cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Andhy Surya Hapsara
Contact Email
jurnalideguru@gmail.com
Phone
+628984400401
Journal Mail Official
jurnalideguru@gmail.com
Editorial Address
SMA Negeri 7 Yogyakarta, Jl. M.T. Haryono 47 Yogyakarta 55141
Location
Kota yogyakarta,
Daerah istimewa yogyakarta
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 977 Documents
 94   95   96   97   98 
Efektivitas Modul Digital Bahasa Indonesia Berbasis TPACK Terintegrasi Nilai Tri-N terhadap Peningkatan Hasil Belajar Siswa Sekolah Dasar Erlita Winda Khristyanti; Banun Havifah Cahyo Khosiyono; Anang Sudigdo
Ideguru: Jurnal Karya Ilmiah Guru Vol. 11 No. 1 (2026): January 2026 Edition
Publisher : Dinas Pendidikan, Pemuda dan Olahraga Daerah Istimewa Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51169/ideguru.v11i1.2326

Abstract

Penelitian ini bertujuan untuk mengetahui efektivitas modul digital Bahasa Indonesia berbasis TPACK yang terintegrasi dengan nilai Tri-N dalam meningkatkan hasil belajar siswa sekolah dasar. Penelitian menggunakan pendekatan kuantitatif dengan desain one group pretest–posttest. Subjek penelitian adalah siswa kelas lima sekolah dasar yang dipilih menggunakan teknik total sampling. Instrumen penelitian berupa tes hasil belajar yang diberikan sebelum (pretest) dan sesudah (posttest) pembelajaran menggunakan modul digital. Data dianalisis menggunakan uji N-Gain untuk mengetahui peningkatan hasil belajar serta uji paired samples t-test untuk menguji signifikansi perbedaan hasil belajar. Hasil penelitian menunjukkan bahwa nilai posttest siswa setelah penerapan modul digital lebih tinggi dibandingkan nilai pretest, dengan rata-rata N-Gain berada pada kategori sedang hingga tinggi. Uji paired samples t-test menunjukkan perbedaan yang signifikan antara hasil pretest dan posttest (p < 0,05). Dengan demikian, dapat disimpulkan bahwa modul digital Bahasa Indonesia berbasis TPACK terintegrasi nilai Tri-N efektif dalam meningkatkan hasil belajar siswa sekolah dasar.
Manajemen Pendidikan Inklusi di Kota Yogyakarta Tri Widayati; Wiwik Wijayanti
Ideguru: Jurnal Karya Ilmiah Guru Vol. 11 No. 1 (2026): January 2026 Edition
Publisher : Dinas Pendidikan, Pemuda dan Olahraga Daerah Istimewa Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51169/ideguru.v11i1.2336

Abstract

Pendidikan inklusi merupakan upaya untuk memberikan kesempatan belajar yang setara bagi semua peserta didik, termasuk anak berkebutuhan khusus di sekolah reguler. Meskipun telah didukung oleh berbagai kebijakan dan regulasi, implementasi pendidikan inklusi di sekolah dasar masih menghadapi berbagai kendala, seperti keterbatasan guru pendamping khusus, kesiapan guru dalam pembelajaran inklusif, serta keterbatasan sarana dan prasarana. Penelitian ini bertujuan untuk mengkaji pendampingan siswa, kesiapan guru, penyiapan materi pembelajaran, serta ketersediaan sarana dan prasarana dalam mendukung keberhasilan pendidikan inklusif di dua sekolah dasar di Kota Yogyakarta. Penelitian ini menggunakan pendekatan kualitatif melalui wawancara dengan kepala sekolah, guru kelas, Guru Pendamping Khusus (GPK), tenaga kependidikan, orang tua anak berkebutuhan khusus, dan orang tua siswa reguler. Hasil penelitian menunjukkan bahwa pendampingan siswa dilakukan melalui pembelajaran bersama di kelas reguler oleh guru kelas dan GPK serta layanan pull-out di ruang inklusi. Penyiapan materi pembelajaran dilakukan melalui penyusunan modul ajar berdiferensiasi sesuai Kurikulum Merdeka. Keberhasilan pendidikan inklusif dipengaruhi oleh dukungan Unit Layanan Disabilitas, ketersediaan GPK, kolaborasi warga sekolah, kemitraan eksternal, serta kecukupan sarana dan prasarana.
Implementasi Metode Game dalam Pembelajaran Fiqih untuk Meningkatkan Keaktifan Belajar Peserta Didik Azizah Azizah; Sumanta Sumanta; Moh Ali
Ideguru: Jurnal Karya Ilmiah Guru Vol. 11 No. 1 (2026): January 2026 Edition
Publisher : Dinas Pendidikan, Pemuda dan Olahraga Daerah Istimewa Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51169/ideguru.v11i1.2389

Abstract

Fiqh learning in Junior High Schools (SMP) often faces challenges related to low student engagement due to the dominance of lecture based and one way instructional approaches. This study aims to describe the implementation of game based methods in Fiqh learning and to analyze their impact on improving students’ learning engagement at SMPN 1 Telukjambe Timur. The research employed a qualitative approach with a field based case study design. Data were collected through classroom observations, in depth interviews, and documentation. Data analysis followed the interactive model of Miles and Huberman, including data reduction, data display, and conclusion drawing. The findings reveal that the implementation of game based methods such as Card Sort, Teams Games Tournament (TGT), Wordwall, and Quizizz significantly enhances students’ active participation in cognitive, affective, and psychomotor domains. Supporting factors include teacher readiness, availability of digital facilities, and students’ enthusiasm, while challenges involve limited instructional time and varying academic abilities among students. This study recommends game-based methods as a strategic alternative in Fiqh instruction at Junior High schools to create more interactive, contextual, and meaningful learning experiences.
Digital Islamic Religious Education and Tolerance: An SLR of Online Narratives in Secondary Schools Siti Subaidah; Faqihuddin Abdul Kodir; Saluky Saluky; Dadang Saepuloh
Ideguru: Jurnal Karya Ilmiah Guru Vol. 11 No. 1 (2026): January 2026 Edition
Publisher : Dinas Pendidikan, Pemuda dan Olahraga Daerah Istimewa Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51169/ideguru.v11i1.2430

Abstract

Religious tolerance has become a strategic priority in education within plural societies, as schools play a crucial role in shaping civic dispositions that support peaceful coexistence. Islamic Religious Education (IRE) is widely regarded as a key instrument for fostering religious moderation (wasathiyah), tolerance, and pluralism through curriculum content, pedagogical approaches, teacher roles, and institutional culture. However, its effectiveness faces growing challenges due to the expansion of digital religious authority and online narratives that can both reinforce and polarize Islamic interpretations. This study employs a Systematic Literature Review (SLR) of Scopus-indexed journal articles published between 2016 and 2026, focusing on IRE, tolerance, moderation, pluralism, and school contexts. The findings reveal that tolerance formation is most effective when moderation values are framed contextually and multidimensionally, implemented through active dialogical pedagogy, and supported by the integration of intracurricular and extracurricular activities, teacher capacity, and school leadership. In contrast, top-down and text-based moderation approaches tend to produce superficial internalization due to weak instructional design, limited teacher readiness, and institutional orthodoxy. The review also identifies a significant gap, namely the limited research examining the interaction between students’ digital religious exposure and classroom learning. As a contribution, this article proposes Digital Religious Moderation Pedagogy (DRMP) as an integrative framework to strengthen religious tolerance in secondary education.
Nilai Sufistik dalam Penguatan Relasi Guru–Murid pada Pendidikan Islam Mas Faiqul Khuluq; Didi Junaedi
Ideguru: Jurnal Karya Ilmiah Guru Vol. 11 No. 1 (2026): January 2026 Edition
Publisher : Dinas Pendidikan, Pemuda dan Olahraga Daerah Istimewa Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51169/ideguru.v11i1.2444

Abstract

The transformation of modern education has influenced the pattern of teacher–student relations in Islamic education. The dominance of academic, administrative, and cognitive achievement orientations has caused educational relationships to become increasingly formal and technical, while moral and spiritual dimensions have weakened. This condition contributes to the decline of adab, exemplary conduct, and ethical closeness between teachers and students in the educational process. This article aims to analyze the role of Sufi values in strengthening teacher–student relations within contemporary Islamic education. The study employed a qualitative approach using a library research design through conceptual analysis of literature related to Islamic education, Sufism, and educational relations. Data were collected through documentation studies of relevant scholarly sources and analyzed using content analysis and critical interpretation techniques. The findings indicate that Sufi values such as adab, sincerity, exemplary behavior, moral responsibility, and spiritual guidance play an important role in developing humanistic and transformative educational relationships. These values can serve as an alternative foundation for strengthening teacher–student relations amid the challenges of modern education, which tend to be pragmatic and materially oriented. This study implies the importance of integrating moral and spiritual dimensions into Islamic educational practices in order to establish more holistic and character-oriented educational relationships.
Keefektifan Pembelajaran IPA melalui Analisis Video Gerak Harmonik Sederhana Menggunakan Tracker untuk meningkatkan keterampilan berpikir kritis Furi Ningsih Sri Sukowati; Ishafit Ishafit
Ideguru: Jurnal Karya Ilmiah Guru Vol. 11 No. 1 (2026): January 2026 Edition
Publisher : Dinas Pendidikan, Pemuda dan Olahraga Daerah Istimewa Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51169/ideguru.v11i1.2496

Abstract

Tujuan penelitian ini adalah: (1) Mengetahui keefektifan penerapan analisis video gerak harmonic sederhana menggunakan tracker terhadap peningkatan keterampilan berpikir kritis peserta didik, (2) Mengetahui perbedaan keterampilan berpikir kritis antara kelas yang menggunakan Tracker dan pembelajaran konvensional, (3) Mengetahui respon peserta didik terhadap penerapan pembelajaran berbasis Tracker. Penelitian ini merupakan penelitian kuasi eksperimen (quasi experiment) dengan desain nonequivalent pretest-posttest control group design. Penelitian dilaksanakan di SMPIT Abu Bakar Yogyakarta pada peserta didik kelas VIII dengan jumlah sampel sebanyak 72 peserta didik yang terdiri atas 36 peserta didik pada kelas eksperimen dan 36 peserta didik pada kelas kontrol. Teknik pengumpulan data menggunakan tes keterampilan berpikir kritis, angket respon peserta didik, dan observasi pembelajaran. Analisis data dilakukan secara deskriptif menggunakan normalized gain (N-gain) dan inferensial menggunakan uji Wilcoxon serta Mann Whitney. Hasil penelitian menunjukkan bahwa nilai N-gain kelas eksperimen sebesar 0,654 dengan kategori sedang menuju tinggi, sedangkan kelas kontrol sebesar 0,314 dengan kategori sedang. Hasil uji Wilcoxon menunjukkan nilai Asymp. Sig. (2-tailed) sebesar 0,000 < 0,05 yang menunjukkan adanya peningkatan keterampilan berpikir kritis peserta didik setelah diterapkan pembelajaran berbasis Tracker. Hasil uji Mann Whitney menunjukkan nilai Asymp. Sig. (2-tailed) sebesar 0,001 < 0,05 yang menunjukkan adanya perbedaan signifikan antara kelas eksperimen dan kelas kontrol. Hasil angket respon peserta didik menunjukkan persentase skor rata-rata sebesar 81,36% dengan respon positif terhadap penggunaan Tracker. Dengan demikian, pembelajaran berbasis analisis video gerak harmonik sederhana menggunakan Tracker efektif dalam meningkatkan keterampilan berpikir kritis peserta didik pada pembelajaran IPA SMP.
Secondary School Teachers’ Experiences in the Teaching of Accounting: A South African Perspective Mohammed Xolile Ntshangase; Nkarhi Excellent Mathebula
Ideguru: Jurnal Karya Ilmiah Guru Vol. 11 No. 1 (2026): January 2026 Edition
Publisher : Dinas Pendidikan, Pemuda dan Olahraga Daerah Istimewa Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51169/ideguru.v11i1.2523

Abstract

Persistent changes plague accounting as a subject because of shifts in the discipline originating from the developments in the profession. This study focuses on teachers' experiences in teaching accounting during curriculum change. It adopts an interpretive qualitative case study design to thoroughly understand accounting teachers' experiences. Semi-structured interviews with nine purposefully chosen accounting teachers from six schools and reflective journals were used to collect data. The findings indicated that Accounting teachers often struggle to teach new content as learners lack the adequate background knowledge to learn Accounting in succeeding grades. The unique language of the subject, shortage of textbooks and insufficient assessment activities in the textbooks constrained the teaching of Accounting. In addition, school management and Accounting specialists were found wanting in terms of the support offered to teachers and providing regular advisory services because of insufficient knowledge of the subject and inadequate supervision skills. The study recommended that heads of departments should be fully trained on curriculum changes in their subjects to provide guidance and supervise teachers under their leadership. On-going support should be provided by school subject advisors to assist teachers with challenging topics and teaching strategies.

Page 98 of 98 | Total Record : 977

 94   95   96   97   98 

Filter by Year

2016 2026


Reset
Filter By Issues
All Issue Vol. 11 No. 1 (2026): January 2026 Edition Vol. 10 No. 3 (2025): September 2025 Edition Vol. 10 No. 2 (2025): May 2025 Edition Vol. 10 No. 1 (2025): January 2025 Edition Vol. 9 No. 3 (2024): Edisi September 2024 Vol. 9 No. 2 (2024): Edisi Mei 2024 Vol. 9 No. 1 (2024): Edisi Januari 2024 Vol. 8 No. 3 (2023): Edisi September 2023 Vol. 8 No. 2 (2023): Edisi Mei 2023 Vol. 8 No. 1 (2023): Edisi Januari 2023 Vol. 7 No. 3 (2022): Edisi September 2022 Vol. 7 No. 2 (2022): Edisi Mei 2022 Vol. 7 No. 1 (2022): Edisi Januari 2022 Vol. 6 No. 3 (2021): Edisi September 2021 Vol. 6 No. 2 (2021): Edisi Mei 2021 Vol. 6 No. 1 (2021): Edisi Januari 2021 Vol. 5 No. 2 (2020): Edisi November 2020 Vol. 5 No. 1 (2020): Edisi Mei 2020 Vol. 5 No. 1 (2020): Edisi Khusus KBM Pandemi COVID-19 Vol. 4 No. 2 (2019): Edisi November 2019 Vol. 4 No. 1 (2019): Edisi Mei 2019 Vol. 4 No. 1 (2019): Edisi Khusus Pelatihan Guru di Luar Negeri Tahun 2019 Vol 3 No 2 (2018): Edisi November 2018 Vol 3 No 1 (2018): Edisi Mei 2018 Vol 2 No 2 (2017): Edisi November 2017 Vol 2 No 1 (2017): Edisi Mei 2017 Vol 1 No 2 (2016): Edisi November 2016 Vol 1 No 1 (2016): Edisi Mei 2016 More Issue