Ideguru: Jurnal Karya Ilmiah Guru
"Ideguru" means the overall thought conducted by teachers, in the form of classroom action research as well as scientific papers. The vision of Ideguru is to be one of the main references for teachers in planning, implementing and evaluating learning inovation in Yogyakarta Special Province (DIY), Indonesia. The mission of Ideguru is becoming a media for actualization and dissemination of scientific works for teachers in the region of DIY in particular and Indonesia in general.
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926 Documents
<![CDATA[PENINGKATAN KEAKTIFAN DAN HASIL BELAJAR SISWA PADA MATA PELAJARAN PENGETAHUAN BAHAN MAKANAN MELALUI PUZZLE ]]>
<![CDATA[Heni Purwanti]]>
<![CDATA[ Ideguru: Jurnal Karya Ilmiah Guru Vol 5 No 2 (2020): Edisi November 2020 ]]>
Publisher : <![CDATA[Dinas Pendidikan, Pemuda dan Olahraga Daerah Istimewa Yogyakarta ]]>
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DOI: 10.51169/ideguru.v5i2.157
<![CDATA[Penelitian tindakan kelas ini bertujuan untuk mencari pemecahan masalah terhadap rendahnya aktivitas dan hasil belajar siswa dalam mata pelajaran Pengetahuan Bahan Makanan. Subyek penelitian ini siswa kelas X Kuliner 6 di SMK Negeri 4 Yogyakarta dengan jumlah siswa 36 siswa. Penelitian dilaksanakan dalam dua siklus yang masing-masing siklus terdiri dari 2 kali pertemuan, dengan langkah-langkah penelitian berupa perencanaan, pelaksanaan, pengamatan dan refleksi. Hasil penelitian menunjukkan bahwa, dengan dilaksanakan pembelajaran menggunakan media puzzle dapat meningkatkan aktivitas belajar pada siswa. Pada kondisi awal (prasiklus) nilai rata-rata hasil belajar siswa 60,88 dan baru 38,89 % siswa mencapai KKM yang ditetapkan sebesar 75. Nilai rata-rata hasil belajar siswa pada siklus I pertemuan 1 sebesar 68,89 dengan ketuntasan belajar 41,67 % dan pada siklus I pertemuan 2 nilai rata-rata hasil belajar siswa sebesar 72,55 dengan ketuntasan belajar 47,22%. Pada siklus II pertemuan 1 nilai rata-rata hasil belajar siswa sebesar 88,39 dengan ketuntasan belajar 94,44 % sedang pada siklus II pertemuan 2 nilai rata-rata hasil belajar siswa sebesar 82,63 dengan ketuntasan belajar 97,22 %. Berdasarkan hasil penelitian, disimpulkan media pembelajaran puzzle dapat meningkatkan aktivitas dan hasil belajar siswa kelas X Kuliner 6 di SMKN 4 Yogyakarta pada mata pelajaran Pengetahuan Bahan Makanan.]]>
<![CDATA[Penerapan Taksonomi Bloom Revisi pada Pengembangan Soal Kimia Ranah Pengetahuan ]]>
<![CDATA[Bekti Mulatsih]]>
<![CDATA[ Ideguru: Jurnal Karya Ilmiah Guru Vol 6 No 1 (2021): Edisi Januari 2021 ]]>
Publisher : <![CDATA[Dinas Pendidikan, Pemuda dan Olahraga Daerah Istimewa Yogyakarta ]]>
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DOI: 10.51169/ideguru.v6i1.158
<![CDATA[The application of the revised Bloom's taxonomy in the development of chemistry problems in the domain of knowledge is still difficult for some chemistry teachers. This paper is a practical study of the preparation of learning objectives and the development of chemical items by applying the revised Bloom's taxonomy which includes three domains, namely knowledge (cognitive), attitude (affective), and skills (psychomotor). This paper is focused on the preparation of learning objectives and the development of chemistry items for the assessment of the domain of knowledge which includes the levels of remembering, understanding, applying, analyzing, evaluating, and creating. The six cognitive processes are sequential from the lowest cognitive processes to the highest cognitive processes called C1-C6 cognition processes. The methodology in this paper consists of three steps, namely examining the meaning of each level of cognition in the revised Bloom taxonomy, developing learning objectives that are in accordance with the cognitive level being studied and continuing with the arrangement of the problem items in chemistry subjects. The strengths of this study are very helpful for chemistry teachers in developing learning objectives and chemistry questions in the domain of knowledge based on the revised Bloom taxonomy, because this study is equipped with descriptions of each cognitive process, examples of learning objectives and appropriate question items. Examples of questions given in this paper are multiple choice types and essay tests, because each type of question has its advantages. The result of this study is that the application of the revised Bloom's taxonomy to the development of chemical problems requires an understanding of each level of the cognitive level in the revised Bloom's taxonomy, as the basis for developing learning objectives and the appropriate problem questions.]]>
<![CDATA[MODEL PEMBELAJARAN STEM PJBL PADA PEMBUATAN ICE CREAM MELATIH KETERAMPILAN BERFIKIR KREATIF DAN WIRAUSAHA ]]>
<![CDATA[Eny Triastuti]]>
<![CDATA[ Ideguru: Jurnal Karya Ilmiah Guru Vol 5 No 2 (2020): Edisi November 2020 ]]>
Publisher : <![CDATA[Dinas Pendidikan, Pemuda dan Olahraga Daerah Istimewa Yogyakarta ]]>
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DOI: 10.51169/ideguru.v5i2.159
<![CDATA[Penelitian ini adalah penelitian pre-Experimen Design dengan metode One-Group Pretest Posttest Design. Penelitian pendahuluan menemukan bahwa pembelajaran di SMA Negeri 1 Yogyakarta masih belum berorientasi pada keterampilan berfikir tinggi terutama melatihkan keterampilan berfikir kreatif dan wirausaha. Siswa dipersiapkan tidak hanya untuk melanjutkan pendidikan ke jenjang yang lebih tinggi, tetapi juga menyelesaikan tantangan dan masalah yang dihadapinya dalam kehidupan nyata. Tujuan dari penelitian adalah untuk mendeskripsikan dan mengetahui pengaruh model pembelajaran STEM PjBL pada materi penurunan titik beku larutan dalam peranannya pada pembuatan ice cream untuk meningkatkan keterampilan berfikir kreatif dan wirausaha. Hasil penelitian menunjukkan bahwa model pembelajaran STEM PjBL pada materi penurunan titik beku larutan dapat meningkatkan pemahaman konsep siswa dengan nilai rata-rata pretest 63,21 dan posttest menjadi 90,71 dengan skor N gain sebesar 0,75 dengan kategori tinggi. Hasil penelitian menunjukkan adanya pengaruh positif model pembelajaran STEM PjBL terhadap keterampilan berfikir kreatif dan wirausaha dengan skor 96,43%.]]>
<![CDATA[PENERAPAN METODE EKSPERIMEN FISIKA UNTUK MENINGKATKAN KEMAMPUAN BERPIKIR KRITIS DAN KREATIF ]]>
<![CDATA[Sunarsih Sunarsih]]>
<![CDATA[ Ideguru: Jurnal Karya Ilmiah Guru Vol 5 No 2 (2020): Edisi November 2020 ]]>
Publisher : <![CDATA[Dinas Pendidikan, Pemuda dan Olahraga Daerah Istimewa Yogyakarta ]]>
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DOI: 10.51169/ideguru.v5i2.162
<![CDATA[This classroom action research aims firstly is to determine the feasibility of learning by using the physics experimental method, secondly is to improve the critical and creative thinking skills of students of class X MM1 at SMK Negeri 1 Bantul, to improve learning outcomes of class X MM1 students at SMK Negeri 1 Bantul. This research data collection technique using observation, evaluation, field notes, and documentation. This research is a Classroom Action Research (CAR) which has 2 (two) cycles through 4 (four) stages starting from planning, implementing, observing and reflecting. The subjects of this study was 31 students of class X MM1 SMK Negeri 1 Bantul in the academic year of 2018/2019. The results of the study showed that the application of the physics experimental method was able to improve students' critical and creative thinking skills in class X MM1 SMK Negeri 1 Bantul in the 2018/2019 academic year. This is evidenced by the increase in value in the research instrument. In the student observation sheet, the shown 57.18 it was obtained with the criteria lacking at the initial observation stage, in the first cycle the value increased to 60.16 and in the second cycle the value was 69.56. In addition, classical completeness in the evaluation of learning outcomes also increased, at the initial evaluation classical completeness was 35.48%, in cycle I increased to 51.61% and in cycle II classical completeness became 77.42%.]]>
<![CDATA[PENERAPAN METODE TUTOR SEBAYA UNTUK MENINGKATKAN MOTIVASI DAN HASIL BELAJAR KIMIA ]]>
<![CDATA[Sri Winarti]]>
<![CDATA[ Ideguru: Jurnal Karya Ilmiah Guru Vol 5 No 2 (2020): Edisi November 2020 ]]>
Publisher : <![CDATA[Dinas Pendidikan, Pemuda dan Olahraga Daerah Istimewa Yogyakarta ]]>
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DOI: 10.51169/ideguru.v5i2.164
<![CDATA[The aim of this research was to determnine the steps of applying peer tutoring in increasing student motivation and learning outcomes, applying peer tutoring learning steps in increasing student motivation and learning outcomes. This research is a class action research (CAR) consisting of two cycles, and each cycle consists of three meetings. These subjects of this study were students of class X MIPA1 of 1 Senior High School Turi consisting of 10 male students and 24 female students. This research was conducted in August – November 2019. Data collection techniques were carried out by observation, written tets, and qustionnaires. Data analysis technique is description by comparing the results of actions with indicator of research targets. The research procedure starts from the planning, implementation, observation, to reflection. Indicators of research success are 85% of students have high motivation and at least 85% of students score of Minimum Master Criterion. The results showed that the peer tutoring method in learning could increase motivation and student learning outcomes. Student motivation reached 91,25% at the end of this cycle, and the end of the second cycle it reached 99,06%. While student learning outcomes reached 60,61% at the end of the first cycle and at the end of the second cycle it reached 90,63%. Thus, the peer tutoring method can be said to be successful in increasing student motivation and learning outcomes.]]>
<![CDATA[PENINGKATAN KEMAMPUAN MANAJEMEN KELAS DALAM KEGIATAN PBM MELALUI SUPERVISI KLINIS PADA GURU SD KEPUH UPT PPK JETIS ]]>
<![CDATA[Siti Haryani]]>
<![CDATA[ Ideguru: Jurnal Karya Ilmiah Guru Vol 5 No 2 (2020): Edisi November 2020 ]]>
Publisher : <![CDATA[Dinas Pendidikan, Pemuda dan Olahraga Daerah Istimewa Yogyakarta ]]>
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DOI: 10.51169/ideguru.v5i2.165
<![CDATA[The Purpose of this research is to: 1) to know the implementation of clinical supervision as an effort to improve the ability of teachers in PBM activities of Kepuh elementary school teachers. 2) Take a clinical supervision measures to improve the ability in class management of Elementary School teacher. This research includes the type of school action research. The data collection techniques undertaken are with observations, tests and documentation as well as research instruments. Data analysis is done in every single round of action, this study implemented 2 cycles of research. Each cycle consists of four stages planning, implementation the plan, observing the implementing of the plan and reflecting or evaluation. The Setting of this research is the classroom teachers of SD kepuh of UPT PPK Jetis. The results showed that the teacher’s ability are improved.]]>
<![CDATA[UPAYA PENINGKATAN MOTIVASI BELAJAR FISIKA MENGGUNAKAN MODEL PEMBELAJARAN SCRAMBLE ]]>
<![CDATA[Agus Santoso]]>
<![CDATA[ Ideguru: Jurnal Karya Ilmiah Guru Vol 5 No 2 (2020): Edisi November 2020 ]]>
Publisher : <![CDATA[Dinas Pendidikan, Pemuda dan Olahraga Daerah Istimewa Yogyakarta ]]>
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DOI: 10.51169/ideguru.v5i2.167
<![CDATA[The background of this research is the low learning motivation of students of SMK Negeri 1 Ngawen. This is indicated by the lack of ability to ask questions, thoroughness in doing questions, still cheating, the desire to find learning resources and so on. The purpose of this study was to determine the use of the scramble learning model to increase motivation to learn physics in students of SMK Negeri 1 Ngawen for the 2019/2020 academic year. This type of research is classroom action research. This research was conducted in two cycles. The subjects in this study were 31 students of class X TAB B of SMK Negeri 1 Ngawen in the 2019/2020 academic year, consisting of 16 female students and 15 male students. The data were collected using the observation method, the test method, the questionnaire method and the documentation method. After the data was obtained, it was analyzed using a percentage scale. The results of the study can be concluded that through the use of scramble learning models in learning physics can increase the learning motivation of students of SMK Negeri 1 Ngawen. This can be seen from the observation data of student learning motivation increased from 46.94% in the pre-cycle to 60.81% in the first cycle and increased again to 73.39% in the second cycle. The percentage of students' motivation questionnaire increased 58.06% in the pre-cycle to 72.90% in the first cycle and to 81.29% in the second cycle. This increase in learning motivation has an effect on improving learning outcomes. This is indicated by the increase in the average score of students. The mean score of students increased from 59.98 with completeness 38.71% in the pre-cycle to 77.66 with 80.69% completeness in cycle I and increased again to 85.97 with completeness of 93.97% in cycle II.]]>
<![CDATA[STIMULASI HIGH ORDER THINKING SKILLS (HOTS) DENGAN TASK-BASED LEARNING DALAM PEMBELAJARAN TEKS INFORMATION REPORT ]]>
<![CDATA[Ponikem Ponikem]]>
<![CDATA[ Ideguru: Jurnal Karya Ilmiah Guru Vol 5 No 2 (2020): Edisi November 2020 ]]>
Publisher : <![CDATA[Dinas Pendidikan, Pemuda dan Olahraga Daerah Istimewa Yogyakarta ]]>
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DOI: 10.51169/ideguru.v5i2.168
<![CDATA[Higher order thinking skills (HOTS) must be stimulated early in learning at school. One way is by implementing task-based learning. As a best practice, the implementation of this learning model aimed to involve students in tasks that require the use of various levels of thinking to produce real learning products (outcomes). Learning English class IX semester 2 in class 9G SMP Negeri 1 Wonosari 2018/2019 academic year on information report text material with task-based learning had succeeded in providing learning experiences to students in understanding the concept of information report text, making a summary of the results of reading references in the form of mindmapping, compiling presentation materials and presentation notes, making presentations both as presenter and audience. The entire learning process was directed to use the target language and involved communication and collaboration activities in developing thinking skills from the lowest to the highest levels. Best practice results showed that this learning practice was able to stimulate thinking skills and at the same time improve students' communication and collaboration skills. The low mastery of studnets’ functional expressions is a weakness that hinders the continuity of presentations. Therefore, the role of teacher as a solution provider is still needed.]]>
<![CDATA[PENINGKATAN KEAKTIFAN DAN HASIL BELAJAR KIMIA MATERI REDUKSI OKSIDASI MELALUI MODEL PEMBELAJARAN KOOPERATIF TIPE STAD ]]>
<![CDATA[Dian Sri Suhesti]]>
<![CDATA[ Ideguru: Jurnal Karya Ilmiah Guru Vol 5 No 2 (2020): Edisi November 2020 ]]>
Publisher : <![CDATA[Dinas Pendidikan, Pemuda dan Olahraga Daerah Istimewa Yogyakarta ]]>
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DOI: 10.51169/ideguru.v5i2.169
<![CDATA[The purpose of this study (1) to find out how the application of the Student Teams Achivement Division (STAD) learning model can increase students’ learning activities/activeness; (2) to determine the improvement of students’ learning activities/activeness using the STAD type cooperative learning model; (3) to know the learning outcomes of oxidation reduction concept by using the STAD type cooperative learning model. The research was conducted in class X MIPA 2 at SMA N 1 Banguntapan even semester of 2019/2020 academic year. This study is a classroom action research. The cycles consist of cycle I and cycle II. Each cycle went through the stages of planning, implementing, observing, and reflecting. At the end of the cycle a non-test was conducted in the form of a questionnaire to measure the students’ activities/activeness and a test to measure the students learning outcomes. The result showed (1) the application of the STAD learning model, namely the phase 1 to phase 6 of the concept of redox definition, the determination of good category oxidations stated (77.5%) in cycle I and the concept of oxidizing reducing agents, disproportionation and conception reactions were very good (87.5%) in cycle II. (2) The application of the STAD learning model of oxidation reduction could increase the students’ activities/activeness by 60.51%, the category was quite active in the first cycle to 75.31% the active category in the second cycle. (3) The application of the STAD learning model for oxidation reduction concept could improve the learning outcomes of Chemistry of grade X MIPA students at SMA N 1 Banguntapan by 64% in cycle I, increasing to 78% in cycle II.]]>
<![CDATA[PENINGKATAN PARTISIPASI DAN HASIL BELAJAR DARING SOSIOLOGI MELALUI PENDEKATAN PROBLEM POSING BERBASIS INFOGRAFIS ]]>
<![CDATA[Andhy Surya Hapsara]]>
<![CDATA[ Ideguru: Jurnal Karya Ilmiah Guru Vol 5 No 2 (2020): Edisi November 2020 ]]>
Publisher : <![CDATA[Dinas Pendidikan, Pemuda dan Olahraga Daerah Istimewa Yogyakarta ]]>
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DOI: 10.51169/ideguru.v5i2.170
<![CDATA[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.]]>
