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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 255 Documents
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Dominasi Ranah Kognitif dalam Evaluasi Hasil Belajar pada Implementasi Taksonomi Bloom Khairiah Khairiah; Dwi Susanti; Dilli Salsa Fira; Muhammad Bukhori Dalimunthe; Deni Andriani
Continuous Education: Journal of Science and Research Vol. 7 No. 2 (2026)
Publisher : Pusdikra Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51178/ce.v7i2.3350

Abstract

Assessment of learning outcomes plays a strategic role in education because it determines the extent to which learning objectives have been achieved, yet in practice it still tends to emphasize the cognitive domain more than the affective and psychomotor domains. This study aims to examine the tendency toward cognitive domain dominance in learning outcome evaluation through the implementation of Bloom's Taxonomy, to identify the factors underlying this imbalance, and to formulate implications for developing a more balanced evaluation system. A qualitative literature review approach was employed, drawing on secondary data from national and international academic journals, scholarly books, and relevant conference proceedings published mainly within the last ten years, analyzed through literature synthesis involving data reduction, thematic categorization, and conclusion drawing. The findings indicate that written tests focusing on lower-order cognitive skills such as remembering and understanding remain the predominant evaluation instruments across educational levels, including in pre-service teacher education, while affective and psychomotor assessments remain limited due to teachers' restricted understanding of Bloom's Taxonomy and the technical complexity of non-test instruments. It is concluded that cognitive dominance in evaluation practice is not merely a technical instrument choice but reflects systemic gaps in teachers' pedagogical competence and education policy orientation toward examination outcomes. These findings imply the need to strengthen teachers' assessment literacy from the pre-service stage, expand the consistent use of authentic assessment, and align education policy indicators with the principle of holistic evaluation covering the three domains proportionally.
Embodying the Other, Preparing the Self: Impersonation Technique as Simulation-Based Pedagogy for Communicative Skill Development and Workforce Readiness Herditya Wahyu Widodo; Mochamad Nasrul Chotib; Kukuh Prayitno Subagyo; M Misbahul Amri; Suhono Suhono
Continuous Education: Journal of Science and Research Vol. 7 No. 2 (2026)
Publisher : Pusdikra Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51178/ce.v7i2.3491

Abstract

This study investigates the use of impersonation technique to enhance ten communicative skills essential for workforce readiness: active listening, confidence, appropriate method selection, tone and volume control, empathy, friendliness, respect, feedback-sharing, non-verbal cue interpretation, and responsiveness. Employing a mixed methods design within a four-day intensive workshop, quantitative data were collected from 77 performer-participants (actors, actresses, directors) via structured questionnaires, while qualitative insights were obtained through an interview with an expert drama practitioner. The findings revealed that 92.72% of respondents reported experiencing the target skills during the preparation and performance phases, and 95.58% perceived these skills as beneficial for their future careers. Notably, a gap emerged between the experience (87%) and perceived utility (94.8%) of non-verbal cues and responsiveness, interpreted through the lens of tacit knowledge-learners enacted these skills without full conscious awareness. The expert interview further illuminated the phase-specific nature of skill development, identifying respect and feedback-sharing as dominant during collaborative preparation, confidence and non-verbal reading as prominent on stage, and vocal modulation and active listening as operating across both phases. The study concludes that impersonation technique functions as a form of simulation-based and transformative learning, cultivating regulative skills during preparation and expressive skills during performance. This positions impersonation as a promising and adaptable pedagogy for bridging the soft skills gap in higher education, though longitudinal research on actual skill transfer to workplace contexts remains a priority for future investigation.
Strategi Manajerial Guru dalam Mengelola Aspek Sosial dan Emosional di Mas Mutiara Aulia Rafli Pasha; Mardinal Tarigan
Continuous Education: Journal of Science and Research Vol. 7 No. 2 (2026)
Publisher : Pusdikra Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51178/ce.v7i2.3665

Abstract

Pengelolaan aspek sosial dan emosional peserta didik menjadi salah satu tantangan penting dalam penyelenggaraan pendidikan karena berpengaruh terhadap keberhasilan pembelajaran, pembentukan karakter, serta kemampuan peserta didik dalam berinteraksi di lingkungan sekolah. Namun, implementasi pengelolaan aspek sosial dan emosional di madrasah masih cenderung berorientasi pada pencapaian akademik sehingga strategi guru dalam mengelola aspek tersebut belum banyak dikaji secara mendalam. Penelitian ini bertujuan untuk mendeskripsikan strategi manajerial guru dalam mengelola aspek sosial dan emosional siswa di MAS Mutiara Aulia yang meliputi tahap perencanaan, pelaksanaan, dan evaluasi. Penelitian menggunakan pendekatan kualitatif dengan jenis penelitian deskriptif. Data diperoleh melalui wawancara mendalam, observasi, dan dokumentasi terhadap guru sebagai informan utama serta kepala madrasah dan siswa sebagai informan pendukung. Analisis data dilakukan melalui reduksi data, penyajian data, dan penarikan kesimpulan dengan uji keabsahan menggunakan triangulasi sumber dan teknik. Hasil penelitian menunjukkan bahwa guru mengintegrasikan pengembangan aspek sosial dan emosional dalam perencanaan pembelajaran dengan mempertimbangkan karakteristik peserta didik, menerapkannya melalui pembiasaan perilaku positif, komunikasi terbuka, pembelajaran kolaboratif, keteladanan, dan pendampingan siswa, serta mengevaluasinya secara berkelanjutan melalui observasi perilaku, komunikasi interpersonal, dan pemberian umpan balik. Strategi tersebut mampu menciptakan lingkungan belajar yang kondusif, meningkatkan kemampuan interaksi sosial, pengendalian emosi, serta pembentukan karakter peserta didik. Implikasi penelitian ini menunjukkan bahwa strategi manajerial guru dapat menjadi acuan bagi madrasah dalam mengintegrasikan pengembangan kompetensi sosial dan emosional ke dalam proses pembelajaran secara sistematis dan berkelanjutan.
Implementation of Deep Learning-Based Gamification in Strengthening Islamic Cultural History Literacy at MAN Lima Puluh Listari Basuki; Ficki Padli Pardede
Continuous Education: Journal of Science and Research Vol. 7 No. 2 (2026)
Publisher : Pusdikra Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51178/ce.v7i2.3680

Abstract

Islamic Cultural History (SKI) learning in digital classrooms still tends to emphasize memorization, generate boredom, and use technology in ways that do not yet fully encourage historical meaning-making. This study aims to analyze the implementation of deep learning-based gamification in strengthening SKI literacy in the X-2 Digital class at MAN Lima Puluh, Batu Bara Regency. The study employed a qualitative approach with a single-case study design. Informants were purposively selected from the SKI teacher and students. Data were collected through classroom observations, semi-structured interviews, and documentation in the form of teaching modules, gamification media, assignments, and students’ reflections; the data were then analyzed thematically through condensation, display, and conclusion drawing and verification. Data credibility was maintained through source and technique triangulation and confirmation with informants. Preliminary findings indicate that the integration of points, badges, leaderboards, levels, challenges, and feedback can organize the learning process from factual mastery toward cause-and-effect analysis, contextual meaning-making, communication of results, and reflection on historical lessons (ibrah). Gamification supports meaningful, mindful, and joyful learning when rewards are given for the quality of arguments, contributions, answer revisions, and collaboration, rather than only for speed or ranking. However, individual leaderboards, network limitations, an orientation toward pursuing points, and weak evaluation of source credibility can limit the depth of literacy. The novelty of the study lies in the operational integration of gamification elements, three deep learning principles, and four dimensions of SKI literacy. These findings emphasize the need for inclusive, reflective, and source-based gamification design.
Peningkatan Kemampuan Membaca Permulaan Melalui Media Busy Book Pada Murid Dengan Disabilitas Intelektual Ringan Yutri Mardianis; Arisul Mahdi; Antoni Tsaputra; Yosa Yulia Nasri
Continuous Education: Journal of Science and Research Vol. 7 No. 2 (2026)
Publisher : Pusdikra Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51178/ce.v7i2.3718

Abstract

Penelitian ini dilatarbelakangi oleh permasalahan yang dialami seorang murid dengan disabilitas intelektual ringan kelas VI di SLB Negeri 1 Muaro Sijunjung yang mengalami kesulitan dalam membaca kata berpola KV-KV. Penelitian ini bertujuan untuk meningkatkan kemampuan membaca kata berpola KV-KV pada murid dengan disabilitas intelektual ringan menggunakan media busy book.  Penelitian ini menggunakan pendekatan kuantitatif dengan jenis penelitian eksperimen desain Single Subject Research (SSR) tipe A-B. Desain A-B dipilih untuk mengamati perubahan kemampuan membaca kata berpola KV-KV pada murid dengan disabilitas intelektual ringan melalui perbandingan data pada kondisi baseline (A) dan kondisi intervensi (B). Data dikumpulkan melalui tes dengan analisis data visual grafik yang terdiri dari analisis dalam kondisi dan analisis antar kondisi. Penelitian ini dilakukan sebanyak 11 kali pertemuan yang dibagi menjadi 2 kondisi yaitu baseline (A) dan intervensi (B), dengan perolehan data 3 kali pertemuan pada kondisi baseline (A) menunjukkan konsistensi dengan persentase kemampuan 40%, 40%, 40%. Sedangkan pada kondisi intervensi (B) yang dilaksanakan selama 8 kali pertemuan, terdapat peningkatan bertahap persentase yang dicapai yaitu 70%, 80%, 80%, 90%, 80%, 90%, 90%, 90%. Berdasarkan hasil di atas disimpulkan bahwa busy book dapat meningkatkan kemampuan membaca kata berpola KV-KV pada murid dengan disabilitas intelektual ringan. Oleh karena itu, media busy book dapat terus dikembangkan dan diaplikasikan secara kreatif dalam kegiatan pembelajaran. Meskipun demikian, penelitian ini memiliki keterbatasan pada jumlah subjek yang terbatas dan durasi intervensi yang relatif singkat, sehingga hasilnya belum dapat digeneralisasikan secara luas.

Page 26 of 26 | Total Record : 255

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