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All Journal Ideguru: Jurnal Karya Ilmiah Guru
Hapsara, Andhy Surya
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Advancing Sustainable Development Goals through Character Education and Social Studies in Japanese Schools Hapsara, Andhy Surya; Adams, Charlotte; Nguyen, Nhung Thi-Cam; Lubi, Mark Vencint Tapia; Muti’ah, Siti; Liew, Fui Byn; Visal, Thy; Hayeekhade, Abd-Asit; Xaiyalath, Chandy; Nakashima, Yusuke
Ideguru: Jurnal Karya Ilmiah Guru Vol 10 No 1 (2025): Edisi Januari 2025
Publisher : Dinas Pendidikan, Pemuda dan Olahraga Daerah Istimewa Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51169/ideguru.v10i1.1736

Abstract

Character education is increasingly recognized as a critical component in developing individuals who are not only academically proficient but also possess strong moral and ethical values. This study examines the integration of social studies, character education, and the Sustainable Development Goals (SDGs) within Japan's educational system, focusing on how these elements equip students with the skills and values necessary to address contemporary global challenges. Employing a qualitative descriptive approach, the study combines field research and literature analysis. The literature review provided a foundation for analyzing the issues under study, while field research was conducted from November 17 to 24, 2024, in Tokyo City and Tokushima Prefecture, Japan. The findings reveal that 17 SDGs components are embedded within Japan's educational practices, including competency in Education for Sustainable Development (ESD). Moreover, character education in Japanese schools significantly contributes to nurturing individuals with strong ethical and responsible values, empowering them to act as agents of change in addressing the complexities of a globalized world, particularly in responding to environmental issues. Integrating character education and social studies with the SDGs is identified as a strategic framework for shaping a better future for younger generations. This model offers valuable insights for educational systems worldwide to consider in their efforts to enhance character education.
Evaluasi Pelaksanaan Akomodasi Kurikulum untuk Peserta Didik dengan Hambatan Penglihatan pada Pelajaran Sosiologi Hapsara, Andhy Surya
Ideguru: Jurnal Karya Ilmiah Guru Vol 9 No 1 (2024): Edisi Januari 2024
Publisher : Dinas Pendidikan, Pemuda dan Olahraga Daerah Istimewa Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51169/ideguru.v9i1.761

Abstract

Implementing curriculum accommodations through learning intervention is critical to supporting learning and special programmes in sociology lessons for students with special needs in class X. The objective of this work is to describe the evaluation of learning intervention for students with visual impairments in order for them to be agile in social mobility and communication orientation (OMSK) and skilled in learning sociological paradigms as part of curriculum accommodation that has been carried out. This study applied a descriptive qualitative method based on the Context-Input-Proccess-Product-Outcome (CIPPO) evaluation model, with data collected through interviews, observations, and document evaluation. The learning material was sociological paradigm that was carried out using several methods, including the observation method assisted by peer reporting to analyse the social facts paradigm; the action motive interview method to analyse the social definition paradigm; and reward type interviews to determine the social behaviour paradigm. The results of this study highlighted the successful implementation of curriculum accommodation as observed through the CIPPO technique, with all components completed. The impact of curriculum accommodation is an improvement in OMSK, for example, the special needs student is more agile for getting around the school. Furthermore, the special needs student is skilled at conducting well-mannered and polite interviews with teachers or staff members at school.
The Backward Design Learning Strategy Based on Literacy and Numeracy for Sociology Academic Ability Tests Hapsara, Andhy Surya; Efendi, Lutfi
Ideguru: Jurnal Karya Ilmiah Guru Vol 10 No 3 (2025): Edisi September 2025
Publisher : Dinas Pendidikan, Pemuda dan Olahraga Daerah Istimewa Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51169/ideguru.v10i3.2173

Abstract

Education in Indonesia faces the crucial challenge of strengthening literacy and numeracy, especially in Sociology, a subject demanding data analysis and interpretation of social phenomena. This challenge is compounded by the need to prepare students for the Academic Ability Test (TKA), which emphasizes critical thinking and questions based on literacy-numeracy models.This best-practice research aims to implement the Backward design strategy integrated with literacy and numeracy to enhance the readiness of Grade XII students at SMAN 7 Yogyakarta for the Sociology TKA. The strategy was conducted through three stages: 1) Identify Desired Results (understanding TKA question formats); 2) Determine Acceptable Evidence (formative and summative assessments, including external Try Outs/TO); and 3) Design Learning Experiences (differentiated instruction and innovative activities like "Bowling Litnum" and independent TKA question creation). The method used was descriptive qualitative with a subject of 70 Grade XII students who chose Sociology as an elective. The results showed a significant improvement in the group of students predicted to be eligible for the National Achievement-Based Selection (SNBP), with the average score of summative assessments and TO TKA reaching 75–78 (meeting the success target of ≥75). However, the overall average score remained below the target due to motivational differences between eligible and non-eligible students.The conclusion indicates that Backward design is effective in improving learning outcomes for motivated groups and successfully integrates literacy-numeracy into Sociology learning, while also creating transferable evidence-based practice. The key success factors were the synchronization of TKA blueprints and external collaboration.
Co-Authors Adams, Charlotte Hayeekhade, Abd-Asit Liew, Fui Byn Lubi, Mark Vencint Tapia Lutfi Efendi Muti’ah, Siti Nakashima, Yusuke Nguyen, Nhung Thi-Cam Visal, Thy Xaiyalath, Chandy