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Continuous Education : Journal of Science and Research
Published by Pusdikra Publishing
ISSN : -     EISSN : 27468224     DOI : -
Core Subject : Education,
Education Other
Continuous Education Journal of Science and Research invites lecturers, scholars, researchers, and students to contribute the results of their studies and research in fields related to education, which include textual and field studies with various perspectives, Educational Management, Educational Policy, Educational Technology, Educational Psychology, Development. Curriculum and Learning Strategies as well as contemporary research results in the field of Education.
Arjuna Subject : Umum - Umum
Articles 24 Documents
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Search results for , issue "Vol. 7 No. 1 (2026): IN PRESS" : 24 Documents clear
Pengembangan Model Pembelajaran Cerita Wayang Berbasis Permainan Al Fanny, Afifah; Sukoyo, Joko; Purnomo, Sucipto Hadi
Continuous Education: Journal of Science and Research Vol. 7 No. 1 (2026): IN PRESS
Publisher : Pusdikra Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51178/ce.v7i1.3207

Abstract

This study aims to develop a learning model for wayang stories based on card games and wayang puzzles that is feasible, practical, and effective for implementation at the junior high school level. The background of this research is based on the condition that wayang story learning is still predominantly conventional, teacher-centered, and lacks student engagement. In addition, previous studies have mostly focused on developing instructional media without being supported by a systematic learning model framework, which has resulted in less effective learning outcomes. This research employs the Research and Development (R&D) method using the 3D development model, which consists of the define, design, and develop stages. The research procedures include needs analysis, learning model design, product development in the form of wayang card games and puzzles, and expert validation involving subject matter experts and instructional design experts. The research subjects consist of junior high school students who study wayang story materials. Data collection techniques involve questionnaire surveys to assess the feasibility and effectiveness of the developed learning model. The results indicate that the game-based wayang story learning model developed in this study is suitable and appropriate for classroom implementation. The model demonstrates unique characteristics by actively engaging both teachers and students, enhancing interaction, and creating an enjoyable learning environment. Therefore, this learning model is expected to serve as an innovative alternative for improving the teaching and learning of wayang stories at the junior high school level.
Efektivitas Penggunaan Media Digital dalam Pembelajaran Fikih di Man 2 Deli Serdang Akbarsyah, Rahmat; Albina, Meyniar
Continuous Education: Journal of Science and Research Vol. 7 No. 1 (2026): IN PRESS
Publisher : Pusdikra Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51178/ce.v7i1.3270

Abstract

Perkembangan teknologi digital telah membawa perubahan signifikan dalam dunia pendidikan, termasuk dalam pembelajaran Fikih di madrasah aliyah yang menuntut penguasaan aspek kognitif, psikomotorik, dan afektif secara seimbang. Pemanfaatan media digital dipandang mampu menghadirkan pembelajaran yang lebih interaktif, visual, dan kontekstual sehingga dapat meningkatkan kualitas hasil belajar siswa. Penelitian ini bertujuan untuk menganalisis efektivitas penggunaan media digital dalam pembelajaran Fikih di MAN 2 Deli Serdang serta mengidentifikasi faktor-faktor yang memengaruhi efektivitas tersebut. Penelitian menggunakan pendekatan kualitatif deskriptif dengan desain studi kasus. Data dikumpulkan melalui observasi kegiatan pembelajaran, wawancara mendalam dengan guru dan siswa, serta analisis dokumen berupa perangkat pembelajaran dan hasil evaluasi siswa. Analisis data dilakukan menggunakan model Miles dan Huberman melalui tahapan reduksi data, penyajian data, dan penarikan kesimpulan, dengan triangulasi sumber dan metode untuk menjaga keabsahan temuan. Hasil penelitian menunjukkan bahwa penggunaan media digital, khususnya aplikasi Canva, efektif meningkatkan pemahaman konseptual dan keterampilan praktik siswa pada materi shalat jenazah, yang ditandai dengan peningkatan penguasaan praktik dari sekitar 60% menjadi 85%. Selain itu, media digital juga berkontribusi dalam membentuk sikap religius dan meningkatkan motivasi belajar siswa melalui penyajian materi yang sistematis, visual, dan reflektif. Namun, efektivitas implementasi masih dipengaruhi oleh kesiapan infrastruktur, stabilitas jaringan internet, literasi digital guru dan siswa, serta dukungan kebijakan madrasah secara berkelanjutan.
Peningkatan Kemampuan Literasi Budaya dan Berpikir Kritis Siswa Kelas V SD di Gugus PGRI Pangkatan Melalui Model Pembelajaran FIVES Berbasis Budaya Lokal Agustina, Elly; Nirmala, Sri Dewi; Firdaus, Fery Muhammad
Continuous Education: Journal of Science and Research Vol. 7 No. 1 (2026): IN PRESS
Publisher : Pusdikra Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51178/ce.v7i1.3292

Abstract

This study aimed to analyze the improvement of cultural literacy and critical thinking skills of fifth-grade elementary school students in the PGRI Pangkatan cluster through the implementation of the FIVES learning model based on local culture. The study employed a quasi-experimental approach with a Nonequivalent Pretest–Posttest Control Group Design. The research subjects were fifth-grade students of SDN 08 Pangkatan as the experimental class and SDN 02 Pangkatan as the control class. Data were collected through a cultural literacy questionnaire and a critical thinking skills test administered during the pretest and posttest stages. Data analysis was conducted using descriptive and inferential statistics, including Hotelling’s T² MANOVA and the Independent Samples t-test. The results indicated that the improvement in cultural literacy and critical thinking skills of students in the experimental class was higher than that of the control class. These findings suggest that the implementation of the local culture-based FIVES model is effective in simultaneously enhancing both competencies.
Perceptions of Teachers Using AI-Based Tools in English Language Teaching at Elementary Schools Fatimina, Comodor Leo; Abdullah, Muhaimin; Nugroho, Him'mawan Adi
Continuous Education: Journal of Science and Research Vol. 7 No. 1 (2026): IN PRESS
Publisher : Pusdikra Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51178/ce.v7i1.3284

Abstract

This qualitative case study investigates elementary school English teachers’ perceptions of and challenges in integrating Artificial Intelligence (AI)-based tools into English language teaching. Although the rapid development of AI technologies offers new opportunities for enhancing language learning, limited research has focused on how elementary school teachers perceive and experience the use of these tools in classroom practice. Therefore, this study aims to explore teachers’ attitudes toward AI-based tools and to identify the challenges they encounter during implementation. Data were collected from six elementary school English teachers through semi-structured interviews, classroom observations, and document analysis. The data were analyzed using thematic analysis to identify recurring patterns and key themes related to AI integration in English language teaching. The findings indicate that teachers generally perceive AI-based tools as beneficial for increasing student engagement, supporting individualized learning, and improving teaching efficiency. AI tools such as ChatGPT, Google Translate, Canva, and Quizizz were commonly used to assist lesson planning, material development, and interactive learning activities. However, several challenges were also identified, including limited technological infrastructure, insufficient teacher training, students’ over-reliance on AI tools, and concerns related to data privacy and content accuracy. In conclusion, the study highlights that the effective integration of AI in elementary English language teaching requires not only access to technology but also continuous professional development and institutional support. The findings provide practical implications for teachers, school administrators, and policymakers in developing balanced and responsible strategies for AI adoption in primary English language education.
Implementasi Kerja Sama Peningkatan Mutu Pendidikan pada Madrasah Aliyah Swasta Ikhwanul Muslimin Deli Serdang Arsita, Dhea; Hadijaya, Yusuf
Continuous Education: Journal of Science and Research Vol. 7 No. 1 (2026): IN PRESS
Publisher : Pusdikra Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51178/ce.v7i1.3289

Abstract

Penelitian ini bertujuan untuk menganalisis pelaksanaan kerja sama antara seluruh pemangku kepentingan di lingkungan madrasah dalam meningkatkan mutu pendidikan di Madrasah Aliyah Swasta Ikhwanul Muslimin Deli Serdang. Penelitian ini menggunakan pendekatan kualitatif dengan teknik pengumpulan data berupa observasi, wawancara, dan dokumentasi. Hasil penelitian menunjukkan bahwa kerja sama antara kepala madrasah, wakil kepala madrasah, guru, tenaga kependidikan, peserta didik, dan orang tua telah dilaksanakan secara terkoordinasi dan berkelanjutan, dengan kepala madrasah bertindak sebagai koordinator utama dalam mencapai tujuan pendidikan institusi. Bentuk kerja sama tersebut meliputi perencanaan bersama dalam penyusunan perangkat pembelajaran pada awal tahun ajaran, supervisi akademik yang dilakukan oleh kepala madrasah dan wakil kepala madrasah, serta pelaksanaan pelatihan dan workshop bagi guru yang bertujuan untuk meningkatkan kompetensi profesional. Selain itu, evaluasi terhadap praktik kerja sama dilakukan melalui rapat berkala dan pembentukan surat keputusan penjaminan mutu yang berlaku selama tiga hingga empat tahun. Hasil evaluasi tersebut menjadi dasar dalam mengidentifikasi kelebihan dan kekurangan dalam pelaksanaan program pendidikan serta dalam memperbaiki strategi kerja sama di masa mendatang. Oleh karena itu, kerja sama yang efektif antar pemangku kepentingan madrasah memiliki peran penting dalam mendorong peningkatan mutu pendidikan secara berkelanjutan.
Analisis Metode Penyederhanaan Kaidah Bahasa Arab dalam Kitab Durusullughah Jilid 1 pada Siswi SMP Muhammadiyah 3 Banjarmasin Rahman, Fuad; Falah, Mega Satria Nurul
Continuous Education: Journal of Science and Research Vol. 7 No. 1 (2026): IN PRESS
Publisher : Pusdikra Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51178/ce.v7i1.3119

Abstract

Arabic is the primary language of Islamic sources; therefore, mastering it is essential for students in Islamic schools. However, Arabic language learning, particularly grammatical rules (nahwu and sharf), is often perceived as difficult due to its complex and theoretical presentation. This study aims to analyze the implementation and effectiveness of the simplified Arabic grammar method derived from Durusullugah Volume 1 by Dr. V. Abdur Rahim in improving the understanding of ninth-grade female students at SMP Muhammadiyah 3 Banjarmasin.This research employed a quantitative approach using a quasi-experimental design with a pretest–posttest model. The research subjects were ninth-grade female students at SMP Muhammadiyah 3 Banjarmasin. Data collection techniques included learning achievement tests (pretest and posttest), student response questionnaires, observation, and documentation. Data were analyzed by comparing students’ learning outcomes before and after the implementation of the simplified grammar method.The results indicate that the application of the simplified Arabic grammar method from Durusullugah Volume 1 significantly improved students’ understanding of Arabic grammar. Furthermore, students showed positive responses toward the method, as the material was presented in a simpler, clearer, and more practical manner. Therefore, the simplified grammar method can be considered an effective alternative approach for enhancing Arabic grammar comprehension at the junior high school level.
Strategi Pengembangan Kompetensi Guru dalam Meningkatkan Kualitas Pendidikan di Era Society 5.0 Hardi HR, Muh.; Wahida, Bess; Nanda, Rizqi Eka
Continuous Education: Journal of Science and Research Vol. 7 No. 1 (2026): IN PRESS
Publisher : Pusdikra Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51178/ce.v7i1.3286

Abstract

Advances in educational technology have prompted educational institutions to adapt in order to optimize their role as agents of change, including conditioning teachers as subjects of education. The focus of this study is to analyze the strategies employed to develop the competencies of teachers in the era of Society 5.0. The research was conducted using a Systematic Literature Review (SLR) approach. Data collection techniques were carried out in stages: determining the main keywords of the research theme, establishing inclusion and exclusion criteria, literature search, grouping and synthesizing findings. Data analysis was performed using content analysis and qualitative descriptive analysis, including data reduction, data presentation, and conclusion drawing. The reliability and objectivity of the research results were ensured through the validity of credible scientific sources, consistency in the analysis process and stages, and cross-checking between literature sources. The results of the study show that there are several strategies for developing teacher competencies in the era of Society 5.0, namely: intensive digital literacy training, collaboration through professional teacher networks, integration of artificial intelligence (AI) ethics into the teacher development curriculum, development of problem-based critical thinking skills, evaluation of teacher competency mapping through digital portfolios, partnerships with universities, psychological support, integration of machine learning, development of multicultural competencies, and leadership through mentoring. This study emphasizes the need for synergy between teachers, the government, and educational institutions to conduct regular and continuous training in teacher competency development so that there is an improvement in the quality of education in the era of society 5.0.
Thai EFL Students' Responses to Teacher's Scaffolding Using Bamboozle in English Speaking Activities: A Case Study Maulana, Nanda Putri; Kharisma, Adib Jasni
Continuous Education: Journal of Science and Research Vol. 7 No. 1 (2026): IN PRESS
Publisher : Pusdikra Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51178/ce.v7i1.3306

Abstract

This study explores Thai EFL students' responses to teacher scaffolding implemented through Bamboozle-based speaking activities. Speaking remains one of the most challenging skills for EFL learners in Thailand due to limited exposure to English, high speaking anxiety, and teacher-centered instructional practices. To address these issues, teachers increasingly integrate gamified platforms with instructional scaffolding to support students' oral participation. This research employed a mixed-method case study design involving 22 Grade 8 students at a junior high school in Satun, Thailand. Data were collected through classroom observations, semi-structured interviews, questionnaires, and documentation. The findings reveal that teacher scaffolding during Bamboozle activities elicited positive linguistic, cognitive, and affective student responses. Linguistically, students demonstrated increased verbal participation, modified output, and self-repair. Cognitively, scaffolding helped students understand task demands and generate ideas more effectively. Affectively, students showed increased confidence, reduced anxiety, and greater willingness to communicate in English. The integration of instructional scaffolding with gamified speaking activities created a supportive learning environment that encouraged active participation and meaningful oral interaction. These findings provide practical implications for EFL teachers, suggesting that combining scaffolding strategies with game-based platforms such as Bamboozle can be an effective pedagogical approach to enhance students' speaking engagement and performance in secondary school contexts.
Students Perception of Project-Based Vlogging Through Descriptive Text in Developing Speaking Skill in Thai Secondary School Azzahra, Salwa; Nissa, Khairun
Continuous Education: Journal of Science and Research Vol. 7 No. 1 (2026): IN PRESS
Publisher : Pusdikra Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51178/ce.v7i1.3307

Abstract

This study explores Thai secondary school students’ perceptions of project-based vlogging through descriptive text in developing English speaking skills. Speaking is widely regarded as one of the most challenging skills for English as a Foreign Language (EFL) learners due to affective factors such as anxiety, limited exposure to English, and low confidence in oral communication. To address these challenges, this study integrates project-based learning with digital vlogging activities supported by descriptive text as a planning scaffold for speaking. The study employs a mixed-method case study design with a qualitative-dominant orientation involving 25 Grade 11 students at a Thai secondary school. Data are collected through classroom observation, semi-structured interviews, documentation, and a Likert-scale questionnaire. Students’ perceptions are examined across four dimensions: selective perception, subjective evaluation, external social factors, and responses and intentions. Qualitative data are analyzed thematically to capture students’ experiences and interpretations, while quantitative data are analyzed descriptively to identify general perceptual trends. The findings are expected to provide insights into how students experience, evaluate, and respond to project-based vlogging activities through descriptive text as part of EFL speaking instruction. This study contributes to a deeper understanding of learners’ subjective experiences and social influences in technology-integrated speaking activities within secondary school EFL contexts.
Thai Students’ Experiences of Learning English With a Non-Thai Teacher: a Phenomenological Study Azrarianti, Neiska Amanda; Ginting, Pirman
Continuous Education: Journal of Science and Research Vol. 7 No. 1 (2026): IN PRESS
Publisher : Pusdikra Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51178/ce.v7i1.3308

Abstract

This study looks into Thai students’ experiences of learning English with non-Thai teachers in primary and secondary schools in Thailand. Using a qualitative phenomenological research design, the study seeks to understand how students perceive, feel, and interpret their English learning experiences in communication-focused classrooms led by non-Thai teachers. The primary data source consisted of five interview participants aged 9-17, while a preliminary questionnaire administered to 21 students was used solely for contextual and screening. Data were gathered through semi-structured interviews conducted in English, each lasting around ten minutes. This was supported by a preliminary questionnaire given to a larger group of students for additional context. The researchers analyzed the data manually, following the steps set by Moustakas, which include bracketing, horizonalization, thematic clustering, and essence synthesis, while also drawing on van Manen’s interpretations. The findings highlight key themes regarding students’ emotional experiences, including enjoyment, excitement, fear of making mistakes, and shyness during speaking activities. While students typically reported feeling more motivated and comfortable when learning with non-Thai teachers, they also faced significant challenges, like anxiety and fear of judgment from their peers in speaking-centered classrooms This study adds to the limited research on primary and secondary EFL learners’ experiences with non-Thai teachers in Thailand and emphasizes the significance of emotional factors in English language teaching settings.

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