school teachers in West Java Province, Indonesia, selected through convenience sampling based on curriculum type, teaching experience, and professional status. The findings indicate that ethicality and coherence emerged as the strongest dimensions shaping teachers’ acceptability of curriculum change, whereas the opportunity dimension did not load onto the acceptability construct. A statistically significant but weak relationship was identified between teaching experience and teacher acceptability. These results suggest that curriculum implementation is influenced not only by individual teachers but also by broader systemic factors, including school leadership, parents, government policy, and the broader context. This study extends the application of Sekhon’s acceptability framework beyond healthcare by adapting it to curriculum evaluation in education. It offers a novel psychological perspective on teachers as active agents in curriculum change and contributes an empirically grounded model of acceptability that supports process-oriented and context-sensitive curriculum evaluation. Keywords: acceptance, curriculum evaluation, elementary school teachers, mutually adaptive.

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