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Contact Name
Andhy Surya Hapsara, S.Sos., M.Pd
Contact Email
jurnalideguru@gmail.com
Phone
+628984400401
Journal Mail Official
jurnalideguru@gmail.com
Editorial Address
SMA Negeri 7 Yogyakarta, Jl. M.T. Haryono 47 Yogyakarta 55141
Location
Kota yogyakarta,
Daerah istimewa yogyakarta
INDONESIA
Ideguru: Jurnal Karya Ilmiah Guru
ISSN : 25275712     EISSN : 27222195     DOI : https://doi.org/10.51169/ideguru
Core Subject : Education,
"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.
Articles 7 Documents
Search results for , issue "Vol 2 No 2 (2017): Edisi November 2017" : 7 Documents clear
PENINGKATAN KETERAMPILAN MENULIS AKSARA JAWA DI SEKOLAH DASAR MELALUI METODE JIGSAW Sunarsih Sunarsih
Ideguru: Jurnal Karya Ilmiah Guru Vol 2 No 2 (2017): Edisi November 2017
Publisher : Dinas Pendidikan, Pemuda dan Olahraga Daerah Istimewa Yogyakarta

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Abstract

The goal of the research to improve how to write javanese word skill andto improve the student learning activity. The research used jigsaw technique with play card Javanese word and their couple.Action research (PTK) is held in two sickles. As the research subject is the fifith class Elementary school .We use student activity instrument student observation,the data analyze technique the researcher use quantitative Descriptive. The Research result show that the skill how to write Javanese word before researching 0 % The research result after has been holding action research based on KKM at the 1 cycles.The result how to write Javanese word becomes 23,8% ,at sickles II become 57,1 %. So it increases how to write Javanese word .It means there is improvement I sieckles to II cyclesw as big 33,3 % .The result of the student learning activity before researching 0%,after researching becomes 23,8 % .In II sicles 57,1 % .It means there is improvement 33,3 % .So it increases before and after researching.
PENGUATAN PENDIDIKAN KARAKTER DALAM PEMBELAJARAN BAHASA INGGRIS DENGAN CERITA PENDEK Erna Pujiasih
Ideguru: Jurnal Karya Ilmiah Guru Vol 2 No 2 (2017): Edisi November 2017
Publisher : Dinas Pendidikan, Pemuda dan Olahraga Daerah Istimewa Yogyakarta

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Abstract

This paper discusses about the teaching character education to build the character by learning English. More specifically, the paper presents what the character building in the teaching English of narrative text and how the teachers involve the character building in teaching English. Teaching English will be interesting by story. The story is usually learnt in narrative text. The narrative text is one of the material that is learned by the students. This is used to teach the character and the students can take the moral value from the narrative. The teaching can be done by various activity of teaching narrative text. It can be in speaking, listening, reading and writing. In the teaching and learning process the teachers involve the character building from the moral value of story. This is the time to develop thestudent characters from the story whether the characters have good or bad characters in the story. Character will be built by the habit of learning English .Teaching English should teach knowledge and the values of character from the narrative text.
PENGEMBANGAN MULTIMEDIA PEMBELAJARAN INTERAKTIF TEMA ORGAN TUBUH MANUSIA DAN HEWAN UNTUK KELAS V SEKOLAH DASAR Sartono Sartono
Ideguru: Jurnal Karya Ilmiah Guru Vol 2 No 2 (2017): Edisi November 2017
Publisher : Dinas Pendidikan, Pemuda dan Olahraga Daerah Istimewa Yogyakarta

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Abstract

The theme of human and animal organs is the sixth theme in the fifth grade elementary school. Judging from the characteristics of its contents, this theme contains a lot of learning material about the process flow, for example: the process of digestion, respiration process, and the process of blood circulation. This learning material is difficult to understand the students if used the textbook only. We provide a concrete visualization of the learning material to help students learn the material and also to increase students interest. The aim of the research is to produce an interactive multimedia learning on the second sub-theme of the human and animal organs for fifth grade elementary school. The research used Research and Development design with Lee and Owens model. There were five steps: (1) assessment/analysis (need assessment and front-end analysis; (2) design; (3) development; (4) implementation; (5) evaluation. The product was validated by experts and users. The data were collected by questionnaire. The data were analized by quantitative and qualitative data analysis. The results of research showed that the expert validation and testing of the user obtained an average score of 94,4%, then it was converted into the validity criteria, it showed very valid qualification and can be used in the learning process.
PENINGKATAN KEGIATAN KOMUNIKATIF DALAM PEMBELAJARAN BAHASA INGGRIS MELALUI TASK-BASED LEARNING ENVIRONMENT (“TABLE”) Ponikem Ponikem
Ideguru: Jurnal Karya Ilmiah Guru Vol 2 No 2 (2017): Edisi November 2017
Publisher : Dinas Pendidikan, Pemuda dan Olahraga Daerah Istimewa Yogyakarta

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Abstract

“Teaching for testing” learning practice reduces the nature of language learning to learn to communicate. This classroom action research aims to improve the communicative activities of learners in learning English through a task-based learning environment for students of Year 9D SMP Negeri 1 Wonosari in semester II academic year 2016/2017. This study lasted for 2 cycles with each cycle consisting of 5 meetings. Data collection techniques used were questionnaires and observations of communicative activities as primary data sources as well as interviews, diaries, and documentation as secondary data sources. The results showed that the communicative activities of learners in English learning increased through the use of task-based learning environment. This is evidenced by: 1) increasing the percentage of learners who belong to Sometimes, Often, and Always and the decline in percentage of the category Rarely and Never; 2) increasing the frequency of frequent use of all types of expressions. These indicate the increased ability to capture information, communicate classically in the classroom, communicate in groups, communicate as an audience, and communicate spontaneously during learning.
PENERAPAN MODEL COOPERATIVE LEARNING TIPE COURSE REVIEW HORAY UNTUK MENINGKATKAN HASIL BELAJAR EKONOMI Dwi Subekti
Ideguru: Jurnal Karya Ilmiah Guru Vol 2 No 2 (2017): Edisi November 2017
Publisher : Dinas Pendidikan, Pemuda dan Olahraga Daerah Istimewa Yogyakarta

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Abstract

The purpose of this classroom action research is to know the improvement of learning outcomes in Economics Class XI IPS SMA Negeri N 1 Bantul Lesson Year 2015/2016 through the application of Cooperative Learning Model Course Course Horay Type. Data collection of student learning activities using the instrument of social attitude assessment, instrument of competence assessment of individual behavioral skills in group discussion, group appraisal instrument, reflection sheet, and result of economic learning by test. Activity of teacher by using observation instrument of teaching and learning process. Data analysis method used in this research is quantitative descriptive with percentage. The result of the research shows that there is an increase of learning result in Economics Class XI IPS SMA Negeri N 1 Bantul Lesson Year 2015/2016 has increased 13,88% from pre cycle to cycle 1, and 3,16% from cycle 1 to cycle 2. From pre Cycle to cycle 2 increase of 17.51%. In the pre cycle there are 12 students who have not reached the Minimum Exhaustiveness Criteria (KKM), in cycle 1 there are 2 students who have not achieved the Minimum Exhaustiveness Criteria (KKM) and in cycle 2 all learners have reached the Minimum Exhaustiveness Criteria/ Kriteria Ketuntasan Minimal (KKM) . Based on the observation of the application of Cooperative Learning Model Type Course Horay Course, student learning outcomes are more improved.
PENINGKATAN KEMAMPUAN BERBICARA SISWA SD MELALUI METODE DISKUSI DENGAN BANTUAN MEDIA AUDIO VISUAL Sarjiyati Sarjiyati
Ideguru: Jurnal Karya Ilmiah Guru Vol 2 No 2 (2017): Edisi November 2017
Publisher : Dinas Pendidikan, Pemuda dan Olahraga Daerah Istimewa Yogyakarta

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Abstract

Penelitian ini merupakan penelitian tindakan kelas yang berupaya untuk meningkatkan kemampuan berbicara siswa kelas III SD 2 Barongan melalui metode diskusi dengan bantuan media audio visual. Penelitian ini dilatarbelakangi rendahnya kemampuan berbicara siswa kelas III SD 2 Barongan. Rendahnya kemampuan berbicara ini dikarenakan metode yang digunakan kurang bervariasi dan media yang mendukung pembelajaran keterampilan berbicara belum diterapkan secara optimal. Jenis penelitian ini menggunakan jenis Penelitian Tindakan Kelas (PTK). Subjek penelitian adalah siswa kelas III SD 2 Barongan yang berjumlah 19 siswa yang terdiri atas 9 siswa laki-laki dan 10 siswa perempuan. Desain penelitian tindakan kelas menggunakan desain yang dikemukakan oleh Kemmis dan Mc. Taggrat. Metode pengumpulan data yang digunakan adalah wawancara, observasi dan tes. Instrumen pengumpulan data yang digunakan adalah pedoman wawancara, lembar observasi kegiatan pembelajaran, lembar observasi kegiatan diskusi dan soal tes. Teknik analisis data yang digunakan dalam penelitian ini yaitu deskriptif kualitatif dan deskripsi kuantitatif. Siklus dalam penelitian ini terdiri dari dua siklus. Data diambil pada tahap pra tindakan dan selama dua siklus penelitian. Tahap pra tindakan digunakan untuk mendapatkan data awal penelitian untuk dibandingkan dengan data hasil penelitian. Kriteria kegiatan diskusi pada siklus I berada pada kategori baik. Siklus II meningkat menjadi kategori sangat baik. Pada kondisi awal rata-rata nilai keterampilan berbicara siswa kelas III adalah 50, jumlah siswa yang mencapai KKM adalah 6 siswa dengan presentase 30%. Data siklus I menunjukkan kenaikan rata-rata nilai, dari pra siklus rata-rata 50 menjadi 65,45. Siswa yang mencapai KKM sebesar 11 siswa dengan prosentase sebesar 67,80. Tindakan siklus II menunjukkan hasil rata-rata kelas sebesar 76,63. Siswa yang mencapai KKM sebesar 14 siswa dengan prosesntase 73,50. Data ini menunjukkan bahwa penggunaan metode diskusi dengan bantuan media audio visual dapat meningkatkan keterampilan berbicara siswa kelas III SD 2 Barongan.
PENINGKATAN MINAT BELAJAR SISWA DALAM PEMBELAJARAN KIMIA MELALUI MODEL PEMBELAJARAN KOOPERATIF TIPE STAD Bekti Mulatsih
Ideguru: Jurnal Karya Ilmiah Guru Vol 2 No 2 (2017): Edisi November 2017
Publisher : Dinas Pendidikan, Pemuda dan Olahraga Daerah Istimewa Yogyakarta

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Abstract

Research conducted in chemistry learning through cooperative learning model of Student Teams Achievement Divisions (STAD) type in Class X.1 SMA N 1 Banguntapan Bantul aims to increase students' interest in learning chemistry which is limited to learning Reaction Reduction Oxidation. Interests observed include three aspects of pleasure and interest, attention, and want to learn and in addition to aspects of communication. The type of research conducted is Classroom Action Research (PTK). The study was conducted in two cycles. Cycle I consists of three meetings, and cycle II of four meetings, at each end of the cycle held a quiz. The data obtained from the results of observations conducted on the activities of teachers and students when the action is implemented. From the research results can be concluded that is (1) STAD type cooperative learning process that can increase student learning interest are as follows: (a) students in small group of four or five members, based on final repeat semester 1. Each group consists of team with different cognitive abilities namely, high, medium, and low. Students study in groups after being given materials, students mutual cooperation in understanding the material or completing the tasks that exist in the Student Work Sheet (LKS). LKS contains questions that will be done afterwards will be a summary of material that is easily understood by the students. After group learning is done quiz. The results of the quiz in the scores to determine individual improvement points and subsequently used to determine the points of the group, the group that gets the points above the criteria that have been awarded, (b) during the group activities, the teacher goes from one group to another to provide guidance to students or groups experiencing difficulties. (2) With STAD type cooperative learning, students' interest in learning chemistry has increased. In the first cycle, the average of students' learning interest is 56,53% with medium criterion, and the second cycle of learning interest is 80,39% with very high criterion. Student communication also increases. In cycle I mean of student communication in learning chemistry 46,57% with medium criterion, cycle II mean of student communication increased to 63,73% with high criterion.

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