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Progressive Journal of Educational Science
Published by Yayasan Dinamika Ilmu Banyuwangi
ISSN : -     EISSN : 31098851     DOI : https://doi.org/10.65729/progressive
Core Subject : Education,
Education
Progressive Journal of Educational Science will consider for publications original research as well as technical reports that can further our understanding of education issues and concerns. Meaningful teaching and learning Interesting curriculum Student behavior and engagement Teachers and lecturers and teaching experiences Learning media and educational innovation Philosophy of education Educational management Educational leadership
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 25 Documents
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Expectations of Deep Learning Curriculum-Based Learning Review of Government Regulation Number 4 Of 2022 Concerning National Education Standards Ahmad Zarkasyi
Progressive Journal of Educational Science Vol. 1 No. 2 (2025)
Publisher : Yayasan Dinamika Ilmu Banyuwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65729/progressive.v1.i2.341

Abstract

This article describes the principles and outcomes of the "deep learning" curriculum: an integrative analysis of the Government Regulation Number 4 Of 2022 Concerning National Education Standards. This study uses a qualitative approach with library research, which collects data and information from various library materials, such as curriculum theory, journals, and education standards laws in Indonesia. Based on the research results, it can be concluded that the basic principles of the outcome-based curriculum in the Minister of Education, Culture, Research, and Technology Regulation Number 12 of 2024 are based on the following principles: focus on clear and measurable learning outcomes, student-centered approach, performance-based assessment, continuous improvement. The three dimensions of the deep learning-based curriculum are mindfulness, calmness, and concentration. Meaningful learning means learning full of experience. Joyful learning means learning that is enjoyable.
Strategi Kepala Sekolah dalam Mengawal Perubahan Kurikulum Merdeka Fadiya Mar’atusholihah; Fata Asyrofi Yahya
Progressive Journal of Educational Science Vol. 1 No. 2 (2025)
Publisher : Yayasan Dinamika Ilmu Banyuwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65729/progressive.v1i2.342

Abstract

Curriculum change is inevitable in an education system that demands readiness and active involvement from teachers. However, the implementation of curriculum change often faces various challenges, especially those related to the readiness of human resources in schools. This study aims to analyze the strategies used by school principals in overseeing curriculum change through efforts to build awareness, willingness, knowledge, skills, and strength among teachers. This study uses a qualitative approach with a case study design. Data collection techniques include in-depth interviews, observation, and documentation, with the main informants being the principal, vice principal in charge of curriculum, and teachers. The data were analyzed through the stages of data reduction, data presentation, and conclusion drawing. The results show that principals implement systematic and sustainable strategies through vision socialization, participatory approaches, training and workshops, academic supervision, and reinforcement through feedback and teacher learning communities. These strategies were able to increase teachers' readiness and commitment in implementing curriculum changes, particularly the Merdeka Curriculum. This study concluded that principal leadership plays a strategic role in ensuring the success and sustainability of curriculum change oversight at the school level.
An Avoidance of Online Gaming Through Islamic Literature (Case Study: Senior High School Student) Mahfuzh Hasby Asy Syukri; Wisnu Uriawan; M Hasbi Hasbullah; Fazli Mawla Ghifari; Faza Mohamad Farsyafat
Progressive Journal of Educational Science Vol. 1 No. 3 (2025)
Publisher : Yayasan Dinamika Ilmu Banyuwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65729/progressive.v1i3.147

Abstract

This study aims to understand the role of Islamic education in reducing online gaming addiction among high school students. Using a case study approach, data were collected through interviews, observations, and document analysis to explore how Islamic literature can serve as an effective medium to raise awareness about the dangers of online gaming addiction. The findings reveal that Islamic values, such as time manage- ment, ethics, and self-control, significantly influence students’ behavior regarding technology use. Religious activities, such as congregational prayers and Quranic study groups, provide a supportive social environment that helps divert attention from online gaming. However, challenges such as peer pressure and the lack of digital literacy among parents hinder the effective implementation of these Islamic values. The study suggests a holistic approach that integrates Islamic education with practical strategies to manage technology use wisely. This approach not only addresses online gaming addiction but also fosters the development of a generation that is creative, productive, and deeply rooted in Islamic principles.
Mendesain Kurikulum Merdeka Berbasis Kearifan Lokal: Studi Kajian Pustaka Nia Farhanis; Sahroni; Rokimin
Progressive Journal of Educational Science Vol. 1 No. 3 (2025)
Publisher : Yayasan Dinamika Ilmu Banyuwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65729/progressive.v1i3.225

Abstract

The implementation of the Independent Curriculum in Indonesia is projected to be a strategic effort to create relevant, flexible, and contextually relevant learning. However, in practice, the integration of local wisdom is still often treated peripherally and has not been systematically designed. This study departs from the Indonesian national context by positioning the Independent Curriculum as an educational policy framework that directly confronts socio-cultural diversity and the risk of curriculum homogenization. This study aims to explore the conceptual pattern of local wisdom integration in the Independent Curriculum and formulate a curriculum design framework that is argumentative and applicable. The method used is a qualitative literature review, with a systematic review design, of journal articles, academic books, and relevant policy documents published in the last ten years, analyzed through a thematic-critical approach. The results of the study indicate that the literature forms a relatively consistent conceptual pattern, structured around dimensions of integration, principles of integration, and operational indicators, and positions local wisdom as a learning context bridged through content integration, contextual pedagogy, and authentic assessment. The key novelty of this study lies in modeling the integration of local wisdom as a layered curriculum design that links learning outcomes to the supporting institutional ecosystem, including teacher capacity, school support, and adaptive curriculum governance. These findings imply the need for a policy shift from mere content flexibility to strengthening curriculum design and the implementation ecosystem to ensure consistent, meaningful, and sustainable integration of local wisdom.
Analysis of the Blended Learning Model from the Perspective of Progressive Educational Philosophy Noor Zinatul Hamidah; Muhammad Ghafar
Progressive Journal of Educational Science Vol. 1 No. 3 (2025)
Publisher : Yayasan Dinamika Ilmu Banyuwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65729/progressive.v1i3.374

Abstract

Technological advances in education have given birth to a new learning model called blended learning. The birth of blended learning aligns with the philosophical view of progressivism, which holds that education should continually adapt to the times. The problem is that every change offered by both progressivism and blended learning, while bringing various conveniences, also harms education. This study aims to analyze the blended learning model from a progressivist perspective, thereby clarifying the relationship between the two and assessing the suitability of both concepts for current Indonesian education. The research method is qualitative, with a literature review approach, drawing on various writings on blended learning and analyzing them through the theory of progressivism. This study concludes that the philosophies of progressivism and blended learning share similarities, namely in their orientation toward educational development and change. Blended learning is more about developing its learning model. At the same time, progressivism encompasses the development of all aspects of education, including methods, materials, curriculum, and objectives, in keeping with the changing times. Blended learning is a product of the philosophy of progressivism, which assumes that education must dynamically keep pace with the times. In contrast, blended learning is the education sector's response to these changes. Broadly speaking, blended learning, viewed from a progressive perspective, has many similarities across history, learning models, educators, and students. Both perspectives and histories emerge as innovations to conventional learning. Both share a student-centered learning model that focuses on the process rather than the material. Both concepts view the teacher as a monitor and facilitator, and view students as the center of learning.
Peran Multidimensional Kiai dalam Pembentukan Karakter Disiplin Santri di Pesantren Aprilia Herawati; Fata Asyrofi Yahya
Progressive Journal of Educational Science Vol. 2 No. 1 (2026)
Publisher : Yayasan Dinamika Ilmu Banyuwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65729/progressive.v2i1.377

Abstract

Disciplinary character of students at Nurul Azhar Islamic Boarding School in Sampung, Ponorogo. The study is based on the importance of character formation amid increasing moral issues in education. A qualitative case study approach was used to understand the phenomenon in its natural context. Data were collected through interviews, observations, and documentation involving one kiai, one administrator, and one student, and analyzed using the interactive model of Miles, Huberman, and Saldaña. The findings show that the kiai plays a central role through three main functions: as a caregiver, motivator, and surrogate parent. As a caregiver, the kiai builds discipline through consistent role modeling and structured habituation. As a motivator, the kiai provides moral and spiritual encouragement that fosters students’ internal awareness of discipline. As a surrogate parent, the kiai establishes close emotional relationships that strengthen value internalization. These roles operate in an integrated and continuous manner. The study concludes that discipline is formed not only through formal rules but also through exemplary behavior, emotional closeness, and sustained guidance. 
Pathways from Digital Literacy to Teaching Effectiveness: The Mediating Effects of Instructional Leadership, Pedagogical Innovation, and Technology Self-Efficacy Novia Eka Pratiwi
Progressive Journal of Educational Science Vol. 2 No. 1 (2026)
Publisher : Yayasan Dinamika Ilmu Banyuwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65729/progressive.v2i1.379

Abstract

This study aims to examine the influence of Digital Literacy, Instructional Leadership, Pedagogical Innovation, and Technology Self-Efficacy on Teaching Effectiveness among elementary school teachers in Ponorogo Regency. A total of 119 teachers were selected as respondents using purposive sampling, based on the criteria of being active teachers with experience in applying educational technology. The research instrument was developed from construct indicators and analyzed using Partial Least Square–Structural Equation Modeling (PLS-SEM). The results reveal that Digital Literacy significantly affects Instructional Leadership and Technology Self-Efficacy but does not significantly influence Pedagogical Innovation. Instructional Leadership strongly impacts both Pedagogical Innovation and Teaching Effectiveness, while Pedagogical Innovation contributes positively but modestly to Teaching Effectiveness. Furthermore, Technology Self-Efficacy emerges as an effective mediator linking Digital Literacy to Teaching Effectiveness. Notably, this study offers novel empirical evidence from elementary school teachers in Ponorogo, Indonesia, a relatively under-studied educational context, thereby extending the existing literature on instructional leadership, digital literacy, and teaching effectiveness in the digital era. 
The Path to Career Readiness: Digital Literacy, AI Learning Tools Usage, and Learning Engagement with Learning Agility as a Mediator Ni'matul Faidah
Progressive Journal of Educational Science Vol. 2 No. 1 (2026)
Publisher : Yayasan Dinamika Ilmu Banyuwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65729/progressive.v2i1.370

Abstract

The rapid advancement of artificial intelligence (AI) has reshaped the competencies required in the labor market, making it essential to investigate how digital competence and technology-based learning contribute to students’ career readiness. This study examines the influence of Digital Literacy, AI Learning Tools Usage, and Learning Engagement on Career Readiness, with Learning Agility as a mediating variable. Data were collected from 987 undergraduate students across eight study programs in the Faculty of Tarbiyah and Teacher Training at UIN Ponorogo. Using a proportionate stratified random sampling technique, the survey data were analyzed with PLS-SEM. The findings indicate that AI Learning Tools Usage has the strongest direct and indirect effect on Career Readiness, with Learning Agility functioning as a partial mediator. Learning Engagement also shows a significant direct effect, while Digital Literacy does not exert a significant influence. These results highlight that basic digital competence, while necessary, is insufficient to predict employability without integration with advanced technological tools and adaptive learning capacities. The study emphasizes the importance for higher education institutions to integrate AI-based learning, foster student engagement, and intentionally cultivate learning agility to strengthen graduates’ preparedness for the workforce.
Integrating Islamic Work Ethics and AI Literacy to Enhance Employability of Vocational Students through Self-Efficacy and Digital Adaptability Gilang Hardiansyah Priamono
Progressive Journal of Educational Science Vol. 2 No. 1 (2026)
Publisher : Yayasan Dinamika Ilmu Banyuwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65729/progressive.v2i1.383

Abstract

The rapid transformation of the labor market in the era of Industry 4.0 and Society 5.0 has highlighted the importance of digital and ethical competencies for vocational students. This study aimed to investigate the influence of Islamic Work Ethics (IWE) and AI Literacy (AIL) on employability, with Self-Efficacy (SEF) and Digital Adaptability (DAD) as mediating variables. Data were collected from 169 vocational students across one study programs at the Faculty of Vocational Studies, Universitas Negeri Yogyakarta (UNY). Respondents were selected using proportional stratified random sampling to ensure representation of each program. The research employed a quantitative approach, with data analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM). The results show that IWE did not significantly affect employability, either directly or indirectly, while AIL exerted a strong and significant influence on SEF, DAD, and employability. Among the mediators, DAD emerged as the most dominant factor, serving as a partial mediator between AIL and employability. These findings highlight the central role of digital competencies in shaping vocational students’ work readiness, while ethical and psychological factors play only a minor role. The study contributes to employability literature and provides practical implications for vocational curricula, emphasizing the integration of AI Literacy and digital adaptability training to align with industry demands.
Building Gender Awareness From An Early Age: A Study Of Visual And Narrative Literacy In Children's Storybooks In Indonesia Siti Ririn Mu'tamiroh; M Khoirul Hadi Al asy 'ari
Progressive Journal of Educational Science Vol. 2 No. 1 (2026)
Publisher : Yayasan Dinamika Ilmu Banyuwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65729/progressive.v2i1.375

Abstract

Gender awareness is a crucial foundation for fostering inclusive and equitable attitudes from an early age. In Indonesia, early childhood education (PAUD) is a critical phase of instilling basic values, including an understanding of gender-based social roles. However, various studies show that children's storybooks—as the primary learning medium—still contain gender-biased narratives and illustrations, which indirectly reproduce stereotypes and role inequalities between men and women. This phenomenon is a significant concern in the discourse on inclusive education and feminist literacy. The research problem formulation in this study is: to what extent does visual and narrative literacy in Indonesian children's storybooks support or hinder the formation of gender awareness in early childhood? The research gap addressed is the lack of studies that comprehensively examine the construction of gender roles in Indonesian children's books through a feminist media and visual literacy approach. This study uses a qualitative approach with Norman Fairclough's critical discourse analysis and Stuart Miller's theory of representation. Hall to read text and images in children's books. Media feminist theory was also used to examine how the social construction of gender is shaped through narrative. Preliminary results indicate that most children's storybooks still depict male characters as dominant and active, while female characters are depicted in domestic and passive roles. This reinforces the importance of revising children's literacy content to be more gender-equal

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