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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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Kesiapan Guru Sekolah Dasar untuk Menerapkan Pembelajaran Terdiferensiasi: Korelasi dengan Efikasi Diri dan Sikap Guru Dwi Rohmiyati Khasanah; Agung Hastomo; 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.v10i3.1946

Abstract

In the context of contemporary education, differentiated learning is a crucial strategy for accommodating students' diverse readiness levels, interests, and learning styles. Successful implementation of this strategy depends heavily on teachers' readiness, including their conceptual understanding, self-efficacy, and attitude toward pedagogical change. This study evaluates elementary school teachers' readiness to implement differentiated learning, focusing on self-efficacy and attitudes toward the approach. Using a descriptive correlational design, data were collected via questionnaires from teachers who had attended related training. The results of the analysis show a significant positive relationship between teachers' self-efficacy and attitudes and their readiness to implement differentiated learning; teachers who are confident and positive tend to adopt this approach more often. However, system limitations and classroom management challenges remain the main barriers. These findings underscore the importance of professional development programs that enhance teachers' knowledge, self-efficacy, and attitudes. This provides policymakers with practical implications for supporting inclusive and adaptive teaching strategies to improve learning quality.
Analisis Pendekatan Pembelajaran Mendalam pada Pembelajaran Membaca Permulaan di SD Negeri Balirejo Daryanti Apriani; Siti Rochmiyati; Vinalia Gusti Shelawati
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.v10i3.2014

Abstract

This research is motivated by a question about the deep learning approach that is being intensified by the current ministry of education and how to apply it in the learning process in the field. This research aims to provide a real picture that the application of a deep learning approach can be a solution in solving learning problems. The learning problem in the analysis of the deep learning approach this time is the initial reading ability of grade I students at SD Negeri Balirejo, Yogyakarta City, which is indicated to be still low. The learning methods used in this deep learning approach are storytelling, games, assignments, and individual mentoring in grade I of elementary school. The research method uses qualitative descriptive and descriptive statistical analysis to provide a comprehensive picture of how the learning process in the classroom and the results obtained. The results obtained from this study are that the deep learning approach has been carried out by teachers in early reading learning and can improve early reading skills. This result is seen from the percentage of students who are fluent in reading at the beginning is 23% of the number of students or in the low category, increasing to 82% of the number of students. The conclusion obtained is that the application of an in-depth learning approach can improve the initial reading skills of grade 1 students at Balirejo State Elementary School.
Pengembangan Model SMART dalam PjBL untuk Meningkatkan Kemandirian Belajar Mahasiswa pada Mata Kuliah Akhlakul Karimah Rendy Yudha Pratama; Amir Syaifurrohman; Desi Permata 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.v10i3.2120

Abstract

The low level of students’ learning autonomy in project-based courses, including Akhlakul Karimah Course, remains a challenge in higher education in the 21st century, which requires self-directed learning skills, responsibility, and the ability to manage research independently. This study aims to develop and examine the effectiveness of the SMART (Self-Managed Active Research Task) learning model within the framework of Project-Based Learning (PjBL) to enhance students’ learning autonomy. The research employed a Research and Development (R&D) approach through several stages, namely needs analysis, model design, expert validation, limited trials, and evaluation. Data were collected using learning autonomy questionnaires, observations, interviews, tests, and students’ reflections, and analyzed both quantitatively (paired t-test, N-Gain) and qualitatively. The results revealed that the SMART model obtained expert validation in the “very feasible” category (88.7%) and significantly improved students’ learning autonomy, with average scores increasing from 62.5 (pre-test) to 82.4 (post-test), accompanied by an N-Gain of 0.52 (moderate to high category) and p-value < 0.05. Students also responded positively to the model, showing improvements in initiative, responsibility, and self-confidence. Therefore, the SMART model within PjBL is proven effective in fostering learning autonomy while supporting 21st-century competencies. Prospectively, this model can be adapted to other courses and broader educational levels, supported by digital technology integration to strengthen its effectiveness.
Korelasi Tanggung Jawab dan Motivasi Belajar dengan Prestasi Belajar Matematika Siswa Kelas V SD Nurika Anggraini; Fery Muhamad 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.v10i3.2129

Abstract

The study aims to determine the correlation between: 1) responsibility and mathematics learning achievement of 5th grade students, 2) motivation and mathematics learning achievement of 5th grade students, and 3) responsibility and motivation and the mathematics learning achievement of 5th grade students. This research was correlational with population was 225 and sample totaled 144 students. The sampling technique used was stratified sampling followed by simple random. The research instrument was in the form of a questionnaire and documentation of report card scores. Data analysis used was simple regression analysis, multiple regression analysis, coefficient of determination and variable contribution. The results of this study indicate a correlation between: (1) responsibility and mathematics learning achievement as evidenced by a significance value of 0.014 < 0.05, an R-squared value of 0.042, and a positive regression coefficient (β) of 0.137, indicating a positive influence of 4.2%; (2) learning motivation and students’ mathematics learning achievement, supported by a significance value of 0.041 < 0.05, an R-squared value of 0.029, and a positive regression coefficient (β) of 0.102, indicating a positive influence of 2.9%; and (3) the simultaneous effect of responsibility and learning motivation on mathematics learning achievement, as shown by a significance value of 0.048 < 0.05, a combined R-squared value of 0.042, and positive regression coefficients of 0.130 for responsibility and 0.008 for motivation, indicating a total positive contribution of 4.2%.
Tren Pendekatan Pembelajaran Matematika di Sekolah Dasar Periode 2020-2025 Nurhasanah Nurhasanah; Budiyono Budiyono; Nuni Widiarti; Arif Widiyatmoko
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.v10i3.2151

Abstract

Mathematics education in elementary schools (SD) plays a crucial role in developing students' cognitive abilities, critical thinking, and numeracy literacy. However, various reports indicate that Indonesian students' mathematics learning outcomes remain relatively low, including findings from the Programme for International Student Assessment (PISA) 2023, which placed the majority of students at a low level of numeracy literacy. This condition indicates the need for learning innovations that align with the spirit of the Independent Curriculum. This article aims to map the implementation trends and effectiveness of four mathematics learning approaches in elementary schools during the 2020–2025 period: Realistic Mathematics Learning (PMR), Culturally Responsive Teaching (CRT), differentiated learning, and deep learning. This study uses the Systematic Literature Review (SLR) method with PRISMA guidelines through article searches on Google Scholar and analyzed descriptively qualitatively. The results of the study indicate that all four approaches contribute positively to improving learning outcomes, student engagement, and critical and creative thinking skills. Although no approach is absolutely superior, integration between approaches has the potential to produce more contextual, adaptive, and sustainable mathematics learning in elementary schools.
Penerapan Pendekatan Deep Learning untuk Meningkatkan Keterlibatan Siswa dan Hasil Belajar Bahasa Indonesia Kelas VI Roosyidah Haniifah; Akbar Al Masjid
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.v10i3.2154

Abstract

This study aims to improve student engagement and learning outcomes in Indonesian Language through the use of a deep learning approach in Grade VI at SD Negeri Blubuk. The problem addressed in this study is the low level of active student participation and learning outcomes that have not yet reached the Minimum Mastery Criteria (KKTP). The research method used is Classroom Action Research (CAR) with the Kemmis and McTaggart spiral model, which includes the stages of planning, action, observation, and reflection conducted in two cycles. Data were collected through observation, interviews, learning outcome tests, and student engagement questionnaires. The data were then analyzed descriptively and comparatively using percentages and averages. The results show an increase in the average learning outcome score from 63.2 in the pre-action stage to 83.5 in Cycle II, with 100% classical mastery. The average student engagement score also increased from the medium category to very high across all emotional, cognitive, and behavioral dimensions. These findings indicate that the use of a deep learning approach contributes to improving student engagement and learning outcomes in the context of Indonesian Language learning at the elementary school level.
Pengembangan Modul Ajar Berbasis Project Based Learning dan Kearifan Lokal Materi Fotosintesis Kelas IV SD Annisa Larasati; Nur Ngazizah; Titi Anjarini
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.v10i3.2159

Abstract

This study aimed to develop a Project Based Learning (PjBL) teaching module integrated with local wisdom for fourth-grade elementary school students. The main problem underlying this research was students’ high level of misconceptions about the photosynthesis concept, mostly caused by theoretical instruction without practical experiences to demonstrate the process. The module was designed to encourage active student engagement and help them understand photosynthesis through contextual experiences related to local culture. This research employed the Research and Development (R&D) method using the ADDIE model, covering analysis, design, development, implementation, and evaluation stages. Validation results indicated an average score of 4.55 (91.07%), classifying the module as highly valid. Practicality tests produced responses from teachers categorized as very practical (88.06%) and students as practical to very practical (79.58-85.7%). Effectiveness tests showed learning improvement with N-Gain values of 0.67 in the limited trial (moderately effective) and 0.72 in the broad trial (highly effective). Based on these findings, the PjBL and local wisdom-based teaching module was deemed feasible, practical, and effective for elementary science learning and holds potential for wider application to enhance learning quality and student engagement.
The Impact of Reading Habits on English Proficiency in South African Grade 4 Township Learners Siyasanga Stella Bavuma; Lundi Nomlala
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.v10i3.2162

Abstract

The primary aim of this study is to study the influence of reading habits on English language proficiency among Grade 4 English First Additional Language learners in the O.R. Tambo Inland District. Employing a qualitative method guided by an interpretivist paradigm, this research gathered data through semi-structured interviews and focus group discussions. Thirty Grade Four learners and two teachers from selected township primary schools participated in the study. The collected data were subjected to a thematic analysis. The study highlighted key themes, including reading practices, challenges, and support structures, thereby revealing how these factors collectively influence the development of English language proficiency among Grade 4 FAL learners. The study's findings outline the main themes that emerged from the data, emphasizing how reading habits affect English language proficiency. This study concludes that consistent and well-supported reading plays an important role in shaping the English language proficiency of grade 4 EFAL learners. It contributes to the existing literature by providing context-specific insights into South African township schools, an area that has received little research. The study suggests implementing focused reading programs, enhancing access to reading materials at home and in schools, and providing teacher-led reading support.
Curriculum Development Based on Disaster Mitigation in Schools: A Bibliometric Analysis Merya Wulansari; Pujianto Pujianto; Aspri Ayu Jarlismi; Arandha May Rachmawati
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.v10i3.2226

Abstract

Natural disasters are sudden events that negatively impact humans and the environment across various sectors. In the education sector, disasters can disrupt learning processes and cause post-disaster psychological distress among students. Therefore, developing a disaster mitigation–based curriculum is crucial to enhance students' understanding and preparedness. This research aims to identify trends in disaster mitigation–based curriculum development in schools. Using a Systematic Literature Review (SLR) and bibliometric analysis on 108 Scopus-indexed publications (2018–2025), this study found a steady increase in the number of publications. The results show that Indonesia is the most productive country, while Australia is the most cited. Topic cluster analysis revealed four main thematic groups. Indonesia’s position in the “Emerging or Declining Themes” quadrant indicates opportunities for further research. Integrating disaster education with local contexts and incorporating local wisdom and technology could serve as potential future research directions.
Efektivitas Bahan Ajar Digital Interaktif pada Kemampuan Membaca dan Memirsa Murid Sekolah Dasar Puspa Sari Kurniawati; Akbar Al Masjid; Banun Havifah Cahyo Khosiyono
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.v10i3.2278

Abstract

This study aims to examine the effectiveness of interactive digital teaching materials on students’ ability to read and view fairy tales. The research subjects were 26 sixth-grade students of SD Negeri Sumberadi 1 Mlati, Sleman. This study employed a pre-experimental method using a one-group pretest–posttest design. Data were collected through observation and tests. The data analysis techniques used were the N-gain score and the paired sample t-test.The results showed that the mean pretest score was 51.9, while the mean posttest score was 88.5, indicating an average increase of 29.9 points. The N-gain score was 0.608, indicating a moderate improvement. The Q–Q plot analysis showed that the residuals were normally distributed, as the data points followed the diagonal line, indicating a balanced distribution without significant deviation. Therefore, the interactive digital teaching materials are considered feasible for use, as they not only improve students’ scores but also make learning outcomes more consistent. The paired sample t-test result showed a significance value of 0.000, which is lower than the significance level of 0.05, proving that interactive digital teaching materials are significantly effective in improving elementary school students’ reading and viewing abilities.

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