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All Journal Ideguru: Jurnal Karya Ilmiah Guru Adi Karsa: Jurnal Teknologi Komunikasi Pendidikan
Andhy Surya Hapsara
SMA Negeri 7 Yogyakarta, Yogyakarta, Daerah Istimewa Yogyakarta
Education Other

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Membangun Karakter Mandiri pada Anak Berkebutuhan Khusus Melalui Strategi Scrum di Negara Totochan Andhy Surya Hapsara
Ideguru: Jurnal Karya Ilmiah Guru Vol 4 No 1 (2019): Edisi Khusus Pelatihan Guru di Luar Negeri Tahun 2019
Publisher : Dinas Pendidikan, Pemuda dan Olahraga Daerah Istimewa Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (915.88 KB) | DOI: 10.51169/ideguru.v4i1.78

Abstract

Independence is the main character that needs to be grown in children with special needs, which can be formed through inclusive education in regular schools and special education in special schools. Japan is one of countries that employs inclusive education in all schools at all levels of education. The empowerment of children with special needs in Japan is comprehensively carried out through the formation of a Scrum team that involves medical teams (physician), government, schools (teachers), universities (lecturers), and parent. The Scrum team works together continuously to assist and provide recommendations at every level of education followed by the selection of appropriate employment opportunities for children with special needs. The independent character of children with special needs is the key for them to free themselves as a burden on their family and society. Government, family, and community supports are needed to shape the independence character of children with special needs. The inclusive education system in Japan is one of the ideal models that can be adapted in Indonesia with all of its challenges, both theoretical and practical.
PENINGKATAN PARTISIPASI DAN HASIL BELAJAR DARING SOSIOLOGI MELALUI PENDEKATAN PROBLEM POSING BERBASIS INFOGRAFIS Andhy Surya Hapsara
Ideguru: Jurnal Karya Ilmiah Guru Vol 5 No 2 (2020): Edisi November 2020
Publisher : Dinas Pendidikan, Pemuda dan Olahraga Daerah Istimewa Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (499.239 KB) | DOI: 10.51169/ideguru.v5i2.170

Abstract

The aims of this study is to increase in participation and result of learning among students in sociology online learning by using an infographic-based problem posing approach. Data collection in this class action study conducted by using instruments in the form of observation sheets, formative tests, and questionnaires to obtain students' responses. Subjects of the study were thirty-two students at class XII IPS 1 in SMAN 7 Yogyakarta. Data of the study were presented in percentages per cycle, that were then analyzed to compare the data of each cycle. The results of this study show that the class actions given in the form of the infographic project during the online learning process of sociology can improve participation and result of learning among students. The average of students’ online learning participation in cycle I was 81.51%, while in cycle II it increased to 90.36%. The result of learning was assessed from the level of completedness among students, i.e. 53.13% in cycle I, then it was increase to 90.63% in cycle II. It can be concluded from the study that the application of infographic-based problem posing approach increases participation and result of learning during online learning among students in class XII IPS 1, SMAN 7 Yogyakarta.
The Backward Design Learning Strategy Based on Literacy and Numeracy for Sociology Academic Ability Tests Andhy Surya Hapsara; Lutfi Efendi
Ideguru: Jurnal Karya Ilmiah Guru Vol. 10 No. 3 (2025): September 2025 Edition
Publisher : Dinas Pendidikan, Pemuda dan Olahraga Daerah Istimewa Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51169/ideguru.v10i3.2173

Abstract

Education in Indonesia faces the crucial challenge of strengthening literacy and numeracy, especially in Sociology, a subject demanding data analysis and interpretation of social phenomena. This challenge is compounded by the need to prepare students for the Academic Ability Test (TKA), which emphasizes critical thinking and questions based on literacy-numeracy models.This best-practice research aims to implement the Backward design strategy integrated with literacy and numeracy to enhance the readiness of Grade XII students at SMAN 7 Yogyakarta for the Sociology TKA. The strategy was conducted through three stages: 1) Identify Desired Results (understanding TKA question formats); 2) Determine Acceptable Evidence (formative and summative assessments, including external Try Outs/TO); and 3) Design Learning Experiences (differentiated instruction and innovative activities like "Bowling Litnum" and independent TKA question creation). The method used was descriptive qualitative with a subject of 70 Grade XII students who chose Sociology as an elective. The results showed a significant improvement in the group of students predicted to be eligible for the National Achievement-Based Selection (SNBP), with the average score of summative assessments and TO TKA reaching 75–78 (meeting the success target of ≥75). However, the overall average score remained below the target due to motivational differences between eligible and non-eligible students.The conclusion indicates that Backward design is effective in improving learning outcomes for motivated groups and successfully integrates literacy-numeracy into Sociology learning, while also creating transferable evidence-based practice. The key success factors were the synchronization of TKA blueprints and external collaboration.
Literature Review: Efektivitas Strategi Pembelajaran Computational Thinking pada Pelajaran Sosiologi bagi Murid Slow Learner Andhy Surya Hapsara
Adi Karsa: Jurnal Teknologi Komunikasi Pendidikan Vol. 17 No. 1 (2026): Edisi Mei 2026
Publisher : Balai Teknologi dan Komunikasi Pendidikan DIY

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51169/adikarsa.v17i1.2409

Abstract

This literature review analyzes the effectiveness of computational thinking (CT) learning strategies in sociology education for slow learner students. Using a systematic approach with an adapted PRISMA framework, literature searches were conducted on Scopus, Web of Science, ERIC, Google Scholar, and Portal Garuda databases for publications from 2018 to 2025. From 247 initial articles, 10 studies met the inclusion criteria and were analyzed using thematic narrative synthesis. The findings reveal that although empirical evidence in STEM and literacy domains consistently demonstrates the effectiveness of CT in improving problem-solving skills of slow learner students (score improvements ranging from 50% to 300%), no single study was found that specifically examines CT in sociology education for this population. Critical analysis uncovered four main research gaps: (1) the absence of empirical studies on CT-sociology-slow learner; (2) unknown causal mechanisms of CT effectiveness in social reasoning; (3) unidentified effectiveness moderators in the sociology context; (4) untested transfer of CT from quantitative domains to sociological reasoning. A conceptual model integrating Cognitive Load Theory, Piaget's theory, Self-Determination Theory, and Bandura's social learning theory is proposed as a framework for future research. This review recommends the development of CT-Sociology assessment instruments, cross-modal experimental studies, and longitudinal research to fill the existing gaps.
Co-Authors Lutfi Efendi