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Andhy Surya Hapsara
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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 977 Documents
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Pendekatan Pedagogis untuk Memperkaya Keterampilan Berpikir Tingkat Tinggi Siswa pada Mata Pelajaran Ekonomi Erika Feronika Br Simanungkalit; Ari Data; R.E.H.Riwu Manu; Agustina Butar- Butar; Fernando Saragih; Mises B.C Abineno
Ideguru: Jurnal Karya Ilmiah Guru Vol. 10 No. 2 (2025): May 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.v10i2.2003

Abstract

The deficiency of higher-order thinking skills (HOTS) among students in Economics at Kupang City High School was the primary reason for the research. The objectives of this research are: 1) To determine the description and analysis of students' higher-order thinking skills in economics subject at Kupang City High Schools; 2) To find out the most appropriate pedagogical approach to enrich students' higher-order thinking skills in Economics subject at Kupang City high schools. The research method used is a descriptive research method through a quantitative approach. The population in the study is all high school students in Kupang City. The sampling method included non-probability sampling, specifically convenience sampling, and gathered a sample of 132 grade XI students from four senior high schools in Kupang City. The study's findings indicated that: 1) The higher-order thinking skills of grade XI senior high school students in Kupang City are comparatively low, with the lowest indicators being those of evaluating and creating; 2) The literature review revealed that the Social Constructivism and Constructivism educational approaches are effective methods for educators to implement in economics learning enhance students' higher-order thinking skills.
Analisis Kesulitan Siswa dalam Menyelesaikan Soal Cerita Perkalian pada Kelas III Sekolah Dasar Syalshabil Shafa Pranata; Cholis Sa’dijah; Lathiful Anwar
Ideguru: Jurnal Karya Ilmiah Guru Vol. 10 No. 2 (2025): May 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.v10i2.2022

Abstract

Students often encounter errors in calculating multiplication, especially those who lack a grasp of the basic concepts of multiplication. This is compounded by the independent curriculum, which forces students to become accustomed to learning mathematics while developing literacy, commonly referred to as numeracy literacy. Many factors contribute to students' difficulties in solving math story problems in multiplication, including a lack of comprehension due to inattention in reading the problem, a lack of understanding of the concept of multiplication, and a lack of fluency in reading. Furthermore, there is limited variety in learning activities and media. These difficulties can be overcome if teachers actively provide more multiplication problems in the form of numeracy literacy story problems and provide engaging learning experiences for students through innovative, appropriate and concrete learning media. Students must also be enthusiastic about continuing to learn and actively participate in learning. Therefore, learning mathematics in the form of story problems requires a holistic approach that considers literacy skills, conceptual understanding, and the need for varied learning to support the implementation of numeracy literacy in the Independent Curriculum.
Peningkatan Keterampilan Membaca Pemahaman Menggunakan Model Cooperative Integrated Reading and Composition Berbantu Media Word Box di Kelas 3 Sekolah Dasar Negeri 36/VI Rantau Panjang III Dahlia Dahlia; Aprizan Aprizan; Aldino Aldino
Ideguru: Jurnal Karya Ilmiah Guru Vol. 10 No. 2 (2025): May 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.v10i2.2045

Abstract

This study was motivated by the low reading comprehension ability of third-grade students at SD Negeri 36/VI Rantau Panjang III. Initial observations showed that many students struggled with recognizing letters, spelling, and understanding the content of texts. The purpose of this study was to describe the process of teaching reading comprehension and to improve student learning outcomes through the implementation of the Cooperative Integrated Reading and Composition (CIRC) model supported by the Word Box media. The research method used was Classroom Action Research (CAR), conducted in two cycles. Data collection techniques included observation, learning outcome tests, and documentation. The results showed an improvement in students’ reading comprehension skills from the first to the second cycle, both in terms of active student participation and the number of students achieving the expected competencies based on the learning objectives. The conclusion of this study confirms that the CIRC model combined with Word Box media is effective in enhancing students' reading comprehension skills. In the future, this model has the potential to be implemented more widely as an active, engaging, and collaborative approach to teaching Indonesian at the elementary school level.
Peningkatan Proses Hasil Belajar Menggunakan PBL Pembelajaran IPAS Kelas IV SDN 031/VI Rantau Panjang Winda Winda; Sundahry Sundahry; Nurlev Avana
Ideguru: Jurnal Karya Ilmiah Guru Vol. 10 No. 2 (2025): May 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.v10i2.2047

Abstract

This research was driven by Improving the Learning Process and Outcomes Using the Problem-Based Learning Model in Science and Social Studies (IPAS) for Grade IV Students at SDN 031/VI Rantau Panjang.The purpose of the study was to explore how the application of the Problem Based Learning (PBL) model could enhance the learning process and outcomes. The study utilized a Classroom Action Research (CAR) approach, implemented over two cycles, each comprising planning, action, observation, and reflection phases. The participants were 20 fourth-grade students. Data were gathered through observation, tests of learning outcomes, and documentation, then analyzed using both qualitative and quantitative methods. The results demonstrated marked improvements in teaching effectiveness and student performance. In the first cycle, teacher activity averaged 69.04%, increasing to 83.33% in the second cycle. Student participation improved from 60% to 85%. Similarly, learning mastery rose from 64.75% in the initial cycle to 81.25% in the subsequent one. These findings suggest that the PBL model significantly contributes to enhancing student engagement and comprehension of IPAS content. Therefore, this model is recommended as an effective instructional strategy that promotes active, student-centered, and meaningful learning.
Peningkatan Proses dan Hasil Belajar IPAS Peserta Didik Menggunakan Model Project Based Learning Siska Siska; Subhanadri Subhanadri; Zulqoidi R. Habibie
Ideguru: Jurnal Karya Ilmiah Guru Vol. 10 No. 2 (2025): May 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.v10i2.2049

Abstract

This research was motivated by the low learning process and outcomes of fourth-grade students at SDN 31/VI Rantau Panjang in the IPAS subject, as indicated by low mastery learning and lack of active participation during the learning process. The aim of this study is to describe the improvement in students’ learning process and cognitive achievement through the implementation of the Project Based Learning (PjBL) model in the IPAS subject. The method used was Classroom Action Research (CAR), carried out in two cycles, each consisting of planning, implementation, observation, and reflection. The subjects were 20 fourth-grade students. Data were collected using observation sheets and cognitive learning tests. The results showed that the PjBL model improved student engagement and motivation in the classroom. In Cycle I, the mastery learning rate reached 77,27%, which increased to 90,91% in Cycle II. Student activity and collaboration also improved significantly, as evidenced by observation results. It can be concluded that the Project Based Learning model is effective in enhancing both the learning process and learning outcomes in IPAS. The future prospect of this model is its potential to foster meaningful, collaborative, and student-centered learning across various subjects at the elementary level.
Analisis Gaya Belajar Peserta Didik pada Era Digitalisasi di Sekolah Dasar Fijar Saif Alqaini; Apdoludin Apdoludin; Elvima Nofrianni
Ideguru: Jurnal Karya Ilmiah Guru Vol. 10 No. 2 (2025): May 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.v10i2.2056

Abstract

This research was conducted in response to the rapid advancement of digital technology that has significantly transformed learning processes in elementary schools, particularly in terms of students' learning styles. The study aims to analyze the learning styles of students at State Elementary School 36/II Sarana Jaya in the context of digital-based instruction. A qualitative descriptive approach was employed, utilizing data collection techniques such as in-depth interviews, classroom observations, and documentation. Data were analyzed descriptively to explore the tendencies of visual, auditory, and kinesthetic learning styles as they manifest in digital learning environments. The findings revealed that visual and auditory learning styles were predominant among students. Digital media such as instructional videos, interactive quizzes, and visual presentations helped enhance student motivation and engagement. Nevertheless, some obstacles were identified, including limited internet access, inadequate digital infrastructure, and students’ lack of digital literacy. The study concludes that aligning digital learning tools with students’ individual learning preferences can improve learning effectiveness and foster active participation. In the future, integrating technology that supports diverse learning styles is expected to create a more inclusive and engaging educational environment at the elementary level.
Peningkatan Proses dan Hasil Belajar IPAS Menggunakan Model Accelerated Learning Berbantu Media Roda Berputar Mella Safitri; Subhanadri Subhanadri; Randi Eka Putra
Ideguru: Jurnal Karya Ilmiah Guru Vol. 10 No. 2 (2025): May 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.v10i2.2057

Abstract

This study aims to improve the learning process and outcomes in the subject of Natural and Social Sciences (IPAS) through the implementation of the Accelerated Learning model assisted by a spinning wheel media for fifth-grade students at SD Negeri 36/VI Rantau Panjang. The research method employed was Classroom Action Research (CAR), conducted in two cycles consisting of planning, implementation, observation, and reflection stages. Data collection techniques included observation to measure the quality of the learning process and tests to assess student learning outcomes. The results showed a significant increase in student engagement during the learning process and improvement in learning outcomes. The quality of the learning process improved from the “good” category in the first cycle to “very good” in the second cycle. Additionally, the percentage of student learning mastery increased from 55% in the initial condition to 90% at the end of the second cycle. These findings indicate that the Accelerated Learning model with the spinning wheel media is effective in creating an interactive and enjoyable learning environment, as well as enhancing student achievement. Therefore, this model is recommended for broader implementation in elementary school learning.
Peningkatan Proses dan Hasil Pembelajaran Bahasa Indonesia dengan Model Scramble Kelas III SDN 296/VI Rantau Panjang Mayang Sari; Tri Wera Agrita; Elvima Nofrianni
Ideguru: Jurnal Karya Ilmiah Guru Vol. 10 No. 2 (2025): May 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.v10i2.2058

Abstract

This study aims to improve the learning process and outcomes in the Indonesian language subject through the implementation of the Scramble learning model among third-grade students at SD Negeri 296/VI Rantau Panjang. The background of this research is based on initial findings indicating that most students had difficulty understanding the subject matter due to monotonous and less varied teaching methods. The research employed a Classroom Action Research (CAR) approach, which was conducted in two cycles. The instruments used included observation sheets for teacher and student activities, as well as learning outcome tests. The results showed a significant improvement in student engagement during the learning process and in academic achievement. Students’ learning activity improved from the “fair” category in the first cycle to “very good” in the second cycle. Furthermore, the percentage of student learning mastery increased to 80% in the second cycle. These findings demonstrate that the Scramble model is effective in creating an enjoyable and interactive learning environment, enhancing students’ understanding of the material more optimally.
Project Based Learning untuk Pembelajaran IPAS Kelas IV SDN 118/II Candi Randi Paslah; Subhanadri Subhanadri; Iri Hamzah
Ideguru: Jurnal Karya Ilmiah Guru Vol. 10 No. 2 (2025): May 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.v10i2.2060

Abstract

This research sought to enhance both the learning quality and outcomes in the subject of Natural and Social Sciences (IPAS) by applying the Project-Based Learning (PjBL) approach in a fourth-grade classroom at SDN 118/II Candi. The study was driven by low student involvement and unsatisfactory academic results, largely due to the overuse of lecture-style instruction and limited variety in teaching strategies. A Classroom Action Research (CAR) design was used, carried out in two cycles that included the stages of planning, execution, observation, and reflection. The participants in this study were 32 fourth-grade students. Data collection involved observing teacher and student activities, as well as administering assessments to evaluate learning progress. The findings showed notable progress in both classroom engagement and student performance. Teacher involvement rose from 62.50% to 95.83%, while the percentage of students demonstrating a "very good" level of participation increased from 18.75% to 40.63%. Furthermore, the proportion of students achieving the Minimum Mastery Criteria (KKTP) grew from 53.13% to 84.38%. These results confirm that the PjBL method is effective in creating an active, interactive, and purposeful learning atmosphere, motivating students to engage directly in relevant and thought-provoking project-based tasks.
Penerapan Model Inkuiri untuk Meningkatkan Hasil Belajar Matematika Kelas IV SD Negeri 36/VI Rantau Panjang Kurnia Ilahi; Randi Eka Putra; Megawati Megawati
Ideguru: Jurnal Karya Ilmiah Guru Vol. 10 No. 2 (2025): May 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.v10i2.2061

Abstract

The limited active engagement and subpar academic performance in Mathematics among fourth-grade students at SD Negeri 36/VI Rantau Panjang served as the underlying rationale for initiating this study. The persistence of conventional instructional methods has been identified as a contributing factor to students diminished learning drive, minimal involvement, and lack of enthusiasm toward classroom activities. This research aimed to articulate the implementation of the inquiry-based learning model in enhancing both the instructional process and academic outcomes in Mathematics. The study adopted a Classroom Action Research (CAR) framework, executed in two iterative cycles encompassing the phases of planning, execution, observation, and reflection. Data collection instruments included structured observation sheets to monitor teacher and student behavior, as well as assessments designed to gauge learning outcomes. The findings demonstrated that applying the inquiry-based approach exerted a constructive influence on boosting students’ active participation during instruction and contributed significantly to improving their academic achievement. By the end of each cycle, there was a notable increase in the number of students attaining the Minimum Mastery Criteria. Based on these results, it is inferred that the inquiry model is effective in elevating the quality of teaching and learning in Mathematics. Moreover, this approach holds considerable promise for broader application as an active learning strategy suitable for the elementary level

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