cover
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 11 Documents
Search results for , issue "Vol 4 No 1 (2019): Edisi Khusus Pelatihan Guru di Luar Negeri Tahun 2019" : 11 Documents clear
Pembelajaran STEM di Queensland Australia Wijokongko Wijokongko
Ideguru: Jurnal Karya Ilmiah Guru Vol 4 No 1 (2019): Edisi Khusus Pelatihan Guru di Luar Negeri Tahun 2019
Publisher : Dinas Pendidikan, Pemuda dan Olahraga Daerah Istimewa Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (830.564 KB) | DOI: 10.51169/ideguru.v4i1.87

Abstract

STEM learning in Australia has been well implemented and inspires Indonesian teachers to have great experiences. In Australia, STEM is considered as an learning approach and development that integrates the interrelated of science, technology, engineering, and mathematics. The aim of the paper is to give a brief description of the implementation of STEM in Australia, the condition of transportation, the characteristic of people, as the result of observation during a short course in Australia. The result of the observation shows that STEM has been well implemented. The school has implemented STEM for their frame work. The school collaborate with the universities and industries to support their students in doing research. STEM can use 5E (Engage, Explore, Elaborate, Explain, Evaluate). The transportation system and the social relationship provide the Indonesian teachers to get good ones. The way of thinking , the education system, and the development of technology in schools can be valuable and great possibilities to implement in Indonesia. Other advance countries has implemented STEM. Indonesia should implement STEM to support the success of the students among the 21th century and the revolution 4.0 era.
Menggagas Pengembangan Lingkungan Pembelajaran Ubikuitus sebagai Proyeksi Lingkungan Ubikuitus di Korea Selatan Wirawan Yogiyatno
Ideguru: Jurnal Karya Ilmiah Guru Vol 4 No 1 (2019): Edisi Khusus Pelatihan Guru di Luar Negeri Tahun 2019
Publisher : Dinas Pendidikan, Pemuda dan Olahraga Daerah Istimewa Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (967.821 KB) | DOI: 10.51169/ideguru.v4i1.86

Abstract

Indonesia's Internet users mostly are high school students. This is an opportunity for education activists to provide learning system that can be accessed anytime and anywhere just similar to regular websites on Internet. Learning environment that is accessible anytime and anywhere is built based on ubiquitous computing. Republic of Korea is a country that has a program to develop ubiquitous city, which one of its service is ubiquitous learning environment. In this study, a literature study about ubiquitous computing, ubiquitous learning environment, its characterics and components, also its possibility to implement on Indonesian schools was conducted. This study shows that ubiquitous learning environment development, with its components are a server providing learning management system software, hotspot access points, smartphones that have an application installed to access the learning management system, and radio frequency identification system, can be done in any education unit that has supporting factors for those components.
Peran Kolaboratif Konselor di Sekolah Inklusif Redita Yuliawanti
Ideguru: Jurnal Karya Ilmiah Guru Vol 4 No 1 (2019): Edisi Khusus Pelatihan Guru di Luar Negeri Tahun 2019
Publisher : Dinas Pendidikan, Pemuda dan Olahraga Daerah Istimewa Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (879.523 KB) | DOI: 10.51169/ideguru.v4i1.84

Abstract

Strengthening Inclusive Education requires the role of various parties in educational institutions including guidance and counseling. Guidance and counseling services at the Inclusive Schools currently oriented towards developmental guidance and counseling with targeted services not limited to normal students in institutional settings, but will be directed to all students in various life and cultural settings including their special needs. Inclusive education is a shared responsibility between school Counselor, Teacher, Special Assistant teacher (GPK), and also Parents. Teachers cannot do everything themselves, because parents need to be involved so that the implementation of activities in school continues with the activities of students at home. Collaboration forms the basis between school and parents, as well as other experts, to provide assistance in a systematic, programmed, consistent and ongoing manner. Thus, the collaborative role of the counselors is needed, the development of the counselor's skills, and the professional implementation of the guidance and counseling program to optimize the development of students with special needs in inclusive schools. Collaboration for student success is an integral part of educational reform in inclusive schools
Sistem Pendidikan Ganda dan Diagnostic Trouble Box (DTB) dalam Pembelajaran di Intercompany Training Mercedez Kraftfahrzeuggewerbe Saarländischer KFZ-Verband Trainingszentrum–Saarbrücken Germany Ridho Saputro
Ideguru: Jurnal Karya Ilmiah Guru Vol 4 No 1 (2019): Edisi Khusus Pelatihan Guru di Luar Negeri Tahun 2019
Publisher : Dinas Pendidikan, Pemuda dan Olahraga Daerah Istimewa Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (1752.191 KB) | DOI: 10.51169/ideguru.v4i1.85

Abstract

The sending of 1200 educators and education staff abroad in 2019 is one of the government's efforts to improve teacher competencies to strengthen education in Indonesia so that it is more developed and equal with developed countries in the world. The purpose of the country which I will present this time is the German state, at the Intercompany Trainning Mercedez Kraftfahrzeuggewerbe Saarländischer KFZ-Verband Trainingszentrum - Saarbrücken Germany. What is very interesting about the German state is the very close relationship between the industrial world and the world of education, where Germany was the first country to initiate a dual system education system (Dual System Education). Teaching methods use the Diagnostic Trouble Box as used in Germany, as one of the interesting methods and media and can find out students' analytical skills easily and accurately, especially in learning electrical vehicle automotive.
Implementasi Ako untuk Peningkatan Kualitas Pembelajaran Dasar-Dasar Kreativitas bagi Guru dan Siswa di SMKN 3 Kasihan Bantul Nina Tri Daniati
Ideguru: Jurnal Karya Ilmiah Guru Vol 4 No 1 (2019): Edisi Khusus Pelatihan Guru di Luar Negeri Tahun 2019
Publisher : Dinas Pendidikan, Pemuda dan Olahraga Daerah Istimewa Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (965.563 KB) | DOI: 10.51169/ideguru.v4i1.83

Abstract

Understanding what creativity is is not enough just to understand it in theory, but rather on how to form a creative mindset. Considering the importance of creativity for students studying at Vocational Schools majoring in Arts and Creative Industries, quality learning is needed about The Basic of Creativity which is more than just a lecture method so that students are able to become creative figures in creating art both in the learning process at school, and in time will be applied in the Business World / Industrial World. Quality teaching is the most important impact that an education system can have on student achievement. On April 29-May 17, 2019, the authors participated in the Professional Teacher Development Program on Vocational Arts & Creative Industries, held in Aucland, New Zealand and the authors gained new knowledge in the pedagogical field, one of which was the Ako Learning Concept. Ako is the Māori language term for teaching and learning, Ako describes a reciprocal relationship in which students learn from the teacher and the teacher also learns from students. This best practice research aims to describe the steps of the implementation of Ako to improve the quality of learning The Basic of Creativity that is sustainable for teachers and students. The expected benefit of preparing this paper is to improve the quality of learning of The Basic of Creativity which is ongoing for teachers and students. After undergoing a series of work steps guided by the teacher, it is hoped that they can instill a mindset of students on how to be creative and innovative, and the teacher gets feedback to plan for better feedforward.
Elemen Kunci dari Siklus Pembelajaran Modeling Instruction dalam Proses Pembelajaran Keterampilan Abad 21 Imam Wicaksono
Ideguru: Jurnal Karya Ilmiah Guru Vol 4 No 1 (2019): Edisi Khusus Pelatihan Guru di Luar Negeri Tahun 2019
Publisher : Dinas Pendidikan, Pemuda dan Olahraga Daerah Istimewa Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (1191.219 KB) | DOI: 10.51169/ideguru.v4i1.82

Abstract

This research aim to know:1)implementation of modeling instruction in student’s critical thinking, collaboration, creativity and innovation, and communication skill’s training; 2)Modeling instruction’s key element in 21 century skills training. This research uses previous research data in student’s collaboration and communication profile. Data for Critical thinking and creativity and innovation uses learning implementation’s material in previous research and other reference. Subject research is 7th grade student in 2018/2019 year periode. Data analysed in quantitative methode. Modeling instruction is integrated in 2 different learning model, inquiry and STEM. Student’s skill in collaboration and communication change in different quantity of student’s criteria. Student’s proportion in “below standart” criteria is same, in “approaching standart” criteria, student in inquiry have less proportion than in STEM, but in “qualified standart” criteria inquiry have more proportion than STEM. In critical thinking and creativity and innovation, both learning model contain activity to train this skills. STEM have more proportion than inquiry, hinger complexity and more modeling instruction’s learning cycle. Research conclution are:1)Modeling instruction can implemented in student’s critical thinking, collaboration, creativity and innovation and communication training; 2)Modeling instruction’s key element in 21st Century Skills training is flexibility, compability , and repeatable and continuity of the learning cycle.
Revitalisasi SMK Melalui Studi Komparasi ke Selandia Baru Eko Mulyadi
Ideguru: Jurnal Karya Ilmiah Guru Vol 4 No 1 (2019): Edisi Khusus Pelatihan Guru di Luar Negeri Tahun 2019
Publisher : Dinas Pendidikan, Pemuda dan Olahraga Daerah Istimewa Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (1015.025 KB) | DOI: 10.51169/ideguru.v4i1.81

Abstract

Comparative Study to New Zealand conducted by Director General GTK on 16 October to November 2017 in order to implement Inpres No. 9 year 2016 on the revitalization of vocational schools, by developing the educator human resources productive teachers to be more competent, skilled and can make the network, especially best teaching practices. By observing, understanding the educational system, effective, efficient, and the way teachers teach with Inquiry learning, Project base learning, Collaborative learning and application of IT both in class and out of class in New Zealand make a source of inspiration that can be applied in Indonesia.
Gagasan Pengembangan Augmented Reality pada Buku Bacaan sebagai Upaya Meningkatkan Minat Baca Siswa (Adaptasi Percepatan Literasi dari Korea Selatan) Arifah Suryaningsih
Ideguru: Jurnal Karya Ilmiah Guru Vol 4 No 1 (2019): Edisi Khusus Pelatihan Guru di Luar Negeri Tahun 2019
Publisher : Dinas Pendidikan, Pemuda dan Olahraga Daerah Istimewa Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (890.336 KB) | DOI: 10.51169/ideguru.v4i1.80

Abstract

Many learning media models of Augmented Reality were developed in South Korea. Because such learning media are able to support students' understanding more than just reading texts. In conditions of low literacy levels in Indonesia while the trend of technological and information advancements in Indonesia is so rapid, especially those that lead to the industrial revolution 4.0, it is necessary to propose the application of Augmented Reality to reading books with the aim of becoming an effort to increase students' reading interest in Indonesia and especially in the school where the author teaches. The stages in the development of this AR-based book use the Multimedia Development Methodology sourced from Luther, with six stages namely: Concept (concept), Design (design), Collecting material (material collecting), Making (assembly), Testing (testing), and Distribution (distribution). To create developments in the world of education and increase the attractiveness and effectiveness of learning, Augmented Reality technology can be utilized in the learning process both inside and outside of school. In order to achieve this, collaboration between digital creative actors or the IT profession and collaborators or teachers in creating AR media is needed in order to match the material and information to be conveyed.
The T.R.E.E Principles Arif Pratiwindyo
Ideguru: Jurnal Karya Ilmiah Guru Vol 4 No 1 (2019): Edisi Khusus Pelatihan Guru di Luar Negeri Tahun 2019
Publisher : Dinas Pendidikan, Pemuda dan Olahraga Daerah Istimewa Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (1357.532 KB) | DOI: 10.51169/ideguru.v4i1.79

Abstract

Health and Physical Education (HPE) is one of the lesson which become part of the integral in total education in order to develop physical fitness, social mental,also emotional as well in order to create Indonesian people completely through physical activity’s vehicle as a shape from interaction’s process among learners with sphere through physical activitis that arranged systematically. So that HPE has it’s roles such as: life long education utility, life long health utility, life long skill utility. To solve various obstacles during learning HPE such as diversity in learner’s conditions, diversity of facilities and infrastructures, and also the condition of school’s environment we could apply The T.R.E.E. Principles that stand for Teaching Styles, Rules and Regulations, Environments, and Equipments.
Membangun Karakter Mandiri pada Anak Berkebutuhan Khusus Melalui Strategi Scrum di Negara Totochan Andhy Surya Hapsara
Ideguru: Jurnal Karya Ilmiah Guru Vol 4 No 1 (2019): Edisi Khusus Pelatihan Guru di Luar Negeri Tahun 2019
Publisher : Dinas Pendidikan, Pemuda dan Olahraga Daerah Istimewa Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (915.88 KB) | DOI: 10.51169/ideguru.v4i1.78

Abstract

Independence is the main character that needs to be grown in children with special needs, which can be formed through inclusive education in regular schools and special education in special schools. Japan is one of countries that employs inclusive education in all schools at all levels of education. The empowerment of children with special needs in Japan is comprehensively carried out through the formation of a Scrum team that involves medical teams (physician), government, schools (teachers), universities (lecturers), and parent. The Scrum team works together continuously to assist and provide recommendations at every level of education followed by the selection of appropriate employment opportunities for children with special needs. The independent character of children with special needs is the key for them to free themselves as a burden on their family and society. Government, family, and community supports are needed to shape the independence character of children with special needs. The inclusive education system in Japan is one of the ideal models that can be adapted in Indonesia with all of its challenges, both theoretical and practical.

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