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Ideguru: Jurnal Karya Ilmiah Guru
Published by Dinas Pendidikan, Pemuda dan Olahraga, Daerah Istimewa Yogyakarta
ISSN : 25275712     EISSN : 27222195     DOI : https://doi.org/10.51169/ideguru
Core Subject : Education,
Education Other
"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.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 964 Documents
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Pemanfaatan Blended Learning untuk Meningkatkan Kemampuan Gerak Dasar Bermain Bola Basket pada Masa Pandemi Covid-19 Margiyani Margiyani
Ideguru: Jurnal Karya Ilmiah Guru Vol. 6 No. 2 (2021): Edisi Mei 2021
Publisher : Dinas Pendidikan, Pemuda dan Olahraga Daerah Istimewa Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (602.965 KB) | DOI: 10.51169/ideguru.v6i2.250

Abstract

Best practice ini bertujuan untuk meningkatkan kemampuan gerak dasar bermain bola basket siswa pada masa pandemi covid-19 dengan menerapkan blended leraning. Subjek penulisan best practice ini adalah peserta didik kelas VI SD Negeri Kedungtangkil tahun pelajaran 2019/2020 yang berjumlah 22 peserta didik, terdiri dari 13 siswa laki-laki dan 9 siswa perempuan. Best practice ini menggunakan metode deskriptif, Data dikumpulkan melalui observasi dan dokumentasi serta dianalisis secara deskripsi kualitatif. Observasi dengan rubrik pengamatan menghasilkan data persentase kemampuan peserta didik dalam melakukan gerak dasar bermain bola basket. Best Pactice ini menggunakan model pembelajaran blended learning. Blended Learning merupakan model pembelajaran yang menggunakan campuran dari tiga komponen. Komponen tersebut meliputi pembelajaran daring, luring, dan belajar mandiri melalui interaksi sosial. Pembelajaran daring dilakukan dengan memberikan bahan ajar dan penugasan melalui whatsApp, dan google form. Pembelajaran luring dilakukan melalui kunjungan rumah secara berkala untuk mengklarifikasi tugas-tugas yang disampaikan secara daring dan memberi umpan balik hasil belajar mandiri. Hasil dari penerapan blended learning dapat meningkatkan pembelajaran praktik bermain bola basket. Peningkatan tersebut terjadi pada kemampuan Gerak Dasar memegang bola mengalami peningkatan sebesar 9, 47%, Menangkap bola meningkat sebesar12, 5%. Melempar bola meningkat sebesar 7, 2%, mendribling bola meningkat 7, 95%. Sedangkan kemampuan memasukan bola meningkat 14, 23%. Blended learning menjadi solusi pembelajaran penjasorkes pada masa pandemi covid-19 karena mampu meningkatkan persentase kemampuan peserta didik dalam menguasai materi. Kemampuan bermain bola basket secara umum meningkat dari rerata 66, 62 menjadi 76, 75, dan tuntas KKM.
Penerapan Mind Mapping untuk Meningkatkan Prestasi Belajar pada Topik Kegiatan Ekonomi Wardayadi Wardayadi
Ideguru: Jurnal Karya Ilmiah Guru Vol. 6 No. 2 (2021): Edisi Mei 2021
Publisher : Dinas Pendidikan, Pemuda dan Olahraga Daerah Istimewa Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (691.377 KB) | DOI: 10.51169/ideguru.v6i2.252

Abstract

Riset ini bertujuan untuk mengetahui penerapan model pembelajaran mind mapping dalam meningkatkan prestasi belajar topik kegiatan ekonomi siswa kelas X IPS 1 di SMAN 1 Bambanglipuro tahun ajaran 2020/2021. Selain itu juga untuk mengetahui proses pelaksanaan pembelajaran yang menerapkan model mind mapping dalam meningkatkan prestasi belajar topik kegiatan ekonomi. Penelitian ini adalah penelitian kualitatif yang menggunakan teknik Penelitian Tindakan Kelas. Model Penelitian Tindakan Kelas ini memakai model Kemmis McTaggart dan dijalankan dalam 2 siklus. Prinsip utama model ini adalah memberikan tindakan dalam siklus bertahap, di mana terdapat empat tahapan utama kegiatan, yaitu: perencanaan, tindakan, observasi dan refleksi. Alat pengumpul data yang dipakai adalah observasi kelas, tes prestasi belajar, dan studi dokumentasi. Observasi dilaksanakan langsung pada proses tindakan. Analisis data menggunakan analisis secara diskriptif analitik dengan penyajian tabel-tabel dan persentase. Penyajian data bentuk persentase selanjutnya didskripsikan dan diambil kesimpulan. Hasil riset ini menujukan penerapan model pembelajaran mind mapping dapat menaikkan prestasi belajar siswa. Peningkatan prestasi terlihat pada siklus I ada 14 siswa (51,58%) yang nilainya atau nilainya sudah KKM dan pada siklus II ada 24 siswa (88,89%) yang nilainya atau nilainya sudah KKM maka peningkatan ketuntasan belajar sebesar 37,04% dan peningkatan rerata prestasi belajar siklus I ke siklus II sebesar 14,81 yaitu dari nilai rerata 62,04 pada siklus I menjadi nilai rerata 76,85 pada siklus II. Hasil Afektif siswa juga naik yakni siklus I hanya kategori cukup dan pada siklus II menjadi sangat baik.
Peningkatan Motivasi dan Hasil Belajar Geografi melalui Model Cooperative Learning Tipe Group Investigation Suyatinah Suyatinah
Ideguru: Jurnal Karya Ilmiah Guru Vol. 6 No. 3 (2021): Edisi September 2021
Publisher : Dinas Pendidikan, Pemuda dan Olahraga Daerah Istimewa Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (511.589 KB) | DOI: 10.51169/ideguru.v6i3.259

Abstract

The goal of this practical research is to find out the step of applying the Cooperative Learning model, type Group Investigation. As well as the effect of the model in increasing motivation and learning result on geography subject of XII IPS 2 class of SMA Negeri 1 Banguntapan in the academic year of 2019/2020. The type of practical used is Classroom reseach. The study was conducted from July until October 2019, motivation and learning result as the research objective. The research stages include planning, implementation, observation, and reflection, which were implemented in 2 cycles. Each of the cycles covering 2 learning activities and 1 exam. Data were collected through documentation, questionnaires, observations, and written tests. The obtained data were analyzed quantitatively in the form of percentages, which were then described and conclusions drawn. The implementation of learning that uses the Cooperative Learning model of the Group Investigation type can be well received by students, fosters a positive attitude to collaborate in the learning process, there is a peer tutoring process, that has an impact on students learning motivation from 88, 60% is quite adequate in the first cycle, becoming 93.75% is classified as good in the second cycle. The application of this learning model can also improve learning outcomes for students of class XII IPS 2 of SMA Negeri 1 Banguntapan for the 2019/2020 academic year, which can be seen in learning completeness of 80% in cycle I and 90.32% in cycle II. Teachers should constantly innovate by using varied learning models so that students are always motivated to learn, and the learning outcomes will increase.
Model Picture and Picture untuk Meningkatkan Keterampilan Berbicara Sesuai Unggah-ungguh Bethy Mahara Setyawati
Ideguru: Jurnal Karya Ilmiah Guru Vol. 6 No. 3 (2021): Edisi September 2021
Publisher : Dinas Pendidikan, Pemuda dan Olahraga Daerah Istimewa Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (500.923 KB) | DOI: 10.51169/ideguru.v6i3.267

Abstract

The aim of this research is to improve students’ activeness and learning outcome based on Javanese etiquette in Class VIIIB of SMP Negeri 4 Wates. This research is carried out in two cycles, each consisting of planning, action, observation and reflection. The subject of this research is students of Class VIIIB in SMP Negeri 4 Wates, 31 students. The data collection technique uses observation, notes and speaking test based on Javanese etiquette. The research outcome shows students’ activeness improves than before they were given action, cycle 1 and cycle 2. The learning outcome in cycle 1 shows there are 2 students (6%) in very skilled category, 9 students (29%) in skilled category, 7 students (23%) in medium skilled category and 13 students (42%) in less skilled category. In cycle 2, there are 8 students (26%) in very skilled category, 11 students (32%) in skilled category, 2 students (11%) in medium skilled category and 4 students (20%) in less skilled category.
Peningkatan Prestasi Belajar Matematika Menggunakan Model Cycle-5e Berbantu Modul Statistika Riani Widiastuti
Ideguru: Jurnal Karya Ilmiah Guru Vol. 6 No. 3 (2021): Edisi September 2021
Publisher : Dinas Pendidikan, Pemuda dan Olahraga Daerah Istimewa Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (485.511 KB) | DOI: 10.51169/ideguru.v6i3.270

Abstract

This study aims to describe effectiveness use of Model Cycle-5E assisted modul Statistika to increase the student’s achievement in subject class XII SMAN 4 Yogyakarta. The classroom action research steps in cycle I are: arrange the planning to have development, conduct the planning, observe the effect of the action, and reflect on the things that have been done. If the results obtained in one cycle is not in accordance with targeted, it will repeat again in the next cycle, and so on, up to cycles III. The results of this research after the use of Model Cycle-5E modul Statistika assisted proved to be effective: 1) The learning achievement class XII SMAN 4 Yogyakarta is increase. Seen from the increasing in mastery learning students each cycle of: 13 students in cycle I, 27 students in cycle II, 29 students at the third cycle. There is an increasing in the percentage of completeness each cycle, 40.63% in cycle I, 84,38% in cycle II, and 100% in cycle III. Learning achievement of at least a 80% of students achieving mastery minimal completeness criteria 75. 2) The using of Model Cycle-5E assisted modul Statistika good because of the positive response from students. This can be seen from the interviewing and learning Model Cycle-5E shows most of the students give positive responses and few students give negative feedback.
Metode Mentoring untuk Meningkatkan Kompetensi Guru dalam Pemantauan Karakter Siswa Berbasis Afeksi Selama PJJ Fadiyah Suryani
Ideguru: Jurnal Karya Ilmiah Guru Vol. 6 No. 3 (2021): Edisi September 2021
Publisher : Dinas Pendidikan, Pemuda dan Olahraga Daerah Istimewa Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (671.615 KB) | DOI: 10.51169/ideguru.v6i3.275

Abstract

The aim of this research is to improve teacher competence in monitoring student character based on affection programs during Distance Learning (PJJ) by using the mentoring method. The subjects of this study were teachers of SMAN 5 Yogyakarta who got the assignment as homeroom teacher for class X, XI and XII. The research method used is school action research which is carried out in a cycle through four stages, namely; planning, implementation, observation, and reflection. Data collection was carried out through observation, interviews, questionnaires and documentation. Data analysis in this study was carried out by reflecting on the results of observations on the mentoring process of mentors to mentees. To give the meaning of the success of the action used criteria, namely the action is declared successful if after the action there is an increase in teacher competence in monitoring the character of students based on the affection program during the PJJ period reaches an average of at least 80 and the competence of the mentor in implementing mentoring monitoring of student character based on affection programs as long as PJJ reaches an average -a minimum of 90. The results of the analysis show that monitoring the character of students based on the affection program during PJJ by applying the mentoring method can improve teacher competence, namely the competence of teachers in monitoring the character of students in grades X, XI and XII by teachers in cycle I 67.1 and in cycle II amounting to 84,5, mentor competence in understanding mentoring methods in cycle I 86 and cycle II amounted to 92.5 with very good category.
Hubungan Antara Stres Akademik dan Student Engagement Siswa SMA pada Masa Pandemi Covid-19 Rita Nunung Tri Kusyanti
Ideguru: Jurnal Karya Ilmiah Guru Vol. 6 No. 3 (2021): Edisi September 2021
Publisher : Dinas Pendidikan, Pemuda dan Olahraga Daerah Istimewa Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (480.381 KB) | DOI: 10.51169/ideguru.v6i3.276

Abstract

This study aims to determine the relationship between academic stress and student engagement of high school students during the pandemic. The research hypothesis is that there is a negative relationship between academic stress and student engagement, meaning that the higher the academic stress, the lower the value of student engagement. The research subjects were 180 students of class X, XI and XII of SMA Negeri 1 Tempel Sleman. The data collection instruments used an academic stress scale and scale student engagement which were adapted and developed by researchers. The academic stress scale has a reliability coefficient of 0.921 and thescale student engagement has a reliability coefficient of 0.738. The data analysis technique used the Pearson product moment correlation test because the data distribution of the two variables was normal and had a linear relationship. The results of the correlation test using the product moment correlation test based on the significance value (2-tailed) amounted to 0.599> 0.05, meaning that there is no significant correlation between the academic stress variable and thevariable student engagement. The result of the value of r count (Pearson correlation) is -0.39, meaning that the value of 0.39 is greater than r table 0.148, so the two variables of academic stress and student engagement have a relationship, the strength of the relationship between academic stress and student engagement during the pandemic at SMAN 1 Paste have a low relationship. The two variables have a negative relationship because the Pearson correlation value is negative, meaning that if student engagement is low, academic stress is high or if academic stress is low, student engagement on distance learning is high.
Penerapan Metode Manajemen Proyek dalam Meningkatkan Kualitas Perpustakaan Berbasis Teknologi Informasi Heri Prasetya
Ideguru: Jurnal Karya Ilmiah Guru Vol. 6 No. 3 (2021): Edisi September 2021
Publisher : Dinas Pendidikan, Pemuda dan Olahraga Daerah Istimewa Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (594.13 KB) | DOI: 10.51169/ideguru.v6i3.278

Abstract

Penulisan Best Practice ini bertujuan untuk mengetahui penerapan metode manajemen proyek dapat meningkatkan kualitas perpustakaan berbasis teknologi informasi di SMP Negeri 2 Kasihan. Metode penulisan Best Practice ini menggunakan pendekatan kualitatif deskriptif dengan metode studi kasus. Teknik pengumpulan data yang digunakan ialah observasi partisipasi, wawancara dan dokumentasi. Penulisan Best Practice dilakukan dengan melaksanakan lima tahapan utama yaitu identifikasi kegiatan, penyusunan urutan kegiatan, perkiraan waktu kegiatan, penyusunan jadwal kegiatan, dan pengendalian jadwal kegiatan. Hasil penerapan manajemen proyek menunjukkan nilai kualitas rata rata perpustakaan sebelum dilakukan tindakan sebesar 2.28 dan setelah dilakukan tindakan sebesar 4.23 sehingga terdapat kenaikan kualitas sebesar 85%. Peningkatan kualitas perpustakaan terjadi karena aspek sarana prasarana perpustakaan mengalami peningkatan sebesar 81%, sebelum dilakukan tindakan nilai kualitas sebesar 2.5 dan setelah dilakukan tindakan sebesar 4.0. Aspek manajemen perpustakaan berbasis teknologi informasi mengalami peningkatan sebesar100% dari rata-rata kualitas sebelum tindakan sebesar 2.2 dan setelah tindakan sebesar 4.4. Peningkatan yang memiliki kontribusi besar pada penerapan teknologi informasi yaitu pada aspek otomasi perpustakaan yang menunjukkan peningkatan sebesar 150% karena kualitas sebelum tindakan sebesar 2.0 dan setelah dilakukan tindakan sebesar 5.0. Sementara aspek penggunaan komputer yang terhubung pada internet meningkat sebesar 100%. Penggunaan komputer terhubung dengan WiFi meningkat sebesar 67%. Berdasarkan hasil tersebut maka dapat disimpulkan bahwa penerapan metode manajemen proyek dapat meningkatkan kualitas perpustakaan berbasis teknologi dan informasi di SMP Negeri 2 Kasihan.
Penerapan Model Pembelajaran Self Organized Learning Environments (SOLE) untuk Meningkatkan Pemahaman Materi Polimer Sri Suciati
Ideguru: Jurnal Karya Ilmiah Guru Vol. 6 No. 3 (2021): Edisi September 2021
Publisher : Dinas Pendidikan, Pemuda dan Olahraga Daerah Istimewa Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (586.205 KB) | DOI: 10.51169/ideguru.v6i3.290

Abstract

Penelitian ini bertujuan untuk: 1) mengetahui deskripsi penerapan model pembelajaran self organized learning environments (SOLE) pada materi polimer untuk siswa kelas X RPL di SMK N 1 Sanden, 2) menguji peningkatkan pemahaman materi polimer melalui penerapan model pembelajaran self organized learning environments (SOLE) siswa kelas X RPL di SMK N 1 Sanden. Penelitian dilakukan di SMK N Sanden, dengan subjek penelitian kelas X RPL. Penelitian ini menggunakan penelitian tindakan kelas, terdiri dari dua siklus dan tiap-tiap siklus terdiri dari tiga pertemuan. Teknik pengumpulan data menggunakan tes. Tes digunakan untuk mengambil data pemahaman materi Polimer. Data pemahaman materi Polimer dianalisis dengan analisis deskriptif kuantitatif. Hasil penelitian menunjukkan bahwa penerapan model pembelajaran self organized learning environments (SOLE) dapat meningkatkan pemahaman materi polimer siswa kelas X RPL di SMK N 1 Sanden dengan langkah-langkah: (1) Question atau Pertanyaan. Guru memberikan pertanyaan ke siswa melalui format yang berisi pertanyaan yang di bagikan melalui WA group. (2) Investigate atau Investigasi. Siswa melakukan investigasi atau pencarian jawaban lewat internet. Jawaban yang telah diperoleh siswa ditulis dibuku, kemudian difoto dan dishare ke WA guru lewat jaringan pribadi. (3) Review atau Mencermati. Guru melakukan review jawaban siswa dengan cara mengunduh jawaban siswa yang dishare lewat jaringan pribadi. Jawaban siswa yang telah direview dikembalikan ke siswa dengan cara difoto lewat WA jalur pribadi siswa. Penerapan model pembelajaran Self Organized Learning Environments (SOLE) dapat meningkatkan pemahaman materi polimer siswa kelas X RPL di SMK N 1 Sanden dari persentase ketuntasan klasikal 57,89% pada siklus I, menjadi 73,68% pada siklus II dan telah mencapai indikator keberhasilan penelitian.
Peer Teaching sebagai Metode Pembelajaran untuk Meningkatkan Hasil Belajar Pembuatan Busana Industri Jayaul Khoiriyah
Ideguru: Jurnal Karya Ilmiah Guru Vol. 6 No. 3 (2021): Edisi September 2021
Publisher : Dinas Pendidikan, Pemuda dan Olahraga Daerah Istimewa Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (508.349 KB) | DOI: 10.51169/ideguru.v6i3.292

Abstract

The research objective is to improve activities and result learning industrial clothing manufacturing subject through peer teaching learning method. The research method used was Classroom Action Research (CAR). The research subject was 31 students of class XI dressmaking A SMK Negeri 2 Gedangsari in the 2019/ 2020 school year. Data were analyzed using quantitative and decriptive qualitative techniques. The result of the research is that peer teaching learning method can improve activities and industrial clothing manufacturing subject outcomes. The increase in students activities is indicated from pre-cycle, cycle I and cycle II. In the pre-cycle stage, 1) there are 6 (19,35%) increase become 14 (45,16%) who actively ask question, 2) there are 5 (16,12%) increase become 15 (48,38%), who actively answer the question. 3) There are 4 (12,90%) become 15 (48,38%) who actively work together, 4) There are 5 (16,12%) become 20 (64,51%) who actively do the assignments, in the end of cycle. While the increase of industrial clothing manufacturing subject outcomes is indicated by the increase in the presentage of the number of students whose grades reach KKM from pre-cycle, cycle I and cycle II. In the pre-cycle stage, there are 7 students (22,58%) whose grades reach the KKM. In cycle I, there are 17 students (54,83%), in the second cycle, there are 26 students (84%).

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