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All Journal Ideguru: Jurnal Karya Ilmiah Guru
Muflichati Nurin Azizah
SMA Negeri 1 Yogyakarta, Yogyakarta, Daerah Istimewa Yogyakarta
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Pengembangan Tanggung Jawab melalui Problem Based Learning Menggunakan Google Classroom pada Materi Aturan Segitiga Muflichati Nurin Azizah
Ideguru: Jurnal Karya Ilmiah Guru Vol 6 No 1 (2021): Edisi Januari 2021
Publisher : Dinas Pendidikan, Pemuda dan Olahraga Daerah Istimewa Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (829.208 KB) | DOI: 10.51169/ideguru.v6i1.182

Abstract

Learning in schools during the Covid-19 pandemic cannot be carried out face-to-face. The use of the internet, cell phones or computers is the main support in delivering materials and tasks to achieve the expected competencies and in conducting assessments. Assessment in the 2013 curriculum is carried out on the aspects of knowledge, skills and attitudes of students. Responsibility is one of the attitudes to be achieved through learning mathematics as stated in Permendikbud Number 37 of 2018 concerning Changes in KI/KD. This study aims to find out how to develop an attitude of responsibility for the triangle rules materials through Problem Based Learning with Google Classroom for class X-MIPA 3 students of SMA Negeri 1 Yogyakarta in the 2019/2020 academic year. The research was conducted in three cycles. Each cycle consists of the planning, action, observation, and reflection stages. The results showed that it could develop students' responsible attitudes. The learning process is carried out by: (a) Giving the prerequisite ability pretest at the orientation phase; (b) Presentation of real-world problems motivates, increases initiative, and focuses on learning; (c) Students are encouraged to learn to develop new knowledge, actively work on group assignments, and be responsible for completing assignments; (d) The opportunity to explore knowledge, develops an attitude of responsibility and improves mathematics learning outcomes; (e) During the learning process, the interest of students in learning the material increases and has a sense of responsibility to do the assigned tasks so as to improve mathematics learning outcomes.
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.
Trigonometri, Geogebra, dan Infografis: Sebuah Prosedur Pembelajaran yang Sangkil dan Mangkus Muflichati Nurin Azizah
Ideguru: Jurnal Karya Ilmiah Guru Vol 8 No 1 (2023): Edisi Januari 2023
Publisher : Dinas Pendidikan, Pemuda dan Olahraga Daerah Istimewa Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (1227.312 KB) | DOI: 10.51169/ideguru.v8i1.452

Abstract

Trigonometri merupakan salah satu bagian Matematika yang dianggap sulit oleh sebagian besar peserta didik. Salah satu yang harus mereka pelajari adalah menggambar grafik fungsi Trigonometri. Peserta didik mempelajari dan menguasai menggambar grafik fungsi Trigonometri dengan tiga cara yaitu menentukan koordinat titik, menentukan amplitudo dan periode, atau dengan menggunakan translasi. Pembelajaran melibatkan dua kelas ampuan penulis dengan harapan mereka mendapat maanfaat positif dari kegiatan ini. Penggunaan GeoGebra dilanjutkan dengan membuat infografis tentang grafik fungsi Trigonometri mengarahkan peserta didik dalam suatu prosedur pembelajaran yang efisien (sangkil). Mereka secara aktif mengolah ilmu yang diperoleh. Peserta didik mendapat kesempatan untuk mengolah sendiri ilmu yang diperoleh secara tepat melalui eksplorasi karakteristik grafik fungsi. Penggunaan sarana belajar di kelas berupa internet yang memadai dapat membantu proses pembelajaran, hemat biaya, waktu, dan tenaga. Penggunaan GeoGebra diikuti dengan membuat infografis adalah efektif (mangkus) untuk pembelajaran grafik fungsi Trigonometri ditunjukkan dengan kualitas hasil pembelajaran yang diperoleh peserta didik. Hasil rerata nilai tugas infografis KD 3.10 dan 4.10 pada kelas adalah X MIPA-1 adalah 92,69 dan 93,98 serta X MIPA-2 adalah 92,86 dan 94,05. Hasil Penilaian Harian-1 dan Penilaian Harian-2 berturut-turut adalah untuk kelas X MIPA-1 80,83 dan 83,22 sedangkan untuk X MIPA-2 adalah 81,94 dan 84,54. Dari berbagai hasil tersebut dapat disimpulan bahwa Trigonometri, GeoGebra, dan Infografis bila dipadukan dapat menjadi prosedur yang sangkil dan mangkus dalam pembelajaran.
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