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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 91 Documents
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Search results for "Teachers" : 91 Documents clear
Exploring Variabels of Teachers Financial Well-Being in Indonesia Jesuit Schools Mantiri, Andreass Aryono; Dharmastuti, Christiana Fara
Jurnal Pendidikan Progresif Vol 14, No 2 (2024): Jurnal Pendidikan Progresif
Publisher : FKIP Universitas Lampung

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Exploring Variabels of Teachers Financial Well-Being in Indonesia Jesuit Schools. Objectives: This study explored the interrelationships between financial literacy, financial efficacy, financial attitude, financial behavior, and spiritual intelligence in influencing the financial well-being of Indonesian Jesuit school teachers. Methods: A quantitative research approach was employed, utilizing structural equation modeling (SEM-PLS) to analyze data collected from 225 Jesuit school teachers. Data were gathered through a survey instrument designed to measure the variables of interest. Findings: The study found that financial behavior plays a crucial mediating role in the relationship between these variables and financial well-being. Financial efficacy directly predicts financial well-being, while spiritual intelligence and financial attitude indirectly enhance well-being through their influence on financial behavior. Financial literacy, contrary to expectations, does not directly impact financial well-being but indirectly contributes through its influence on financial behavior. Conclusion: The study highlights the importance of fostering positive financial behaviors and integrating spiritual intelligence into financial decision-making to improve the financial health of educators. These findings offer valuable insights for educational institutions and policymakers seeking to enhance the financial well-being of teachers. Keywords: financial well-being, spiritual intelligence, teachers.DOI: http://dx.doi.org/10.23960/jpp.v14.i2.202497
Structural Equation Modelling Analysis of Improving Teachers’ Teaching Creativity:The Role of Professional Identity and Emotional Intelligence Syah, Muhammad Fahmi Johan; Ishartono, Naufal; Susilo, Agus; Inayati, Nurul Latifatul; Janudin, Sharul Effendy; Mansor, Mahaliza; Rahmadhani, Salma; Salsabila, Alifa; Intan Jelita, Hanifah Tria
Jurnal Pendidikan Progresif Vol 14, No 2 (2024): Jurnal Pendidikan Progresif
Publisher : FKIP Universitas Lampung

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Structural Equation Modelling Analysis of Improving Teachers' Teaching Creativity: The Role of Professional Identity and Emotional Intelligence. Objective: The study aimed to examine a comprehensive structural model comprising three variables namely teaching creativity, emotional intelligence, and professional identity. Methods: The study involved 170 prospective teachers enrolled in teacher professional education programs in Indonesia by using a simple random sampling technique. Data were collected online using instruments adapted from previous research. The data were analysed by using covariance-based Structural Equation Modelling (CB-SEM) with the assistance of AMOS.  Findings: The findings revealed that the model confirmed a strong relationship among the three variables. Partial regression analysis reveals that emotional intelligence influences professional identity and teaching creativity, while professional identity influences teaching creativity. Nevertheless, the full model analysis revealed a contrary result that emotional intelligence could not directly enhance teaching creativity. Emotional intelligence must be accompanied by a strong professional identity to boost creativity in teaching effectively. These results suggest that professional identity functions as a full mediator in the relationship between emotional intelligence and teaching creativity. Conclusions: Efforts to enhance teaching creativity should focus not only on developing emotional intelligence but also on strengthening professional identity. This identity comprises several components, including cultural knowledge, blending, interpersonal skills, and active engagement in the professional community. Neglecting professional identity may hinder improvements in teaching creativity, even if emotional intelligence is high. Stakeholders should prioritise both aspects to cultivate creative educators. Keywords: teaching creativity, emotional intelligence, professional identity, SEM, teacher.DOI: http://dx.doi.org/10.23960/jpp.v14.i2.202498
The Effectiveness of Differentiated Instruction in Elementary School Subject: Teachers’ Perceptions Efendi, Ulfah Putri; Wibowo, Setiawan Edi; Sartono, Emmanuel Kus Eddy; Lena, Mai Sri
Jurnal Pendidikan Progresif Vol 14, No 3 (2024): Jurnal Pendidikan Progresif
Publisher : FKIP Universitas Lampung

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The Effectiveness of Differentiated instruction in Elementary School Subject: Teachers’ Perceptions. Objectives: This study aims to explore teachers’ perceptions of differentiated instruction in the Pancasila Education subject in Elementary Schools and its impacts, benefits, and challenges. Methods: The data collection was conducted by using a survey method by distributing the questionnaires to 801 respondents followed by semi-structured interviews. Furthermore, the data were analyzed by using the quantitative descriptive analysis techniques and Spearman correlation tests to determine the relationship between the implementation of differentiated instruction and the aspects of teachers’ perceptions. Meanwhile, the results of the interviews were analyzed by using a descriptive qualitative approach. The elementary school subject referred to in this study is Pancasila Education. Findings: The results of the study indicated that the teachers have implemented the differentiated instruction in the Pancasila Education subject through differentiation of content, process, and product. Furthermore, the differentiated instruction was able to meet the students’ learning needs and improve motivation, participation, and learning outcomes in the Pancasila Education subject in Elementary Schools. The teachers overcame the problems in adopting differentiated instruction, including lack of understanding of this approach, difficulty in conducting diagnostic testing and high number of students. Conclusion: The differentiated instruction in teachers' perceptions can help improve the students' motivation, participation, and learning outcomes. In addition, it also helps teachers in meeting their students' learning needs. Keywords: perception, differentiated learning, pancasila education, elementary school.DOI: http://dx.doi.org/10.23960/jpp.v14.i3.2024121
Teachers’ Perspectives on Bullying: A Crucial Step Towards Safer School Environments Wardhani, Dhian Putri; Wijayanto, Agus; Laila, Malikatul
Jurnal Pendidikan Progresif Vol 14, No 1 (2024): Jurnal Pendidikan Progresif
Publisher : FKIP Universitas Lampung

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Abstract: Teachers’ Perspectives on Bullying: A Crucial Step Towards Safer School Environments. Objectives: This study aims to examine teachers’ understanding of bullying acts. Method: This study is qualitative research with a case study approach. A semi-structured interview and Multimedia Discourse Completion Tasks (MDCTs) were employed to collect the research data. Findings: The findings revealed that almost all the teacher participants possess an excellent understanding of bullying. They based their examination of bullying acts on several risk factors, such as physical features or body build, externalizing behaviour, self-esteem, social skills and popularity, and delinquency. Additionally, the foundations they utilized in categorizing bullying acts included intent to hurt, power disparity, and long-term repetition. Conclusion: In conclusion, teachers are expected to be more sensitive to bullying acts and they can use their knowledge to prevent bullying in the school environment. Keywords: bullying, teacher’s understanding of bullying, bullying risk factors, bullying categories.DOI: http://dx.doi.org/10.23960/jpp.v14.i1.202421
Evaluating Kindergarten Teachers’ Readiness for Technology-Integrated Pedagogy: An Analysis Based on the Tpack Framework Budiarti, Erna; Shintarahayu, Balqis
Jurnal Pendidikan Progresif Vol 14, No 3 (2024): Jurnal Pendidikan Progresif
Publisher : FKIP Universitas Lampung

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Objective: This study evaluates kindergarten (TK) teachers' readiness to implement technology-integrated pedagogy using the TPACK (Technological Pedagogical Content Knowledge) framework. The TPACK framework combines three key dimensions: content knowledge (CK), pedagogical knowledge (PK), and technological knowledge (TK). These dimensions are essential for teachers to design and implement practical learning experiences that leverage technology. Methodology: This study uses a descriptive quantitative approach involving 50 respondents, including 40 teachers and 10 principals from kindergarten/PAUD schools in three regencies/cities in West Java: Bekasi City, Bogor Regency, and Depok City. Data were collected through a questionnaire based on TPACK aspects, namely technological knowledge (TK), pedagogical knowledge (PK), content knowledge (CK), and the integration of all three dimensions (TPACK). The data were analyzed using statistical techniques to assess teachers' readiness for integrating technology into the learning process. Findings: The findings reveal that many teachers demonstrate strong readiness in content and pedagogical knowledge. However, there is a notable gap in their mastery of technology and its application in teaching. Age, teaching experience, and access to technology training significantly influence teachers' readiness to implement the TPACK framework. Conclusion: The study concludes that while teachers possess an adequate understanding of pedagogy and content, there is a pressing need to enhance their technological skills through ongoing training and support. The implications of this study emphasize the importance of developing training programs to improve technology-related competencies for kindergarten/PAUD teachers. Such initiatives are crucial to fostering innovative teaching practices that align with the demands of modern education. Keywords: teacher readiness, pedagogy integrated technology, TPACK, education early childhood.DOI: http://dx.doi.org/10.23960/jpp.v14.i3.2024149
Investigating Teachers’ Efficacy Beliefs in Managing English for Specific Purposes (ESP) Classroom Afrezah, Novela Nur; Priyana, Joko; Widyastuti, Puspa; Syahfutra, Wandy
Jurnal Pendidikan Progresif Vol 14, No 2 (2024): Jurnal Pendidikan Progresif
Publisher : FKIP Universitas Lampung

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Investigating Teachers’ Efficacy Beliefs in Managing English for Specific Purposes (ESP) Classroom. Teachers must have high self-efficacy beliefs to provide teaching methods or strategies properly. Objective: This research aims to measure ESP teachers' efficacy beliefs and identify the effect of teachers’ efficacy on ESP teaching performances. Method: This study used mixed-method research as a research design. The subjects were teachers who have experience in teaching ESP. The teachers came from several vocational high schools and higher education institutions. The researcher used the purposive sampling technique to determine the sample of this research. The quantitative data were obtained through a questionnaire to 30 teachers from several vocational high schools in Riau, and the researcher invited five teachers to join an interview session. Furthermore, thematic analysis was used to analyze the data by familiarizing with the data, categorizing the data through coding, and then organizing those codes into themes reflecting the subjects’ responses. Based on the data obtained, all participants exhibited high and medium levels of self-efficacy. Five aspects were involved in the questionnaire: efficacy for English, efficacy for curriculum implementation, efficacy for instructional strategies, efficacy for classroom management, and efficacy for student engagement. Findings: Among these aspects, efficacy for instructional strategy was the highest. Teachers with high self-efficacy excel in classroom management, create motivating environments, and adapt their strategies to meet student needs, leading to better academic outcomes. Proficiency in English also plays a crucial role in effective ESP teaching.  High teacher self-efficacy boosts motivation to deliver effective lessons, even with limited preparation time. The research emphasizes the reciprocal relationship between teacher efficacy and student performance, showing that confident teachers foster better learning environments. Keywords: classroom management, ESP teacher’s self-efficacy, ESP. DOI: http://dx.doi.org/10.23960/jpp.v14.i2.202476
The Impact of Principal’s Leadership Style on Teachers’ Work Ethic and Professional Competence Herlinda Purnama; Nur Hayati
Jurnal Pendidikan Progresif Vol 14, No 3 (2024): Jurnal Pendidikan Progresif
Publisher : FKIP Universitas Lampung

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The Influence Of The Principal's Leadership Style On The Work Ethic And Professional Competence Of Teachers. Objectives: This study investigates the influence of the principal’s leadership style on the work ethic and professional competence of teachers in selected schools. The research focuses on three leadership styles: transformational, transactional, and democratic, analyzing their respective impacts on teacher performance. Methods: A quantitative approach was employed, using a survey method to collect data from 100 teachers at Kabupaten Sleman Yogyakarta. Correlation and regression analyses were conducted to examine the relationships between leadership styles and the two dependent variables: teacher work ethic and professional competence. Findings: The findings reveal that transformational leadership has the strongest positive effect on both work ethic and professional competence, with significant correlations and high regression values. Democratic leadership also showed a positive influence, promoting collaboration and teacher empowerment. However, transactional leadership had a comparatively weaker impact, focusing primarily on short-term compliance rather than fostering long-term growth. Conclusion: These results suggest that school principals should adopt transformational and democratic leadership styles to enhance teacher performance and create a motivating and supportive work environment. This research contributes to the broader understanding of educational leadership and its role in shaping teacher behavior, offering practical recommendations for improving school leadership practices. Keywords: principal leadership style, transformational leadership, transactional leadership.DOI: http://dx.doi.org/10.23960/jpp.v14.i3.2024140
EFL Pre-Service Teachers’ Experiences in Implementing Differentiated Instruction during Teaching Practice Program Rahmani, Eka Fajar; Riyanti, Dwi; Negara, Kartika Yoga Eka Pratiwi
Jurnal Pendidikan Progresif Vol 14, No 2 (2024): Jurnal Pendidikan Progresif
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EFL Pre-Service Teachers’ Experiences in Implementing Differentiated Instruction during Teaching Practice Program.  This study explores the experiences of pre-service English teachers (PETs) in implementing Differentiated Instruction (DI) during their teaching practice in Indonesian junior and senior high schools. Using a qualitative descriptive approach, data were collected from 17 PETs who had completed their teaching practice, focusing on how they differentiated content, process, product, and the learning environment to meet diverse student needs. The findings reveal that PETs employed strategies such as scaffolding, flexible grouping, and offering multiple forms of assessment to address the range of linguistic competencies and learning styles among students. However, they also faced challenges, including time management, balancing diverse needs, student resistance to flexible grouping, assessing different products, limited resources, and maintaining student engagement. Despite these obstacles, PETs viewed DI as a valuable approach that enhanced their teaching effectiveness, though they recognized the need for more training and resources to implement it successfully. This study provides insights into the challenges and benefits of DI in pre-service teacher education, particularly within Indonesia’s Merdeka Curriculum. The implications suggest that teacher education programs should integrate more extensive DI training to better equip future teachers for diverse classroom dynamics. Limitations include the small sample size and focus on a specific context, which may limit generalizability. Future research should explore DI across different regions and school settings with larger samples. Keywords: differentiated instruction, pre-service teachers, ELT, teaching practice.DOI: http://dx.doi.org/10.23960/jpp.v14.i2.202490
The New Student Admission System in DKI Jakarta in 2020- 2021: Perceptions of Parents, Students, and Teachers Nurlita, Dewi; Driana, Elin; Purwanto, Sigid Edy; Pertiwi, Linda
Jurnal Pendidikan Progresif Vol 14, No 1 (2024): Jurnal Pendidikan Progresif
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Abstract: The New Student Admission System in DKI Jakarta: Perceptions of Parents, Students, and Teachers. Objective: This qualitative research aims to explore the perceptions of parents, students, and teachers regarding PPDB in DKI Jakarta. Methods: This research adopts a phenomenological approach. Data collected through semi-structured interviews with 22 parents, 14 students, and 3 teachers at one junior high school in East Jakarta were analyzed using typological analysis. Findings: The research results indicate that the majority of informants are more in favor of using the distance between home and school rather than age as a selection criterion. Additionally, the majority of participants believe that students' academic achievements are the fairest selection criterion compared to others because it values students' diligence in learning and fosters a competitive spirit. Conclusion: A PPDB system that ensures the right to quality education is the aspiration of parents, students, and teachers. Therefore, efforts to equalize the quality and distribution of public schools are highly necessary to achieve the goals of PPDB. Keywords:admission of new student, junior high school, perception, selection criteria, phenomenology.DOI: http://dx.doi.org/10.23960/jpp.v14.i1.202408
Restructuring the Mathematical Power of Students and Teachers: A Case Study in the Misconceptions of Parallelogram Teaching Aminudin, Mohamad; Kusmaryono, Imam; Wijayanti, Dyana; Ji, Chunyu
Jurnal Pendidikan Progresif Vol 14, No 2 (2024): Jurnal Pendidikan Progresif
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Restructuring the Mathematical Power of Students and Teachers: A Case Study in the Misconceptions of Parallelogram Teaching. Objectives:  This research aims to (a) investigate cases of misconceptions about understanding parallelograms in mathematics learning and (b) restructure the mathematical power of teachers and students in understanding the concept of parallelograms. Methods: This research is a case study that analyzes in-depth cases of misconceptions in parallelogram learning. The data collection methods are surveys and interviews. This survey involved 120 students and ten teachers as respondents. In the final data analysis, the researcher conducted confirmation and triangulation to ensure the credibility of the findings and conclusions. Findings: The study's findings indicate ontological misconceptions about parallelograms in mathematics learning in elementary and high schools. Students and teachers experience two types of misconceptions, namely preconception errors and modeling errors. Conclusion: The conclusion states that students and teachers have successfully corrected misconceptions through knowledge or mathematical power restructuring so that students and teachers can understand the concept of parallelograms. The process of restructuring mathematical power is characterized by cognitive conflict, scaffolding, and cognitive balance in their thinking processes (teachers and students). The implication is that teachers must correctly instill conceptual knowledge about parallelograms through project-based or inquiry-based learning strategies so that students can build their knowledge based on their learning experiences.Keywords: case study, mathematical power, misconception, parallelogram.DOI: http://dx.doi.org/10.23960/jpp.v14.i2.202486

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