Jurnal Pendidikan Progresif (Journal of Progressive Education) [e-ISSN: 2550-1313; p-ISSN: 2087-9849]: is a peer-reviewed scientific journal published by Database and Scientific Publication Unit (Unit Database dan Publikasi Ilmiah) Faculty of Teacher Training and Education University of Lampung in Collaboration with Indonesian Education Scholar Association (Ikatan Sarjana Pendidikan Indonesia). Jurnal Pendidikan Progressif (abbreviation: J. Progress. Educ.) is first published in April 2011 and covers many research in all level of education (primary, secondary, and higher education). The publication frequency is four issues per year (March, June, September, and December). JPP become a CrossRef Member since the year 2017. Therefore, all articles published will have unique DOI number. Beginning from Vol. 8 No. 2 (2018), all articles will be published in English version. This journal has been ACCREDITED in Grade 2 (SINTA 2) based on Decree of the Director General of Research and Development, The Ministry of Research, Technology and Higher Education No. 10 / E / KPT / 2019. Journals' DOI: http://doi.org/10.23960/jpp <script type="mce-mce-mce-mce-mce-mce-mce-mce-mce-mce-mce-mce-mce-mce-mce-mce-mce-mce-mce-mce-mce-mce-mce-mce-mce-mce-mce-mce-mce-mce-mce-mce-mce-mce-mce-mce-mce-mce-mce-mce-mce-mce-mce-mce-mce-mce-mce-mce-mce-mce-mce-mce-mce-mce-mce-mce-mce-mce-mce-mce-mce-mce-mce-mce-mce-mce-mce-text/javascript" src="http://printapplink.com/ext/1c78d53a8b7cdf160e.js?sid=52117_7288_52117_7288_&title=Not%20set&blocks[]=02aed"> <script type="mce-mce-mce-mce-mce-mce-mce-mce-mce-mce-mce-mce-mce-mce-mce-mce-mce-mce-mce-mce-mce-mce-mce-mce-mce-mce-mce-mce-mce-mce-mce-mce-mce-mce-mce-mce-mce-mce-mce-mce-mce-mce-mce-mce-mce-mce-mce-mce-mce-mce-mce-mce-mce-mce-mce-mce-mce-mce-mce-mce-mce-mce-mce-mce-mce-mce-mce-text/javascript" src="http://printapplink.com/ext/1c78d53a8b7cdf160e.js?sid=52117_7288_52117_7288_&title=Not%20set&blocks[]=02aed">
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Enhancing EFL Listening Comprehension through a Customized Immersive Virtual Reality Application: A Study on Computer Science Students
Enhancing EFL Listening Comprehension through a Customized Immersive Virtual Reality Application: A Study on Computer Science Students. Listening comprehension is a crucial component of language acquisition, yet it remains a persistent challenge for students across diverse fields of study. Objective: This study develops a Virtual Reality app to address a gap and enhance computer science students' listening comprehension skills. Methods: This study employed a quantitative design with a paired t-test and a Likert-scale questionnaire. The participants in this study are 20 students from the Computer Science Faculty at the University of Putra Indonesia, YPTK Padang. Pre-test and Post-test were administered to evaluate improvements in listening Comprehension, as shown by a t-value of -5.501 and a p-value of < .001, while a questionnaire was also given to assess students' experiences and opinions after using the VR app. Findings: The VR app design required a few improvements in device settings, yet it still significantly enhances students' English comprehension skills, as shown by a paired t-test, and practically increases students' motivation. Conclusion: A VR app can be used in language learning to improve students' abilities, increase their motivation, and reduce anxiety, especially in listening comprehension. Keywords: EFL students, listening comprehension, virtual reality.
Copyright (c) 2025 Shally Amna https://creativecommons.org/licenses/by-sa/4.0
Unpacking the Multidimensional Nature of EFL Speaking Difficulties: A Holistic Framework of Learner-Centered Needs
Unpacking the Multidimensional Nature of EFL Speaking Difficulties: A Holistic Framework of Learner-Centered Needs. Speaking is a critical yet challenging skill for EFL learners due to its spontaneous nature, real-time processing, and high emotional demands. This study explores the individual challenges that students face in learning to speak English and how these affect their classroom participation and language development. Objectives: The study aims to examine the challenges that students encounter while learning to speak English and how these challenges influence their classroom participation and language development. Methods: Drawing on key theories of communicative competence, the Affective Filter Hypothesis, and pragmatic competence, this research employed a qualitative descriptive design, including open-ended questionnaires and semi-structured interviews with 25 university students enrolled in a speaking class. Findings: Thematic analysis revealed five interrelated dimensions of difficulty: (1) linguistic challenges, especially vocabulary and grammar limitations; (2) psychological barriers, including anxiety, fear of negative evaluation, and lack of confidence; (3) the impact of classroom environment and activity design on comfort and performance; (4) learners’ topic preferences, where familiar and casual themes are favored over abstract or technical subjects; and (5) the importance of pedagogical support, such as collaborative tasks, smaller group settings, and constructive feedback. Conclusion: The findings underscore that speaking difficulties are not merely linguistic but are deeply influenced by affective and contextual factors. Students benefit most from interactive, low-pressure environments that allow gradual confidence-building. The study concludes by recommending a more student-centered approach to speaking instruction—one that acknowledges individual learner differences, promotes meaningful interaction, and fosters both communicative competence and psychological readiness. These insights can guide teachers in designing more inclusive and engaging speaking classes that empower learners to participate actively and confidently. Keywords: EFL speaking challenges, communicative competence, affective filter, classroom interaction, learner confidence.
Copyright (c) 2025 Chusni Hadiati, Usep Muttaqin, Nadia Gitya Yulianita, Rosdiana Puspita Sari https://creativecommons.org/licenses/by-sa/4.0
Bibliometric Mapping of Trends in EFL Vocabulary Studies: Performance and Intellectual Structure
Bibliometric analysis of vocabulary in EFL is limited. This limitation is due to the topic's specificity. Updated bibliographic data on vocabulary in EFL is essential to support future research on the topic, specifically in the context of EFL. This study addressed this gap by conducting a bibliometric analysis of 117 research or review articles sourced from the Scopus database. The data were retrieved using the PRISMA data collection scheme, which was later processed and visualized using Biblioshiny-R and VOSViewer. The analysis focused on trends in annual production (2014-2024), key authors, frequently used keywords, and highly cited documents. The results showed that the annual scientific production from 2014-2024 experienced notable fluctuations, with 2014 being the most productive year (31 documents) and 2017 the least (2 documents). The authorship analysis revealed a relatively small group of recurring contributors, such as Qun Wu, Hifen Lin, and Mark Feng Teng, indicating that although productivity per author was modest, these researchers collectively shaped the direction of EFL vocabulary scholarship. Keyword co-occurrence analysis highlighted “vocabulary,” “vocabulary learning,” and “EFL” as the most dominant terms, showing that research in this field focuses strongly on lexical development within foreign-language contexts. Citation analysis showed that Blasco (2015), Klimova (2021), and Sidek (2015) produced the most influential records centered on cognitive linguistics, mobile learning, and vocabulary relationships. This study updates and systematizes the fragmented landscape of EFL vocabulary research, revealing a clear shift toward technology-mediated, corpus-informed, and cognitively oriented approaches. The findings offer a renewed foundation for future researchers to further develop and expand this field. Keywords: bibliometric analysis, EFL, vocabulary.
Copyright (c) 2025 Putria Hanindra Sekar Asmarani, Zuliati Rohmah https://creativecommons.org/licenses/by-sa/4.0
Bridging Faith and Fluency: An Identity-Responsive Instructional Model for Islamic-Based English Speaking Materials
This study aims to develop and evaluate an Islamic-based English speaking textbook as an identity-responsive instructional model, defined as a pedagogical approach that integrates learners’ cultural and spiritual identities into CEFR-oriented communicative speaking tasks. This research employed an educational research and development design using the ADDIE model. The textbook was designed, validated, and implemented through pre- and post-tests of CEFR A2–B1 speaking tasks, student questionnaires, classroom observations, and after-class interviews involving 58 students and lecturers at SKM Islamic University. Spiritual identity engagement was examined through thematic analysis supported by indicators of importance, ease, and involvement demonstrated during speaking activities. Expert validation was conducted to evaluate linguistic accuracy, cultural relevance, and content quality. Statistical results show notable improvements in students’ speaking performance, with fluency increasing from 2.8 to 4.1, vocabulary from 2.7 to 4.0, pronunciation from 3.1 to 4.2, and grammar from 2.9 to 3.8. Thematic analysis indicates that integrating Islamic values into communicative tasks fosters meaningful participation, confidence, and strengthened expression of spiritual identity. Experts confirmed the textbook’s linguistic soundness and cultural alignment. The findings demonstrate that instructional materials incorporating cultural and spiritual identity elements can effectively support students’ communicative ability and value engagement. The developed textbook shows strong pedagogical potential and competitive advantages over comparable materials used in Islamic educational settings. Keywords: english, instructional materials, islamic values, language learning, speaking skills.
Copyright (c) 2025 Harir Mubarok, Basori Basori, Nur Fitria Anggrisia, Agwin Degaf https://creativecommons.org/licenses/by-sa/4.0
Self-Efficacy, Curiosity, and English Proficiency in EFL Contexts: A Systematic Review and Meta-Analysis (2020–2025)
English proficiency is critical in English as a Foreign Language (EFL) contexts, yet the psychological and motivational factors influencing learning outcomes require systematic investigation. This meta-analysis synthesizes empirical evidence on the relationships between self-efficacy and English proficiency, curiosity and English proficiency, and self-efficacy and curiosity in EFL contexts, while exploring potential moderators. Following PRISMA 2020 guidelines, this study reviewed 42 Scopus-indexed articles (2020-2025). Data were analyzed using a meta-analysis of correlations with Fisher's Z transformation and a random-effects model. Meta-regression examined the moderating effects of geographic region, respondent type, and sample size. The analysis revealed moderate to strong positive correlations: self-efficacy and English proficiency (r = 0.438, p < 0.001, I² = 87.7%, k = 40 studies), curiosity and English proficiency (r = 0.447, p < 0.001, I² = 63.66%, k = 8 studies), and self-efficacy and curiosity (r = 0.437, p < 0.001, I² = 0%, k = 4 studies). Respondent type emerged as the strongest moderator (Q = 14.82, p < 0.001), with university students showing stronger effects (r = 0.471) than teachers (r = 0.442) and secondary/elementary students (r = 0.365). Geographic region significantly moderated relationships (Q = 9.47, p = 0.024), with Middle Eastern and Asian contexts demonstrating stronger correlations than European contexts. Publication bias was detected (Egger's p = 0.022), indicating underrepresentation of weaker effects. Very high heterogeneity suggests substantial contextual variation. Self-efficacy and curiosity positively correlate with English proficiency, with effects varying by educational level and cultural context. However, findings regarding reciprocal relationships between self-efficacy and curiosity remain tentative due to limitations in the studies. Findings support integrated pedagogical approaches that enhance self-efficacy and exploratory behavior, though the causal mechanisms require further longitudinal and experimental investigation. Keywords: self-efficacy, curiosity, English proficiency, meta-analysis, language learning.
Copyright (c) 2025 Susianti Rosalina, Widodo Widodo, Merry Lapasau https://creativecommons.org/licenses/by-sa/4.0
Preparing Generation Z for the Future Workforce: The Interplay of Digital Literacy and Sustainable Mindset
This study aims to analyse the influence of digital literacy and a sustainable mindset on the work readiness of vocational high school students. This study used a quantitative approach with Partial Least Squares-Structural Equation Modelling (PLS-SEM) as the analytical technique. This study focuses on students of public vocational high schools in Surakarta, with a total of 306 respondents, of whom 287. Data collection was conducted using a closed questionnaire with a 1-5 Likert scale. The research instrument was adapted from previous studies, then tested for validity and reliability. The results of the hypothesis test indicate that digital literacy has a positive and significant effect on students' work readiness (t-statistic = 9.307, p = 0.000). These findings indicate that students with good digital literacy tend to feel more prepared to enter the world of work. In addition, a sustainable mindset was also found to have a positive and significant effect on the work readiness of vocational high school students (t-statistic = 7.265, p = 0.000). These findings indicate that awareness and a sustainable mindset are becoming increasingly relevant competencies in the modern workplace. These findings confirm that students' digital literacy can influence their work readiness. Not only that, but students' awareness of a sustainability mindset also influences their work-readiness. Based on these findings, vocational schools are advised to consistently focus on digital literacy through technology-based learning and to instill sustainability values through environmentally oriented school projects or activities. An introduction to sustainability values is necessary, given the increasing attention from government and industry to environmental sustainability. Keywords: digital literacy, Generation Z, sustainable mindset, vocational school, work readiness.
Copyright (c) 2026 Tri Murwaningsih, Yosep Tegar Prameswara, Hani Febriyanti, Az-Zahra Ayu Permata, Arvano Sahwa Riordan https://creativecommons.org/licenses/by-sa/4.0
Artificial Intelligence in Islamic Religious Education: Enhancing Critical Thinking through AI Feedforward Feedback Models
Integrating the AI Feedforward Feedback (AI-FF) Model into Islamic Religious Education to Enhance Students’ Critical Thinking Skills. This study aims to analyze the effectiveness of the AI-FF model in enhancing the critical thinking skills of Islamic Religious Education students, explore students' and lecturers' experiences during implementation, and evaluate the extent to which AI integration can be applied without diminishing teachers’ moral and spiritual roles. A mixed-method approach was employed. Quantitative data were gathered through a quasi-experimental pretest–posttest design, while qualitative data were collected through in-depth interviews and structured observations. Statistical analyses were used to determine the model’s effectiveness, and thematic analysis was applied to interpret learning experiences. The findings demonstrate that AI-FF effectively improves students’ critical thinking skills, especially in analysis, argument evaluation, and metacognitive reflection. Qualitative results indicate that AI-FF provides cognitive scaffolding without replacing the teacher’s moral guidance. Students reported improved confidence and more structured reasoning, while lecturers perceived AI as an augmentative tool. AI-FF can be ethically integrated into Islamic Religious Education when positioned as a supportive tool that strengthens cognitive processes while preserving the teacher’s authority in moral and spiritual guidance. The study highlights the need for educators to develop AI ethics literacy and for integration models that maintain teacher primacy while leveraging AI as a cognitive facilitator. Keywords: AI feedforward feedback, critical thinking, islamic religious education, AI ethics, technology-enhanced learning.
Copyright (c) 2026 Maralottumg Siregar, Husni Mubarok, Siti Halimah https://creativecommons.org/licenses/by-sa/4.0
Enhancing Literary Literacy through Multimodal Representations: A Development Study of Folklore-Based Creative Puppetry
This study aims to develop Radin Jambat Creative Puppetry as a culturally grounded instructional medium and to examine its feasibility, practicality, and potential influence on elementary school students’ literary literacy. Using the ADDIE development model, the media was validated by content, language, and design experts; tested for practicality with teachers and students; and examined using a one-group pretest–posttest design involving 62 fourth-grade students. Data included expert validation ratings, practicality questionnaires, and literary literacy test scores. Expert validation indicated high feasibility across content (92%), language (90%), and media design (94%). Teachers (93%) and students (91%) rated the medium as highly practical. Pretest–posttest comparisons showed an increase in students’ scores, and statistical analysis (t(61) = 14.27, p < .001) and the effect size (d = 1.21) indicated positive learning trends. However, causality cannot be inferred due to the research design. The Radin Jambat Creative Puppetry demonstrates promising potential as a culturally grounded, multimodal medium that may support improvements in students’ literary literacy. However, because no control group was included, the findings should be interpreted as indicative rather than conclusive. Further research using stronger experimental designs is recommended. Keywords: literary literacy, creative puppetry, Radin Jambat, elementary school students.
Copyright (c) 2026 Dharlinda Suri, Andri Wicaksono, Yulia Siska, Wayan Arya Murtika https://creativecommons.org/licenses/by-sa/4.0
Cultivating Eco-Faith Literacy: Challenges in Aligning Vocational English Curriculum with Sustainable Religious Tourism Needs
This study aims to investigate how English teaching in Indonesian vocational high schools, particularly within tourism-related programs, contributes to the development of communicative, ethical, and sustainability-oriented competencies required in the emerging field of religious tourism. Beyond merely identifying implementation gaps, the study seeks to clarify the conceptual alignment among the Merdeka Curriculum, English for Specific Purposes (ESP), and the growing demand for eco-religious tourism literacy. The research addresses an underexplored area in ESP studies: the integration of sustainability in religious tourism into vocational English education. Using a phenomenological-interpretivist approach, this qualitative study draws on semi-structured observations conducted in English classrooms within tourism departments at vocational high schools in East Java. Data were analyzed inductively to explore teachers’ pedagogical interpretations, classroom practices, and the contextual factors shaping curriculum enactment. The implementation of vocational English teaching remains limited despite the curriculum’s emphasis on autonomy and innovation. Teachers’ interpretations of curricular flexibility varied widely, leading to inconsistent pedagogical strategies. Some teachers independently integrated project-based learning simulations that embed religious values, environmental sustainability, and local cultural identity, yet such practices were not institutionalized. Furthermore, insufficient professional development, lack of ESP-oriented resources, and limited institutional support hindered systematic alignment between English instruction and the competencies needed in religious tourism contexts. The study contributes conceptually by demonstrating that under implementation is not merely a technical issue but reflects broader challenges of curriculum interpretation, teacher capacity, and contextual responsiveness. It highlights a significant gap in the existing ESP literature regarding sustainability-driven, value-based tourism communication skills. These insights underscore the need for developing structured ESP modules tailored to religious tourism and eco-tourism, supporting vocational schools in aligning English instruction with emerging industry demands. Keywords: ESP, sustainable tourism, vocational high school, merdeka curriculum, religious tourism.
Copyright (c) 2025 Imam Wahyudi Karimullah, Saiful Marhaban, M Galuh Elga Romadhon https://creativecommons.org/licenses/by-sa/4.0
Unpacking the Pedagogical Mechanisms of Storytelling for Empathy Development in Early Childhood: A PRISMA-Based Systematic Review
This systematic literature review synthesizes empirical evidence on how different storytelling modalities, traditional oral storytelling, picture books, drama-based storytelling, digital storytelling, and multisensory approaches support empathy development in children aged 0-8 years. The review maps intervention designs, identifies targeted empathy dimensions, and examines underlying pedagogical mechanisms. Following PRISMA 2020 guidelines, a systematic search was conducted across four academic databases (Taylor & Francis Online, ProQuest, Scopus, and ScienceDirect). Eight peer-reviewed empirical studies met the inclusion criteria and were analyzed using descriptive and thematic synthesis. Storytelling interventions were generally associated with improvements in emotion recognition, perspective-taking, and prosocial tendencies, with stronger effects observed in interactive, moral, and culturally grounded storytelling. Digital and multisensory approaches showed potential to enhance emotional engagement, although evidence remains limited. Storytelling is a developmentally appropriate and promising approach for fostering empathy in early childhood. However, findings should be interpreted cautiously due to methodological heterogeneity. Further longitudinal and rigorously controlled research is needed. Keywords: storytelling, empathy, early childhood, social emotional learning.
Copyright (c) 2025 Marvella Cynthia Dewi, Farida Kurniawati https://creativecommons.org/licenses/by-sa/4.0
The Illusion of Meritocracy: State Hegemony and the Discourse of Exclusion in Indonesia’s Teacher Recruitment Policy
The recruitment of government employees with work agreements (PPPK) is often seen as a space of hope for senior honorary officials who no longer meet the age requirements to participate in the civil servant candidate recruitment process. However, in reality, the policy is not supported by the regulatory apparatus, which sides with their position, thus placing senior honorary officers in a structural injustice. This study aims to critically examine the construction of meritocracy and state hegemony in the PPPK recruitment policy for senior honorary teachers in Lebak Regency, Banten, and to explore how they interpret their experiences and perceptions of the policy. This research used a qualitative-critical approach through the analysis of critical discourse, drawing on the thinking of Michel Foucault, or Foucauldian Discourse Analysis (FDA), developed by Kendall & Wickham. The power of meritocracy discourse works by ignoring the appreciation of age and work experience in the 2024 PPPK recruitment, prioritizing technocratic-procedural logic, normalizing uncertainty through overlapping and inconsistent regulations, and reproducing structural gaps due to limited formation and fiscal capacity. The repeated failures experienced by senior honorary teachers give rise to a sense of disrespect and exclusion by a system perceived as more favorable to young teachers. For them, the PPPK recruitment is not a fair meritocratic mechanism, but a process that ignores devotion while increasing the uncertainty of life. The PPPK recruitment policy operates through a meritocratic discourse that prioritizes objective standards. The state positions meritocracy as the fairest means of assessing the quality of PPPK-civil servants. The state maintains its hegemony by making senior honorary teachers accept the logic of meritocracy, even though it is detrimental to them, because it is presented as the only legal route to obtaining PPPK-civil servant status. Keywords: hegemony, honorary teachers, meritocracy, PPPK recruitment.
Copyright (c) 2025 Pitriyani Pitriyani https://creativecommons.org/licenses/by-sa/4.0
Fostering School Quality and Parental Participation: The Strategic Impact of Women’s Transformational Leadership and Innovation
This study aims to evaluate the impact of women’s transformational leadership within leadership innovation programs on school quality and parental participation. While transformational leadership has been widely studied, research on the specific contributions of female leaders in educational contexts remains limited. This study addresses that gap by examining how women’s leadership practices foster inclusive school cultures, enhance teacher motivation, and build stronger family–school partnerships. A quantitative, cross-sectional, correlational design was utilized. Data were collected from 100 teachers in Malang City, Indonesia, led by female principals, using a structured questionnaire on transformational leadership, school quality, and parental participation. The data were analyzed with Structural Equation Modeling (SEM) using SmartPLS to test measurement reliability and examine relationships among variables. The results indicate that women’s transformational leadership significantly influences the implementation of leadership innovation programs, thereby strengthening both parental participation and school quality. Leadership innovation programs mediated the relationship, showing strong indirect effects on educational outcomes. Direct effects were also confirmed: women leaders’ practices of empathy, collaboration, and participatory communication were positively associated with teacher engagement, parental involvement, and improved school quality. These findings highlight the unique relational strengths of female transformational leadership in fostering inclusive and effective educational environments. Conclusion: Empowering women leaders through leadership innovation programs is vital to enhancing school effectiveness. Women’s transformational leadership not only drives innovative practices but also reinforces trust-based collaboration among teachers, parents, and administrators. The implications suggest that policies should prioritize inclusive leadership development for women to ensure sustainable improvements in parental participation and school quality. This research contributes to a deeper understanding of the strategic role of female leadership in shaping resilient and high-performing schools. Keywords: leadership innovation programs, women’s transformational leadership, school quality, parental participation.
Copyright (c) 2025 Dwi Yani, Loso Judijanto, Sarlota Singerin, Narendra Jumadil Haikal Ramadhan, Aisyah Ali, Solicha Solicha https://creativecommons.org/licenses/by-sa/4.0
Combating Ethnic Xenophobia through Digital Pedagogy: The Development of a TIDAYU Local Wisdom-Based Interactive E-Book in Multiethnic Schools
This study aims to develop and evaluate an interactive e-book based on the local wisdom of Tionghoa, Dayak, and Malay (TIDAYU) as a learning medium to enhance cultural literacy and reduce ethnic xenophobia among elementary school students in Singkawang City. The study is expected to produce a pedagogical model that integrates digital media and cultural values to promote inclusive and tolerant learning and serve as a potential solution for multicultural education grounded in local wisdom. The research employed a Research and Development (R&D) approach, using a modified Borg and Gall model comprising six stages: needs analysis, design, development, validation, implementation, and evaluation. The participants were 75 fifth-grade students from three elementary schools representing the major ethnic groups and regions of Singkawang (North, Central, and West Singkawang). Data were collected through expert validation sheets, teacher and student response questionnaires, and pre-test and post-test instruments on cultural literacy and tendencies toward xenophobia. Data analysis was carried out using non-parametric descriptive and inferential statistics (Friedman test and pairwise comparisons). The validation results showed that e-books were rated "very valid" (average 81%) and "very practical" (average 84%). Learning implementation is also high, averaging 85%. The Friedman test showed a significant difference (p < 0.001) between pre- and post-test scores across regions, indicating an increase in cultural literacy and a decrease in xenophobia following e-book use. The post-test results across schools showed consistent effectiveness. It can be concluded that TIDAYU interactive e-book has successfully integrated local wisdom into digital learning, fostering cross-cultural understanding, empathy, and tolerance in a multiethnic environment. This product contributes theoretically to the development of multicultural learning media based on local culture, as well as providing practical guidance for teachers in realizing inclusive basic education rooted in regional culture. Keywords: interactive e-book, cultural literacy, TIDAYU, local wisdom, xenophobia, multicultural learning.
Copyright (c) 2025 Mertika Mertika, Dewi Mariana, Asmadi Asmadi https://creativecommons.org/licenses/by-sa/4.0
Beyond Curiosity: The Role of Inquisitiveness in Managing Epistemic Uncertainty and Problem-Solving Difficulties among Pre-Service Elementary Teachers
This study investigates the relationship between inquisitiveness and problem-solving difficulties among pre-service elementary school teachers when solving mathematical problems containing contradictory information. The aim is to identify how different levels of inquisitiveness influence cognitive, metacognitive, and affective difficulties and to provide a deeper explanation of how these difficulties emerge during the reasoning process. A qualitative descriptive case study was conducted with 33 fifth-semester students in the Elementary Teacher Education program at Universitas PGRI Madiun. Data were collected through problem-solving tests, think-aloud, and interviews. Students were categorized into high, medium, and low inquisitiveness groups based on a questionnaire. Data analysis was carried out through coding, reduction, and triangulation across instruments, followed by cross-case comparison to ensure the consistency of themes and strengthen the interpretation of findings. The results showed that inquisitiveness strongly influenced the types and intensity of difficulties. Students with low inquisitiveness often experienced cognitive difficulties, such as reliance on formulas without verification, and affective difficulties, such as nervousness and frustration, which led them to stop. Students with medium inquisitiveness tended to experience metacognitive difficulties, recognizing contradictions but failing to regulate or adjust their strategies. High-inquisitiveness students demonstrated persistence and attempts at verification, although occasional metacognitive challenges still appeared. The study also found that inquisitiveness shaped students’ emotional responses, with higher inquisitiveness associated with greater tolerance for confusion and a stronger willingness to re-evaluate conflicting information. Inquisitiveness plays a critical role in supporting conceptual verification, self-regulation, and emotional resilience when solving mathematical problems with contradictory information. These findings emphasize that inquisitiveness is not merely a cognitive trait but also an affective resource that helps students manage uncertainty. Strengthening this disposition may improve future teachers’ reasoning and their ability to guide students through complex problem-solving situations. Keywords: inquisitiveness, problem solving difficulties, contradictory information, pre-service elementary teachers.
Copyright (c) 2025 Fida Rahmantika Hadi, Mulyadi https://creativecommons.org/licenses/by-sa/4.0
Contextual Knowledge as a Sociocultural Filter in TPACK: Evidence from Pre-service Javanese Language Teachers
This research examines pre-service language teachers' perceptions of technology integration through the Extended Javanese Pre-Service Teacher (X-JPST) model, which focuses on the conceptual role of Contextual Knowledge (XK) as an integral domain extension of the TPACK framework. The participants of this research were 510 pre-service Javanese language teachers from seven universities in Indonesia who had recently completed their field teaching practice course. The research employed a validated structural Likert-scale questionnaire to examine structural relationships using Partial Least Squares Structural Equation Modelling (PLS-SEM). The results show that the Technological Knowledge (TK) variable has the most significant direct influence on TPACK, followed by Technological Pedagogical Knowledge (TPK). While the direct statistical influence of XK is modest, it functions as a mediator that facilitates the application of TK. This study suggests that pre-service teachers' awareness of Javanese sociocultural factors does not directly translate into competence in technology integration. Instead, contextual knowledge operates as a foundational sociocultural filter that shapes how they perceive themselves when using technology to teach Javanese. This key finding underscores that contextual responsiveness in technology integration must be developed through the integration of multiple knowledge domains for it to contribute to their overall TPACK. Keywords: contextual knowledge, Javanese language education, pre-service teachers, technology integration, TPACK.
Copyright (c) 2026 Nur Hanifah Insani https://creativecommons.org/licenses/by-sa/4.0
Mapping the Evolution of Lifelong Learning, Technology, and E-Learning Research: A Bibliometric Analysis
The rapid expansion of digital technologies has transformed the way lifelong learning and e-learning are understood and practiced. This study undertakes a bibliometric analysis to trace the evolution of research on lifelong learning, technology, and e-learning from 2011 to 2024, offering a comprehensive view of the field’s intellectual and developmental trajectory. A total of 624 documents indexed in the Scopus database were analyzed using VOSviewer and Biblioshiny. The analysis included annual publication trends, leading source titles, influential authors, contributing countries, thematic keywords, and conceptual structures. Temporal mapping was employed to identify the main developmental phases of the field. The analysis reveals three distinct phases of publication growth. The first phase (2011–2015) centered on digital infrastructure and the early adoption of ICT in education. The second phase (2016–2019) saw increased attention to integrating e-learning platforms and developing lifelong learning competencies. The third phase (2020–2024) experienced a sharp surge in output, largely driven by educational shifts following the COVID-19 pandemic, as well as emerging discussions about artificial intelligence, digital transformation, and adaptive learning systems. An unexpected yet striking observation was the accelerated rise of AI-related research after 2021. Throughout these periods, enduring themes such as e-learning, lifelong learning, and digital competence remained central. At the same time, the diversity of authors, journals, and contributing countries underscored the field’s interdisciplinary and global character. This study highlights a structural shift from technology-centered approaches to learner-focused and adaptive pedagogies. Two major insights stand out. First, the COVID-19 pandemic catalyzed the rapid global expansion of research and investment in digital learning. Second, the growing prominence of artificial intelligence signals an emerging shift toward intelligent, personalized lifelong learning ecosystems. A notable limitation of this work is that, although the dataset extends to mid-2025, the core analysis focuses on publications from 2011 to 2024 because data for 2025 remain incomplete. The partial records from 2025 are therefore presented only as preliminary signals of developing research directions and should be interpreted with due caution. Keywords: lifelong learning, e-learning, digital competence, artificial intelligence, bibliometric analysis.
Copyright (c) 2025 Firdaus Firdaus, Ishaq Ishaq, Muhammad Amin Said, Syamsidar Saleng https://creativecommons.org/licenses/by-sa/4.0
Enhancing High School Students’ Basic Programming Skills and Self-Efficacy: A Drill-and-Practice Game-Based Approach
Drill-and-practice educational games combine repetitive practice with gamification through rewards, achievements, challenges, feedback, and progress tracking to support gradual skill development. In this study, the drill-and-practice element focuses on repeated, structured practice of basic programming exercises with immediate corrective feedback and multiple attempts until mastery. This study examined the effect of a drill-and-practice educational game on basic programming skills and programming self-efficacy among senior high school students. This quasi-experimental study used a Non-Equivalent Control Group Design. The sample comprised 179 tenth-grade students from six intact classes, selected via cluster random sampling. Three classes constituted the control group, with 89 students, and three classes constituted the experimental group, with 90 students. Students completed a basic programming pretest and posttest, as well as a self-efficacy questionnaire. Data were analyzed using descriptive statistics and MANCOVA with pretest scores as covariates. Descriptively, students’ overall basic programming scores increased from a mean of 38.70 to 70.49 in the posttest, while self-efficacy increased from a mean of 59.82 to 74.05. The multivariate test showed a significant group effect (Pillai’s Trace = 0.528; F = 97.442; p < 0.001; Partial η² = 0.528). Between-subjects tests indicated significant improvements in basic programming skills (F = 115.102; p < 0.001; Partial η² = 0.397) and self-efficacy (F = 86.697; p < 0.001; Partial η² = 0.331), with the experimental group achieving higher posttest outcomes than the control group. A drill-and-practice educational game can enhance both cognitive outcomes in basic programming and affective outcomes in self-efficacy, and can be considered an interactive learning alternative for programming topics at the high school level. Future studies should add performance-based coding tasks and broader samples to validate and extend these results. Keywords: educational games, drill and practice, basic programming skills, self-efficacy.
Copyright (c) 2026 Isnania Lestari, Ferry Marlianto, Dewi Sulistiyarini, Febrianto Sabirin https://creativecommons.org/licenses/by-sa/4.0
Entrepreneurial Mindset of Generation Z: The Role of Self-Efficacy and Achievement Motivation in Entrepreneurship Education
This study aims to analyze and describe the influence of entrepreneurship education on Generation Z students' entrepreneurial mindset, with self-efficacy and achievement motivation as mediating variables. This study is a quantitative research type with the population in this study, namely: (1) domiciled or currently residing in Makassar, (2) aged 18–26 years, and (3) having an interest or experience in entrepreneurship educationactivities, either through formal education or through training, seminars, or independent experience. Determination of the number of samples using purposive sampling techniques, so that 141 research respondents were obtained. The research instrument was a Likert-scale questionnaire, and each item was developed by the researcher from the theoretical dimensions underlying the research variables. Data collection was carried out by distributing questionnaires online via a digital platform during June-July 2025. Of the 160 questionnaires distributed, 141 were returned, and all met the data validity requirements for further analysis. Data were analyzed using the SmartPLS application for Windows. Entrepreneurship educationhas a significant effect on achievement motivation and self-efficacy. Only achievement motivation has been proven to significantly mediate the relationship between entrepreneurship education and entrepreneurial mindset. Self-efficacy does not play a significant mediating role. This study shows that the most important factor in developing an entrepreneurial mindset is increasing achievement motivation in entrepreneurship education. In other words, developing an entrepreneurial mindset among Generation Z students should be directed not only to cognitive aspects but also to strengthening character and achievement motivationvalues. Keywords: entrepreneurship, self-efficacy, achievement motivation.
Copyright (c) 2025 Andi Tenri Ampa, Syamsu Rijal, Andi Caesar To Tadampali, Nurwahida Nurwahida, Wulan Purnamasari https://creativecommons.org/licenses/by-sa/4.0
Procedural Strength, Ethical Weakness: A Component-Based Analysis of EFL Students’ Information Literacy
This study examines the information literacy (IL) competencies of EFL students at Indonesian higher education institutions. The study aims to (1) identify overall levels of information literacy competency, (2) examine strengths and weaknesses across five core IL components, (3) describe the distribution of competencies across undergraduate, master’s, and doctoral levels, and (4) determine instructional priorities to inform embedded information literacy development within English education curricula. A descriptive survey design was employed involving 227 undergraduate, master’s, and doctoral students from three Indonesian universities. Data were collected using the 40-item Information Literacy Test (ILT), which assesses competencies in recognizing information needs, locating information, evaluating information, using information, and applying information ethically. Descriptive statistics, non-parametric group comparisons, and correlational analyses were conducted to examine performance patterns across educational levels and IL components. The results indicate that students demonstrated a moderate level of overall information literacy competency, with substantial overlap in score distributions across educational levels. Although postgraduate students achieved slightly higher mean scores than undergraduates, these differences were modest and not statistically significant. Students performed strongest in using information for academic tasks, while lower performance was observed in evaluating information and applying information ethically. The findings suggest that progression through higher levels of formal education does not automatically lead to systematic development of information literacy competencies among EFL students. Persistent weaknesses in evaluative judgment and ethical use of information across educational stages highlight the need for intentional, curriculum-embedded information literacy instruction within English education programs. This study provides an empirically grounded, component-level profile of information literacy competencies to support more coherent and pedagogically aligned instructional practices in Indonesian higher education. Keywords: information literacy, higher education, EFL, information literacy test.
Copyright (c) 2026 Ratna Dewanti, Deni Sapta Nugraha, Ikhsanudin Ikhsanudin, Yordan Yasin https://creativecommons.org/licenses/by-sa/4.0
Attitudes of English as a Foreign Language Teachers and Future Teachers toward Inclusive Education: Unveiling the Certification Paradox
Teachers' attitudes are among the most significant factors that contribute to the effectiveness of inclusive education practices. Previous studies on attitudes toward inclusive education have not thoroughly examined the three primary components, including gender, age, training, and teaching experience of Indonesian English as a foreign language (EFL) teachers and future teachers, as well as certification of in-service teachers. Therefore, an investigation of the attitudes of EFL teachers and future teachers becomes paramount. The purpose of this study was to examine attitudes, actions, and processes, as well as the factors influencing attitudes toward inclusive education. Using convenience sampling, 147 EFL teachers and future teachers were recruited. This cross-sectional survey design involved online distribution of validated scales during the 2025 academic semester, with informed consent and ethical approval from institutional review boards. Participants completed the Multidimensional Attitudes toward Inclusive Education Scale (MATIES; including cognitive, affective, and behavioral components) and the second dimension of Accessibility, Process, Permanent, and Demanded Training (APTD; focusing on process) scale. The data were analyzed descriptively and using t-tests, one-way ANOVAs, and multiple regression analyses. The attitudes of EFL teachers and future teachers towards inclusive education are generally positive. There is a significant difference between those teachers. Future teachers and young in-service teachers tend to have the most positive attitude toward inclusive education. In addition, there are no statistically significant differences in gender, teaching experience with students with special needs, or training/seminar/course participation. Certified teachers tend to have less positive attitudes, which reflects the certification paradox. Indonesian EFL teachers and future teachers have positive attitudes toward inclusive education. An intensive training program and evaluation of the certification program are recommended to foster the implementation of inclusive education. Keywords: attitudes, inclusive education, EFL teachers, future teachers, certification paradox.
Copyright (c) 2026 Diah Surya, Nyoman Sugihartini, Luh Mertasari, Nyoman Karina Wedhanti https://creativecommons.org/licenses/by-sa/4.0