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All Journal Ideguru: Jurnal Karya Ilmiah Guru
Hartini Dewi
SMA Negeri 1 Tumpang, Kabupaten Malang, Jawa Timur
Education Other

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Penerapan Zoedpuzzleizz Sebagai Kelas Klinis Disertai Metode Remote Blended Learning Hartini Dewi
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 (742.407 KB) | DOI: 10.51169/ideguru.v6i1.227

Abstract

The background of this research is that the clinical class is formed from the presence of students who did not complete with scores below the minimum completeness criteria at SMAN I Tumpang based on the semester credit system. The selection of the remote blended learning method was included in this study, because the situation and conditions of the Covid-19 pandemic required this school to follow government rules for learning online. The purpose of this study was to determine the percentage of completeness, feasibility, and creativity of students in the clinical class in implementing Zoedpuzzleizz accompanied by a remote blended learning method. The research method used is descriptive qualitative and quantitative methods. Based on the research results, it was concluded that: 1) the large percentage of students' creativity in studying physics in the clinical class was achieved 100% with the average value of skills in the clinical class of 85, which is the number above KKM is more than equal to 78. 2) The percentage of the implementation of the Zoedpuzzleizz application is accompanied by a remote blended learning method in catching up with the behind-the-scenes concepts that have been suffered by students in clinical classes, amounting to 90% of implementation for teachers and 89% for students. 3) The percentage of completeness of understanding physics learning achieved in the clinical class in the application of the Zoedpuzzleizz application is 100% with an average of 91.5.
Grounded Theory disertai Model Triple-C dalam Upaya Meminimalisir Prokrastinasi Akademik Belajar Fisika Berbasis Livezopadizdo Hartini Dewi
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 (1072.779 KB) | DOI: 10.51169/ideguru.v7i1.315

Abstract

Procrastination in learning physics by students who are seen from the point of view of their failure in working on, completing, and collecting answers to physics which is the background of this research. The first objective of this study is to reconstruct the pattern of learning difficulties in understanding the process of student behavior in order to minimize academic procrastination. Second, to find out the percentage of implementation of the Triple-C model in minimizing physics academic procrastination. Third, knowing the percentage of completeness in learning physics with the Triple-C model based on Livezopadizdo. The Triple-C model with the following phases Controversial Group, Exploring, Communication Deep Dialog, and Clarification Concept. The data analysis technique uses the Grounded Theory method. The conclusions obtained from this study are: first, the construction of patterns of learning difficulties in understanding the process of student behavior in order to minimize academic procrastination in the pandemic era with teaching and learning activities in online and offline conditions. Second, the average percentage of the implementation of the Triple-C model in minimizing physics academic procrastination is 92.2%. Third, the percentage of completeness in learning physics in the application of Livezopadizdo accompanied by the Triple-C cycle model is 100%.
Penerapan Cognitive Behavioral Therapy Disertai Model GI untuk Mengatasi Student Burnout pada Pelajaran Fisika Hartini Dewi
Ideguru: Jurnal Karya Ilmiah Guru Vol. 7 No. 3 (2022): Edisi September 2022
Publisher : Dinas Pendidikan, Pemuda dan Olahraga Daerah Istimewa Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51169/ideguru.v7i3.379

Abstract

Kelelahan peserta didik yang terdeteksi oleh Instrumen Maslach Burnout Inventory menunjukkan bahwa di kelas XII Lintas Minat fisika di sekolah berbasis SKS terdeteksi ada 4 orang yang positif terapapar syndrome student burnout. Untuk mengatasinya guru selaku peneliti menerapkan metode cognitife behavioural therapy dengan disertai model belajar group investigasi. Model belajar ini dipilih dengan maksud agar student burnout merasa aman dan nyaman dalam kelompok belajar sesuai dengan model yang dimaksud, disamping menumbuhkan prilaku positif dalam terapi mengembangkan kognitif student burnout. Prilaku positif dalam belajar menginvestigasi sebuah permasalahan dalam belajar fisika diharapkan student burnout terlatih menumbuhkan prilaku dalam rangka menerapi kelelahan yang mereka alami. Tujuan Penelitian pertama untuk mengetahui besar persentase penerapan cognitife behavioural therapy disertai model GI pada kelas XII Lintas Minat Fisika. Kedua untuk mengetahui besar persentase ketuntasan belajar fisika pada kelas XII Lintas Minat fisika di semester enam 2022. Ketiga untuk mengetahui besar persentase kesuksesan student burnout dalam penerapan cognitife behavioural therapy disertai model GI. Metode penelitian deskriptif kualitatif dengan pendekatan penelitian dan pengembangan level dua. Besar persentase penerapan cognitife behavioural therapy disertai model GI pada kelas XII Lintas Minat Fisika adalah 98%. Besar persentase ketuntasan belajar fisika pada kelas XII Lintas Minat fisika di semester enam tahun 2021-2022 adalah 100%. Besar persentase mengatasi student burnout dalam penerapan cognitife behavioural therapy disertai model GI adalah 100%.
Penerapan Model GI-GDL untuk Meningkatkan Ketuntasan Belajar Fisika dalam Proyek Penguatan Profil Pelajar Pancasila Hartini Dewi
Ideguru: Jurnal Karya Ilmiah Guru Vol. 8 No. 2 (2023): Edisi Mei 2023
Publisher : Dinas Pendidikan, Pemuda dan Olahraga Daerah Istimewa Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51169/ideguru.v8i2.519

Abstract

Abstract: Abstract: In order for students to be able to investigate a topic systematically and analytically, students' understanding of a concept in learning can last longer because they understand the concept independently, through their activeness in digging for information. This is what makes it possible for teachers to apply the investigative group learning model along with the discovery learning guide model which was further merged into the name of the GI-GDL model in an effort to complete physics learning and create a profile of Pancasila students in P5. The purpose of this study is first to determine the percentage of completeness of learning physics and P5 in the independent learning curriculum using the GI-GDL model. Second, to find out the percentage of implementation of the investigation group learning model accompanied by the guide discovery learning method in the completion of learning physics in the application of the independent learning curriculum. Third, describe the achievement of the project to strengthen the profile of Pancasila students in an independent curriculum using the GI-GDL model. The research method used is R&D level two, with a qualitative descriptive type of research. Metode pengambilan data menggunakan tes dan nontes. Tehnik analisa data berupa deskriptif kualitatif dan kuantitatif. The results of the study obtained that the percentage of completeness of learning physics and P5 is 100%. The percentage of implementation of the application of the investigative group learning model accompanied by the guide discovery learning method in the completeness of learning physics and P5 in the application of the independent learning curriculum was 95.67%. The description of the achievement of P5 in an independent curriculum using the GI-GDL model is the achievement of meaningful learning in independence. Keywords: investigative group model, discovery learning guide
Fenomena Digital Pembelajaran Berdiferensiasi Untuk Memaksimalkan Potensi Peserta Didik Bermetode Brackinalyde Berbasis Tensesdukling Hartini Dewi
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.v9i1.714

Abstract

Akibat dari dampak kebijakan zonasi yang diterapkan di sekolah pada kurikulum merdeka belajar, ditemukan perbedaan fisik, kesehatan, dan prilaku yang tak mampu ditolak oleh lemabaga. Rumusan masalah yang diangkat adalah bagaimana deskripsi peserta didik yang mengalami perbedaan dalam belajar sehingga menerapkan pembelajaran berdiferensiasi di SMAN I Tumpang? Bagaimana pola dan model belajar yang digunakan oleh guru dalam menerapkan pembelajaran berdiferensiasi? Bagaimana dampak yang terjadi akibat penerapan pembelajaran berdiferensiasi pada peserta didik di kelas X berkurikulum merdeka belajar? Berapa prosentase ketuntasan belajar fisika yang diperoleh akibat model belajar yang digunakan dalam pembelajaran berdiferensiasi? Tujuan penelitian mendeskripsikan peserta didik yang mengalami perbedaan kondisi dengan teman lainnya, mendeskripsikan pola dan model belajar yang digunakan dalam menerapkan pembelajaran berdiferensiasi, mendeskripsikan dampak yang terjadi akibat penerapan pembelajaran berdiferensiasi, menghitung prosentase ketuntasan belajar fisika dalam kelas pembelajaran berdiferensiasi. Jenis penelitian deskriptif kualitatif disertai kuantitatif sederhana, teknik analisa data menggunakan fenomenologi bermetode brackinalyde. Teknik pengambilan data selain wawancara juga dokumentasi nilai formatif maupun sumatif. Instrument pembelajaran berdiferensiasi berbasis Tensesdukling. Simpulan ditemukan peserta didik yang berbeda dengan kondisi disabilitas kognitif, sensorik, fisik, dan peserta didik dengan perbedaan emosional atau sosial. Pola dan model pembelajaran berdiferensiasi meliputi pola model belajar online atau berbantuan teknologi, pembelajaran berbasis minat, role playing, pembelajaran dalam kelompok fleksibel. Dampak positif yang ditemukan bahwa pembelajaran berdiferensiasi memberikan kemampuan kepada peserta didik yang berbeda untuk memaksimalkan potensinya menjadi tuntas pada pembelajaran fisika. Dampak negative bagi lingkungan proses belajar mengajar. Lingkungan akan memberikan stigma bahwa guru memperlakukan korban sebagai anak emas. Prosentase kentutasan fisika rata-rata pada kelima kelas sebesar 98,8%.
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