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Aris Nurbawani
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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 17 Documents
 1   2 
Expectations of Deep Learning Curriculum-Based Learning Review of Government Regulation Number 4 Of 2022 Concerning National Education Standards Zarkasyi, Ahmad
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 Mar’atusholihah, Fadiya; Yahya, Fata Asyrofi
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. 

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