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Andhy Surya Hapsara
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INDONESIA
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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Analyzing Social Functions in English Textbook Dialogs: A Study of Bahasa Inggris Kelas X Yoannes Yuka Krisdianata
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.v10i3.2086

Abstract

This study investigates the representation of social functions of language in dialogs presented in the government-issued 2017 edition English textbook Bahasa Inggris Kelas X. Grounded in Halliday’s functional linguistics and the content mapping framework of Widiati et al. (2017), this study aims to identify the social functions of language introduced in the dialogs of the English textbook Bahasa Inggris SMA/MA/SMK/MAK Kelas X (2017 revised edition). Using a qualitative content analysis approach, sixteen dialogs across six chapters were examined and categorized based on their communicative purposes. The analysis revealed four dominant social functions: (1) introducing and mentioning identity, (2) expressing congratulations and compliments, (3) stating and asking about intentions, and (4) retelling past events in chronological order. The findings indicate that while the textbook provides a foundation for developing interpersonal communication, the coverage of social functions is limited, with an emphasis on congratulatory and complimentary expressions. This suggests a need for more balanced representation of diverse communicative purposes to better prepare learners for authentic interaction. The study highlights implications for textbook authors, teachers, and policymakers, recommending further integration of varied social functions and supplementary classroom activities to address the identified gaps.
Implementasi Pembelajaran Berdiferensiasi dan Dampaknya pada Hasil Belajar Siswa: Studi Kasus di SD Sebuku Eka Supriyanti; Woro Sri Hastuti; Fery Muhammad Firdaus
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.v10i3.2092

Abstract

This study aims to analyze the implementation of differentiated instruction (DI) at SDN 005 Sebuku, an elementary school in the 4T (Frontier, Outermost, Disadvantaged, and Transmigration) region, and to identify the inhibiting factors and their impact on student learning outcomes. This school faces significant challenges in the form of limited learning facilities and infrastructure, limited internet access, diversity in cultural backgrounds and student readiness to learn, and a lack of training opportunities for teachers. This study uses a qualitative approach with an intrinsic case study design, involving the principal, teachers, and students as key informants, and is supported by documents such as lesson plans, grade data, and initial assessment results. Data collection techniques included in-depth interviews, observation of the learning process in the classroom, and documentation studies, while data analysis was conducted using the Miles et al. model through the stages of data reduction, data presentation, and data verification. The results showed that the implementation of DI at SDN 005 Sebuku was able to increase student motivation, engagement, and learning outcomes, despite facing obstacles such as time constraints, learning facilities, and student heterogeneity. In conclusion, the implementation of DI had a positive impact on students' academic scores, motivation, engagement, and self-confidence, although the results were not yet uniform. Therefore, this strategy is worth developing in schools to address the challenges of 4T schools and requires continuous support from teachers, principals, and the government. This research can serve as a basis for more inclusive and adaptive learning practices in remote areas.
Penerapan Keselamatan dan Kesehatan Kerja (K3) dalam Kegiatan Intrakurikuler Sekolah Menengah Kejuruan Sigit Widianto; Nurtanio Agus Purwanto
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.v10i3.2103

Abstract

The purpose of this research is to describe the school conditions in terms of Occupational Safety and Health (OSH) principles. In the schools, learning about Occupational Safety and Health (OSH) includes both theoretical and practical aspects. This study employed a qualitative descriptive method, conducted at Vocational high school of Mitra Industri MM2100 Bekasi Regency, Vocational high school of Mitra Industri Putra Darma Bekasi Regency, and Vocational high school of Mitra Industri 02 Pati. Subjects included school principals, supporting informants, Occupational Safety and Health (OSH) trainers, and the Head of Industrial Relations Division. The Data were found by observation, interviews, and documentation. The result of the research is used Miles and Hubberman's theory, which involves data reduction, data presentation, and conclusion drawing/verification. This study showed that schools have made efforts to increase students' awareness of Occupational Safety and Health (OSH), including: (1) Planning implementation of Occupational Safety and Health (OSH) principles in the school environment (2) Planned training, such as safety riding to minimize accidents on the road, and the importance of safety dojo training to raise students' awareness of Occupational Safety and Health (OSH). (3) Supporting factors in Occupational Safety and Health (OSH) learning at school include a culture and environment to industrial standards, although implementation may differ between industry and school regulations. As a result of implementing OSH culture, students can easily and effectively absorb it during the learning process.
Implementasi Program Sekolah Adiwiyata untuk Meningkatkan Karakter Peduli Lingkungan Siswa SDN Piyaman I Erry Suntoro Sugiharto; Anwar Senen
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.v10i3.2104

Abstract

This study explores the implementation of the Adiwiyata Program at SDN Piyaman I, which differs from other schools through its routine of holding a morning assembly followed by litter collection from Monday to Thursday. The objectives were: (1) to describe how the program enhances students’ environmental care character, and (2) to analyze supporting factors and challenges in its implementation. Using a qualitative case study design, data were collected through interviews, observations, and documentation, then analyzed through data reduction, display, and conclusion drawing. The findings show that the program was successfully implemented, as students became accustomed to picking up litter after assemblies, significantly shaping their environmental care character. Supporting factors included the principal’s support, teachers’ active roles, the Adiwiyata team, student participation, and collaboration with parents, the community, and related institutions. Challenges such as limited awareness, lack of facilities, and uneven teacher understanding were addressed through persuasive approaches, socialization, and external collaboration.
Penanaman Pola Asuh dan Keteladanan Orang Tua terhadap Pembentukan Nilai Anti Korupsi Anak di Keluarga Nursalim Nursalim; Wikan Sasmita; Hamida Ulfa Fauziah; Etty Andyastuti; Agus Widodo; Suratman Suratman
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.v10i3.2106

Abstract

: This study aims to analyze the role of family in instilling anti-corruption values in children through habituation and exemplary practices within the household environment. The family is considered the primary and most strategic institution in shaping children’s character, particularly in preventing corruptive behavior from an early age. This research employed a qualitative descriptive approach, focusing on observation, interviews, and documentation with parents as the main subjects. The findings reveal that honesty (78%) and responsibility (70%) are the most emphasized values, followed by discipline (65%), while simplicity (52%) tends to receive less attention. The results indicate that consistent parental supervision, the establishment of daily routines, role modeling, and the provision of educational consequences are key strategies in cultivating integrity among children. Furthermore, the study highlights that anti-corruption education should not only be carried out through regulations but also through daily family practices supported by emotional bonding and communication. The contribution of this study lies in providing an empirical perspective on the significance of family-based character education as a foundation for anti-corruption culture. The research recommends that families, schools, and policymakers collaborate in reinforcing anti-corruption values through joint programs, curriculum integration, and public awareness campaigns. Therefore, nurturing integrity and anti-corruption behavior requires a collective effort beginning with the smallest unit of society: the family.
Menghadapi Krisis Pendidikan Indonesia: Perspektif Thomas Kuhn Mengenai Revolusi Paradigma Riyadi Rafiki; Yusuf Tri Herlambang
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.v10i3.2108

Abstract

Indonesia's education system is facing a crisis that represents one of the most significant challenges in achieving a globally competitive society. This issue has evolved into an anomaly and even a crisis, encompassing aspects such as teaching quality, infrastructure, and the lack of curriculum relevance to contemporary challenges and demands. These factors highlight the urgent need for systemic reform and comprehensive transformation in education to cultivate a generation that is excellent, competent, globally competitive, and, most importantly, possesses noble character. This study aims to examine the crises in the education sector and explore innovative solutions to address these challenges through Thomas Kuhn's perspective on paradigm revolutions. The research employs a literature review method (library research) to source relevant and high-quality materials to produce a well-founded analysis. The findings reveal that various small paradigms have been proposed to address the existing education crisis in Indonesia. These emerging paradigms offer incremental solutions to tackle the issues within the education system, though they have yet to establish a new normal science framework.
Penguatan Karakter Murid melalui Penerapan Kurikulum Mandiri di Sekolah Guna Mencegah Demoralisasi Murid Abdul Holik Maulana; Juntika Nurihsan; Dede Margo Irianto
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.v10i3.2112

Abstract

Character education in schools plays a strategic role in forming strong personalities in students to prevent demoralization. This article aims to examine the importance of character education in developing a tough and ethical personality, as well as exploring how the integration of moral values ​​can protect students from the effects of demoralization. The independent curriculum provides flexibility for schools to develop learning models that support character strengthening. This research uses a qualitative literature study method by collecting data obtained from books, journals and credible references according to the topic raised to strengthen the information studied. Based on literature analysis, it was found that the implementation of effective character education in the independent curriculum was able to minimize the impact of student demoralization. The research results show that effective character education not only builds strong personalities, but helps students develop positive attitudes. Character education is a solution in preventing moral crises through independent curriculum-based learning. Through the integration of character values ​​in learning, self-development, extracurricular activities, and habituation, students are able to demonstrate more moral behavior. In addition, collaboration between schools and parents on character education can prevent demoralizing behavior.
Pengembangan Media Pembelajaran Terintegrasi Budaya Motif Batik Berbasis Augmented Reality (AR) Rani Nurhidayah; Suyitno Suyitno; Nila Kurniasih
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.v10i3.2113

Abstract

Inclusive education continues to face challenges in providing appropriate learning media for students with learning difficulties. Traditional, non-interactive teaching methods often hinder student engagement and understanding of the concepts being taught. This study aims to develop mathematics learning media based on Augmented Reality (AR) integrated with traditional batik motifs from Central Java. This innovation is designed not only to enhance students’ conceptual understanding through more visual and engaging learning experiences but also to foster appreciation for local cultural heritage. The research employed a Research and Development (R&D) approach consisting of ten stages, from information gathering to product dissemination. The subjects were students with learning difficulties at SMP Negeri 19 Purworejo. Data were collected through observation, questionnaires, and interviews, then analyzed using qualitative and quantitative approaches. The results show that the AR-based learning media featuring batik motifs were successfully developed with a simple design, interactive display, and content suited to students’ needs. The feasibility test produced an average score of 4.26 (very good category), indicating that the media are suitable in terms of accessibility, visual design, and content completeness. Furthermore, the use of this media effectively improved students’ understanding and learning motivation through enjoyable interactive experiences while contributing to the preservation of local culture.
Strategi Guru dalam Menangani Siswa dengan Gangguan Konsentrasi di Kelas IV SDN 4 Godong Fenna Erisetiana Nadela Asagie; Murfiah Dewi Wulandari
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.v10i3.2114

Abstract

Concentration disorders are one of the common obstacles experienced by elementary school students and have a direct impact on the quality of both the learning process and learning outcomes. This study aims to describe teacher strategies in addressing concentration problems in fourth-grade students at SDN 4 Godong. The approach used was descriptive qualitative, with the research subjects being a class teacher and three students identified as having concentration problems. Data were collected through interviews, observations, and documentation, then analyzed using the Miles and Huberman interactive model. The results showed that students' concentration problems emerged in two forms: social factors and cognitive factors. Students with social factors were easily distracted by conversations from their deskmates, especially due to the daily seating rotation system. Interestingly, one student focused better when sitting next to a student of the opposite gender. Meanwhile, cognitive problems were seen in students who paid attention to the teacher but required re-explanations and often fell behind during practice. The teacher implemented a drill strategy to train focus and evaluate student understanding. This strategy proved effective for students with social problems, but required a combination of additional support for students with comprehension difficulties. These findings emphasize the importance of seating arrangements and the selection of contextual learning methods.
Sinergi Ekopedagogik dan Pedagogik Futuristik dalam Mengembangkan Kompetensi Sosial dan Ekologis Siswa Sekolah Dasar Gina Garnika Dwinita; Dinie Anggraeni Dewi; Yusuf Tri Herlambang
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.v10i3.2121

Abstract

The global ecological crisis and the rapid advancement of technology demand a transformation in the paradigm of elementary education. This article aims to examine the synergy between ecopedagogy and futuristic pedagogy as a strategic approach to developing the social and ecological competencies of elementary school students. The study was conducted through a literature review using a critical thematic analysis approach of relevant, recent, and accredited scientific articles. The analysis reveals that ecopedagogy fosters critical awareness of social and environmental issues through reflective learning and transformative action, while futuristic pedagogy emphasizes digital literacy, technological integration, and future orientation to shape adaptive and visionary learners. The synergy of these approaches produces a contextual, inclusive, and sustainable learning model that strengthens critical thinking, collaboration, and environmental awareness. The conclusion of this study recommends the development of curricula and learning strategies that integrate sustainability values with 21st-century skills in order to shape a generation that is resilient both socially and ecologically.

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