Informasi

Facilities

Main Facilities

Lecture Rooms FIP Library Computer Laboratory
No. Type of Facility Number of Units
1 Lecture Rooms 4
2 FIP Library 1
3 UNY Central Library 1
4 FIP Computer Laboratory 1
5 Micro-Leading Laboratory (Educational Administration) 1
6 Educational Administration Computer Laboratory 1
7 Faculty Offices 1

Supporting Facilities

Badminton Court Prayer Room Cafeteria Student Square
No. Type of Supporting Facility Number of Units
1 Badminton Court 1
2 Student Association Room (Educational Administration) 1
3 Campus Clinic 1
4 Prayer Room 1
5 Gazebo 6
6 Wi-Fi Internet Network 4
7 Parking Area 1
8 Multipurpose Hall 1
9 Cafeteria 3
10 Student Square 2
11 Restrooms 6
12 Courtyard 1

Laboratory Equipment

Educational Administration Laboratory FIP Laboratory Micro-Leading Laboratory
No. Laboratory Name Main Equipment
1 Educational Administration Laboratory Computers, LCD Projector, Internet Server, Whiteboard
2 FIP Laboratory Computers, LCD Projector, Internet Server, Whiteboard
3 Micro-Leading Laboratory CCTV, LCD Projector, Furniture, Whiteboard, Sound System, Multimedia Equipment

Lecturer Profile


Lecturer Profile
Bachelor of Educational Management
 

UNY's PKM Improves the Competence of SMA N 1 Seyegan Teachers in Implementing In-Depth Learning

Submitted by admin on Wed, 2025-12-17 11:10

Sleman, August 2025 - The Faculty of Education, Yogyakarta State University, implemented a Community Service Program (PkM) entitled "Improving Teacher Competence in Implementing Deep Learning" for 25 teachers of SMA Negeri 1 Seyegan, Sleman. This activity was carried out through three stages based on the In-On-In model which combines training, practice and reflection. The activity began with In-1 (Offline Training) on ​​August 12, 2025, followed by the On stage in the form of mentoring and independent assignments for several weeks, and concluded with In-2 (Online Reflection) on September 6, 2025.

The focus of this activity is to strengthen teacher competency in designing and implementing in-depth learning. Through the application of the In–On–In model, teachers are guided to understand the concept, practice learning in class, and then systematically reflect on the results. Led by Agung Purwa Widiyan, S.Pd., M.Ed., Ph.D. this activity is also supported by a team of lecturers and students from the Faculty of Education, UNY, such as: Dr. Yuni Astuti, S.IP., M.Pd., Aris Suharyadi, S.Pd., M.Pd., Prof. Dr. Nurtanio Agus Purwanto, S.Pd., M.Pd., Dr. Endang Sri Budi Herawati, S.E., M.Pd., Dr. Drs. Setya Raharja, M.Pd. Wafiq Farihun Najihah, Hanin Hanifah, Tsalitsa Ummi Isti'a, nah, Tsalitsa Ummi Isti'anah, Pipit Safitri. Throughout the series of activities, teachers demonstrated high levels of activity and enthusiasm, both in offline sessions, online mentoring, and reflection sessions. Teachers actively participated in group discussions, in-depth learning concept training, learning simulations, the development of Lesson Implementation Plans (RPPs), and presentations of the in-depth learning designs they had developed.

The results of the activity showed a positive impact on improving teacher capacity and professionalism. Teachers experienced a complete learning cycle, understanding theory, practicing, and reflecting on the results effectively. Furthermore, there was a paradigm shift in teachers, from a teacher-centered approach to a learner-centered approach. Teachers grew aware that learning is not just about delivering material but also about creating meaning. Teachers were also able to design and implement meaningful learning, integrate digital technology into assessments, and build a reflective culture within the school environment. This activity also resulted in the initiation of a professional learning community for teachers that encourages cross-subject collaboration.

PKM UNY Tingkatkan Kompetensi Guru SMA N 1 Seyegan dalam Menerapkan Pembelajaran Mendalam

Submitted by admin on Wed, 2025-12-17 11:07

Sleman, Agustus 2025 - Fakultas Ilmu Pendidikan Universitas Negeri Yogyakarta melaksanakan Program Pengabdian kepada Masyarakat (PkM) bertajuk “Peningkatan Kompetensi Guru dalam Menerapkan Pembelajaran Mendalam (Deep Learning)” bagi 25 orang guru SMA Negeri 1 Seyegan, Sleman. Kegiatan ini dilaksanakan melalui tiga tahap berbasis model In–On–In yang memadukan pelatihan, praktik dan refleksi. Kegiatan dimulai dengan In-1 (Pelatihan Luring) pada 12 Agustus 2025, dilanjutkan dengan tahap On berupa pendampingan dan penugasan mandiri selama beberapa minggu, serta ditutup dengan In-2 (Refleksi Daring) pada 6 September 2025.

Fokus kegiatan ini adalah penguatan kompetensi guru dalam merancang dan menerapkan pembelajaran mendalam. Melalui penerapan model In–On–In, guru dibimbing untuk memahami konsep, mempraktikkan pembelajaran di kelas, lalu merefleksikan hasilnya secara sistematis. Dipimpin oleh Agung Purwa Widiyan, S.Pd., M.Ed., Ph.D. kegaitan ini juga didukung oleh tim  dosen dan mahasiswa dari Fakultas Ilmu Pendidikan UNY seperti: Dr. Yuni Astuti, S.IP., M.Pd., Aris Suharyadi, S.Pd., M.Pd., Prof. Dr. Nurtanio Agus Purwanto, S.Pd., M.Pd., Dr. Endang Sri Budi Herawati, S.E., M.Pd., Dr. Drs. Setya Raharja, M.Pd.  Wafiq Farihun Najihah, Hanin Hanifah, Tsalitsa Ummi Isti'a, nah, Tsalitsa Ummi Isti'anah, Pipit Safitri. Selama rangkaian kegiatan, guru menunjukkan keaktifan dan antusiasme yang sangat tinggi, baik pada sesi luring, pendampingan daring, maupun sesi refleksi. Guru terlibat aktif dalam diskusi kelompok, pelatihan konsep pembelajaran mendalam, simulasi pembelajaran, penyusunan Rencana Pelaksanaan Pembelajaran (RPP), serta presentasi rancangan pembelajaran mendalam yang telah mereka kembangkan.

Hasil kegiatan menunjukkan adanya dampak positif terhadap peningkatan kapasitas dan profesionalitas guru. Guru mengalami siklus pembelajaran yang utuh, memahami teori, mencoba praktik hingga merefleksikan hasilnya dengan baik. Serta ada perubahan paradigma yang terjadi pada guru yang awalnya teacher centered menjadi learner centered. Ada kesadaran yang tumbuh dalam diri guru bahwa pembelajaran bukan hanya tentang penyampaian materi tapi proses menciptakan makna. Guru juga mampu merancang dan melaksanakan pembelajaran yang bermakna, mengintegrasikan teknologi digital dalam asesmen, serta membangun budaya reflektif di lingkungan sekolah. kegiatan ini juga menghasilkan inisiasi berupa terbentuknya komunitas belajar profesional guru yang mendorong  kolaborasi lintas mata pelajaran.