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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 958 Documents
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Penerapan Model Problem Based Learning untuk Meningkatkan Proses dan Hasil Belajar Pendidikan Pancasila Kelas V di SD Negeri No.35/VI Seling Zamzami, Mulki; Abdulah, Abdulah; 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.v10i2.2062

Abstract

Penelitian ini diselenggarakan sebagai bentuk tanggapan terhadap persoalan minimnya partisipasi serta capaian akademik siswa kelas V dalam mata pelajaran Pendidikan Pancasila di SD Negeri No. 35/VI Seling. Dominasi pendekatan pengajaran yang bersifat monologis menjadikan dinamika interaksi di ruang kelas terbatasi, sehingga menghambat keterlibatan aktif peserta didik dalam proses pembelajaran. Fokus utama dari studi ini adalah untuk mengoptimalkan kualitas pengajaran dan performa belajar siswa melalui penerapan model Problem Based Learning (PBL). Studi ini menggunakan rancangan Classroom Action Research (CAR) yang dijalankan dalam dua siklus, di mana tiap siklus terdiri dari dua sesi pertemuan. Unit analisis penelitian terdiri atas 21 murid. Mekanisme perolehan data mencakup pencatatan melalui observasi terhadap aktivitas guru dan siswa, serta pengujian untuk mengevaluasi capaian belajar. Instrumen penelitian berupa formulir observasi dan soal penilaian. Temuan dari penelitian ini memperlihatkan lonjakan yang signifikan dalam hal keterlibatan peserta didik serta performa akademiknya. Berdasarkan dokumentasi observasi, kapasitas guru dalam memfasilitasi pembelajaran mengalami eskalasi dari klasifikasi “baik” menjadi “sangat baik”. Di samping itu, proporsi siswa yang memenuhi Kriteria Ketercapaian Tujuan Pembelajaran (KKTP) meningkat dari 61,90% pada siklus awal menjadi 80,95% pada siklus berikutnya. Dari hasil tersebut, dapat ditarik kesimpulan bahwa implementasi model PBL ampuh dalam memajukan mutu proses sekaligus luaran belajar siswa dalam mata pelajaran Pendidikan Pancasila. Bahkan, pendekatan ini menunjukkan potensi signifikan untuk diperluas penerapannya pada mata pelajaran lain guna menstimulasi partisipasi aktif dan pengembangan daya pikir reflektif siswa.
Penerapan Model Problem Based Learning untuk Meningkatkan Motivasi dan Hasil Belajar IPAS Berbantu Media Wordwall Monika, Ira; Subhanadri, Subhanadri; Aprizan, Aprizan
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.v10i2.2063

Abstract

The background of this research is the low motivation and learning achievement in the subject of Natural and Social Sciences (IPAS) at the elementary school level. The Problem Based Learning (PBL) model, which emphasizes contextual problem-solving and active student engagement, when combined with the interactive Wordwall media, is expected to encourage students to be more enthusiastic and actively involved in the learning process. This study aimed to improve students’ motivation and learning outcomes through the implementation of the PBL model assisted by Wordwall media. The research method employed was Classroom Action Research (CAR) conducted in two cycles. Data were collected through observation, questionnaires, tests, and documentation. The results showed an increase in learning motivation from the “good” category (75%) in the first cycle to the “very good” category (94%) in the second cycle, as well as an improvement in learning achievement from 66% (“fair” category) to 95% (“very good” category). The conclusion of this study is proven effective in enhancing students’ motivation, learning achievement, and the quality of the learning process. Future research may explore the application of this strategy in other subjects or educational levels to broaden its benefits and effectiveness.
Penerapan Model Pembelajaran Giving Question and Getting Answer untuk Meningkatkan Hasil Belajar IPAS Siswa SD Ayubi, Sholahudin Al; Subhanadri, Subhanadri; Putra, Randi Eka
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.v10i2.2064

Abstract

This study aims to improve the learning process and outcomes in Natural and Social Sciences (IPAS) for fourth-grade students at SDN 48/II Padang Palangeh through the implementation of the Giving Question and Getting Answer learning model. The research employed a Classroom Action Research (CAR) approach consisting of two cycles, each comprising planning, action, observation, and reflection stages. Data collection instruments included observation sheets and learning outcome tests. It can be concluded that the Giving Question and Getting Answer model is effective in enhancing students’ active participation and learning outcomes in IPAS. Observation sheets were used to monitor both student and teacher activities, while evaluation tests served as indicators of academic achievement. The analysis showed that this model significantly contributed to the improvement of both the learning process and student performance. By the second cycle, most students actively participated in classroom activities and successfully exceeded the Minimum Mastery Criteria (KKM). The results indicated a significant increase in student engagement during the learning process and a notable improvement in academic achievement from Cycle I to Cycle II. Based on these findings, it can be concluded that the Giving Question and Getting Answer approach is an effective strategy for strengthening learning outcomes and encouraging active student involvement in IPAS instruction. Additionally, the model has the potential to foster a more collaborative, communicative, and student-centered learning environment.
Peningkatan Proses dan Hasil Belajar Matematika Menggunakan Model Project Based Learning di Kelas III SD Maryani, Tri; Hidayat, Puput Wahyu; Dani, Refril
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.v10i2.2065

Abstract

This study turned into influenced through the low mathematics learning outcomes of third-grade students at SDN 004/II Jaya Setia, in which the majority had no longer but reached the minimum getting to know Mastery standards (KKTP). This trouble changed into suspected to stem from teacher-focused getting to know methods that lacked version and did no longer actively engage students in the mastering manner. The cause of this research became to improve both the mastering process and mathematics success by way of enforcing the undertaking based totally studying (PjBL) model. The observe used a lecture room action research (car) design, performed in cycles, every along with planning, movement, statement, and mirrored image ranges. The research subjects were 20 students, comprising 14 boys and six girls. statistics series techniques included instructor and pupil observation sheets, learning outcome assessments, and documentation. The effects indicated that the software of the PjBL version appreciably better student engagement and participation in studying activities. moreover, the proportion of college students assembly the KKTP improved from fifty five% in the first cycle to eighty five% inside the second cycle. it is able to be concluded that the mission based totally mastering model is powerful in improving each the mastering manner and college students' educational overall performance in mathematics. consequently, it's far endorsed as an progressive opportunity for coaching mathematics at the elementary college level.
Technology-Driven Motivation: Quizizz for Reading Comprehension in Vocational School Krisanti Dhiaz Ayuni; Tri Wahyuni Floriasti
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.v10i3.1816

Abstract

The lack of student motivation in understanding English reading texts at vocational schools remains a major challenge for effective learning. This issue is exacerbated by traditional teaching methods that provide limited active student participation. This study aims to analyze the effect of using Quizizz on students’ reading comprehension motivation among eleventh graders at SMKN 2 Depok, Sleman, Yogyakarta. Employing a quantitative approach with an ex post facto design, the research involved 71 students who had used Quizizz in English reading activities. Data were collected through validated and reliable questionnaires, then analyzed using descriptive statistics, prerequisite tests (normality and linearity), simple regression, and a one-sample t-test. Results revealed an average score of 4.03 for Quizizz use and 3.99 for reading motivation. Normality (p = 0.200) and linearity tests (p = 0.000; p = 0.602) confirmed the data suitability. Regression analysis indicated that Quizizz significantly influenced student motivation (p < 0.000, R² = 0.53). One-sample t-tests further showed both variables scored higher than the moderate value (t = 16.571; t = 14.012; p < 0.000). These findings highlight that Quizizz effectively enhances motivation, fosters engagement, and creates an interactive and enjoyable learning experience, thereby supporting technology-based learning.
Pengembangan Media Pembelajaran Digital pada Materi Gaya Berbasis Web untuk Meningkatkan Prestasi Belajar IPAS Peserta Didik Kelas IV Sekolah Dasar Ni Putu Liana Octavyanti; Dewa Bagus Sanjaya; I Made Candiasa
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.v10i3.1843

Abstract

The low learning achievement of students occurs due to the lack of availability of learning support media that can be fun and increase students' enthusiasm to improve their abilities. The purpose of the following research is to create a web-based digital learning media that meets the validity, practicality, and effectiveness in order to improve the learning achievement of social studies students in grade IV of elementary school. ADDIE (Analysis, Design, Development, Implementation, and Evaluation) is the development model used in this study. The Learning Object Review Instrument (LORI) is used to test the validity of media and content. In addition, the User Experience Questionnaire (UEQ) tool was used to carry out a practicality test. Effectiveness was analyzed with a single-tail t-test. This research produces digital learning media in the form of links that contain various resources, such as games, learning films, and assessment questions, in a web-based format. The average value for the value of material validity and media validity is 4.6 with a very valid category. The practicality of web-based digital learning media received a very practical qualification with teachers getting an average score of 2.80, while students got an average score of 2.29. The impact of the implementation of web-based digital learning media is effective in increasing the science learning achievement of grade IV elementary school students, as evidenced by the calculation of 76,636, which is higher than the table of 2,051 in the effectiveness test. Based on the following findings, it can be said that the digital learning media on web-based style materials developed is valid, practical, and effective to improve the learning achievement of science science students in grade IV elementary school.
Pengaruh Aplikasi Kehadiran dan Sistem Pelaporan Digital terhadap Kinerja Administrasi Dosen di Universitas Buana Perjuangan Yogi Ginanjar; Undang Ruslan Wahyudi; Saepul Ma'mun; Endi Rochaendi
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.v10i3.1991

Abstract

This study aims to empirically evaluate the influence of the implementation of lecturer attendance applications and digital reporting systems on the improvement of administrative performance among lecturers at Buana Perjuangan University Karawang, within the broader framework of digital transformation in higher education governance. Using a quantitative approach and multiple linear regression analysis, the study reveals that both independent variables—lecturer attendance application (X₁) and digital reporting system (X₂)—have a statistically significant impact, both simultaneously and partially, on the dependent variable, namely lecturer administrative performance (Y). The research instruments demonstrate strong construct validity and high reliability (Cronbach’s Alpha > 0.8), and the regression model fulfills all classical assumptions. The key findings indicate that the digital reporting system exerts a more substantial effect than the attendance application in enhancing the efficiency, accuracy, and accountability of administrative tasks. These results affirm the relevance of the Technology Acceptance Model (TAM) and the DeLone and McLean Information System Success Model, particularly in relation to system quality, perceived usefulness, and user satisfaction. This study contributes to the existing body of knowledge on technology adoption in higher education and offers practical implications for the development of integrated, user-centered, and sustainable academic information systems as part of institutional strategies to meet the demands of digitalization in the era of the Fourth Industrial Revolution and Society 5.0.
Penerapan Mentoring dengan Shared Vision dan Team Learning untuk Meningkatkan Kedisiplinan Guru di SD Kristen XYZ Sentani Reza Kaligis; Budi Haryono; Amy Iwani
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.v10i3.2029

Abstract

Teacher discipline is essential in fostering a productive and collaborative learning environment. Low administrative discipline and restricted teacher collaboration at Sentani's XYZ Christian Elementary School have become key barriers to attaining the school's vision and enhancing instructional quality. This study seeks to improve teacher discipline by combining a mentoring method with the principles of Shared Vision and Team Learning. School Action Research, based on the Kemmis and McTaggart spiral model, was utilized in two cycles to study five instructors who had administrative discipline difficulties. Data were gathered by observation, interviews, questionnaires, and document analysis, then analyzed using descriptive quantitative and qualitative approaches. The results show a considerable improvement in administrative document submission timeliness and instructor attendance at school activities. By the end of the second cycle, 80% of teachers had delivered their documents on time, and the average collaboration score had grown by more than 20% from the beginning. The implementation of Shared Vision generated a sense of responsibility for the school's vision, whereas Team Learning increased teacher collaboration frequency and quality. Structured mentoring was successful in changing instructors' mindsets and work behaviors. The study indicates that mentorship based on Shared Vision and Team Learning can promote a more disciplined, collaborative, and responsible workplace culture that is consistent with Christian principles and the school's strategic direction.
Pengembangan E-Modul Terintegrasi Petunjuk Metakognitif dan Regulasi Motivasi untuk Meningkatkan Kemandirian dan Hasil Belajar Siswa Nur'ainy Nurainy; Sujarwo Sujarwo
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.v10i3.2043

Abstract

Learning independence is highly important for vocational high school (SMK) students, as they are expected to be able to adapt to a continuously evolving work environment that demands rapid adjustment. Innovation is needed to create a learning environment that supports students in developing learning independence. This study developed a basic pattern e-module to assist fashion design students in fostering self-directed learning by emphasizing the development of metacognitive skills and enhancing learning motivation through guidance integrated within the e-module. The research employed the ADDIE development model. The media development stage was carried out through two trial phases: an initial trial and a field trial, involving media experts, subject matter experts, and users. The results of the e-module development showed a feasibility score of 98% from media experts and 88% from subject matter experts, both categorized as very feasible. The practicality test by the user group reached 88%, categorized as very practical. The implementation data indicated that the e-module could improve learning independence by 61% and increase learning outcomes by 60%, both categorized as moderate. These findings suggest that the e-module integrating metacognitive guidance and motivational regulation can support the development of learning independence and has been proven to enhance the learning outcomes of students at SMK Negeri 1 Kendal.
Evaluasi Pelaksanaan Program Pelatihan Kerja Unit Pelaksana Balai Besar Pelatihan Vokasi dan Produktifitas (BBPVP) Bandung Arif Wijayanta; Pardjono Pardjono
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.v10i3.2068

Abstract

This study aims to assess the effectiveness of vocational training programs designed in accordance with industry needs by using a quantitative approach as the basis of analysis. Data collection was carried out through questionnaires distributed to training participants. The research population consisted of 64 training participants and 30 instructors, with 30 participants from the Electric Vehicle and Battery Pack class selected using purposive sampling, while all instructors were included as respondents. The effectiveness analysis was conducted by comparing the achievement levels of indicators in each component of the CIPP evaluation model (Context, Input, Process, Product). The results showed that the vocational training program at the Balai Besar Pelatihan Vokasi dan Produktivitas (BBPVP) Bandung demonstrated a high level of success. This is evidenced by participants’ interest, which reached 83.2%, and the alignment of the training with industry needs, which reached 98%. In addition, the quality of instructors and the availability of supporting facilities achieved a score of 79.03%, while the application of vocational education principles reached 82.14%, indicating that the training process was effective. Internal factors such as instructor competence, participant readiness, adequate facilities, and strong learning motivation contributed significantly to the training’s success. On the other hand, external factors such as the relevance of training materials to industry demands and the diverse backgrounds of participants, including both fresh graduates and experienced professionals, added value to the learning process. Overall, this study shows that the training program successfully met industry competency standards with a full achievement rate of 100%.

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