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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

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

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

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): May 2026 Edition
Publisher : Balai Teknologi dan Komunikasi Pendidikan DIY

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

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.

Evaluasi Pelaksanaan Akomodasi Kurikulum untuk Peserta Didik dengan Hambatan Penglihatan pada Pelajaran Sosiologi Andhy Surya Hapsara
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.v9i1.761

Implementing curriculum accommodations through learning intervention is critical to supporting learning and special programmes in sociology lessons for students with special needs in class X. The objective of this work is to describe the evaluation of learning intervention for students with visual impairments in order for them to be agile in social mobility and communication orientation (OMSK) and skilled in learning sociological paradigms as part of curriculum accommodation that has been carried out. This study applied a descriptive qualitative method based on the Context-Input-Proccess-Product-Outcome (CIPPO) evaluation model, with data collected through interviews, observations, and document evaluation. The learning material was sociological paradigm that was carried out using several methods, including the observation method assisted by peer reporting to analyse the social facts paradigm; the action motive interview method to analyse the social definition paradigm; and reward type interviews to determine the social behaviour paradigm. The results of this study highlighted the successful implementation of curriculum accommodation as observed through the CIPPO technique, with all components completed. The impact of curriculum accommodation is an improvement in OMSK, for example, the special needs student is more agile for getting around the school. Furthermore, the special needs student is skilled at conducting well-mannered and polite interviews with teachers or staff members at school.

Advancing Sustainable Development Goals through Character Education and Social Studies in Japanese Schools Andhy Surya Hapsara; Charlotte Adams; Nhung Thi-Cam Nguyen; Mark Vencint Tapia Lubi; Siti Muti’ah; Fui Byn Liew; Thy Visal; Abd-Asit Hayeekhade; Chandy Xaiyalath; Yusuke Nakashima
Ideguru: Jurnal Karya Ilmiah Guru Vol. 10 No. 1 (2025): January 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.v10i1.1736

Character education is increasingly recognized as a critical component in developing individuals who are not only academically proficient but also possess strong moral and ethical values. This study examines the integration of social studies, character education, and the Sustainable Development Goals (SDGs) within Japan's educational system, focusing on how these elements equip students with the skills and values necessary to address contemporary global challenges. Employing a qualitative descriptive approach, the study combines field research and literature analysis. The literature review provided a foundation for analyzing the issues under study, while field research was conducted from November 17 to 24, 2024, in Tokyo City and Tokushima Prefecture, Japan. The findings reveal that 17 SDGs components are embedded within Japan's educational practices, including competency in Education for Sustainable Development (ESD). Moreover, character education in Japanese schools significantly contributes to nurturing individuals with strong ethical and responsible values, empowering them to act as agents of change in addressing the complexities of a globalized world, particularly in responding to environmental issues. Integrating character education and social studies with the SDGs is identified as a strategic framework for shaping a better future for younger generations. This model offers valuable insights for educational systems worldwide to consider in their efforts to enhance character education.

Dinamika Pelajar SMA dan SMK Pelaku Vandalisme di Kota Yogyakarta Andhy Surya Hapsara
Adi Karsa: Jurnal Teknologi Komunikasi Pendidikan Vol. 16 No. 1 (2025): May 2025 Edition
Publisher : Balai Teknologi dan Komunikasi Pendidikan DIY

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51169/adikarsa.v16i1.2520

This study discusses about the factors which affect their interest backgrounds and motifs, the opportunities and the obstacles of vandalism as well as solutions to solve the problem of vandalism. This study used qualitative descriptive reseach as an approach. The data collection was done through three techniques namely observation, interview, and documentation studies. The result of this study revealed that; (1) vandalism is an action as an interaction form with other groups mediated by the use of individual or gang initial symbols as cultural attack. (2) Vandalism is influenced by various factors such as family, social environment, school and their perception about vandalism. (3) The background of vandalism is due to emotional attachments with their peer group. (4) The vandalish get some opportunities by performing vandalism like respect and status/recognition from their peer group. (5) Some solutions to overcome the problems are carrying out the "Jogja clean from Vandalism" and guiding students who have influence at their school.

Pemanfaatan Sampah Plastik Gelas Air Mineral Sebagai Alat Peraga Pembelajaran Sosiologi Andhy Surya Hapsara
Adi Karsa: Jurnal Teknologi Komunikasi Pendidikan Vol. 16 No. 2 (2025): November 2025 Edition
Publisher : Balai Teknologi dan Komunikasi Pendidikan DIY

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51169/adikarsa.v16i2.2529

The aim of this study was to improve learning outcomes on sociology subject, and also to provoke student’s motivation and creativity on social structure competence by asked them to create study model made from mineral water plastic waste as learning method. This study taken place on 11th grade of social class in SMA N 1 Sedayu on 2015-2016 academic year. This study used classroom action research design in 2 cycles. The result of this study showed that there were improvement of student’s mark from 77,30 in first cycle to 81,09 in second cycle. The learning method pursued student to analyze the real model of social structure which consist of social diferentiation and social stratification. Meanwhile the study model describe that intersection will form social integration, consolidation provoke social conflict, whilst social stratification pyramid model describe that real social stratification have close and open characteristic. It can be conclude from this study that creating study model made from mineral water plastic waste could be applied on sociology learning procces, especially on intereaction patern of social diferentiation and social stratification pyramid topics in social structure competence.

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