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 15 Documents
Search results for , issue "Vol 7 No 2 (2022): Edisi Mei 2022" : 15 Documents clear
Peningkatan Kompetensi Guru dalam Menyusun Proposal Penelitian Tindakan Kelas melalui Workshop dan Pendampingan Sri Moerni
Ideguru: Jurnal Karya Ilmiah Guru Vol 7 No 2 (2022): Edisi Mei 2022
Publisher : Dinas Pendidikan, Pemuda dan Olahraga Daerah Istimewa Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (440.698 KB) | DOI: 10.51169/ideguru.v7i2.281

Abstract

Tujuan penelitian adalah meningkatkan kompetensi guru dalam menyusun proposal PTK melalui workshop dan pendampingan bagi guru SMAN 10 Yogyakarta tahun pelajaran 2020-2021. Metode penelitian yang digunakan adalah Penelitian Tindakan Sekolah. Di dalam penelitian ini dipaparkan sebab akibat yang ditimbulkan oleh perlakuan, memaparkan apa saja yang terjadi ketika perlakuan diberikan, dan memaparkan dari awal pemberian perlakuan sampai dampak dari perlakuan tersebut. Adapun sumber utama penelitian ini adalah 5 orang guru yang berada di golongan IVa. Hasil Penelitian menunjukkan bahwa: 1) melalui workshop dan pendampingan rata-rata nilai produk proposal pada siklus 1 adalah 88,34, rata-rata perolehan nilai produk proposal pada siklus 2 adalah 81,80 dan rata-rata perolehan nilai produk proposal pada siklus 3 adalah 77,76. Sedangkan nilai rata-rata siklus 1, 2 dan 3 adalah 82,63. Berdasarkan data di atas, dapat disimpulkan bahwa rata-rata nilai dari siklus 1 ke 2 terjadi penurunan sebesar 6,54, sedangkan nilai pada siklus 2 ke 3 terjadi penurunan sebesar 4,04. Rata-rata penurunan nilai, dari siklus 1, 2 dan 3 sebesar 5,29. 2) Penelitian dilaksanakan dalam 3 siklus, setiap siklus diawali dengan workshop dan dilanjutkan dengan pendampingan penyusunan proposal. Workshop pada setiap siklus dimaksudkan untuk memberikan materi kepada peserta berkaitan dengan penyusunan bab 1, 2 dan 3. Pendampingan kepada peserta dilakukan setelah pelaksanaan workshop. Melalui workshop dan pendampingan dalam penyusunan proposal PTK ini, proposal bab 1 sampai bab 3 dapat berhasil diwujudkan dengan baik.
Peningkatan Keaktifan dan Hasil Belajar Siswa pada Pembelajaran Statistika melalui Model Problem Based Learning Berbantuan Microsoft Excel Wahyu Indriati
Ideguru: Jurnal Karya Ilmiah Guru Vol 7 No 2 (2022): Edisi Mei 2022
Publisher : Dinas Pendidikan, Pemuda dan Olahraga Daerah Istimewa Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (438.286 KB) | DOI: 10.51169/ideguru.v7i2.321

Abstract

Kontrol guru terhadap aktivitas siswa selama pembelajaran pada proses pembelajaran daring adalah sangat terbatas. Interaksi yang terbatas dalam pembelajaran daring ini merupakan salah satu sebab siswa berkurang keaktifannya dalam pembelajaran sehingga baik proses maupun hasil pembelajaran menjadi terhambat. Subjek penelitian ini diambil dari siswa kelas XII IPA 3 SMA Negeri 2 Yogyakarta dengan siswa berjumlah 36 orang terdiri 19 siswa perempuan dan 17 siswa laki-laki. Penelitian ini berupa penelitian tindakan kelas yang dilaksanakan pada semester gasal Tahun Pelajaran 2021/2022. Penelitian dilakukan dalam dua siklus. Penelitian ini bertujuan untuk meningkatkan keaktifan dan hasil belajar statistika siswa dengan menggunakan model pembelajaran Problem Based Learning berbantuan Microsoft Excel. Hasil penelitian menunjukkan bahwa untuk meningkatkan keaktifan dan hasil belajar siswa dapat diupayakan dengan menggunakan model pembelajaran Problem Based Learning berbantuan Microsoft Excel dalam pembelajaran statistika. Pada kondisi awal atau pra siklus keaktifan siswa memperlihatkan angka sebesar 54,75%, dan pada saat kondisi siklus I keaktifan siswa naik menjadi 72,80%, dan bertambah peningkatannya pada kondisi siklus II yaitu 80,21%. Sedangkan hasil belajar matematika siswa dari pra siklus (keadaan awal) dengan nilai rerata menunjukkan angka 76,19, meningkat menjadi 76,59 pada siklus I, dan bertambah peningkatannya pada siklus II menjadi 82,75.
Peningkatan Keterampilan Berbicara Teks Naratif melalui Metode Storytelling Tituk Romadlona Fauziyah
Ideguru: Jurnal Karya Ilmiah Guru Vol 7 No 2 (2022): Edisi Mei 2022
Publisher : Dinas Pendidikan, Pemuda dan Olahraga Daerah Istimewa Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (449.704 KB) | DOI: 10.51169/ideguru.v7i2.341

Abstract

Keterampilan berbicara teks naratif siswa X IPS 2 SMA Negeri 10 Yogyakarta tahun pelajaran 2020-2021 masih rendah. Tujuan penelitian ini adalah peningkatan keterampilan berbicara teks naratif siswa melalui metode storytelling. Penelitian ini berjenis penelitian tindakan kelas dengan instrumen berupa observasi, angket, penilaian unjuk kerja, dokumentasi. Pelaksanaan penelitian ini dari bulan April sampai Mei tahun 2021 sebanyak 2 siklus. Di setiap siklus terdapat 4 kegiatan, yaitu perencanaan, tindakan, pengamatan, refleksi. Subjek penelitian ini siswa X IPS 2 SMA Negeri 10 Yogyakarta tahun pelajaran 2020-2021. Ditunjukkan oleh hasil penelitian bahwa persentase jumlah siswa yang nilainya sudah KKM selalu naik. Di tahap prasiklus yang mencapai KKM 16 siswa (45.72%), meningkat 18 siswa (51.43%) di siklus 1, dan meningkat lagi menjadi 31 siswa (88.57%) di siklus 2. Kenaikan jumlah siswa yang mencapai KKM dari tahap prasiklus sampai siklus 2 adalah 42.85%. Persentase perolehan rerata nilai siswa mengalami kenaikan pula sebanyak 3.65%, dari 75.20% pada tahap prasiklus ke angka 75.80% di siklus 1, dan 78.85% di siklus 2. Simpulnya, keterampilan berbicara teks naratif dapat ditingkatkan dengan metode storytelling.
Kajian Bentuk, Fungsi dan Makna Karakter Tata Rias Punakawan Wayang Gaya Yogyakarta Dwi Ermavianti Wahyu Sulistyorini
Ideguru: Jurnal Karya Ilmiah Guru Vol 7 No 2 (2022): Edisi Mei 2022
Publisher : Dinas Pendidikan, Pemuda dan Olahraga Daerah Istimewa Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (621.334 KB) | DOI: 10.51169/ideguru.v7i2.343

Abstract

The purpose of this research is to understand the make up character of Punakawan Yogyakarta in terms of form, function, and meaning in Javanese cultural traditions. The existence of make up has an important meaning for people who struggle in character make up for the performing arts because it relates to special forms of make up in which there are special rules and regulations. The form of make up of Punakawan figures has the characteristics of the diversity of make up techniques and characters that have a function and symbol of meaning in the values of learning noble ethical character. This research uses interpretive model data analysis through literature studies, field studies and in-depth interviews to wayang experts with an aesthetic approach to be able to explain the shape, function, and meaning of Punakawan figure make up. The results showed that the forms of make up on the character of the punakawan have a characteristic on each Punakawan figure (Semar, Petruk, Gareng, Bagong) describing the character and nature of the figures who each have the function and meaning of Javanese cultural philosophy.
Pemberdayaan Paguyuban Orang Tua Siswa untuk Meningkatkan Motivasi dan Prestasi Siswa Kelas Khusus Olahraga Jaka Tumuruna
Ideguru: Jurnal Karya Ilmiah Guru Vol 7 No 2 (2022): Edisi Mei 2022
Publisher : Dinas Pendidikan, Pemuda dan Olahraga Daerah Istimewa Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (442.627 KB) | DOI: 10.51169/ideguru.v7i2.344

Abstract

This best practice aims to describe the steps and results of SMAN 4 Yogyakarta in empowering the Student Parents Association (Potsis) to increase the motivation and achievement of the Special Class Sports (KKO) students. The research method uses a descriptive qualitative approach. Data collection techniques were using a questionnaire. Potsis empowerment steps are carried out by: (1) homeroom teacher; (2) inspiration class, (3) parent class; (4) special meeting; (5) communication with Whatsapp Group (WAG); and (6) telephone or Short Message Service (SMS). Based on the results of the questionnaires, Potsis was able to increase the motivation of KKO students which was marked by the increase in student achievement. In addition, Potsis empowerment also increases: (1) responsibility, discipline, enthusiasm for learning, ethics, and learning completeness by 53.125%, 31.25%, 43.75%, 56.25%, respectively; and 43.75%; (2) sports achievements; (3) national exam results; and (4) graduates students who got accepted in state universities.
Alat Pembelajaran Talingcagra untuk Meningkatkan Hasil Belajar Pembuatan Busana Custom Made Jayaul Khoiriyah
Ideguru: Jurnal Karya Ilmiah Guru Vol 7 No 2 (2022): Edisi Mei 2022
Publisher : Dinas Pendidikan, Pemuda dan Olahraga Daerah Istimewa Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (553.741 KB) | DOI: 10.51169/ideguru.v7i2.351

Abstract

To get the result pressing Custom Made clothing that are neat, slippery and smooth generally used seam roll and tailor’s ham, but because the price is relatively expensive making the tool not buyable. Therefore, an innovation was made to make Alja Talingcagra (learning tools for pillows, bolsters, patchwork, and teak wood grajen. Talingcagra is an equipment in the form of small pillows and bolsters made of patchwork and teak wood grajen. This tool used to ironing open seam allowance on the sewing and to ironing on the shaped area to be leveled, so produce clothing pressing that are neat, slippery and smooth. Generally the succes of practice of making custom made clothes is supported by practical tools (learning tools). The purpose of writing this best practice is to improve the learning result of custom made clothing practice for pressing material. The steps to make Talingcagra is to (1) Make pattern, (2) Cut the material, (3) Sewing pillowcases, (4) Fill the bloster pillow with patchwork and teak wood grajen, and (5) Ffinishing. The result learning before used Talingcagra with the highest score 85, the lowest score 50, class average 70,45 and KKM achievement percentage 29,03%. After the students used Talingcagra get the highest score 95, the lowests score 65, and the class average 80,25 and the KKM achievement persentage 83,87. Therefore, Talingcagra can improve the competence of making custom made clothing in pressing material.
Integrasi Critical dan Creative Thinking dalam Pemecahan Soal HOTS melalui Model SOLE pada Kaidah Pencacahan Muflichati Nurin Azizah
Ideguru: Jurnal Karya Ilmiah Guru Vol 7 No 2 (2022): Edisi Mei 2022
Publisher : Dinas Pendidikan, Pemuda dan Olahraga Daerah Istimewa Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (559.685 KB) | DOI: 10.51169/ideguru.v7i2.352

Abstract

One of the provisions of student to be able to answer the challenges of the 21st century is to be able to integrate critical and creative thinking skills in solving problems. The purpose of study was to determine the increase in integration of students’ critical and creative thinking through HOTS questions using the Self-Organized Learning Environments model in the Counting Rules learning topic at SMA Negeri 1 Yogyakarta. This classroom action research was carried out in two cycles, in which cycle consisted of planning, action, observation, and reflection. This study uses three stages in the SOLE model, namely Question, Investigate, and Review. Giving inquiry questions followed by the application of students’ knowledge in interesting and directed tasks in the student worksheets to increase curiosity and provoke students to start using their critical thinking skills. Solving LOTS, MOTS, and HOTS problem solving gradually train students to integrate critical and creative thinking skills. Each group presents the results of their exploration and investigation to improve the integration of critical and creative thinking skills of students. The result of observations on integration of critical thinking show that 15,63% of students are in very high criteria and 84,73% in high criteria. The same result is shown in the integration of creative thinking skills. The achievement test of student learning outcomes in the aspect of knowledge and skills is 87,50%. In this study also obtained the result of the implementation of learning is 93,33%. This research concludes that there is an increase in the integration of students’ critical and creative thinking skills in the Counting Rules.
Discovery Learning Berbantuan Virtual Chemistry Laboratory untuk Meningkatkan Hasil Belajar Siswa Paulina Hendrajanti
Ideguru: Jurnal Karya Ilmiah Guru Vol 7 No 2 (2022): Edisi Mei 2022
Publisher : Dinas Pendidikan, Pemuda dan Olahraga Daerah Istimewa Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (693.91 KB) | DOI: 10.51169/ideguru.v7i2.353

Abstract

This study aims to improve student learning outcomes on Acid-Base Titration material in class XI MIPA 1 SMAN 4 Yogyakarta by applying the Discovery Learning model assisted by the Virtual Chemistry Laboratory for the 2020/2021 school year. The research method used is classroom action research by adopting Kurt Lewin's model in which each cycle contains planning, implementation, observation, and reflection activities. The implementation is in two cycles and each cycle consists of two online learning sessions. The subjects of this activity are students of class XI MIPA 1, with initial data on learning outcomes of classical knowledge and mastery during the pandemic under the KKM. Tools/instruments for data collection are observation sheets, test and non-test assessment instruments, Likert scale, and documentation. The results showed: (1) In the first cycle, the learning outcomes of the knowledge aspect = 85.70%; skill aspect = 88.16%; attitude aspect = 81,63 %; classical learning completeness = 94.44%, (2) In the second cycle the learning outcomes of the knowledge aspect = 86.44%; skill aspect = 92.72%; attitude aspect = 83.19%; classical learning completeness = 94.44%. The conclusion of the research is that the application of Discovery Learning assisted by Virtual Chemistry Laboratory involves mental activity and skills so that it can improve student learning outcomes on Acid-Base Titration material in class XI MIPA 1 SMAN 4 Yogyakarta in the 2020/2021 academic year.
Implementasi Metode Everyone is a Teacher Here untuk Meningkatkan Keaktifan dan Hasil Belajar Sosiologi Kompetensi Ketimpangan Sosial Sutrisna Sutrisna
Ideguru: Jurnal Karya Ilmiah Guru Vol 7 No 2 (2022): Edisi Mei 2022
Publisher : Dinas Pendidikan, Pemuda dan Olahraga Daerah Istimewa Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (593.004 KB) | DOI: 10.51169/ideguru.v7i2.354

Abstract

Ketimpangan sosial merupakan materi sosiologi yang memerlukan kualitas pemahaman yang mendalam. Siswa harus memahami konsep dan penerapannya dalam kehidupan masyarakat. Untuk itu perlu metode pembelajaran yang lebih mengaktifkan siswa. Penelitian ini berupaya memberikan informasi tentang keaktifan dan hasil belajar Sosiologi. Dengan penelitian ini akan diketahui efektifitas metode everyone is a teacher here, keaktifan dan hasil belajar siswa. Penelitian ini merupakan penelitian tindakan kelas yang terdiri dari dua siklus. Masing-masing siklus meliputi empat tahapan dimulai dari perencanaan, pelaksanaan, pengamatan, dan refleksi. Berdasarkan hasil penelitian diperoleh informasi (1) penerapan metode Everyone is a Teacher Here berjalan dengan baik, (2) terjadi peningkatan keaktifan siswa pada aktivitas positif 37,37% mengalami kenaikan aktivitas positif menjadi 83,84%. (3) metode ini mampu meningkatkan hasil belajar Sosiologi pada kompetensi ketimpangan sosial sebesar 33,33%, dari 57,57 % menjadi 90,91%, dengan nilai rata-rata 67,88 menjadi 77,12 atau meningkat sebesar 9,24%. Dengan demikian melalui penerapan metode Everyone is a Teacher Here telah berhasil meningkatkan keaktifan dan hasil belajar Sosiologi pada kompetensi ketimpangan sosial.
Pengembangan Media Pembelajaran Efek Fotolistrik pada Pembelajaran Fisika di SMK Eko Mulyadi
Ideguru: Jurnal Karya Ilmiah Guru Vol 7 No 2 (2022): Edisi Mei 2022
Publisher : Dinas Pendidikan, Pemuda dan Olahraga Daerah Istimewa Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (578.985 KB) | DOI: 10.51169/ideguru.v7i2.361

Abstract

The development of photoelectric effect learning media in the form of a series of solar cells, which aims to: 1) study the feasibility of photoelectric effect learning media, 2) facilitate students' understanding of the photoelectric effect, 3) make students enjoy learning the photoelectric effect and 4) measure the role of solar cell learning media in help students understand. The development process uses the Borg & Gall model: 1) Potential (Problem), 2) data collection, 3) product design validation, 4) revision, 5) trial, 6) revision, 7) the resulting product. by using 4 solar panels arranged in parallel connected by wires 2 pieces of positive and negative wires, to resistance, capacitors and diodes, then to LED lights, the product of the design is assembled, the results are judged by media experts, material experts and users, judgments from media experts , material experts and users in the recapitulation, to determine the feasibility, the results of input and suggestions for product improvement. The results of the assessment obtained an average of 4.00 good categories of media experts, material experts of 4.40 very good categories and users obtained an average of 3.85 good categories and the media was feasible to use, students who understood the photoelectric effect material with media by 58%, students who like learning photoelectric effect with media 27% are very good, 35% are good, students assess the role of learning media photoelectric effect, 46% are very good and 35% are good.

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