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All Journal Jurnal Edukasi Elektro Jurnal Penelitian Humaniora INOTEKS : Jurnal Inovasi Ilmu Pengetahuan, Teknologi, dan Seni AL ISHLAH Jurnal Pendidikan JURNAL DINAMIKA VOKASIONAL TEKNIK MESIN BERDIKARI : Jurnal Inovasi dan Penerapan Ipteks Psychology, Evaluation, and Technology in Educational Research

Giri Wiyono

Universitas Negeri Yogyakarta

Author-ID : 2904922

Arts Humanities Computer Science & IT Control & Systems Engineering Education Electrical & Electronics Engineering Environmental Science Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Mechanical Engineering Social Sciences Other

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Articles

Revolusi Mental Guru Pendidikan Agama Islam Dalam Penguatan Karakter Melalui Penerapan Social Emotional Learning (SEL) Syamsuddin, Syamsuddin; Wiyono, Giri; Khilmiyah, Akif; Muhammad, Muhammad
Berdikari: Jurnal Inovasi dan Penerapan Ipteks Vol 5, No 2 (2017): August
Publisher : Universitas Muhammadiyah Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18196/bdr.5227

Tujuan program pengabdian ini (1) untuk mengubah mindset guru-guru PAI SD se KKG PAI kecamatan Kasihan Bantul agar terjadi revolusi mental guna meningkatkan kreativitas guru dalam memperbaiki karakter siswa, dan (2) untuk meningkatkan kemampuan guru dalam mengelola pembelajaran dan membuat media pembelajaran dengan pendekatan social emotional learning. Metode yang digunakan dalam pengabdian ini meliputi seminar kreativitas untuk guru PAI, workshop metode dan media pembelajaran melalui pendekatan SEL, Bimbingan Teknis pembuatan RPP guru PAI pendekatan SEL, pendampingan praktik mengajar dengan pendekatan SEL. Kesimpulan hasil pengabdian ini adalah (1) Terdapat perubahan mindset dan mental pada guru-guru PAI-SD se-Kecamatan Kasihan sebesar 74%. Perubahan tersebut tampak dalam keberaniannya melakukan inovasi dalam mengajar yang kreatif.(2) Kemampuan guru PAI memahami konsep dan implementasi model pembelajaran SEL cukup baik yakni sebesar 68%. (3) Kemampuan inovatif guru PAI dalam membuat media pembelajaran dan memilih strategi pembelajaran berbasis kecerdasan emosi dan sosial terbukti mampu mempengaruhi perubahan mental siswa menjadi pribadi berkarakter.Â Kata Kunci: Revolusi mental, Social Emotional Learning, Pendidikan karakter

PENGARUH QUALITY MANAGEMENT DALAM PENINGKATAN KINERJA ORGANISASI SMK Giri Wiyono
Jurnal Penelitian Humaniora Vol 18, No 2: Oktober 2013
Publisher : LPPM UNY

Penelitian ini bertujuan untuk mengetahui pengaruh aspek soft quality management terhadap kinerja organisasi di Sekolah Menengah Kejuruan (SMK) dan pengaruh aspek hard quality management terhadap kinerja organisasi di Sekolah Menengah Kejuruan (SMK). Penelitian ini dilaksanakan di sejumlah SMK yang berada di Daerah Istimewa Yogyakarta, meliputi: Yogyakarta, Sleman, Bantul, Kulonprogo, dan Gunungkidul. Sampelnya berjumlah 139 SMK. Subjek penelitian adalah pengelola SMK yang meliputi: kepala sekolah, wakil kepala sekolah, ketua jurusan yang berada di SMK tersebut. Uji validitas konstruk dari soft quality management, hard quality management, dan kinerja organisasi dilakukan dengan analisis faktor konfirmatori. Sedangkan analisis model strukturalnya menggunakan analisis model persamaan struktural. Hasil penelitiannya yaitu: (1) aspek soft quality management berpengaruh positif terhadap kinerja organisasi di Sekolah Menengah Kejuruan, dan (2) aspek hard quality management berpengaruh positif terhadap kinerja organisasi di Sekolah Menengah Kejuruan

Teaching Factory Model Development in Vocational High Schools Akbarul Kautsar; Giri Wiyono; Muji Mulia; Muhammad Iqbal; Muhajir Al-Fairusy
AL-ISHLAH: Jurnal Pendidikan Vol 14, No 4 (2022): AL-ISHLAH: Jurnal Pendidikan
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v14i4.2461

This study aims to find a conceptual model of teaching factory in the field of air conditioning and air conditioning engineering in vocational high schools (VHS). The teaching factory development model is expected to have a solid legal foundation and be able to carry out independent financial management so that they are able to carry out sound business practices. This study uses a type of development research, namely research and development (R D), with a 4-D (Four-D) approach. The stages in this research are define, design, development, and disseminate. The conceptual model of the teaching factory was tested for feasibility by the validator of material experts (expert judgment) and the model user, namely by the executor of the teaching factory in the field of refrigeration and air conditioning engineering at VHS 1 Magelang. The results of the study indicate that the teaching factory conceptual model consists of components, namely 1) information technology; 2) PPK-BLUD; 3) HR; 4) block schedule; 5) worksheets; 6) products/services; 7) workshops; 8) industry partnerships; and 9) system management. Based on the results of expert validation and model user responses, the teaching factory conceptual model was declared feasible to be applied in VHS. The teaching factory conceptual model has a solid legal foundation, allows for independent financial management patterns, and can carry out healthy business practices on an ongoing basis (sustainability).

STUDY OF VOCATIONAL QUALITY ASSURANCE PERFORMANCE IN PREPARATION FOR SCHOOL SELF-EVALUATION IN THE COVID-19 PANDEMIC ERA Zainal Arifin; Syukri Fathudin Achmad Widodo; Giri Wiyono; Agus Sutikno; Darmono Darmono
Jurnal Dinamika Vokasional Teknik Mesin Vol. 9 No. 1 (2024)
Publisher : Department of Mechanical Engineering Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/dinamika.v9i1.73776

This research is based on the results of initial observations and field observations, such as: (1) the quality of SMK graduates is still low, especially with the current world problem, namely the COVID-19 pandemic. (2) there are still some educational quality standards that need to be improved and even improved their achievements. (3) many vocational high schools have implemented a school quality assurance system, but why is the quality of their graduates still low. The purpose of this study is to determine the assessment of school principals, teachers, school committees, and vocational students to photograph the efforts made by vocational quality assurance, especially in preparing the School Self Evaluation (SSE) as the main capital in the accreditation activities of the school concerned.The research method used is the descriptive quantitative research method. The research population is Vocational High School, while the sample is taking 4 Vocational High Schools that have implemented a Quality Assurance System, especially QMS ISO 9001:2008 or QMS ISO 9001:2015, such as several Vocational High Schools located in the Province of D.I. Yogyakarta and Central Java. Research data were collected based on the results of the distribution of questionnaires (instruments), interviews, observations, documentation studies, and Focus Group Discussions (FGD). The filler of the research instrument is the principals, teachers, school committees, and the concerned vocational students. The research data were analyzed descriptively quantitatively to see how far the level of achievement of the eight National Education Standards (NES) that had been set in the RPS.The results of this study are: (1) schools in implementing a school quality assurance system through their SSE have used four stages, consist of standard-setting, standard fulfillment, continuous evaluation, and quality improvement. (2) schools have taken correct and appropriate steps in achieving their vision and mission based on the formulated SPMI guidelines, (3) schools have implemented eight NESs starting from standards: graduates, content, process, educational assessment, educators and education personnel, educational facilities and infrastructure, education management, and financing standards properly. (4) each vocational high school has the same or different strategies and methods in achieving the school's vision and mission.

Dialogic pedagogy versus punitive approaches through school rules?: School practitioners’ perspectives in two schools in Yogyakarta, Indonesia Nurwanto, Nurwanto; Makrufi, Anisa Dwi; Wiyono, Giri
Psychology, Evaluation, and Technology in Educational Research Vol. 7 No. 1 (2024)
Publisher : Research and Social Study Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33292/petier.v7i1.222

This article aims to investigate how dialogic pedagogy was practiced while punitive approaches were dominant towards students who violated school rules as well as the student code of conduct. Previous studies primarily focused on the extent of effectiveness or the influential factors for students to comply with as well as violate student code of conduct. On the other hand, this writing highlights the importance of dialogic practices in school environments. As a case study, this study investigated two senior high schools, that is the public and private schools in Yogyakarta municipality. Through the documentary and interview analysis, the study found that even if the student code of conduct was punitive approach-based, it contains the potential for school practitioners to develop communications or dialogues, for example, between school practitioners themselves; and between school practitioners (school leaders and educators) and parents; and between school practitioners and students. More importantly, several school leaders and educators emphasized how dialogues could be practiced with students considered as the offenders of the school rules. This article concludes that empathetic and critical dialogues seem to be an alternative of student discipline enforcement, which has been largely practiced through the school rules.

PERENCANAANSTRATEGIKSEKOLAH DALAM PENGEMBANGAN PENDIDlKAN BERBASIS LUAS BERORIENTASI KECAKAPAN HIDUP DI SMK Wiyono, Giri; Sunarto, Sunaryo
INOTEKS: Jurnal Inovasi Ilmu Pengetahuan,Teknologi, dan Seni Vol 8, No 2 (2004)
Publisher : Universitas Negeri Yogyakarta

The purpose of this IPTEKS application program is to increase school headmasters' ability for making the schoolwork programs based strategic planning process. Therefore headmasters of Vocational Hig School (SMK) have: (1) the ability to conduct the school needs analysis, (2 the ability to formulate the school vision and mission, (3) the ability to draw up plans for school development, (4) the ability to perform SWOT analysi (internal and external condition), (5) the ability to formulate the schoo objective, (6) the ability to understand of the way to formulate strategy.Methods used in Strategic Planning Workshop are lecture, questionanswer, demonstration, group-task, seminar; guidance to make th schoolwork programs based a strategic planning process, and games i outbound training. Learning approaches used in this training are adul education and practice.The result of Strategic Planning Workshop can be concluded afollows: (a) Participants have global vision in technology and strategic issues of education as formulation and development process of th schoolwork programs for increasing quality of education in each school. (b Participants can formulate and develop the schoolwork programs based o strategic planning process oriented for school needs in the field of life skills (c) Participants can develop self-power as headmasters who have th transformational leadership to implement the schoolwork programs based ostrategic planning and can control the operation of this program interatedly.Key words: strategic planning, life skill

WORKSHOP PERENCAAAN STRATEGIK (STRATEGIC PLAIN) SMU NEGERI SE PROPINSI DIY DALAM PENGEMBANGAN BROAD BASED EDUCATION Wiyono, Giri; Sarbiran, Sarbiran
INOTEKS: Jurnal Inovasi Ilmu Pengetahuan,Teknologi, dan Seni Vol 7, No 1 (2004)
Publisher : Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/ino.v7i1.5236

The PPM FT UNY team shall implements the IPTEKS in actrvrty of Strategi Planning Worshop for focusing to problem sloving. The following problem points may appear on the school, namely : school wants information for conducting the shool needs analysis; and schoolwork program drawled up could require a strategic planning process which oriented for school needs in field of life skills.The purpose of this IPTEKS apllication program is to increase school headmaster ability for making the schoolwork program based a strategic planning process. Therefore headmasters of SMU have skills in areas : (1) The ability to conduct the school needs analysis; (2) The ability to formulate the school vision and mission; (3) The ability to draw up plans for school development; (4) The ability to perform SWOT analysis (internal and external condition); (5) The ability to formulate the school objective; (6) The ability to understand of the way to formulate strategy.Methods used in Strategic Planning Workshop are lecture, question-answer, demonstration, group task, seminar, guidance to make the schoolwork programs based a strategic planning process, and games in outbound training. Learning approaches used in this training are adult education and pratice.The result of Strategic Planning Workshop can be concludes as follows1. Participants have global vision in tehnology and strategic issues of education as formulation and development prpcess of the schoolwork programs for increasing quality of education in each school.2. Participants can formulate and develop the schoolwork programs based strategic planning process that oriented for school needs in field of life skills.3. Participants can develop self-power as headmasters who have the transformationalleadership for implement the schoolwork programs based strategic planning and can operational control this program integrated.Key words: strategic planning - life skill.

STRATEGI PENERAPAN ORGANIZATIONAL LEARNING UNTUK MEMBENTUK GURU PEMBELAJAR DI SEKOLAH Wiyono, Giri
Jurnal Edukasi Elektro Vol. 1 No. 1 (2017): Jurnal Edukasi Elektro, Volume 1, Nomor 1, 2017
Publisher : DPTE FT UNY

Dalam era globalisasi saat ini, organisasi sekolah harus melakukan perubahan secara terus menerus dan kreatif, untuk mencari ide dan inovasi dengan cara menerapkan pembelajaran dalam organisasinya sehingga sekolah menjadi organisasi pembelajar (learning organization). Untuk menjadikan sekolah sebagai organisasi pembelajar, maka guru sebagai tokoh utama di sekolah perlu mengembangkan dirinya menjadi guru pembelajar. Guru pembelajar merupakan guru yang selalu belajar dan mengembangkan potensi dirinya dan kapasitasnya sebagai seorang guru yang profesional. Pengembangan kapasitas guru sebagai guru pembelajar dapat dilakukan melalui strategi penerapan pembelajaran organisasional (organizational learning) di sekolah hingga terwujudnya sekolah sebagai organisasi pembelajar. Strategi penerapan pembelajaran organisasional di sekolah dapat dilakukan melalui tiga tahapan, yaitu: (1) ketrampilan pembelajaran, (2) tingkat pembelajaran, dan (3) jenis pembelajaran. Dalam konteks organisasi pembelajar, sekolah perlu menerapkan pembelajaran organisasional untuk meningkatkan kemampuan guru-guru di sekolah menjadi guru pembelajar. Keberhasilan sekolah dalam membentuk guru pembelajar sangat ditentukan oleh kemampuan sekolah dalam mengembangkan sekolahnya menjadi organisasi pembelajar. Esensi dari organisasi pembelajar adalah belajar. Hanya sekolah yang mau mengembangkan institusinya menjadi organisasi pembelajar, mau belajar dan meningkatkan diri secara terus menerus akan menjadi sekolah yang unggul. Kata kunci: guru pembelajar, pembelajaran organisasional, organisasi pembelajar

Co-Authors Agus Sutikno Akbarul Kautsar Akif Khilmiyah Al-Fairusy, Muhajir Darmono Makrufi, Anisa Dwi Muhammad Iqbal Muhammad Muhammad Muji Mulia Nurwanto Nurwanto Salsabila, Unik Hanifah Sarbiran Sarbiran Sunaryo Sunarto, Sunaryo Syukri Fathudin Achmad Widodo Zainal Arifin

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