Ideguru: Jurnal Karya Ilmiah Guru
"Ideguru" means the overall thought conducted by teachers, in the form of classroom action research as well as scientific papers. The vision of Ideguru is to be one of the main references for teachers in planning, implementing and evaluating learning inovation in Yogyakarta Special Province (DIY), Indonesia. The mission of Ideguru is becoming a media for actualization and dissemination of scientific works for teachers in the region of DIY in particular and Indonesia in general.
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<![CDATA[Peningkatan Kemampuan Membaca Teks Recount dengan Model Pembelajaran Jigsaw melalui Gambar “Sungai Kehidupan” ]]>
<![CDATA[Erna Pujiasih]]>
<![CDATA[ Ideguru: Jurnal Karya Ilmiah Guru Vol 6 No 2 (2021): Edisi Mei 2021 ]]>
Publisher : <![CDATA[Dinas Pendidikan, Pemuda dan Olahraga Daerah Istimewa Yogyakarta ]]>
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DOI: 10.51169/ideguru.v6i2.187
<![CDATA[This research aims to increase reading ability of recount text. The research is done because only 43% students who passed reading test. Subject of research was 36 students in class of XI IPS 2 SMA Negeri 1 Bantul. The are two cycles in conducting a classroom action. Every cycles consist of planning, action, observation, and reflection in jigsaw learning model. The data of research are observation, questioner, test and interview in understanding recount text with “sungai kehidupan” which is related to biography and historical recount through jigsaw learning model. Based on the test result obtained increasing reading ability from 42% to 83%, response data of learning are 0.6% of students very agree, 80% agree and 9,4% disagree. From questioner, students can understand the text, enjoying, variety, effective, creative, cooperation, critical thinking, and fascinating in learning. This learning model is very useful for students so they can interest in studying, variety of teaching and suitable for teacher to teach recount text with “sungai kehidupan”.]]>
<![CDATA[Peningkatan Motivasi Melaksanakan Penelitian Tindakan Kelas bagi Guru Matematika SMK melalui Workshop ]]>
<![CDATA[Giyarsih Giyarsih]]>
<![CDATA[ Ideguru: Jurnal Karya Ilmiah Guru Vol 6 No 2 (2021): Edisi Mei 2021 ]]>
Publisher : <![CDATA[Dinas Pendidikan, Pemuda dan Olahraga Daerah Istimewa Yogyakarta ]]>
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DOI: 10.51169/ideguru.v6i2.190
<![CDATA[Tujuan penelitian ini untuk meningkatkan motivasi guru dalam melaksanakan kegiatan penelitian tindakan kelas (PTK) melalui workshop agar guru semakin profesional, sehingga proses belajar mengajar menjadi lancar dan prestasi belajar siswa meningkat. Setelah mengetahui permasalahan ini, pengawas dapat mengoptimalisasi kompetensi guru melalui workshop bagi guru Matematika SMK Kabupaten Kulon Progo. Metode penelitian menggunakan Penelitian Tindakan Sekolah (PTS). Subyek penelitian adalah guru matematika binaan yang membutuhkan pendampingan intensif, pada tiga sekolah binaan di kabupaten Kulon Progo. Hasil penelitian yang diperoleh dari delapan guru binaan dapat disimpulkan bahwa workshop dan pembimbingan dapat meningkatkan pengetahuan guru tentang pengembangan profesi; meningkatkan motivasi guru untuk melakukan kegiatan pengembangan profesi; meningkatkan motivasi guru untuk menulis PTK; meningkatkan aktivitas menulis bagi peserta workshop dan dapat meningkatkan profesionalisme guru.]]>
<![CDATA[Pembelajaran Kreatif pada Praktik Pengolahan dan Penyajian Makanan Kontinental melalui Metode Demonstrasi ]]>
<![CDATA[Heni Purwanti]]>
<![CDATA[ Ideguru: Jurnal Karya Ilmiah Guru Vol 6 No 2 (2021): Edisi Mei 2021 ]]>
Publisher : <![CDATA[Dinas Pendidikan, Pemuda dan Olahraga Daerah Istimewa Yogyakarta ]]>
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DOI: 10.51169/ideguru.v6i2.201
<![CDATA[Best practice ini bertujuan untuk mendeskripsikan pembelajaran kreatif pada praktik pengolahan dan penyajian makanan kontinental melalui metode demonstrasi. Strategi pengumpulan data yang digunakan adalah deskriptif kualitatif yaitu dengan memanfaatkan data kualitatif yang kemudian dijabarkan secara deskriptif. Mengolah dan menyajikan makanan membutuhkan ketrampilan, kreativitas dan perhatian khusus terutama saat menyajikan makanannya, seperti: porsi sajian makanan dalam hidangan, komposisi warna makanan, garnis yang digunakan dan teknik menghidang yang menarik, demikian juga mengolah dan menyajikan hidangan makanan pada pelajaran PPMK. Main course dan dessert adalah merupakan menu giliran makan pada susunan masakan kontinental dan merupakan salah satu materi yang dipraktikkan oleh siswa pada mata pelajaran PPMK. Subyek yang digunakan pada penelitian kali ini adalah kelas XI Kuliner 1 SMK Negeri 4 Yogyakarta. Berdasarkan pengamatan bahwa dengan dilakukannya pembelajaran metode demonstrasi dapat menggali serta mengembangkan kreativitas siswa dalam pembelajaran praktik mengolah dan menyajikan hidangan main course dan dessert sehingga pada akhirnya meningkatkan hasil belajar siswa, dibuktikan dengan karya praktik siswa yang kreatif dan mendapatkan predikat kompeten dengan nilai baik. Selain itu suasana selama proses pembelajaran berlangsung terlihat lebih menyenangkan.]]>
<![CDATA[Peningkatan Kemampuan Berpikir Analisis pada Materi Genetik Melalui Model Pembelajaran Guided Inquiry Terintegrasi Virtual Lab ]]>
<![CDATA[Ariswati Baruno]]>
<![CDATA[ Ideguru: Jurnal Karya Ilmiah Guru Vol 6 No 2 (2021): Edisi Mei 2021 ]]>
Publisher : <![CDATA[Dinas Pendidikan, Pemuda dan Olahraga Daerah Istimewa Yogyakarta ]]>
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DOI: 10.51169/ideguru.v6i2.202
<![CDATA[Materi genetik adalah salah satu materi yang abstrak, rumit, dan sulit untuk dipahami, sehingga untuk mempermudah pemahaman dipilih model pembelajaran Guided Inquiry yang terintegrasi dengan media virtual lab. Tujuan Penelitian Tindakan Kelas (PTK) ini adalah untuk menentukan apakah model pembelajaran Guided Inquiry yang terintegrasi dengan virtual lab dapat meningkatkan kemampuan berpikir analisis 32 peserta didik pada Kelas XII IPA 3 pada SMAN 7 Yogyakarta pada materi genetik. PTK dilakukan dalam 2 siklus, yang masing-masing berisi tahapan perencanaan, pelaksanaan, observasi, dan refleksi. Data penelitian berbentuk outcome, portofolio, kinerja, dan respon peserta didik. Teknik pengumpulan data memakai teknik tes (hasil pembelajaran) dan bukan tes (tugas, kinerja, dan kuesioner). Analisis data dilakukan secara kuantitatif dan kualitatif. Hasil analisis menunjukkan adanya peningkatan sehingga dapat disimpulkan bahwa model pembelajaran Guided Inquiry terintegrasi virtual lab dapat meningkatkan kemampuan berpikir analisis pada peserta didik Kelas XII IPA 3 SMAN 7 Yogyakarta pada materi genetik dari 75,68% menjadi 78,08%.]]>
<![CDATA[Peningkatan Keterampilan Menulis Aksara Jawa melalui Model Pembelajaran Kooperatif Kartu Arisan ]]>
<![CDATA[Windarti Windarti]]>
<![CDATA[ Ideguru: Jurnal Karya Ilmiah Guru Vol 6 No 2 (2021): Edisi Mei 2021 ]]>
Publisher : <![CDATA[Dinas Pendidikan, Pemuda dan Olahraga Daerah Istimewa Yogyakarta ]]>
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DOI: 10.51169/ideguru.v6i2.216
<![CDATA[The purpose of this study is to describe the improvement of Javanese script writing skills through the cooperative learning model using arisan cards for grade VII A students of SMP Negeri 5 Yogyakarta. This research is conducted through planning, action, observation and reflection stages. The research is conducted from January to March 2020 in three cycles. Data collection techniques use observation sheets and tests. learning outcomes indicate that; the learning process through the cooperative learning model of arisan cards provides a pleasant learning atmosphere, students dare to express their opinions, students have more control over the learning material, students have enthusiasm in learning to write Javanese script, students become more honest in writing Javanese script characters, students are more self-confidence, students practice to write Javanese script more often. This research shows that there is an enhancement in the results of Javanese script writing skills. The average achievement in pre-cycle is 59.68. Cycle 1 is 70.65, cycle II reaches 76.45 and cycle III is in average of 82.25. There is an improvement in classical completeness, namely pre-cycle of 25.80%, cycle I is 51.61%, cycle II classical completeness is 67.74% and cycle III is 87.09%. Based on these results it can be concluded that the cooperative learning model of arisan cards can improve Javanese script writing skills.]]>
<![CDATA[Peningkatan Hasil Belajar pada Materi Offering Help Menggunakan Model Snowball Throwing ]]>
<![CDATA[Endang Sugiharyanti]]>
<![CDATA[ Ideguru: Jurnal Karya Ilmiah Guru Vol 6 No 2 (2021): Edisi Mei 2021 ]]>
Publisher : <![CDATA[Dinas Pendidikan, Pemuda dan Olahraga Daerah Istimewa Yogyakarta ]]>
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DOI: 10.51169/ideguru.v6i2.220
<![CDATA[This research is in the form of Classroom Action Research (CAR), because there are problems that the authors find in learning English, namely the percentage of students who get a score less than the Minimum Completeness Criteria which is set at 75. So that the author by carrying out CAR this is expected to improve the result of students learning who is given English learning in the Offering Help material using the Snowball Throwing model. CAR is conducted in class XII TKR A SMK Negeri 1 Ponjong. Researchers carry out research activities in 2 cycles, starting with planning, implementing, observing, reflecting, and improving. In the activity of each cycle the researcher did 2 meetings. The test results show that learning with the Snowball Throwing model runs better. This is evidenced by the percentage of student completeness values that have increased by 22%, shown in the first cycle an average of 71 and in the second cycle an average of 78, while the percentage of students who received an incomplete score decreased. At the end of the study, the mastery level of students classically increased from 68% to 90%.]]>
<![CDATA[Peningkatan Self Leadership dalam Merencanakan Karir melalui Layanan Informasi Daring Model Cooperative Learning ]]>
<![CDATA[Malthelda Yulianti]]>
<![CDATA[ Ideguru: Jurnal Karya Ilmiah Guru Vol 6 No 2 (2021): Edisi Mei 2021 ]]>
Publisher : <![CDATA[Dinas Pendidikan, Pemuda dan Olahraga Daerah Istimewa Yogyakarta ]]>
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DOI: 10.51169/ideguru.v6i2.229
<![CDATA[This counseling guidance class action study aims to improve self leadership in planning career through online information servis of cooperative learning model. The subjects of the study were the students of class XII MIPA-1 SMA Negeri 2 Yogyakarta. The research method is observation using instruments compiled by researchers with reference to the theoretical studies used. Data analysis techniques use qualitative descriptive techniques, namely describing the implementation of online information services of coopr\erative learning model from the planning th stage, implementation of actions, observations and reflections on each cycle. The data collected from the research instruments in the first cycle were then compared with the data in the second cycle. The results study showed that there is an increase in the self leadership ability of learners, in the aspect category of the self awareness from 75.88% to 84.38% increased by 7.50%. In terms of from 78.12% to 88.27% increased by 10.60%. Furthermore the self management aspect from 76.56% to 85.93% increased by 9.37%. While in the aspect of self accomplishment from 78.11% to 82.83% increased by 4.72%. From the results of this counseling guidance class action research can be concluded that online information service of cooperative learning model can increase the self leadership in planning careers of students of class XII MIPA-1 SMA Negeri 2 Yogyakarta.]]>
<![CDATA[Peningkatan Kreativitas dan Hasil Belajar Bisnis Online melalui Metode Demonstrasi ]]>
<![CDATA[Windu Mahmud]]>
<![CDATA[ Ideguru: Jurnal Karya Ilmiah Guru Vol 6 No 2 (2021): Edisi Mei 2021 ]]>
Publisher : <![CDATA[Dinas Pendidikan, Pemuda dan Olahraga Daerah Istimewa Yogyakarta ]]>
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DOI: 10.51169/ideguru.v6i2.230
<![CDATA[This research aims to increase student creativity and learning outcomes of online business in class XI BDP 1 SMK N 1 Bantul. This research is a Classroom Action Research (CAR) with 2 (two) cycles. Each cycle goes through 4 (four) stages starting from planning, implementing, observing and reflecting. The subjects of this study are 29 students in grade XI BDP 1 at SMK Negeri 1 Bantul in the 2019/2020 academic year. The Collecting data technique in this study is using written tests, observations, field notes, and documentation. The data analisys of action research technique used quantitative descriptive techniques. The results of the research indicate that the application of the demonstration method can increase creativity and learning outcomes of class XI BDP 1 SMK N 1 Bantul in Online Business subjects for the 2019/2020 academic year. The application of the demonstration method is in accordance with the lesson plan, creativity and student learning outcomes have increased in each cycle. It is proven by the increase of value in the research instrument. In the observation sheet of leraning creativity, it was obtained a value of 48.42 with a lack of criteria at the initial observation stage, in the first cycle the value increased to 58.55 with sufficient criteria and in the second cycle the value was 67.53 with good criteria. In addition, classical completeness in the evaluation of learning outcomes also increased, at the initial evaluation classical completeness was 31.03%, in cycle I increased to 48.28% and in cycle II classical completeness became 72.41%.]]>
<![CDATA[Peningkatan Hasil Belajar Geografi melalui Metode Sinkron dan Asinkron Berbantuan Aplikasi Google Classroom ]]>
<![CDATA[Asih Paramayati]]>
<![CDATA[ Ideguru: Jurnal Karya Ilmiah Guru Vol 6 No 2 (2021): Edisi Mei 2021 ]]>
Publisher : <![CDATA[Dinas Pendidikan, Pemuda dan Olahraga Daerah Istimewa Yogyakarta ]]>
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DOI: 10.51169/ideguru.v6i2.231
<![CDATA[Geography subject matter, especially the Village and City Spatial Interaction Classroom Action Research was held with the aim of improving student learning outcomes through synchronous and asynchronous methods assisted by the Google Classroom application. The research subjects of students of XII IPS 1 SMAN 1 Banguntapan Odd Semester 2020/2021 consisted of 32 students, namely 22 girls and 10 boys. This Classroom Action Research was conducted in 2 cycles and three meetings each, each meeting lasting 75 minutes. Each meeting was conducted in a virtual or online way through synchronous and asynchronous methods using the Google Classroom application. The data collected for this study included observation data on student activity and learning outcomes of Geography, conducted from August to November 2020 with the results of the research stating that through synchronous and asynchronous methods using the Google Classroom application can have a positive influence on improving student learning outcomes on Village and City Spatial Interaction material. This can be seen from the average value in the class when the pre-action was 71.14, then in the first cycle it increased to 75.74, in the second cycle it became 76.68 and and the percentage of classical completeness can reach the target success indicator of 80%.]]>
<![CDATA[Peningkatan Keaktifan dan Hasil Belajar Materi Logika Matematika melalui Pembelajaran Kooperatif Team Game Tournament ]]>
<![CDATA[Sularti Sularti]]>
<![CDATA[ Ideguru: Jurnal Karya Ilmiah Guru Vol 6 No 2 (2021): Edisi Mei 2021 ]]>
Publisher : <![CDATA[Dinas Pendidikan, Pemuda dan Olahraga Daerah Istimewa Yogyakarta ]]>
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DOI: 10.51169/ideguru.v6i2.235
<![CDATA[Penelitian ini dilakukan dengan tujuan untuk mengetahui apakah penerapan model pembelajaran kooperatif TGT (Team Game Tournament) dapat meningkatkan keaktifan dan hasil belajar matematika siswa kelas XI TKJ A SMKN 1 Pleret. Jenis penelitian ini adalah penelitian tindakan kelas (PTK). Penelitian ini dilakukan bersama kolaborator yang merupakan teman sejawat. Siswa kelas XI TKJ A sebagai subyek penelitian berjumlah 34 orang. Penelitian ini dilakukan sebanyak 2 siklus, siklus pertama dengan materi pernyataan majemuk yaitu konjungsi, disjungsi, implikasi dan biimplikasi. Sedangkan siklus kedua dengan materi invers, konvers, dan kontraposisi. Instrumen yang digunakan meliputi lembar observasi dan lembar tes. Pengumpulan data dilakukan dengan observasi, dokumentasi, catatan lapangan dan tes. Teknik analisis data yang digunakan adalah analisis data kuantitatif diskriptif. Hasil penelitian menunjukkan bahwa proses pembelajaran kooperatif TGT yang terdiri dari 5 tahapan yang diterapkan pada mata pelajaran matematika dapat meningkatkan keaktifan dan hasil belajar matematika siswa. Persentase keaktifan siswa sebelum diberikan tindakan hanya 50%, pada siklus I terjadi peningkatan menjadi 70,59% dan pada siklus II meningkat menjadi 83,95%. Dari tes hasil belajar diperoleh jumlah siswa yang tuntas sebelum diberikan tindakan hanya 17,65% pada siklus I terjadi peningkatan menjadi 29,41% dan meningkat menjadi 50% pada siklus II.]]>
