https://journal.actual-insight.com/index.php/didactica/issue/feed 2025-10-12T16:35:21+00:00 Open Journal Systems <p><strong>Didactica : Jurnal Kajian Pendidikan dan Pembelajaran</strong> memfokuskan pada kajian-kajian ilmiah di bidang pendidikan dan pembelajaran. Jurnal ini menerbitkan hasil-hasil penelitian dari ilmuwan, dosen, peneliti, guru, mahasiswa, dan para praktisi pendidikan. Artikel yang diterbitkan mencakup isu dan tren terbaru tentang pendidikan tindakan kelas, kurikulum pendidikan, manajemen pendidikan, teknologi pendidikan, kajian kebijakan pendidikan, pendidikan sekolah dasar, pendidikan ekologis, dan pedagogi kritis. Jurnal ini mendorong pendekatan multi-metode dalam bidang pendidikan dan pengajaran, seperti mengintegrasikan teori dan praktek dengan analisis data. Naskah yang dikirim menggunakan metodologi yang paling sesuai dengan pertanyaan penelitian, baik itu kajian teoritis (l<em>iterature research</em>), penelitian tindakan (<em>action research</em>), analitik data besar, kajian eksperimental, survei lapangan, wawancara, dan dokumentasi. Pada edisi ini telah<strong> <a href="https://sinta.kemdiktisaintek.go.id/journals/profile/13453" target="_blank" rel="noopener">TERINDEKS SINTA 5</a></strong><br /><strong>e-ISSN :</strong> <strong><a title="e ISSN Jurnal Didactica" href="https://issn.brin.go.id/terbit/detail/1612111542" target="_blank" rel="noopener">2775-1627</a></strong> <strong>p-ISSN : <a title="p-ISSN Didactica" href="https://issn.brin.go.id/terbit/detail/20210422512125943" target="_blank" rel="noopener">2776-5210</a>.</strong></p> https://journal.actual-insight.com/index.php/didactica/article/view/3457 2025-07-21T05:05:39+00:00 Hana Raudhatul Jannah hanajannah06@gmail.com Rose Ramadhani Hawa hanajannah06@gmail.com Waritsa Mudhawamah wrisamudhawamah@gmail.com Najla Setiadi hanajannah06@gmail.com Rahmawati Rahmawati hanajannah06@gmail.com Sherly Novianti Ramadhani hanajannah06@gmail.com Lutfia Dega Nabila lutfiadega1107@gmail.com

<p>The shift from traditional academic evaluation to holistic assessment frameworks highlights the increasing need to measure both cognitive and non-cognitive competencies as part of comprehensive student development. This study examines the effectiveness of a multi-aspect evaluation model in capturing the interplay between these competencies through a descriptive case study employing a quantitative approach. Using an anonymized school-based performance dataset from 25 elementary students in Indonesia, the research evaluates teacher-assigned scores across six domains curiosity, cooperation, responsibility, analytical skills, presentation, and creativity alongside results from a 10-item academic test. Descriptive statistical analysis reveals notable patterns: performance-based skills showed perfect consistency (mean = 9.00, SD = 0.00), with all students attaining an A grade, whereas non-cognitive indicators, particularly curiosity (mean = 2.76, SD = 0.44), displayed moderate variability. Additionally, 88% of students achieved scores of 8 or higher on the academic test, indicating strong cognitive proficiency. These findings offer empirical support for adopting a scalable, integrated evaluation framework that aligns academic achievement with character-based competencies, consistent with the holistic orientation of the Indonesian 2013 Curriculum. The study recommends incorporating inquiry-driven instructional strategies to strengthen curiosity and conducting longitudinal assessments to monitor competency growth. Overall, the results provide practical insights for educators seeking to refine and balance their assessment practices.</p>

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