Article Per Year (5 Year)
p-Index From 2021 - 2026
2.012
P-Index
This Author published in this journals
All Journal Jurnal Pendidikan Jasmani Indonesia Medikora: Jurnal Ilmiah Kesehatan Olahraga Jurnal Keolahragaan TRIHAYU: Jurnal Pendidikan Ke-SD-an Taman Cendekia : Jurnal Pendidikan Ke-SD-an LEARNING : Jurnal Inovasi Penelitian Pendidikan dan Pembelajaran Majalah Ilmiah Olahraga (MAJORA)
Rizkyanto, Willy Ihsan
Universitas Negeri Yogyakarta
Humanities Education Health Professions Languange, Linguistic, Communication & Media Mathematics Medicine & Pharmacology Nursing Public Health Social Sciences Other

Published : 12 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 12 Documents
Search

 1   2 
The impact of learning physical and health care on students' social skills in junior high schools in Sleman district, Special Region of Yogyakarta Hermawan, Hedi Ardiyanto; Rizkyanto, Willy Ihsan; Yudanto, Yudanto; Nurcahyo, Fathan; Choliz Majid, Nur
Jurnal Pendidikan Jasmani Indonesia Vol. 21 No. 1 (2025)
Publisher : Departement of Sports Education, Faculty of Sport Sciences Yogyakarta State University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jpji.v21i1.84162

Abstract

The implementation Physical Education Learning will be influenced by various things, both extrinsic and intrinsic and after learning Physical Education, it will also have an impact on various things, including social skills in students. This research of the bachelor physical education program aims to determine the impact of physical education learning on the social skills of junior high schools in Sleman Regency, Yogyakarta. The researcher will use a quantitative descriptive research design using the survey method. The location of this research is in the Sleman Regency, DIY. The population in this study is all students in junior high schools in the Sleman Regency Area, Yogyakarta which was taken by incidental sampling. The number of samples that have been successfully identified is around 500 students. The instrument used is in the form of a questionnaire either by means of a physical questionnaire (manual questionnaire) or online through a google form. The data analysis technique uses a descriptive statistical analysis technique with percentages. The results of the study showed that the distribution of data from 500 respondents was obtained as follows: 46 respondents (9.20%) obtained the very high category, 129 respondents (25.80%) obtained the high category, 122 respondents (24.40%) obtained the medium category, 174 respondents (34.80%) obtained the low category, and 29 respondents (5.80%) obtained the very low category. So, the conclusion is implementation of Physical Education of Junior High School learning in Sleman Regency falls into low category.
KEMAMPUAN PEDAGOGICAL CONTENT KNOWLEDGE GURU SMK DALAM PENYUSUNAN RPP ESTIMASI BIAYA KONSTRUKSI Heri Franata Sitorus; Asri Widowati; Doni Dwi Hartanto; Willy Ihsan Rizkyanto; Anni Zahara Putri; Defris Hanindya Edwiyan Pradana
LEARNING : Jurnal Inovasi Penelitian Pendidikan dan Pembelajaran Vol. 6 No. 2 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/learning.v6i2.9141

Abstract

Pedagogical Content Knowledge (PCK) is a key competence in vocational education, as it requires the integration of subject matter mastery and contextualized pedagogical strategies. In the subject of Construction Cost Estimation (CCE), the quality of Lesson Plan development is strongly determined by teachers’ PCK ability. This study aims to describe the PCK ability of CCE teachers in public vocational high schools in the Special Region of Yogyakarta in developing Lesson Plans, viewed from teacher certification status and school accreditation level. This study employed a quantitative descriptive approach involving 16 CCE teachers from A- and B-accredited public vocational schools. Data were collected using a validated and reliable PCK questionnaire (Cronbach’s Alpha = 0.82) and supported by classroom observations. Data analysis was conducted using descriptive statistics and an independent samples t-test. The results show that the PCK ability of CCE teachers is generally categorized as good (87.50%). The mean score of teachers in A-accredited schools was 73.33, while those in B-accredited schools obtained a mean score of 72.50. Certified teachers achieved a mean score of 73.63, whereas non-certified teachers scored 72.00. Statistical testing indicates no significant differences in PCK ability based on school accreditation (Sig. = 0.863) or teacher certification status (Sig. = 0.716). These findings suggest that the relatively equal distribution of PCK ability may be influenced by collaborative practices within the Subject Teacher Forum (MGMP). Strengthening teachers’ PCK should therefore focus on developing more contextual and innovative instructional strategies rather than merely standardizing lesson planning documents. ABSTRAK Pedagogical Content Knowledge (PCK) merupakan kompetensi kunci dalam pembelajaran vokasi karena menuntut integrasi antara penguasaan materi dan strategi pedagogis yang kontekstual. Pada mata pelajaran Estimasi Biaya Konstruksi (EBK), kualitas Rencana Pelaksanaan Pembelajaran (RPP) sangat ditentukan oleh kemampuan PCK guru. Penelitian ini bertujuan untuk mendeskripsikan kemampuan PCK guru EBK di SMK Negeri Daerah Istimewa Yogyakarta dalam menyusun RPP, ditinjau dari status sertifikasi pendidik dan akreditasi sekolah. Penelitian menggunakan pendekatan deskriptif kuantitatif dengan subjek 16 guru EBK dari SMK Negeri berakreditasi A dan B. Data dikumpulkan melalui angket PCK yang tervalidasi dan reliabel (Cronbach’s Alpha = 0,82) serta observasi pembelajaran. Analisis dilakukan menggunakan statistik deskriptif dan uji independent t-test. Hasil penelitian menunjukkan bahwa kemampuan PCK guru EBK berada pada kategori baik (87,50%), dengan rata-rata skor sekolah berakreditasi A sebesar 73,33 dan akreditasi B sebesar 72,50. Guru bersertifikasi memiliki rata-rata 73,63, sedangkan guru belum bersertifikasi 72,00. Uji statistik menunjukkan tidak terdapat perbedaan signifikan kemampuan PCK berdasarkan akreditasi sekolah (Sig. = 0,863) maupun status sertifikasi pendidik (Sig. = 0,716). Temuan ini mengindikasikan bahwa pemerataan kemampuan PCK dipengaruhi oleh kolaborasi melalui MGMP. Penguatan PCK perlu diarahkan pada pengembangan strategi pembelajaran EBK yang lebih kontekstual dan inovatif, tidak hanya pada keseragaman perangkat pembelajaran.
Co-Authors Adji, Tito Pangesti Ahmad Rithaudin Amat Komari Anni Zahara Putri Ari Iswanto Aris Fajar Pambudi Asri Widowati Awan Hariono Choliz Majid, Nur Defris Hanindya Edwiyan Pradana Dennis Dwi Kurniawan Dhani Priantoro Doni Dwi Hartanto Fathan Nurcahyo Hari Yuliarto Hendra Setyawan Hermawan, Hedi Ardiyanto Ismail Gani Jaka Sunardi Jaka Sunardi Komarudin Ngatman, Ngatman Sigit Dwi Andrianto Sitorus, Heri Franata Sridadi Sridadi Tomoliyus Wawan Sundawan Suherman Yudanto Yudanto Zainudin Abu Bakar