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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 958 Documents
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Peningkatan Kompetensi Guru Melalui Sinergi Teknologi dan Inkuiri Kolaboratif pada Pembelajaran Mendalam Nurini Nurini
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.v10i3.2178

Abstract

Teacher competence is a crucial part of the learning process, as teachers are not merely teaching but also sincerely educating, ensuring meaningful learning. Rapid technological developments and the evolving lives of children require teachers to be adaptive and innovative in enhancing their competencies in the face of environmental and contemporary changes in the learning process. This study aims to determine the extent of teachers' technological mastery and the digital products they can produce through the use of technology in in-depth learning by implementing collaborative inquiry stages in schools. This study is a good practice in schools, using a descriptive qualitative approach. Data collection techniques included observation and interviews. The results showed that teachers' technological mastery was 91.3%, and innovative digital products produced by teachers were 89.8%. This indicates a high and good level of teacher competency achievement. Therefore, integrating a collaborative inquiry framework with in-depth learning objectives, supported by the use of digital media, is an effective strategy for improving teacher competency. It is hoped that as teachers' challenges increase, competency improvement will be even more optimal, enabling educational goals, both at school and nationally, to be realized and the national ideal of quality education for all
Studi Fenomenologi Kebermaknaan Program Literasi bagi Guru dan Siswa di SMK Negeri 2 Sewon Arifah Suryaningsih
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.v10i3.2185

Abstract

The low interest in reading has prompted the emergence of various innovative literacy programs in schools. However, many of these programs still rely primarily on quantitative measures of achievement, leaving their meaningfulness for teachers and students insufficiently understood. This study aims to uncover the meaning and essence of teachers’ and students’ experiences in implementing the “Jus Carica” literacy program at SMK Negeri 2 Sewon and to provide evidence-based recommendations for improving school literacy policies. A qualitative study with a transcendental phenomenology design (Moustakas, 1994) was employed, and data were collected through in-depth interviews, observations, and document analysis involving two teachers and three students with varying levels of reading interest. Data analysis was conducted through the stages of epoché, horizonalization, thematic clustering, the development of textural–structural descriptions, and synthesis of essence. The findings reveal that the program’s meaningfulness lies in the transformation of teachers’ roles from supervisors to facilitators, the enhancement of students’ self-confidence, greater personal relevance through autonomous theme selection, and flexible learning processes that foster creativity despite various constraints. The study concludes that the sustainability of the program depends on the provision of autonomy, humanistic facilitation, and methodological flexibility. Prospectively, similar models may be replicated in other vocational schools with appropriate contextual adaptation.
Kerangka Konseptual Asesmen Menulis Teks Argumentasi: Desain Rubrik Analitik Berbasis Literasi AI Ayu Herawati; Sudiati Sudiati; Esti Swatika Sari
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.v10i3.2187

Abstract

The integration of Generative Artificial Intelligence (GenAI) in language education demands a fundamental redefinition of the construct of writing assessment. A major challenge currently is the inability of conventional rubrics—which emphasize mechanical accuracy and surface structure—to distinguish between students' cognitive competence and algorithmic sophistication. This article aims to develop a conceptual framework and prototype design of a new analytical rubric for the assessment of argumentative texts that explicitly integrates the AI ​​literacy dimension. Using a conceptual study method, this research synthesizes key references including language assessment theory, the Toulmin argumentation model, and the concept of distributed agency. This research proposes a paradigm shift in assessment from product-oriented to process-oriented through a "co-creation" model. The main result of this research is the design of an analytical rubric with four main dimensions and their proposed weights: (1) Originality and Idea Synthesis (35%), (2) Critical Evaluation of AI Sources and Outputs (30%), (3) Argumentation Logic (25%), and (4) Mechanics (10%), coupled with the prerequisite of Ethical Transparency. This framework not only addresses the issue of plagiarism but is also designed to encourage self-regulated learning strategies. These findings are expected to serve as a reference for educators and policymakers in designing an assessment ecosystem that is valid, ethical, and capable of fostering critical thinking in students in an era of technological disruption.
Penerapan “Blind SAIH” dalam 7 Kebiasaaan Anak Indonesia Hebat untuk Meningkatkan Penguatan Karakter Murid Hambatan Penglihatan Nickita Kiki Praditya
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.v10i3.2188

Abstract

Best practice to support the implementation of 7 KAIH is carried out by making modifications to the Great Indonesian Children's Gymnastics (SAIH) for students with visual impairments. Modifications to the Great Indonesian Children's Gymnastics "Blind SAIH" for students with visual impairments are carried out without changing the essence of the original movements. Modifications are made to the movement modifications, the use of clues for each movement transition and modifications to the count. The application of "Blind SAIH" is implemented every day in the Department of Blindness SLB Negeri 1 Bantul. The method in writing this best practice uses a qualitative descriptive approach. The stages in this best practice activity consist of the preparation stage, the implementation stage and the evaluation stage. The author gave a questionnaire to students regarding the evaluation of the implementation of "Blind SAIH" in particular which was then analyzed and used as a basis for determining conclusions. Based on the results of the questionnaire, it was found that there was an increase in awareness of exercise. Students who had a strengthening character in enjoying exercise used from 55 to 80, using five indicators of independence assessment: very poor, less, sufficient, good and very good. Based on these indicators, it was known that the strengthening of the character to like exercise in students can increase. Thus, it can be concluded that the modification of "Blind SAIH" can increase the strengthening of the character of liking exercise in students with special needs.
Analisis Karakteristik Kepemimpinan Perempuan terhadap Perannya dalam Pendidikan Kejuruan Cahyaningsih Cahyaningsih
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.v10i3.2191

Abstract

A relatively unanalyzed issue of women's leadership is women's leadership in vocational education. The purpose of this study is to determine the characteristics of women's leadership in vocational education, as well as the influence of women's leadership characteristics on the role of women's leadership in vocational education. This study uses a mixed methods research method. This study uses a mixed methods mixed model, which is a research procedure in which researchers combine quantitative and qualitative data to obtain a comprehensive analysis to answer the research problem. In the quantitative stage, researchers conducted research on the leadership characteristics of 90 female principals in vocational education and followed by in-depth interviews with female principals. The qualitative data analysis process was carried out in five stages, namely: Compiling, Disassembling, Reassembling, Interpreting, Concluding. The findings of this study are strategies to improve the role of women's leadership in education which include: characteristics of women's leadership in vocational education are motherly, thrifty, meticulous, careful, responsive and tolerant, adaptable, creative and innovative, open communication. Women's leadership characteristics have a positive influence on the role of women's leadership in vocational education.
Problem Based Learning Menggunakan LKPD Berbantuan AI pada Pembelajaran Matematika Anggraeni Ratna Winanti
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.v10i3.2194

Abstract

This study aims to improve students’ confidence and learning achievement in the subject of Sequences and Series through the Problem-Based Learning (PBL) model using AI-assisted worksheets. In this study, AI-assisted worksheets were utilized to present mathematical problems, provide hints, and offer instant feedback to students as they worked through the material. This study was conducted in two cycles, each comprising four components: planning, acting, observing, and reflecting. The subjects of this study were students of class X 6 at SMA Negeri 1 Bambanglipuro in the 2025/2026 academic year. The data collection techniques used in this study were teacher observation sheets, student observation sheets, student self-confidence questionnaires, and student learning achievement tests. Data analysis included data presentation and conclusion drawing. The results indicate that the use of the problem-based learning model with AI-assisted worksheets is able to increase student self-confidence, as evident from the data in cycle II, which achieved the success indicator: 36.67% of students had very high self-confidence, and 63.33% had high self-confidence. Additionally, this learning model improved student learning achievement, as cycle II results reached a success indicator of 76.67%, meaning that 23 out of 30 students had completed the course. Observations of the problem-based learning model using AI-assisted worksheets in cycle II also achieved the success indicator with a percentage of 95.94%. Overall, the research results indicate that problem-based learning using AI-assisted worksheets can increase students' confidence and learning achievement. Keywords: Problem-Based Learning; Student Worksheets; Artificial Intelligence.
Ulam Panjo: Program Peningkatan Kesehatan Mental Siswa untuk mewujudkan Kesiapan Belajar Nugroho Wibowo
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.v10i3.2200

Abstract

Mental health significantly influences learning readiness. Good mental health is the foundation for students to manage stress, absorb material, and build self-confidence to achieve learning goals. One in three Indonesian teenagers experiences mental health problems, the two most common mental disorders being anxiety disorders and depression. This article aims to provide an overview of student mental health management through the Ulam Panjo program (Student Service Unit for Mental Health Improvement). This study uses a qualitative descriptive approach supported by a literature review, through the stages of planning, implementation, observation, and reflection. The study was conducted at SMK Negeri 1 Girisubo. The results of the implementation of the Ulam Panjo program have a positive impact on students experiencing mental health disorders. It was concluded that the implementation stages of the Ulam Panjo program consist of three stages: data collection, analysis, and maintaining students' mental health conditions. Supporting factors in this program are the active participation of the Community Health Center (Puskesmas) and Koramil (Military Command) in implementing activities carried out by the school, while inhibiting factors are the lack of openness of parents of students with mental health problems and not all students with mental health disorders feel open and willing to communicate with the guidance and counseling teacher.
Efek Latihan Mandiri Berbantuan ChatGPT Terhadap Hasil Belajar Matematika Siswa Sekolah Dasar Aeng Muhidin; Heri Kurnia; Lina Marlina
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.v10i3.2201

Abstract

The use of generative artificial intelligence in primary education is rapidly expanding; however, empirical evidence regarding its effectiveness in improving primary schools mathematics learning outcomes remains limited. This study aims to compare the effectiveness of ChatGPT-assisted independent practice with conventional teacher-guided practice in elementary mathematics learning. Using a quasi-experimental design, two groups of students received different treatments across four practice sessions covering decimal operations and comparison concepts. The findings reveal that students who practiced with ChatGPT achieved significantly higher learning outcomes than those in the conventional group, with a very large effect size (Cohen’s d = 1.39). These results align with self-regulated learning theory, which highlights the importance of adaptive scaffolding in enhancing the quality of independent practice. ChatGPT provides instant explanations, just-in-time feedback, and corrective examples that directly address misconceptions—advantages not typically available in conventional practice. This study underscores the potential of ChatGPT as a learning companion in elementary mathematics and opens avenues for further research on the design of safe, structured, and developmentally appropriate AI–learner interactions.
Analisis Pemahaman Konsep Pecahan Siswa Sekolah Dasar Menggunakan Tes Diagnostik Three Tier Multiple Choice Atika Nurul Hakqi; Toto Nusantara; Intan Sari Rufiana
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.v10i3.2321

Abstract

Conceptual understanding is a crucial component of mathematics learning, particularly in fraction topics at the elementary school level. However, students often experience conceptual difficulties that lead to misconceptions, which are not always detected through conventional assessments. This study aims to analyze elementary school students’ conceptual understanding of fractions using a three-tier multiple-choice diagnostic test. This study employed a descriptive approach involving fourth-grade elementary school students. The research instrument was a three-tier multiple-choice diagnostic test consisting of three levels: answer selection, reasoning, and students’ confidence levels. Data were analyzed by classifying students’ conceptual understanding into four categories: sound understanding, partial understanding, misconception, and lack of understanding. The results revealed that the misconception category had the highest percentage, while the number of students with sound conceptual understanding remained relatively low. These findings indicate that most students hold incorrect conceptions of fractions and strongly believe in their understanding. The three-tier multiple-choice diagnostic test proved effective in identifying students’ levels of conceptual understanding and error patterns, serving as a foundation for designing differentiated instruction tailored to students’ learning needs.
The Role of Teaching Factory in Shaping Professional Character of Marketing Students at SMKN 6 Surakarta Rasela Febriana; Surya Jatmika
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.v10i3.2125

Abstract

Vocational High Schools (SMK) aim to produce graduates who not only possess technical skills but also demonstrate professional character in accordance with industry needs. However, the gap between students’ competencies and labor market demands remains significant, as reflected in the unemployment rate of SMK graduates, which reached 9.1% (BPS, 2025). This study aims to analyze the role of the Teaching Factory (TeFa) in shaping students’ professional character in the Marketing expertise program at SMKN 6 Surakarta, particularly through the Viska Mart retail business practice unit. This research employed a qualitative approach with a case study design. Data were collected through semi-structured interviews, observations, and documentation, and analyzed using the interactive model of Miles, Huberman, and Saldaña. The findings indicate that the implementation of TeFa effectively fosters values of responsibility, discipline, honesty, accuracy, communication, and teamwork through operational practice experiences, cashier management, inventory control, customer service, and product marketing. Nevertheless, several challenges remain, including informal character evaluation, limited industrial monitoring, and students’ inconsistent attitudes and motivation. This study concludes that TeFa implementation contributes significantly to the development of students’ professional character, with promising prospects for strengthening systematic character evaluation and enhancing industry involvement to broaden real-world practice experiences.

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