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Edi Suhardi Rahman
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progresif@unm.ac.id
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Jurusan Pendidikan Teknik Elektro, Gedung EG 201, Kampus UNM Parangtambung, Jalan. Daeng Tata Raya, Makassar, Sulawesi Selatan, Indonesia
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INDONESIA
Jurnal Pendidikan dan Profesi Keguruan
Published by Universitas Negeri Makassar
ISSN : 28094794     EISSN : 28094492     DOI : https://doi.org/10.59562/progresif
Core Subject : Education,
Education Mathematics Other
Pendidikan dan Profesi Keguruan Journal is an international peer-reviewed journal that publishes high-quality research articles and literature reviews in the fields of educational science, teaching profession, technology-based learning, and vocational and technical education. The scope of topics includes educational processes and policies, teacher professional development, digital learning innovations, and vocational education strategies aligned with industry needs.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 140 Documents
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The Effectiveness of the Collaborative Learning Model in Enhancing Students Information and Communication Technology Skills at SMP Negeri 51 Makassar Ruslan Ruslan; Dian Ayu Lestari; Mustari S. Lamada
Jurnal Pendidikan dan Profesi Keguruan Vol. 6 No. 1 (2026): Jurnal Pendidikan dan Profesi Keguruan
Publisher : Jurusan Pendidikan Teknik Elektro

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59562/progresif.v6i1.10158

Abstract

This study aimed to determine the effectiveness of the collaborative learning model in enhancing students Information and Communication Technology (ICT) skills at SMP Negeri 51 Makassar. This study employed a pre-experimental design using a One-Group Pretest-Posttest Design. The sample consisted of 45 students selected through purposive sampling methods. Data were collected through questionnaires and ICT skills tests and then analyzed using descriptive statistics, inferential statistics, and gain score analysis. The results showed that the collaborative learning model was moderately effective in improving students’ ICT skills. This was evidenced by the increase in the average pretest score from 46.86 to a posttest score of 86.59, indicating a gain of 39.73 points. The Wilcoxon test yielded a significance value of 0.000 < 0.05, indicating a significant difference between the pre- and post-test scores. Moreover, the gain score of 0.65 fell into the medium category based on Hake’s classification, suggesting a moderate effectiveness. The implementation of this model also encouraged students to be more active during the learning process, creating a more interactive, enjoyable, and participatory classroom atmospherethat positively impacted their learning motivation. However, the effectiveness of the model was not fully optimal due to challenges in its implementation, such as imbalanced group dynamics, where some students dominated while others remained passive. Overall, the collaborative learning model is considered feasible for application in ICT learning to improve students’ skills both cognitively and socially.
Creating Pathways to Heutagogy: Encouraging Metacognition through Double-Loop Learning in Secondary Social Studies Education in Bangladesh Arpa Barua
Jurnal Pendidikan dan Profesi Keguruan Vol. 6 No. 1 (2026): Jurnal Pendidikan dan Profesi Keguruan
Publisher : Jurusan Pendidikan Teknik Elektro

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59562/progresif.v6i1.12330

Abstract

This study examined how metacognitive strategies can be integrated with double-loop learning to support pedagogicallearning in secondary social studies education in Bangladesh. A qualitative conceptual and integrative synthesis was employed, with documentary evidence serving as the primary analytic base, and the researcher’s facilitator internship experience used as a reflexive practitioner context rather than as a participant-level dataset. The documentary corpus was bounded by the scholarly, instructional, policy, and methodological sources cited in the manuscript and organized through a synthesis matrix. The matrix-supported thematic analysis focused on metacognitive knowledge and regulation, reflection, questioning of assumptions, learner autonomy, problem-solving, and instructional strategies. Two organizing themes emerged: components of metacognitive strategies that can be integrated into the teaching-learning process and instructional strategies for implementing those components within a double-loop learning context. The synthesis indicates that declarative, procedural, and conditional knowledge can be linked to planning, monitoring, and evaluation through strategies such as reflective questioning, scenario-based problem-solving, verbalized thinking, flipped learning, reciprocal instruction, deliberate decision-making, and KWL activities. These strategies provide a conceptual pathway toward greater learner reflection, autonomy, critical thinking, and self-directed learning. The study concludes that integrating metacognition with double-loop learning offers a contextually relevant instructional framework for secondary social studies in Bangladesh, while emphasizing that the proposed framework requires subsequent empirical validation before claims about effectiveness or student outcomes can be made.
Psychometric Evaluation of the Post‑Learning Stations Self‑Reported Nutrition Competency Questionnaire (PLSN‑CQ) Among Allied Health Students in Uganda Martin Okoed; David Byaruhanga; Geofrey Kamakya; Annet Byabali Kagoro; Joab Abaho; George Cosmas Eyunu; Nadith Ampumuza; Christopher Isabirye; Kenneth Bigabwa
Jurnal Pendidikan dan Profesi Keguruan Vol. 6 No. 1 (2026): Jurnal Pendidikan dan Profesi Keguruan
Publisher : Jurusan Pendidikan Teknik Elektro

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59562/progresif.v6i1.12439

Abstract

Objective: This study aimed to psychometrically evaluate the Post‑Learning Stations Self‑Reported Nutrition Competency Questionnaire (PLSN‑CQ)  among allied health students in ​Uganda. Specifically, the objectives were to (1) examine the factor structure of the PLSN‑CQ using exploratory factor analysis and (2) assess the internal consistency reliability of the identified factors. Methods: A cross-sectional study was conducted with 193 valid responses from 200 allied health students in Uganda. The initial 18‑item PLSN‑CQ was administered and then reduced to 13 items after iterative removal based on factor loadings and uniqueness. Sampling adequacy was confirmed (KMO = .913; Bartlett’s test: p < .001). Factor retention was guided by parallel analyses and scree plot inspections. Reliability was assessed using Cronbach’s alpha (α) and McDonald’s omega (ω) coefficients.  Results:Exploratory factor analysis supported a three-factor solution that explained 59.4% of the variance. Exploratory factor analysis indicated a good fit (RMSEA = .049, 90% CI [.018, .075]; TLI = .971; χ²(42) = 61.7, p = .026). Internal consistency was acceptable across domains (Counselling competence,α = .903, ω = .905; Anthropometry competence, α = .796, ω = .802; Therapeutic Feeding competence, α = .788, ω = .800). Novelty: The PLSN‑CQ provides psychometric evidence for an Objective Structured Clinical Examination (OSCE)-linked nutrition competency self-report‑ tool in a low-resource‑ context. Although promising, future refinements are required in the therapeutic feeding field. Future studies should include confirmatory factor analysis and multi-institutional validation of the three-factor structure.
Infrastructure-First Digital Competence in Resource-Constrained Higher Education Muhammad Tayyab Ilyas; Cristina Mercader; Alejandra Bosco
Jurnal Pendidikan dan Profesi Keguruan Vol. 6 No. 1 (2026): Jurnal Pendidikan dan Profesi Keguruan
Publisher : Jurusan Pendidikan Teknik Elektro

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59562/progresif.v6i1.12473

Abstract

Objective: This study examined how recurrent infrastructural unreliability shapes the enactment of educators’ digital competence and developed an Infrastructure-First Digital Competence Framework (IFDCC). Method: A sequential explanatory mixed-methods design combined the CheckIn Higher Education self-assessment from 127 teachers at the University of Gujrat, Pakistan, with 32 purposively selected semi-structured interviews across proficiency strata. Survey data were summarized descriptively, and interview data were analyzed using Braun and Clarke's six-phase thematic analysis. The findings were integrated through participant selection and narrative interpretation. Results: Competence ranged from A1 to C2, with 50.4% at B1-B2. Six themes emerged: structural unreliability, compensatory practice, psychological vulnerability, distributed competence, workload investment tension, and strategic selectivity. Lower- and intermediate-competence accounts emphasized continuity strategies, whereas higher-competence accounts more often described purposeful platform and assessment use. Integration produced four analytically related levels: structural provisions, psychological safety, developmental opportunities, and strategic practice. Novelty: This framework distinguishes between measured competence and enacted capability by treating infrastructure and institutional support as enabling conditions for the expression and development of competence. Conclusion: In resource-constrained higher education, digital transformation should be understood as a shared individual and institutional responsibility. The proposed relationships are context-sensitive and require multi-institutional longitudinal testing.
Association Between Self-Regulated Learning and Metacognitive Skills Among PGSD Students at UPI Purwakarta Kaila Alif Sagita; Salma Nurhaliza Darmansyah; Fiddini Nafa Eka Rohmaningsih; Annisa Eka Sunarya; Esa Cintami Yuendi; Hafiziani Eka Putri
Jurnal Pendidikan dan Profesi Keguruan Vol. 6 No. 1 (2026): Jurnal Pendidikan dan Profesi Keguruan
Publisher : Jurusan Pendidikan Teknik Elektro

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59562/progresif.v6i1.12499

Abstract

Self-regulated learning (SRL) and metacognitive skills are important competencies for prospective teachers because both support the planning, monitoring, and evaluation of the learning process. This study examined the linear association between SRL and metacognitive skills among sixth-semester Primary Teacher Education (PGSD) students at the Universitas Pendidikan Indonesia Purwakarta Campus. A quantitative cross-sectional correlational survey was conducted with 34 students recruited through non-probability convenience sampling. SRL was measured using a six-item questionnaire, and metacognitive skills were assessed using a six-item constructed-response test scored with a four-level rubric. Data were analyzed using descriptive statistics, regression assumption diagnostics, and simple linear regression. The regression model was not statistically significant (F (1, 32) = 1.018, p = 0.320), with R = 0.176 and R² = 0.031, indicating a small and statistically uncertain linear association. The findings should not be interpreted as evidence of no relationship or as a causal effect because the study used a cross-sectional design and had limited power to detect small associations. Interpretation is also constrained by the small sample size and brief researcher-developed measurement instruments, particularly the limited evidence available for the reliability of the SRL measure. These findings provide preliminary, context-specific evidence that the theoretical overlap between SRL and metacognition does not necessarily correspond to a strong between-student association when the constructs are represented by brief total-score measures.
School-to-University Transition Challenges among First-Year Students in Selected Cambodian Higher Education Institutions Candra Moeurn
Jurnal Pendidikan dan Profesi Keguruan Vol. 6 No. 1 (2026): Jurnal Pendidikan dan Profesi Keguruan
Publisher : Jurusan Pendidikan Teknik Elektro

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59562/progresif.v6i1.13055

Abstract

Objective: This study examined the academic, personal, socio-cultural, and student-service challenges encountered by first-year students transitioning from secondary school to selected public and private higher education institutions (HEIs) in Cambodia and how students and institutional stakeholders interpreted these challenges. Method: An exploratory qualitative design was used, involving 20 purposively selected participants from six HEIs.​ Eleven institutional stakeholders completed semi-structured individual interviews, while nine first-year students participated in two focus group discussions. Data were collected from January to March 2025, principally in Khmer, audio-recorded with consent, transcribed verbatim, translated into English, and manually analyzed using reflexive thematic analysis following Braun and Clarke's six recursive phases. Four interrelated themes were identified. Academic challenges include independent learning, unfamiliar assessments, digital study, English-medium materials, and uneven instructional support. Personal challenges involved relocation, homesickness, accommodation, financial and work study pressures, and access to health support. Socio-cultural challenges included communication confidence, relationship-building, belonging, inclusion, and participation. The student-service challenges concerned limited awareness, inconvenient access, staffing capacity, and responsiveness. Student accounts emphasize lived consequences, whereas stakeholders identify preparation gaps, resource limitations, and organizational conditions more often. Novelty: This study provides a context-specific, cross-source account of first-year transition in Cambodian HEIs and conceptualizes transition as an ongoing process at the student-institution interface rather than solely as an individual student deficit. It concludes that effective transition support requires coordinated academic, social, and student-service interventions extending beyond the initial orientation across the first academic year.
Epistemological Beliefs and Self-Efficacy as Predictors of Scientific Literacy among Pre-Service Biology Teachers in Public Universities in Osun State, Nigeria Ojo Ibitola Eunice; Adebisi Thomas Ajibade
Jurnal Pendidikan dan Profesi Keguruan Vol. 6 No. 1 (2026): Jurnal Pendidikan dan Profesi Keguruan
Publisher : Jurusan Pendidikan Teknik Elektro

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59562/progresif.v6i1.13067

Abstract

Objective: Scientific literacy is essential for pre-service biology teachers, yet evidence on the independent and combined contributions of epistemological beliefs and self-efficacy remains limited and inconsistent, particularly in the Nigerian context. This study investigated the influence of epistemological beliefs and self-efficacy on the scientific literacy of pre-service biology teachers in public universities in Osun State, Nigeria. Method: A descriptive survey design with a two-stage sampling procedure was employed. Two public universities were purposively selected, and 129 pre-service biology teachers were randomly sampled from a population of 255. Data were collected using the Epistemological Questionnaires Items (EQI), Self-efficacy Scale (SeS), and Scientific Literacy Scale (SLS), with reliability coefficients of 0.80, 0.87, and 0.77, respectively. Simple and multiple linear regression analyses were conducted at the 0.05 significance level. Results: The epistemological-belief score significantly and negatively predicted scientific literacy (B = -0.040, β = -0.266, t = -3.108, p = 0.002, R² = 0.071), whereas self-efficacy was not a significant predictor (B = 0.010, β = 0.097, t = 1.098, p = 0.274, R² = 0.009). The reported statistics for the joint model were internally inconsistent; therefore, no valid conclusion regarding the combined effect can be made without re-analysis of the original dataset. Novelty: The study contributes context-specific evidence that epistemological beliefs and self-efficacy do not operate as uniformly positive direct predictors of scientific literacy. It highlights the need to interpret epistemological-belief scores according to their multidimensional scoring orientation and to examine self-efficacy within more differentiated explanatory models.
Parental Perspectives on Early Childhood Teaching Effectiveness and Influencing Factors: A Sequential Mixed-Methods Study in the Philippines Cristine Joyce B. Vez; Rose Marry P. Castillo; Alfred A. Leuterio; Jamela S. Mazon; Mia Gabriela V. Cachero; Robilyn G. Rivera
Jurnal Pendidikan dan Profesi Keguruan Vol. 6 No. 1 (2026): Jurnal Pendidikan dan Profesi Keguruan
Publisher : Jurusan Pendidikan Teknik Elektro

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59562/progresif.v6i1.13088

Abstract

Objectives: This study examined parents’ perceptions of early childhood teaching effectiveness at DMMMSU-MLUC by assessing eight domains of teaching effectiveness, identifying factors that shape parental evaluations, and exploring parents’ recommendations for program improvement. Methods: A sequential mixed-methods design was employed. The quantitative phase involved 116 parents of Kindergarten to Grade 3 pupils who completed a researcher-made questionnaire covering 32 teaching-effectiveness items and a ranking of eight influential factors. The qualitative phase involved written open-ended responses from eight parents, with two participants from each grade. Quantitative data were analyzed using frequency, percentage, and weighted mean, while qualitative responses were organized through thematic grouping and integrated with the quantitative findings during the interpretation. Results: Parents rated teaching effectiveness as very high (M = 4.29). Pedagogical approach received the highest domain mean (M = 4.55), followed by life skills (M = 4.44) and work readiness (M = 4.42), while foundational numeracy and character education were comparatively lower (both M = 4.12). Teaching styles/methods had the largest recoverable Rank-1 proportion (64%). Qualitative findings emphasized interactive and developmentally appropriate teaching, parent-teacher collaboration, a shared guardian role, and social-emotional learning. Conclusion: Parental perceptions portray effective early childhood teaching as both instructional and relational, highlighting child-centered pedagogy, practical and socio-emotional development, and systematic home-school communication as key priorities for program improvement.
Immersive Virtual Reality for Workplace-Oriented Clinical Learning in Uganda: An Ergogogical Mixed-Methods Evaluation Steve Ronald Mwanje; Abbey Ssekalema; Ambrose Felix Okello
Jurnal Pendidikan dan Profesi Keguruan Vol. 6 No. 1 (2026): Jurnal Pendidikan dan Profesi Keguruan
Publisher : Jurusan Pendidikan Teknik Elektro

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59562/progresif.v6i1.13974

Abstract

Objective: Virtual reality (VR) offers healthcare professionals the opportunity to practice clinical procedures where conventional simulation is limited. However, evidence involving practising professionals in Uganda remains limited. This studyexamined the experiences and perceived learning outcomes of locally developed VR training using emergency and maternal health scenarios in a low-resource setting. Method: A convergent mixed-methods design was used during two days of training in Jinja, Uganda. A total of 40 healthcare professionals participated in this study. Quantitative data were collected before and after training using a questionnaire and analyzed using descriptive statistics, paired-samples t-test, and Wilcoxon signed-rank test. Open-ended responses were analyzed thematically. Results:  Self-rated knowledge of VR in healthcare education increased from 1.48 (SD 0.88) before training to 3.90 (SD 0.84) after training (mean change 2.42, 95% CI 2.08–2.77; p < .001). Participants reported their perceptions of professional relevance, engagement, simulation realism, confidence, clinical decision-making, teamwork, and communication. Qualitative responses highlighted the importance of repeated practice, emergency preparedness, and practical training. Limited practice time, controller difficulties, and motion discomfort were the main concerns. Most of the participants supported the use of VR.  Conclusion: From an ergogogical perspective, the locally developed VR was perceived as acceptable, useful, and relevant for continuing professional development in Uganda. Given the small exploratory sample, self-reported outcomes, and immediate post-training assessments, the findings do not establish improvements in objective clinical competence, workplace performance, or patient outcomes. The study provides evidence from practising professionals using  emergency and maternal health VR modules and supports multisite research with objective performance measures and longer follow-ups.
School Environment and Entrepreneurial Interest among Grade XI Students at SMK Negeri 1 Boyolangu: A Cross-Sectional Study Rico Andhika Putra; Yelma Dianastiti; Mohamad Dhenish Maulana Angga Saputra; Nguyen Thi Thu Hang
Jurnal Pendidikan dan Profesi Keguruan Vol. 6 No. 1 (2026): Jurnal Pendidikan dan Profesi Keguruan
Publisher : Jurusan Pendidikan Teknik Elektro

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59562/progresif.v6i1.14875

Abstract

Objective: This study aimed to examine the influence of the school environment on the entrepreneurial interest of vocational high school students at SMK Negeri 1 Boyolangu. The study was conducted in response to the high unemployment rate among vocational school graduates and the need to strengthen entrepreneurship as an alternative career pathway. Method: This research employed a quantitative approach with an associative research design. The population consisted of Grade XI students of SMK Negeri 1 Boyolangu, and 140 students were selected using proportional random sampling. Data were collected through a Likert-scale questionnaire that had met validity and reliability requirements. Data analysis included prerequisite tests (normality, linearity, and homoscedasticity), and simple linear regression analysis to test the proposed hypothesis. Results:  The findings revealed that the school environment has a positive and significant effect on students’ entrepreneurial interest. The hypothesis testing showed a t-value of 2.291 with a significance value of 0.021 (< 0.05), indicating that the better the school environment, the higher the entrepreneurial interest among students. The regression coefficient of 0.220 also demonstrated a positive relationship between the two variables. A supportive school environment characterized by adequate facilities, positive social interactions, psychological comfort, conducive learning conditions, and institutional support encourages students to develop entrepreneurial aspirations and career orientation. Novelty: This his study provides contextual evidence regarding the association between the school environment and entrepreneurial interest among Grade XI vocational students in a regional Indonesian vocational school setting. The findings reinforce existing literature regarding the role of school environments in shaping entrepreneurial interest.

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