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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 262 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.
Trend Thrifting di kalangan Mahasiswa Kesenian di Kecamatan Lubuk Pakam Giska Nayla Maqah; Yummy Jumiati Marsa
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.v7i2.3732

Abstract

The thrifting trend has shifted from a mere economic alternative to a complex socio-cultural phenomenon among youth, particularly creative students. This study aims to identify and analyze the thrifting trend among art students in Lubuk Pakam District, focusing on the underlying motivations and lifestyle patterns behind their choices. Using a descriptive qualitative approach, this research engaged students majoring in Dance Education and Fine Arts Education at Universitas Negeri Medan living in Lubuk Pakam as primary subjects. Data were collected through in-depth interviews, participant observations, and documentation. The findings reveal that thrifting among art students is driven by multidimensional factors beyond financial affordability, including aesthetic preferences, self-expression, social media exposure, and environmental awareness. Thrifted fashion provides unique, non-mainstream items that enable students to explore creative styling and project a distinct aesthetic identity aligned with current fashion trends. Furthermore, eco-conscious values motivate students to reduce textile waste through clothing reuse. In conclusion, thrifting among art students transcends simple second-hand purchasing, functioning as a medium for identity construction, artistic creativity, and sustainable living. Implicatively, these findings highlight the emergence of a conscious consumerism model driven by aesthetic and ecological literacy within higher education art communities, which can inform future studies on youth subcultures and sustainable fashion practices.
Pengaruh Metode Diskusi Terhadap Kemampuan Berfikir Kritis Peserta Didik pada Pembelajaran Fikih Kelas XI di MAS Al- Washliyah Meranti Salman Ahyani; Zaitun Khairani; Rini Handayani; Yogian Pratama; Yeni Lubis
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.v7i2.3420

Abstract

Penelitian ini bertujuan menganalisis pengaruh metode diskusi terhadap kemampuan berpikir kritis peserta didik dalam pembelajaran Fikih kelas XI di MAS Al-Washliyah Meranti. Penelitian menggunakan pendekatan kuantitatif dengan desain asosiatif. Sampel penelitian berjumlah 30 peserta didik kelas XI. Data dikumpulkan melalui angket berskala Likert, kemudian diuji validitas dan reliabilitasnya. Analisis data dilakukan menggunakan SPSS versi 20 melalui uji normalitas, homogenitas, linearitas, dan regresi linear sederhana. Hasil penelitian menunjukkan bahwa penerapan metode diskusi berada dalam kategori baik, dengan persentase jawaban setuju sebesar 42,56%. Kemampuan berpikir kritis peserta didik juga menunjukkan respons positif, yaitu 55% berada pada kategori setuju dan 28,67% pada kategori sangat setuju. Data penelitian berdistribusi normal dengan nilai signifikansi 0,066 dan memiliki varians homogen dengan nilai signifikansi 0,149. Hasil regresi menunjukkan bahwa metode diskusi berpengaruh positif dan signifikan terhadap kemampuan berpikir kritis, dengan nilai signifikansi 0,000, koefisien korelasi sebesar 0,679, dan koefisien determinasi sebesar 0,461. Artinya, metode diskusi memberikan kontribusi sebesar 46,1% terhadap variasi kemampuan berpikir kritis. Koefisien regresi sebesar 0,597 menunjukkan bahwa peningkatan penerapan metode diskusi diikuti peningkatan kemampuan berpikir kritis. Dengan demikian, metode diskusi efektif digunakan untuk mendorong keaktifan, kemampuan menganalisis, menyampaikan pendapat, dan menarik kesimpulan secara logis dalam pembelajaran Fikih serta memahami persoalan hukum Islam secara kontekstual.
Pengaruh Motivasi Belajar, Efikasi Diri, dan Dukungan Guru Terhadap Hasil Belajar Akuntansi Siswa Kelas X SMK Negeri 1 Medan dengan Gender Sebagai Variabel Moderating Latifah Azzahra Nasir; Tuti Sriwedari; Ulfa Nurhayani; Roza Thohiri; Haryani Pratiwi Sitompul
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.v7i2.3437

Abstract

Student learning outcomes in accounting are influenced by various internal and external factors, including learning motivation, self-efficacy, and teacher support. Preliminary observations at SMK Negeri 1 Medan indicated that the accounting learning outcomes of tenth-grade students had not fully achieved the school’s learning achievement standard. This study aimed to analyze the effects of learning motivation, self-efficacy, and teacher support on accounting learning outcomes and to examine the moderating role of gender in these relationships. This research employed a quantitative approach with an ex post facto design. The population consisted of 143 tenth-grade students of the Accounting and Financial Institution Program at SMK Negeri 1 Medan in the 2025/2026 academic year. A sample of 105 students was selected using proportionate stratified random sampling. Data were collected through questionnaires and documentation of students’ midterm examination scores. Questionnaire data were transformed using the Method of Successive Interval and analyzed using multiple linear regression and Moderated Regression Analysis with IBM SPSS version 26. The results showed that learning motivation, self-efficacy, and teacher support had positive and significant effects on accounting learning outcomes. Teacher support showed the strongest contribution among the three predictors. However, gender did not moderate the effects of learning motivation, self-efficacy, or teacher support on accounting learning outcomes. The study concludes that strengthening students’ motivation, self-efficacy, and teacher support is important for improving accounting learning outcomes, while gender does not significantly alter these relationships. The findings imply that accounting instruction should provide equitable motivational, instructional, and emotional support for male and female students.
Self-Reflection of Student Through of a Dialogic Inquiry Approach in Writing Azhah Nurlita Maulin; Wendi Kusriandi; Diana Rahmawati Rozak
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.v7i2.3641

Abstract

Writing instruction in EFL contexts involves not only the development of language proficiency but also the ability to evaluate ideas, revise drafts, and recognize strengths and weaknesses in the writing process. However, many students still experience difficulties in engaging in critical and sustained self-reflection. This study aims to describe students’ self-reflection experiences and identify the factors that support and hinder its development through Dialogic Inquiry-based writing instruction. A qualitative case study design was employed with seven English Education students who had participated in academic writing instruction using the Dialogic Inquiry approach. Data were collected through open-ended questionnaires, semi-structured interviews, and documentation, and were analyzed thematically. The findings indicate that students’ self-reflection developed through dialogic discussions, questioning, peer and lecturer feedback, and revision activities. These processes enabled students to become more aware of the organization, coherence, argument quality, and clarity of their writing. The development of self-reflection was supported by instructional scaffolding, peer feedback, checklists, and rubrics. Nevertheless, students also encountered several challenges, including difficulty maintaining objectivity, confusion when applying feedback during revision, and fatigue throughout the writing process. The study concludes that Dialogic Inquiry provides a meaningful and interactive learning environment that encourages students to reflect on their writing more actively and critically. Its implication is that EFL writing instruction should integrate structured dialogue, feedback, and reflective tools to strengthen students’ metacognitive awareness and support continuous improvement in writing. Dialogic and reflective practices have also been associated with greater self-regulation and awareness in EFL writing development.
The Effect of the Role-Playing Learning Model on the Learning Outcomes of Fifth-Grade Students in Pancasila Education at SDN Sruni 2 Eka Yulia Ningrum; Nurul Aini
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.v7i2.3661

Abstract

Utilizing a quantitative approach paired with a One Group Pretest–Posttest Design, this research investigates how the Role Playing instructional model impacts the academic performance of fifth-grade students in Pancasila Education at SDN Sruni 2, Gedangan District, Sidoarjo Regency. A saturated sampling method under nonprobability techniques was applied to determine the research sample of grade V students. Multiple-choice pretests and posttests served as the primary data collection instruments, which successfully satisfied validity and reliability standards. SPSS version 22 facilitated the data analysis through normality checks and paired t-tests. According to the findings, the dataset followed a normal distribution, and implementing the Role Playing model yielded a statistically significant impact on student scores, evidenced by a significance level of 0.000 (below 0.05). Furthermore, the mean student score rose from 56.2 on the pretest to 76.6 on the posttest. These outcomes demonstrate that the Role Playing approach fosters a more engaging, active, and interactive classroom atmosphere, thereby deepening students' comprehension of Pancasila Education concepts—particularly regarding gotong royong. Consequently, this model proves to be a viable and effective teaching strategy for enhancing learning outcomes in primary education.

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