Article Per Year (5 Year)
p-Index From 2021 - 2026
0.702
P-Index
This Author published in this journals
All Journal Ideguru: Jurnal Karya Ilmiah Guru
Fery Muhammad Firdaus
Universitas Negeri Yogyakarta, Sleman, Daerah Istimewa Yogyakarta
Education Other

Published : 4 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 4 Documents
Search

 1 
Kesiapan Guru Sekolah Dasar untuk Menerapkan Pembelajaran Terdiferensiasi: Korelasi dengan Efikasi Diri dan Sikap Guru Dwi Rohmiyati Khasanah; Agung Hastomo; Fery Muhammad Firdaus
Ideguru: Jurnal Karya Ilmiah Guru Vol. 10 No. 3 (2025): September 2025 Edition
Publisher : Dinas Pendidikan, Pemuda dan Olahraga Daerah Istimewa Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51169/ideguru.v10i3.1946

Abstract

In the context of contemporary education, differentiated learning is a crucial strategy for accommodating students' diverse readiness levels, interests, and learning styles. Successful implementation of this strategy depends heavily on teachers' readiness, including their conceptual understanding, self-efficacy, and attitude toward pedagogical change. This study evaluates elementary school teachers' readiness to implement differentiated learning, focusing on self-efficacy and attitudes toward the approach. Using a descriptive correlational design, data were collected via questionnaires from teachers who had attended related training. The results of the analysis show a significant positive relationship between teachers' self-efficacy and attitudes and their readiness to implement differentiated learning; teachers who are confident and positive tend to adopt this approach more often. However, system limitations and classroom management challenges remain the main barriers. These findings underscore the importance of professional development programs that enhance teachers' knowledge, self-efficacy, and attitudes. This provides policymakers with practical implications for supporting inclusive and adaptive teaching strategies to improve learning quality.
Implementasi Pembelajaran Berdiferensiasi dan Dampaknya pada Hasil Belajar Siswa: Studi Kasus di SD Sebuku Eka Supriyanti; Woro Sri Hastuti; Fery Muhammad Firdaus
Ideguru: Jurnal Karya Ilmiah Guru Vol. 10 No. 3 (2025): September 2025 Edition
Publisher : Dinas Pendidikan, Pemuda dan Olahraga Daerah Istimewa Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51169/ideguru.v10i3.2092

Abstract

This study aims to analyze the implementation of differentiated instruction (DI) at SDN 005 Sebuku, an elementary school in the 4T (Frontier, Outermost, Disadvantaged, and Transmigration) region, and to identify the inhibiting factors and their impact on student learning outcomes. This school faces significant challenges in the form of limited learning facilities and infrastructure, limited internet access, diversity in cultural backgrounds and student readiness to learn, and a lack of training opportunities for teachers. This study uses a qualitative approach with an intrinsic case study design, involving the principal, teachers, and students as key informants, and is supported by documents such as lesson plans, grade data, and initial assessment results. Data collection techniques included in-depth interviews, observation of the learning process in the classroom, and documentation studies, while data analysis was conducted using the Miles et al. model through the stages of data reduction, data presentation, and data verification. The results showed that the implementation of DI at SDN 005 Sebuku was able to increase student motivation, engagement, and learning outcomes, despite facing obstacles such as time constraints, learning facilities, and student heterogeneity. In conclusion, the implementation of DI had a positive impact on students' academic scores, motivation, engagement, and self-confidence, although the results were not yet uniform. Therefore, this strategy is worth developing in schools to address the challenges of 4T schools and requires continuous support from teachers, principals, and the government. This research can serve as a basis for more inclusive and adaptive learning practices in remote areas.
Integrasi Model Pembelajaran Inkuiri Berbasis Kearifan Lokal dalam Meningkatkan Minat Belajar Siswa Sekolah Dasar Farida Yuliana; Sekar Purbarini Kawuryan; Fery Muhammad Firdaus
Ideguru: Jurnal Karya Ilmiah Guru Vol. 10 No. 2 (2025): May 2025 Edition
Publisher : Dinas Pendidikan, Pemuda dan Olahraga Daerah Istimewa Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51169/ideguru.v10i2.1923

Abstract

Learning interest is an important factor in determining the success of learning, especially at the elementary school level. This study aims to examine the effect of inquiry learning model integrated with local wisdom values on students' interest in learning. The method used was quasiexperiment with nonequivalent control group design. The research subjects consisted of fourth grade students from two elementary schools in Yogyakarta. The experimental group received treatment in the form of inquiry learning integrated with local cultural values of Yogyakarta, while the control group followed conventional learning. Data were collected through a validated learning interest questionnaire with high reliability (α = 0.842). The t-test results showed a significant difference between the experimental and control groups in terms of students' interest in learning (p < 0.001). This finding indicates that the integration of local wisdom in the inquiry model is effective in increasing students' attention, curiosity, and engagement in learning. The conclusion of this study confirms that the local wisdom-based inquiry learning model contributes positively to strengthening students' interest in learning, and is worth developing as a contextual and culturally relevant pedagogical approach.
Analisis Kebutuhan Media E-Picture Story Book untuk Siswa Kelas IV Sekolah Dasar Muntamah Muntamah; Ali Mustadi; Fery Muhammad Firdaus
Ideguru: Jurnal Karya Ilmiah Guru Vol. 10 No. 2 (2025): May 2025 Edition
Publisher : Dinas Pendidikan, Pemuda dan Olahraga Daerah Istimewa Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51169/ideguru.v10i2.1962

Abstract

The low reading literacy of grade IV elementary school students is a challenge that needs to be overcome by teachers. The absence of learning media that is in accordance with the characteristics and needs of students is one of the factors causing low reading literacy in grade IV elementary school students. This study aims to analyze the needs of teachers and grade IV elementary school students for e-picture story book media. This study uses a qualitative descriptive approach with data collection techniques through teacher interviews, student needs questionnaires, and observation. The study was conducted in March 2025 with research subjects of grade IV elementary school students in Kombel 2 Kapanewon Depok, Sleman Regency, Special Region of Yogyakarta. The results of the study showed that the learning media used were not yet varied. Teachers still use makeshift textbooks at school, so they are less interesting for students to read. In addition, technology-based learning media such as e-picture story book media have not been used. So teachers and students want to develop learning media according to the characteristics and learning needs of students.
Co-Authors Agung Hastomo Ali Mustadi Dwi Rohmiyati Khasanah Eka Supriyanti Farida Yuliana Muntamah Muntamah Sekar Purbarini Kawuryan Woro Sri Hastuti