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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 797 Documents
 76   77   78   79   80 
The Effects of Cooperative Project-Based Learning through Social Praxis Project Proposal Development on Students’ Conceptual Understanding and Concept Application Yuliati Yuliati; Punaji Setyosari; Dedi Kuswandi; Made Duananda Kartika Degeng; Moch. Nurfahrul Lukmanul Khakim
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.pp1395-1412

Abstract

This study aims to determine the effectiveness of the Cooperative Project-Based Learning (CPjBL) strategy on students’ conceptual understanding and concept application abilities compared to the Project-Based Learning (PjBL) strategy, as well as to analyze the influence of Field Independent (FI) and Field Dependent (FD) cognitive styles on student learning outcomes. The study employed a quantitative approach using a quasi-experimental research design with a non-equivalent control group factorial design of 2 × 2. The research subjects consisted of 100 students from the History Education Study Program at Universitas Negeri Malang who were divided into experimental and control groups. Data collection was conducted through conceptual understanding tests, concept application tests, and the GEFT (Group Embedded Figures Test) cognitive style instrument. Data were analyzed using MANOVA after fulfilling prerequisite tests, including normality, homogeneity, linearity, and multicollinearity tests. The findings indicate that learning strategies significantly affect students’ conceptual understanding and concept application abilities. Students who learned using the CPjBL strategy achieved higher average learning outcomes compared to those who learned using the PjBL strategy. In conceptual understanding ability, the CPjBL group obtained an average score of 84.42, while the PjBL group achieved an average score of 79.30. In concept application ability, the CPjBL group obtained an average score of 90.02, whereas the PjBL group achieved an average score of 86.14. The results also revealed that FI and FD cognitive styles did not have a significant effect on students’ conceptual understanding or concept application abilities. In addition, an interaction effect between learning strategies and cognitive styles on student learning outcomes was identified. The findings confirm that the CPjBL strategy is more effective in improving conceptual understanding and concept application abilities because it creates an active, collaborative, and student-centered learning environment. This strategy also provides opportunities for students to develop critical thinking, collaboration, communication, and problem-solving skills throughout the learning process. Keywords: cooperative project-based learning, project-based learning, cognitive style, conceptual understanding, concept applications.
Gamification and Flipped Classroom Research: A Bibliometric Analysis of Trends of Scopus-Indexed Publications Candra Tri Utami; Ilham Wahyudi; Aan Yuliyanto; Gibraltar Arindra Putra; Sadun Akbar
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.pp1427-1447

Abstract

This study examined 325 scientific articles from Scopus on gamification research within flipped classroom and technology-enhanced learning contexts. The study aimed to identify publication trends, research productivity, and emerging thematic patterns in this field. Bibliometric analysis and systematic mapping are lacking, making it difficult to understand research trends, collaboration patterns, and key themes. A bibliometric approach was employed to map trends in scientific publications. Data were collected using the Scopus database, applying Boolean operators. The selection criteria included questions about elementary, middle, and high school students and publications published between 2014 and 2024. Data analysis was carried out using VOSviewer and Bibliometrix. The findings revealed a clear increase in global research activity, with substantial growth in annual publication output. Keyword analysis revealed six interrelated research trends: New Ways of Teaching, Psychological Dimensions and Learner Engagement, Technology Drivers and Digital Environments, Implementation Context: Learning Environment and Curriculum, Evaluation of Goals and Developing Competencies, and Methods for Studies in Education. Gamification literature grew by 169 papers between 2014 and 2021. Although productivity grew between 2021 and 2024, the total number of papers was 156. This study shows that pedagogy, psychology, and technology are interconnected. It can help teachers and policymakers use gamification and AI- and Virtual Reality-enhanced teaching methods. This study emphasizes the integration of pedagogy, psychology, and technology in a comprehensive bibliometric analysis. The findings can help educators and policymakers develop new pedagogical methods, particularly using Artificial Intelligence and VR. Keywords: bibliometric analysis, flipped classroom, digital learning, gamification, and innovative classroom.
Development of the VIRAH Website Based on 3D Augmented Reality for Asmaul Husna Learning in Grade 6 Elementary School Ani Nur Aeni; Jainatul Halida Jaidin; Dinda Sarasikha; Farah Lestari; Naila Nursifa Rohmah
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.pp1448-1471

Abstract

The Teaching of Asmaul Husna in elementary schools remains dominated by memorization. This approach struggles to translate abstract religious concepts into concrete representations suitable for students’ concrete operational stage of cognitive development.  This study aims to develop and evaluate a website-based technology named VIRAH (Visualization Interactive Asmaul Husna 3D AR), as an interactive learning technology for sixth-grade students in Islamic Education. The research employed the Design and Development (D&D) method following the ADDIE model (Analysis, Design, Development, Implementation, and Evaluation). The resulting product is the VIRAH website, which integrates Augmented Reality (AR) technology using the Assemblr Edu platform and is published via Netlify.  The website was validated by subject matter and media experts, then implemented with 27 sixth-grade students at SDN Sukaraja II, Sumedang. Data collection utilized validation sheets, student response questionnaires, and pretest-posttest instruments. Data analysis was conducted using percentage calculations, the N-Gain Score, a paired t-test, and effect size calculations. The validation results showed that the media received a score of 93.75% from subject matter experts and 98.13% from media experts, both of which fell into the “highly acceptable” category. The average N-Gain Score of 0.64 falls into the “moderately effective” category. The paired t-test confirmed a statistically significant increase (t = 7.97; df = 26; p < 0.05), with an effect size of d = 1.766, classified as “very large”. The student response questionnaire yielded a positive percentage of 77.04%, categorized as “good”. In conclusion, the development of the VIRAH website, based on 3D AR technology, is proven feasible and sufficiently effective in enhancing elementary students' understanding of Asmaul Husna. It successfully transforms abstract concepts into concrete, interactive, and meaningful learning experiences. Keywords: 3D augmented reality, VIRAH website, interactive learning technology, asmaul husna, elementary school.
Roundtable In EFL Argumentative Writing: Effects on Achievement and Perceptions Rohmana Rohmana; Sitti Agustina; Waode Ade Sarasmita Uke; Anugrah Puspita Ayu Muhammad; Nurul Atma; Yustih Yasin; Wa Ode Sitti Wardani; Minerva A. Chavez
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.pp1472-1492

Abstract

This study examined how the Roundtable technique, combined with process writing, affected EFL students' argumentative writing performance and their perceptions of its use in a Critical Writing course. A mixed-methods explanatory sequential design was used. A 42-item questionnaire, pre-test and post-test writing scores, and semi-structured interviews were used to collect quantitative and qualitative data from 32 undergraduate students in the English Education Department of Universitas Halu Oleo. Descriptive statistics and a paired-samples t-test were used to assess the quantitative data. In contrast, thematic analysis of the qualitative data was used to supplement and clarify the quantitative results. After the intervention, students' achievement in argumentative writing significantly improved, according to the findings. With a statistically significant difference (t(31) = 41.97, p < .001), the mean score rose from 71.63 on the pre-test to 81.00 on the post-test, indicating a very large effect. With an overall mean of 3.12 on a four-point Likert scale and strong internal consistency (Cronbach's alpha = .91), the questionnaire findings likewise indicated generally positive opinions of the instructional paradigm. These findings were corroborated by the interview data, which demonstrated that Roundtable promoted classroom participation, idea development, argument organization, critical engagement, and revision. However, problems remained, especially in vocabulary, grammar, coherence, and evidence-based reasoning. The results reveal the pedagogical effectiveness of combining the Roundtable and process writing to improve students’ argumentative writing skills and to create dynamic classroom settings in EFL higher education. It is recommended that further research explore the effect of the Roundtable on specific features of argumentative writing, including coherence, evidence integration, and linguistic accuracy, using a quasi-experimental design with larger, more diverse samples. Keywords: cooperative learning, EFL argumentative writing, mixed-methods study, process writing, Roundtable, student perceptions, writing achievement.
Energy Literacy Among Secondary School Students: A Multidimensional Study of Sociodemographic Patterns and Energy-Use Behavior Mira Pitriyani; Muhammad Syukri; Evendi Evendi; Abdul Halim; Irwandi Irwandi; Siti Maghfirah; Nurazidawati Mohamad Arsad
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.pp1493-1510

Abstract

This study addresses the need for evidence-based energy education that links conceptual understanding to students’ daily energy behaviors. This study analyzes the energy literacy of secondary school students across the domains of knowledge, attitudes, and behavior, examining the effects of age, gender, grade level, parental education, and participation in advanced physics electives. The study employed a quantitative survey using an energy literacy questionnaire adapted from the Energy Literacy Questionnaire framework. After data cleaning and reversing scores on negative statements, 303 valid responses were analyzed using descriptive statistics, Cronbach’s alpha reliability test, Kruskal-Wallis test, epsilon squared effect size, and Bonferroni post-hoc test. Students’ total energy literacy fell into the moderate category (M = 68.80). The knowledge (M = 72.32), attitude (M = 67.70), and behavior (M = 66.37) domains were also in the moderate category, with behavior being the lowest domain. Gender significantly differentiated knowledge and total literacy, while grade level significantly differentiated the knowledge domain. Age,  father’s education, mother’s education, and enrollment in Physics as an elective subject did not significantly differentiate total literacy. Students’ energy literacy is multidimensional and reveals a knowledge-action gap. Energy education needs to shift from conceptual learning toward real-world projects, school-based practices, and family engagement. Keywords: energy literacy, adolescent students, gender, socioeconomic status, parental education.
Bullying Intentions Among High School Students: Insights into Emotion Regulation and Cognitive Empathy Sudirman Sudirman; Abdul Rahim Karim; Muhammad Irfan Hasanuddin
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.pp1511-1532

Abstract

Bullying has emerged as a serious public mental health crisis in Indonesian educational settings, affecting adolescents' psychosocial well-being at multiple levels. Despite rising case numbers reported by national institutions, most school-based interventions remain reactive and punitive, failing to address the underlying psychological mechanisms that precede bullying behavior. Ajzen's Theory of Planned Behavior (TPB) offers a useful frame here. Emotion regulation and cognitive empathy have been theoretically and empirically linked to aggressive intentions. However, their roles have rarely been examined through in-depth qualitative inquiry, particularly in the Indonesian context. This study aimed to explore how emotion regulation and cognitive empathy shape bullying intentions among senior high school students in Palopo City, and to identify key themes underlying their interplay within real school contexts. A qualitative multiple-case study design was employed, involving 24 purposively selected participants from State High School 1 and State High School 3 in Palopo City, comprising students, school counselors, and homeroom teachers. Data were gathered through in-depth interviews, participatory observation, and document analysis, then analyzed using Braun and Clarke's thematic analysis framework. Trustworthiness was established through source triangulation and member checking. Five core themes emerged; (1) emotion dysregulation, particularly failures in cognitive reappraisal, as a primary trigger of bullying intentions; (2) cognitive empathy deficits, especially low perspective taking, enabling moral disengagement; (3) peer group pressure accelerating bullying norms; (4) a substantial teacher-student perception gap undermining intervention effectiveness; and (5) maladaptive coping strategies sustaining cycles of aggression. Bullying intentions among adolescents are deeply rooted in deficits of emotion regulation and cognitive empathy, amplified by collectivist peer dynamics. Schools need to shift from punitive responses toward proactive social-emotional learning programs that explicitly cultivate cognitive reappraisal and perspective-taking skills as core psychological competencies. Keywords: bullying intention, cognitive empathy, emotion regulation, preventive strategy, qualitative case study.
Development of Green Literacy Teaching Materials Based on Flipbook Maker in Elementary School Science Learning Tursinawati Tursinawati; Qurrata &#039;Aini; Citra Maulydia
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.pp1533-1561

Abstract

The limited availability of digital teaching materials integrated with green literacy has reduced opportunities for elementary school students to develop environmental awareness and understand science concepts meaningfully. This study aims to (1) identify the characteristics and validity of Flipbook Maker-based Green Literacy teaching materials, (2) determine the practicality and student responses in learning Natural and Social Sciences (IPAS) at SD Negeri 2 Tanjoeng, Aceh Besar, and (3) evaluate its effectiveness in improving student learning outcomes. This study used a Research and Development (R&D) approach with the ADDIE model, which consists of the stages of analysis, design, development, implementation, and evaluation. The research participants were 35 fifth-grade students. Data were collected through expert validation sheets, questionnaires, interviews, observations, and pretest-posttest achievement tests. The developed teaching materials integrate four dimensions of green literacy (environmental knowledge, environmental awareness, environmental skills, and environmental participation) through interactive multimedia features, including text, illustrations, animations, videos, and contextual learning activities presented in Flipbook Maker format. The results of the study showed that the product has high validity, with an average Aiken's V value of 0.833 from material experts and 0.869 from media experts, indicating that the product is suitable for implementation in the classroom. The practicality results showed positive responses from students, especially regarding design, content completeness, language, attractiveness, and learning benefits. However, interaction and technology access were still limited due to students' digital literacy and internet limitations. The learning materials were also effective in improving student learning outcomes. Therefore, the developed Flipbook Maker-based Green Literacy learning materials are valid, practical, and effective in supporting meaningful basic science learning while fostering environmental literacy. Keywords: green literacy, teaching materials, flipbook maker, science learning.
Research Trends and Empirical Evidence on STEM Learning for Creative Thinking: A Systematic Literature Network Analysis F. Shoufika Hilyana; Dwi Yulianti; Ani Rusilowati; Bambang Subali
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.pp1733-1749

Abstract

The increasing emphasis on twenty-first-century competencies has positioned STEM learning as an important educational approach for fostering students' creative thinking. Although numerous studies have investigated the relationship between STEM learning and creative thinking, a comprehensive understanding of research trends, thematic developments, and empirical evidence remains limited. This study aims to analyze the development of research on STEM learning and creative thinking using a Systematic Literature Network Analysis (SLNA) that integrates bibliometric and qualitative content analyses. Bibliographic data were retrieved exclusively from the Scopus database using the search query TITLE-ABS-KEY (STEM AND Learning AND Creative AND Thinking). The initial search identified 287 publications; 248 met the criteria for bibliometric analysis, and 33 highly relevant full-text articles were selected for qualitative synthesis following the PRISMA 2020 framework. Bibliometric analysis was conducted using Biblioshiny and VOSviewer to examine publication trends, collaboration networks, and thematic structures, while qualitative content analysis synthesized research characteristics, instructional approaches, methodologies, and findings on creative thinking. The findings reveal a continuous increase in publications between 2021 and 2025, indicating growing scholarly interest in STEM learning and creative thinking. Thematic analysis identifies creative thinking, project-based learning, STEM education, and assessment as dominant research themes, while digital learning and computational thinking emerge as developing topics. The qualitative synthesis demonstrates that STEM learning consistently enhances creative thinking through project-based learning, inquiry-based learning, engineering design, robotics, and digital learning environments, particularly by promoting fluency, flexibility, originality, and elaboration. This study contributes to the literature by integrating bibliometric mapping with qualitative synthesis, providing a comprehensive overview of the current research landscape and offering directions for future research and educational practice in STEM learning and creative thinking. Keywords: STEM learning, creative thinking, bibliometric analysis, systematic literature review, qualitative synthesis.
Smartphone Distraction in Reading Activities: An Analysis of 10 Types and 12 Contributing Factors among EFL Students Sri Nurussima Awani; Fadly Azhar; Hadriana Hadriana
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.pp1641-1662

Abstract

This research aims to identify and analyze the types and factors of smartphone distractions among university students during reading activities. It focuses on how these distractions affect EFL students' reading activities. This research uses a mixed-method approach, specifically using an explanatory sequential design. Data were collected using a 66-item questionnaire distributed to first-year English Study Program students to measure the frequency of smartphone distraction types and levels of agreement on contributing factors. The questionnaire findings were elaborated by conducting semi-structured interviews with several students to strengthen them. A correlation was also conducted using Spearman's rho. These methods help to provide a clear explanation of student behaviors. The results successfully identified 10 types of smartphone distractions and 12 contributing factors that occur during reading activities. The data show that smartphone sounds are the most common distraction, and Emotion regulation is the dominant factor among students. The Spearman’s Rho test showed that smartphone distraction is related to most internal factors (especially Attention Impulsiveness and FoMO) as well as external factors (especially Ease of internet access and Design of smartphone). Emotional regulation and learning motivation did not show a significant correlation. Furthermore, these findings indicate that using smartphones for learning requires good self-control to reduce focus loss and improve reading comprehension. This research makes a useful contribution by developing an instrument to assess smartphone distractions in digital learning. It underscores the need for educators to develop strategies to help students control their reading or study habits. This is important so that students can use smartphones as an effective academic tool rather than a source of cognitive disruption. Lecturers can divide digital texts into smaller sections to reduce cognitive load and allocate a specific “notification-free” period at the start of the session. These strategies will help students achieve better academic outcomes. Keywords: smartphone distractions, reading, EFL students, digital media, academic performance.
The Role of Self-Regulated Learning in Enhancing Computational Thinking Skills: A Systematic Literature Review and Bibliometric Analysis Mayhesti Zalsabilah Erwin; Tri Wrahatnolo; Achmad Imam Agung; Alias Masek
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.pp1750-1767

Abstract

Self-regulated learning (SRL) is widely recognized as one of the strongest predictors of academic success; however, its specific role in fostering the development of computational thinking (CT) has not been fully scrutinized. Objective: This study aims to map the development of research, identify key trends and themes, and analyze the intellectual structure of the literature at the intersection of SRL and CT through a systematic literature review and bibliometric analysis. Methods: A total of 38 Scopus-indexed journal articles were selected following the PRISMA 2020 guidelines, and their methodological quality was appraised using a structured five-criterion rubric adapted from established critical-appraisal criteria (Kmet et al., 2004). VOSviewer (v1.6.20) was used to visualize keyword co-occurrence networks and co-authorship networks, whilst Bibliometrix (R package v4.2.3) was used to analyze publication trends, author productivity, source impact, and thematic evolution. Findings: The analysis revealed significant growth in publications from 2017 to 2026, peaking in 2025. The United States, Taiwan, and China were the main contributors. Key thematic clusters included SRL scaffolding in programming education, metacognition and CT assessment, and personalized learning environments. The reciprocal relationship between SRL and CT is identified as the most prominent research trajectory in the recent period. Conclusion: This review highlights critical research gaps, particularly the scarcity of longitudinal studies and the still-limited representation of the Global South, whilst providing a roadmap for future empirical and pedagogical investigations at the intersection of SRL and CT. Keywords: self-regulated learning, computational thinking, bibliometric analysis, systematic literature review, VOSviewer, Bibliometrix.

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