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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 810 Documents
 77   78   79   80   81 
Teaching English for Specific Purposes through Content-Based Instruction in Food Security Terminology: Effects on Indonesian EFL Students’ Writing Nurhaedah Gailea; Syafrizal Syafrizal; John Pahamzah; Andri Kurniawan
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.pp1768-1783

Abstract

This study examined the effects of content-based instruction (CBI) using food-security terminology and of learner creativity on university EFL writing achievement. A quasi-experimental 2 × 2 factorial design involved 80 students selected by cluster random sampling (20 per cell). One class received CBI and the other problem-based learning (PBL); creativity was measured with a 30-item questionnaire and dichotomized at the class median. Data were analyzed using descriptive statistics, assumption tests, two-way ANOVA, and Tukey HSD comparisons. Two-way ANOVA revealed a significant main effect of teaching method, F(1, 76) = 5.82, p = .018, partial η² = .071; a significant main effect of creativity, F(1, 76) = 4.88, p = .030, partial η² = .060; and a large, significant interaction, F(1, 76) = 37.80, p < .001, partial η² = .332. CBI produced a higher overall mean than PBL (70.95 vs. 67.40), and highly creative students outperformed less creative students (70.80 vs. 67.55). Still, the interaction was crossover: Tukey comparisons showed that CBI–high creativity (M = 77.10) exceeded every other cell, whereas low-creativity learners scored higher under PBL (M = 70.30) than under CBI (M = 64.80). Authentic food-security content can strengthen ESP writing, but differentiated scaffolding is required because the relative effectiveness of CBI and PBL is conditional on learner creativity. Keywords: content-based instruction, English for specific purposes, food security, EFL writing, learner creativity.
Level Up Numeracy: Using Artificial Intelligence-Based Digital Gamification to Revitalize High School Students' Multiplication Skills Arry Wijayanty; Yullian Rachmat Yudhi Sentausa; Yayat Maskopo; Rina Hidayati Pratiwi; Nur Intan Hasbullah
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.pp1864-1876

Abstract

This research describes the implementation and evaluates the effectiveness of an Artificial Intelligence (AI)-based digital gamification strategy, the 'Level Up Numeracy' program, in revitalizing high school students’ multiplication skills. The study specifically aimed to measure improvements in computational efficiency and explore students' motivational and emotional responses to the intervention. The study used a pre-experimental, one-group pretest-posttest design with a cohort of 47 tenth-grade students at SMAN 4 Cibinong. The intervention was a multi-level educational game developed with Canva AI, featuring leaderboards, badges, and instant feedback. Data were collected through automated time tracking of student performance across two sessions (pretest and posttest) and a qualitative reflective questionnaire validated using Lawshe's Content Validity Ratio (CVR = 1.00). Quantitative data were analyzed using disaggregated paired-samples t-tests and two-way cross-tabulation, while qualitative feedback was examined through thematic analysis using Braun and Clarke's framework. The intervention yielded a statistically significant improvement in students' computational speed. The average task completion time decreased from 812.62 seconds (SD = 295.51) in the pretest to 512.55 seconds (SD = 226.43) in the posttest, t(46) = 10.62, p < .001. This represents a 36.92 % increase in cognitive efficiency. Qualitatively, 87.2% of students reported highly positive emotional shifts, describing the gamified experience as motivating, challenging, and engaging, which fostered a competitive yet supportive learning environment. AI-based digital gamification proves to be a highly effective, scalable, and cost-efficient strategy for enhancing fundamental numeracy skills and learning engagement among high school students. Generative AI empowers educators to create customized, interactive learning tools, offering a promising avenue for addressing foundational learning gaps in various educational contexts. Keywords: numeracy, digital gamification, artificial intelligence, mathematics learning, Canva AI.
Source-Based Inquiry Learning to Improve University Students’ Historical Literacy in South Asian History Guntur Arie Wibowo; Riyadi Riyadi; Hendra Kurniawan; Ipong Jazimah; Ahmad Sharani
Jurnal Pendidikan Progresif Vol 16, No 4 (2026): Jurnal Pendidikan Progresif
Publisher : FKIP Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/jpp.v16i4.pp1954-1974

Abstract

This study examined the effectiveness of source-based inquiry learning in improving university students' historical literacy in a South Asian History course. Historical literacy was conceptualized through students' abilities in sourcing, contextualization, corroboration, and evidence-based historical argumentation. A quantitative quasi-experimental pretest-posttest control group design involved 58 fourth-semester history education students. The experimental group comprised 29 students who received source-based inquiry learning, while the control group received conventional instruction. Data were collected using a source-based historical literacy essay test and analyzed through descriptive statistics, an independent-samples t-test, analysis of covariance, and normalized gain analysis. The experimental group achieved a higher posttest mean than the control group (78.93 vs. 64.90) and a greater improvement (28.15 vs. 14.48 points). The between-group difference was statistically significant, t(56) = 6.79, p < 0.001. Analysis of covariance confirmed a significant treatment effect after controlling for pretest scores, F(1, 55) = 110.82, p < 0.001, with a large effect size (0.668). The experimental group obtained a moderate normalized gain of 0.58, compared with 0.30 in the control group, which lay at the lower boundary of the low category. Sourcing and contextualization showed the greatest improvement. Source-based inquiry learning effectively strengthens historical literacy and disciplinary reasoning. Its integration into university history education can support more analytical, contextual, critical, and evidence-centered learning. Keywords: source-based inquiry learning, historical literacy, history education, primary historical sources, historical thinking.
Meta-Analysis of Social-Emotional Learning (SEL) Interventions in Primary Schools Edwin Edwin; Josiharu Edmund Franky; Albert Djohanes; Togap Parlindungan Simanjuntak; Sachiko Takahi
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.pp1784-1808

Abstract

Universal social-emotional learning (SEL) is widely implemented in primary schools, yet reported effects range from negligible to implausibly large, and syntheses that separate methodological quality from true intervention effects remain scarce. This meta-analysis aimed to estimate the effect of universal, school-based SEL interventions, relative to conventional schooling, on primary-school children's social-emotional competence, and to test how that estimate depends on study design, risk of bias, and small-study effects. Following PRISMA 2020, 4,043 records were identified from Scopus (2016–2025), 882 reports were screened at title and abstract, and 93 full texts were assessed for eligibility; 18 studies met the inclusion criteria (15 controlled between-group and three single-group pre-post designs), representing roughly 11,900 pupils across 13 countries. Study quality was appraised with ROBINS-I, and effect sizes (Hedges' g) were pooled with random-effects models using the DerSimonian-Laird, REML, and Paule-Mandel estimators with Hartung-Knapp confidence intervals, complemented by meta-regression, influence diagnostics, and trim-and-fill. The naïve pooled estimate was large (g = 0.89) but extremely heterogeneous and driven by three higher-risk outliers; after excluding them, the effect stabilized at a moderate g of 0.53 under DerSimonian–Laird and 0.55 under REML and Paule–Mandel, falling to g = 0.18 when restricted to lower-risk studies. At the same time, small-study bias persisted after outlier removal. We conclude that universal SEL interventions are associated with a genuine but modest-to-moderate improvement in social-emotional competence (credible g = 0.53; conservative low-risk g = 0.18) when judged by adequately controlled, lower-risk designs, whereas the broader literature overstates effectiveness because underpowered, higher-risk studies exert disproportionate influence. Keywords: social-emotional learning, primary school, meta-analysis, effect size, risk of bias.
Intellectual Intelligence, Empowering School Environment and Economics Learning Outcomes among High School Students Putri Ulfa Kamalia; Safitri Wulandari; Albrian Fiky Prakoso; Retno Mustika Dewi; Yasmine Mnassri
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.pp1877-1897

Abstract

This study aims to analyze the influence of intellectual intelligence and an empowering school environment on students’ economics learning outcomes at the senior high school level. This research employed a quantitative approach with a causal associative design. Data were collected using questionnaires and documentation of students’ learning outcomes. The findings revealed that intellectual intelligence significantly influenced students’ economics learning outcomes. In addition, the empowering school environment also had a significant positive effect on learning outcomes. Simultaneously, intellectual intelligence and the empowering school environment contributed significantly to students’ economics learning outcomes. The findings indicate that intellectual intelligence and empowering school environment significantly influence students’ economics learning outcomes. It can be concluded that improving students’ cognitive abilities and creating an empowering school environment are essential for enhancing academic achievement in economics. These findings imply that economics teachers and school administrators should implement student-centered learning strategies and foster supportive learning environments to promote meaningful learning and improve students’ learning outcomes.  Keywords: economics learning outcomes, economics education, empowering school environment, intellectual intelligence.
Generative AI Use, Self-Regulated Learning, and Creativity Among Indonesian Design Students Yulyanto Yulyanto; Jerry Dounald Raharjaan; Sigit Setya Kusuma; Ilhamsyah Ilhamsyah4; Yayat Sudaryat; Munya Saleh Ba Matraf
Jurnal Pendidikan Progresif Vol 16, No 4 (2026): Jurnal Pendidikan Progresif
Publisher : FKIP Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/jpp.v16i4.pp1975-1992

Abstract

Generative artificial intelligence is increasingly embedded in design education, yet whether its use supports or substitutes for the self-directed creative process remains unclear, particularly outside the Chinese samples that dominate prior research. This study examined whether self-regulated learning (SRL) mediates the relationship between generative AI use and creativity among Indonesian design students. Data were collected through an online questionnaire from 120 Indonesian visual communication design students and analyzed using partial least squares structural equation modeling (PLS-SEM) with bootstrapped confidence intervals and four pre-specified sensitivity analyses. SRL was strongly and consistently associated with creativity (β = .674, f² = .962), and this association remained stable across all robustness checks. AI usage's relationships with SRL, with creativity directly, and with creativity indirectly through SRL were significant in the full sample but lost significance under two independent sensitivity analyses;. However, the sample was adequately powered to detect these effect sizes (post-hoc power ≥ .91); treat the point estimates as preliminary and confirm them in a larger, independent sample before treating them as established. A supplementary analysis found that frequency of AI use, unlike a richer measure of how AI was used, was unrelated to SRL or creativity. SRL is a robust correlate of creativity in AI-assisted design education, while AI use's own contribution requires replication; design pedagogy may be better served by cultivating self-regulation directly than by monitoring AI usage frequency alone. Keywords: generative AI, self-regulated learning, creativity, design education, PLS-SEM.
Integrating Potential Local Coffee into Project Based Science Module to Enhance Students’ Critical Thinking Skills Zakaria Sandy Pamungkas; Lailiatul Qomariah; Sri Wahyuni; Liu Hsiu Chen
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.pp1809-1825

Abstract

Critical thinking is one of the essential competencies required in 21st century science education. However, the critical thinking skills of junior high school students in Indonesia remain relatively low due to the limited availability of contextual learning resources that actively engage students in authentic problem. This study aimed to develop and evaluate the effectiveness of a project-based science learning module that integrates local coffee resources through the production of coffee aromatherapy candles to enhance seventh-grade students’ critical thinking skills. The study employed the ADDIE (Analyze, Design, Develop, Implement, and Evaluate) development model and involved 30 seventh grade students from Class VII C at SMP Negeri 1 Panti, Jember. The developed module was validated by two science teachers and one science education lecturer. The results indicated that the module achieved a validity score of 90.93% (valid category) and a practicality score of 79% (practical category). Its effectiveness was demonstrated by a moderate N-gain score of 0.68, with students’ average scores improving from 39.67 on the pretest to 80.80 on the posttest. Furthermore, students showed highly positive responses toward the module, with an average response score of 86.7%. These findings indicate that the project-based science learning module integrating local coffee resources is valid, practical, and effective in fostering junior high school students’ critical thinking skills while providing meaningful contextual science learning experiences. Keywords: project-based learning module, critical thinking skills, coffee aromatherapy candle.
Exploring Undergraduate Students' Understanding and Perceptions of Plagiarism in Academic Writing Niyata Fisolihati; Elin Driana; Maman A. Majid Binfas; Ernawati Ernawati
Jurnal Pendidikan Progresif Vol 16, No 4 (2026): Jurnal Pendidikan Progresif
Publisher : FKIP Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/jpp.v16i4.pp1898-1919

Abstract

This study explores undergraduate students’ understanding and perceptions of plagiarism in academic writing, focusing on its meaning, source-use practices, perceived seriousness, contributing factors, and perceived impacts. This study used a qualitative phenomenological approach. Seventeen undergraduate students from the Faculty of Teacher Training and Education at an Islamic private university in Jakarta participated. They were in their sixth, eighth, or later semesters and had experience in academic writing, such as papers, essays, research proposals, theses, or scientific articles. Data were collected through semi-structured interviews after participants completed a demographic survey and provided informed consent. The interviews were audio-recorded, transcribed verbatim, and analyzed using Miles et al.'s interactive model, consisting of data condensation, data display, and conclusion drawing. Credibility was strengthened through data triangulation across different participant groups and investigator triangulation. Students generally understood plagiarism as copying or using others’ work without proper acknowledgment. However, their understanding remained basic and partial, mainly limited to visible forms such as direct copying. Students also had limited understanding of subtle forms of plagiarism and source-use practices. Paraphrasing was often understood mechanically as synonym substitution or sentence restructuring, while summarizing and citation conventions were not fully understood. Although students perceived plagiarism as a serious moral, academic, legal, and religious violation, some tolerated it pragmatically because of time pressure, weak enforcement, and inconsistent lecturer guidance. Plagiarism was perceived as being influenced by individual, peer-related, pedagogical, and institutional factors. Students also associated plagiarism with consequences for academic development, lecturers’ responsibilities and professional reputation, institutional credibility, and original authors’ intellectual ownership. Student plagiarism is a multidimensional issue requiring academic integrity education, scaffolded writing instruction, consistent lecturer support, and clear institutional policies. A faculty-level citation and plagiarism prevention guideline integrated into research methodology or academic writing courses is recommended. Keywords: academic integrity, academic writing, higher education, plagiarism, undergraduate students.
Constructing an Adaptive Learning Framework Integrating STEAM–Gamification for Numeracy and Computational Thinking in Remote Indonesian Elementary Schools Masnur Masnur; Nadar Nadar; Saleha Saleha
Jurnal Pendidikan Progresif Vol 16, No 4 (2026): Jurnal Pendidikan Progresif
Publisher : FKIP Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/jpp.v16i4.pp1993-2008

Abstract

This study aimed to construct and validate the design of an adaptive learning framework that integrates STEAM–gamification principles with Zone of Proximal Development (ZPD)–Item Response Theory (IRT) to simultaneously develop numeracy literacy and computational thinking among elementary school students in Indonesia’s 3T (remote, frontier, underdeveloped) regions. A mixed-methods sequential exploratory design integrated with Design-Based Research (DBR) was applied over eight months in Pinrang Regency, South Sulawesi, across 10 schools in the qualitative phase and 20 schools in the quantitative phase. Qualitative data were drawn from interviews and focus group discussions with 30 teachers, 10 principals, 30 students, and 20 stakeholders, alongside 30 classroom observations; quantitative data were collected from 300 Grade IV–V students and 60 teachers using structured surveys, IRT-calibrated diagnostic tests (3PL; α = .83), and an ICT infrastructure audit. The framework synthesized qualitative and quantitative findings into four integrated layers: Pedagogical (STEAM), Motivational (gamification), Adaptive (ZPD–IRT), and Assessment (computational thinking + numeracy). Expert design validation employed LORI, Aiken’s V, and Fleiss’ Kappa with eight domain specialists. The needs analysis showed that 85% of teachers relied exclusively on conventional instruction, 78% identified a strong need for interactive learning media, and only 30% of schools had adequate ICT infrastructure. The composite numeracy mean was 50.1/100 and the computational thinking mean was 48.3/100, with geometry the weakest numeracy domain (34.7). Economic feasibility yielded a benefit-cost ratio of 1.42, a positive NPV, and an internal rate of return of 18.3%. Expert design validation yielded a LORI mean of 4.38/5, a Fleiss’ Kappa of 0.74, and an Aiken’s V of 0.79, all exceeding acceptability thresholds. The four-layer adaptive framework, among the first to integrate STEAM, gamification, ZPD–IRT adaptive learning, and computational thinking as a coherent system for Indonesia’s 3T elementary schools, provides a replicable theoretical model and an expert-validated design basis for subsequent product development and efficacy trials Keywords: adaptive learning framework, STEAM–gamification, numeracy literacy, computational thinking, 3T elementary schools.
Gender Differences in Career Maturity Among University Students: A Comparative Analysis Arina Husna Zaini; Arini Farah Adiba; Tari Indriani; Sekar Ayu Luh Jinggan; Muchammad Ainur Rofiqi; Sofiyyatul &#039;Ida Fitria
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.pp1826-1848

Abstract

Rapid digital transformation demands that university students possess high career maturity to navigate the transition from academic to professional life. Although prior studies suggest that career maturity differs between male and female students due to structural barriers and social role stereotypes, findings on this difference remain inconsistent across cultural and institutional contexts. Most research has examined students in general, overlooking the specific pressures faced by final-year students approaching career transition, and few studies have addressed Islamic higher education institutions in Indonesia, where gender norms may interact with religious and local values. This study examined differences in career maturity, both overall and across its constituent dimensions, between male and female final-year students at UIN Sayyid Ali Rahmatullah Tulungagung. Using a quantitative causal-comparative design, 330 final-year students (165 male, 165 female) were selected through quota sampling. Career maturity was measured using a modified, valid, and reliable version of the Crites-based Career Maturity Questionnaire, covering four dimensions: Career Planning, Career Exploration, Decision Making, and Self-Concept. Multivariate normality and homogeneity assumptions were satisfied, and hypotheses were tested using MANOVA followed by univariate ANOVA for each dimension. Results revealed a significant multivariate gender difference in career maturity (Pillai's Trace = 0.069; p < 0.05), confirmed by significant univariate differences across all four dimensions (p < 0.05), with small-to-moderate effect sizes. Based on mean scores, male students consistently showed higher career maturity than female students across all dimensions. These findings suggest that the difference reflects an interaction among self-efficacy, sociocultural gender-role construction, and the socio-religious campus ecosystem, rather than a dominant or universally generalizable gender effect. As an implication, Islamic higher education institutions should integrate gender-sensitive career counseling and provide professional role models for female students to strengthen exploratory confidence and decision-making self-efficacy, while ensuring equitable career readiness for all graduates. Keywords: career maturity, gender differences, final-year students.

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