Article Per Year (5 Year)
p-Index From 2021 - 2026
0.444
P-Index
This Author published in this journals
All Journal Ideguru: Jurnal Karya Ilmiah Guru
Dyah Puspitarini
SMA Negeri 5 Yogyakarta, Yogyakarta, Daerah Istimewa Yogyakarta
Education Other

Published : 2 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 2 Documents
Search

 1 
Blended Learning sebagai Model Pembelajaran Abad 21 Dyah Puspitarini
Ideguru: Jurnal Karya Ilmiah Guru Vol. 7 No. 1 (2022): Edisi Januari 2022
Publisher : Dinas Pendidikan, Pemuda dan Olahraga Daerah Istimewa Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (463.136 KB) | DOI: 10.51169/ideguru.v7i1.307

Abstract

The purpose of this study is to describe the development of the learning paradigm, the concept of technology-based learning, and the application of blended learning as a 21st century learning model. Information and communication technology is progressing very rapidly. The largest active users of information and communication technology are millennials and generation z. Teaching millennials and generation z is a challenge for teachers. The standard way of face-to-face teaching and learning can no longer be maintained, teachers must develop various strategies, methods, and learning models to present learning activities that are in accordance with the characteristics of millennial students. Teachers are also required to master technology in order to use e-learning as an alternative to learning. However, both methods each have weaknesses. Blended learning is an alternative choice because it combines the advantages of face-to-face learning and the use of e-learning. The existence of information and communication technology is utilized, but does not eliminate the teacher's touch through face-to-face learning. Blended learning is learning that combines learning delivery strategies using face-to-face activities, computer-based learning (offline), and online computers (internet and mobile learning). Blended learning can be applied without any specific limitations on the percentage of face-to-face and the use of computer or internet technology carried out synchronously or asynchronously. In designing the learning design the teacher can determine the percentage of internet utilization both online and offline. The results of the blended learning learning process are effective because they are able to overcome the weaknesses of the face-to-face learning model which is dominated by teachers, and the weaknesses of e-learning which only relies on communication technology.
Peningkatan Keaktifan dan Hasil Belajar PPKn melalui Discovery Learning Berbantuan Aplikasi Wordwall Games Dyah Puspitarini
Ideguru: Jurnal Karya Ilmiah Guru Vol. 8 No. 3 (2023): Edisi September 2023
Publisher : Dinas Pendidikan, Pemuda dan Olahraga Daerah Istimewa Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51169/ideguru.v8i3.485

Abstract

Tujuan penelitian ini adalah meningkatkan keaktifan dan hasil belajar siswa menggunakan discovery learning berbantuan aplikasi wordwall game pada materi integrasi nasional kelas X MIPA-1 SMA Negeri 5 Yogyakarta tahun pelajaran 2021/2022. Penelitian dilaksanakan dalam dua siklus. Pengumpulan data melalui observasi dan dokumentasi, di uraikan dengan menghitung persentase kenaikan nilai keaktifan dan persentase kenaikan hasil belajar, kemudian diinterpretasikan dan dibandingkan dengan indikator keberhasilan. Hasil penelitian menunjukkan bahwa model belajar discovery berbantuan aplikasi wordwall game dapat meningkatkan keaktifan dan hasil belajar siswa. Nilai keaktifan pada siklus I sebesar 61,92% menjadi 74,31% pada siklus II (meningkat sebesar 12,39%). Keaktifan individu kategori sedang-tinggi dari 66,67 % pada siklus I menjadi 89,89% pada siklus II (meningkat sebesar 23,22%). Hasil belajar aspek pengetahuan pada siklus I nilai rata-rata 74,44, menjadi 87,30 pada siklus II (meningkat sebesar 12,86). Jumlah siswa yang tuntas pada siklus I sebanyak 19 siswa (52,78%) dan pada siklus II sebanyak 30 siswa (83,33%), meningkat sebesar 30,55%. Hasil belajar aspek keterampilan kategori sangat baik meningkat dari 3 siswa (8,33%) pada siklus I menjadi 9 siswa (25%) pada siklus II. Sedangkan hasil belajar aspek sikap tidak terjadi perubahan yang drastis, namun beberapa siswa menunjukkan peningkatan perilaku pada aspek ketertiban dan ketaatan terhadap aturan, sehingga nilai kategori sangat baik meningkat dari 6 siswa (16,67%) pada siklus 1 menjadi 10 siswa (27,78%) pada siklus 2.
Co-Authors