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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 919 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 Suryaningsih, Arifah
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 Herawati, Ayu; Sudiati, Sudiati; Sari, Esti Swatika
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 Praditya, Nickita Kiki
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 Winanti, Anggraeni Ratna
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

Penelitian ini bertujuan untuk meningkatkan kepercayaan diri dan prestasi belajar siswa pada materi Barisan dan Deret melalui model pembelajaran problem based learning ( PBL ) dengan menggunakan LKPD berbantuan Artificial Intellegent ( AI ) . Penelitian ini dilaksanakan dalam dua siklus dengan setiap siklusnya menggunakan empat komponen yaitu perencanaan , tindakan , pengamatan , dan refleksi . Subjek pada penelitian ini adalah siswa kelas X.6 SMA Negeri 1 Bambanglipuro Tahun Pelajaran 2025/2026. Teknik pengumpulan data yang digunakan pada penelitian ini adalah lembar observasi guru, lembar obsevasi siswa, instrumen angket kepercayaan diri siswa dan instrumen tes prestasi belajar siswa. Analisis data pada penelitian ini mencakup penyajian data dan kesimpulan. Hasil penelitian menunjukkan bahwa penggunaan model pembelajaran problem based learning dengan menggunakan LKPD berbantuan AI mampu meningkatkan kepercayaan diri siswa dilihat dari data pada siklus II telah mencapai indikator keberhasilan yaitu sebesar 36,67% siswa memiliki kepercayaan diri sangat tinggi, 63,33% siswa memiliki kepercayaan diri tinggi dalam kelas tersebut. Selain itu penggunaan model pembelajaran ini mampu meningkatkan prestasi belajar siswa hal ini dapat dilihat dari data pada siklus II telah mencapai indikator keberhasilan sebesar 76,67% yakni 23 siswa telah tuntas dari 30 siswa di dalam kelasnya. Pada hasil observasi pembelajaran model problem based learning dengan menggunakan LKPD berbantuan AI pada siklus II juga telah mencapai indikator keberhasilan dengan persentase sebesar 95,94%. Dari keseluruhan hasil penelitian, disimpulkan pembelajaran berbasis masalah dengan menggunakan LKPD berbantuan AI mampu meningkatkan kepercayaan diri dan prestasi belajar siswa.
Ulam Panjo: Program Peningkatan Kesehatan Mental Siswa untuk mewujudkan Kesiapan Belajar Wibowo, Nugroho
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

Kesehatan mental sangat memengaruhi kesiapan belajar, kesehatan mental yang baik menjadi fondasi bagi siswa untuk mengelola tekanan, menyerap materi, dan membangun kepercayaan diri untuk mencapai tujuan belajar. Satu dari tiga remaja Indonesia mengalami masalah kesehatan mental, dua gangguan mental yang paling tinggi yaitu gangguan kecemasan (anxiety) dan gangguan depresi. Artikel ini bertujuan untuk memberi gambaran pengelolaan kesehatan mental siswa melalui program Ulam Panjo (Unit layanan Murid untuk Peningkatan Kesehatan Jiwa). Penelitian ini menggunakan pendekatan deskriptif kualitatif dengan dukungan telaah pustaka, melalui tahapan perencanaan, pelaksanaan, observasi, dan refleksi. Penelitian dilakukan di SMK Negeri 1 Girisubo. Hasil penerapan program Ulam Panjo berdampak positif pada siswa yang mengalami gangguan kesehatan mental. Disimpulkan bahwa tahapan pelaksanaan program Ulam Panjo terdiri dari tiga tahap yaitu: penggalian data, analisis dan menjaga kondisi kesehatan mental siswa. Faktor pendukung dalam program ini adalah peran serta aktif dari Puskesmas dan Koramil dalam pelaksanaan kegiatan yang dilakukan oleh sekolah, sedangkan faktor penghambatnya adalah tidak terbukanya orangtua siswa yang mempunyai masalah kesehatan mental dan tidak semua siswa yang mengalami gangguan kesehatan mental merasa terbuka dan mau berkomunikasi dengan guru BK.
Efek Latihan Mandiri Berbantuan ChatGPT Terhadap Hasil Belajar Matematika Siswa Sekolah Dasar Muhidin, Aeng; Kurnia, Heri; Marlina, Lina
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 Hakqi, Atika Nurul; Nusantara, Toto; Sari Rufiana, Intan
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

Pemahaman konsep merupakan kemampuan penting dalam pembelajaran matematika, khususnya pada materi pecahan di sekolah dasar. Namun, siswa sering mengalami kesulitan konseptual yang menyebabkan terbentuknya miskonsepsi, yang tidak selalu teridentifikasi melalui tes konvensional. Penelitian ini bertujuan untuk menganalisis pemahaman konsep siswa sekolah dasar pada materi pecahan menggunakan tes diagnostik three-tier multiple choice. Penelitian ini menggunakan pendekatan deskriptif dengan subjek siswa kelas IV sekolah dasar. Instrumen penelitian berupa tes diagnostik three-tier multiple choice yang mencakup tiga tingkat, yaitu pilihan jawaban, alasan, dan tingkat keyakinan siswa. Data dianalisis dengan mengelompokkan pemahaman konsep siswa ke dalam kategori paham konsep, paham parsial, miskonsepsi, dan tidak paham konsep. Hasil penelitian menunjukkan bahwa kategori miskonsepsi memiliki persentase tertinggi, sedangkan siswa yang benar-benar memahami konsep masih relatif sedikit. Temuan ini menunjukkan bahwa sebagian besar siswa memiliki pemahaman keliru terhadap konsep pecahan dan meyakininya sebagai benar. Tes diagnostik three-tier multiple choice efektif dalam mengungkap tingkat pemahaman konsep dan pola kesalahan siswa, sehingga dapat dijadikan dasar perancangan pembelajaran berdiferensiasi.

Page 92 of 92 | Total Record : 919

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