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INDONESIA
Cakrawala Pendidikan
Published by Universitas Negeri Yogyakarta
ISSN : -     EISSN : 24428620     DOI : -
Core Subject : Education,
Education
Cakrawala Pendidikan (CP) merupakan jurnal ilmiah kependidikan. Jurnal ini menerbitkan berbagai artikel tentang kajian ilmiah dan hasil penelitian pendidikan baik dalam pengertian luas (pendidikan secara umum) maupun khusus (menunjuk pada bidang-bidang studi tertentu). Pemuatan suatu artikel diharapkan dapat memberikan kontribusi pada pengembangan konsep keilmuan dan aplikasinya atau pada pemahaman pendidikan di Indonesia. Jurnal CP terbit tiga kali dalam satu tahun, yaitu edisi Februari, Juni, dan November, diterbitkan oleh LPPMP Universitas Negeri Yogyakarta
Arjuna Subject : -
Articles 1,512 Documents
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THE AQUARES MODEL: DOES IT HAVE IMPACT ON IMPROVING PERSONAL AND SOCIAL RESPONSIBILITY? Ermawan Susanto; Pamuji Sukoco; Suharjana Suharjana
Jurnal Cakrawala Pendidikan Vol 39, No 3 (2020): CAKRAWALA PENDIDIKAN, VOL. 39, NO. 3, OCTOBER 2020
Publisher : LPMPP Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/cp.v39i3.30385

Abstract

Accidents in swimming pools which involve drowning are more likely to happen in Indonesia. Cases of accidents in swimming pools might indicate that there may be lack of  responsibility among the swimmers. Therefore, there is a need to improve this condition. The purpose of this study was to determine the impact of the Aquares model developed from Teaching Personal and Social Responsibility (TPSR) theory, on the students’ responsibility in swimming lessons. This study used an experimental method with one group pretest-posttest design. The study population was students of grade four with a sample of 60 students taken through cluster random sampling. The Tool for Assessing Responsibility-Based Education (TARE) was the instrument used to measure personal and social responsibility. The paired sample t-test analysis showed that there is a significant impact of the Aquares model on the increase of the students’ personal and social responsibility. Aspect of the increased responsibility include: respect, participation, self-direction, caring, and role model. The Aquares model applied in this study provides a strong framework for creating a meaningful and responsible environment for learning.
THE ROLE OF E-LEARNING INFRASTRUCTURE AND COGNITIVE COMPETENCE IN DISTANCE LEARNING EFFECTIVENESS DURING THE COVID-19 PANDEMIC Garad, Askar; Al-Ansi, Abdullah M.; Qamari, Ika Nurul
Jurnal Cakrawala Pendidikan Vol 40, No 1 (2021): Cakrawala Pendidikan (February 2021)
Publisher : LPMPP Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/cp.v40i1.33474

Abstract

Covid-19 has led to the closure of educational institutions around the world and turned formal learning into distance learning. This study aims to investigate the effect of e-learning infrastructure and individual’s knowledge and competence on distance learning during the Covid-19 pandemic outbreak in 2020. E-learning infrastructure and individual’s cognitive competence were also used to determine the readiness of educational institutions in distance learning. The e-learning infrastructure includes Learning Management System (LMS), electronic devices, communication applications, and internet accessibility. Quantitative approach was used in this study with a sample of 324 participants from three major universities in Yogyakarta, Indonesia. Data were collected through online surveys. The descriptive statistical approach and one-layer regression analysis were used to examine the problems raised in this study. The results show that distance learning is positively influenced by e-learning infrastructure and the cognitive competence of the students, the faculty, and administrative staff. The results also point out the university’s readiness level in adopting online learning based on their previous experience of using the learning system. Finally, the study proposes that in order to improve the e-learning process, there needs to be sufficient financial support from the government, whereas the universities are advised to conduct workshops and training, and to provide teleconferencing applications.
IMAGE-TEXT RELATION INTERPRETATION: TEACHERS’ VISUAL-VERBAL COMPETENCE IN TEACHING TEXTS Yustika Nur Fajriah; Fuad Abdul Hamied; Wawan Gunawan
Jurnal Cakrawala Pendidikan Vol 40, No 1 (2021): Cakrawala Pendidikan (February 2021)
Publisher : LPMPP Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/cp.v40i1.33755

Abstract

Multimodal literacy instruction is such a new shift of the literacy in which the construction of knowledge is led to be more socially and contextually bounded. Due to the urgency that teachers have to own multimodal competencies, this study aimed to investigate EFL teachers’ competence in interpreting visual-verbal relations to teach multimodal texts. To collect the data, an online test through the Google form platform was distributed. As many as 43 responses were collected from junior and senior high school teachers in one of the cities in Indonesia. A semi-structured interview was also conducted with six purposive participants. The data in this research were then analysed based on Royce’s criteria of image-text relation. The analysis found that the teachers only partially possessed multimodal competencies. It means that that they had used images to help them teach the texts but had insufficient knowledge on how to utilize the images as meaning-making sources. Then, based on the finding, it is suggested that the teachers should improve their competences in interpreting multimodal meanings in texts, so images are used not only for making learning materials interesting but also for making more meanings from the texts.   
ILLUMINATING STUDENTS’ UNDERSTANDING AND ACCEPTANCE TOWARDS THE DUAL LANGUAGE PROGRAMME (DLP) Ashairi Suliman; Mohamed Yusoff Mohd Nor; Melor Md Yunus
Jurnal Cakrawala Pendidikan Vol 39, No 3 (2020): CAKRAWALA PENDIDIKAN, VOL. 39, NO. 3, OCTOBER 2020
Publisher : LPMPP Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/cp.v39i3.30760

Abstract

The Dual Language Programme (DLP) is an initiative introduced by the Ministry of Education to advocate the teaching and learning of science and mathematics in the English language. Resembling the previous educational policy named PPSMI, this programme commenced in 2016, offering the flexibility for English to be used as the instructional medium for the two subjects. After four years of its inception, it is crucial to discover the programme's acceptance among those involved directly with the programme. Thus, this study expounds students’ understanding and acceptance of the programme by investigating the influence of age, gender, locality and the type of school on their understanding and acceptance of DLP.   This study involved 2162 students, and it was found that their understanding and acceptance level of the programme are at a moderately high level. The findings also revealed a significant difference between the acceptance of the programme. As an alternative to solidify the English mastery, the implementation of DLP needs to be improved for it to be well-accepted by interest groups.
DO DIFFERENT DISCUSSION ACTIVITIES IN DEVELOPING SCIENTIFIC ARGUMENTATION AFFECT STUDENTS’ MOTIVATION IN CHEMISTRY? Sri Rahayu; Klaudia E.N Bambut; Fauziatul Fajaroh
Jurnal Cakrawala Pendidikan Vol 39, No 3 (2020): CAKRAWALA PENDIDIKAN, VOL. 39, NO. 3, OCTOBER 2020
Publisher : LPMPP Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/cp.v39i3.32228

Abstract

Argumentation has an influence on students’ cognitive skills as well as learning motivation through the increase in confidence, science, and social activities. Argumentation skills can be trained through different patterns of discussion — cooperative and collaborative. This study aimed to reveal the learning motivation of students who enacted their argumentation skills using Argument-Driven Inquiry (ADI) with cooperative and collaborative discussions. The research design was a case study that engaged 95 Grade 11 students who were learning the chemical equilibrium topic. The research instrument employed was the ARCS motivation questionnaire that consisted of four aspects, namely attention, confidence, relevance, and satisfaction. The quantitative data were collected from the ARCS questionnaire and the qualitative data were collected from classroom observation, interview, and students’ discussion process. The data were analyzed using designed criteria and percentages, and were described qualitatively. The study found that students who learn chemistry through cooperative-ADI gain a high average motivation. For each aspect of motivation, the majority of students in the cooperative-ADI discussion show a higher level of motivation compared to students’ level in the collaborative-ADI discussion. The study has implications on how to design a discussion group in terms of motivation.
LEVELS OF STUDENTS’ MATHEMATICS ANXIETIES AND THE IMPACTS ON ONLINE MATHEMATICS LEARNING Siti Lailiyah; Sihhatul Hayat; Siti Urifah; Maunah Setyawati
Jurnal Cakrawala Pendidikan Vol 40, No 1 (2021): Cakrawala Pendidikan (February 2021)
Publisher : LPMPP Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/cp.v40i1.36437

Abstract

It is widely assumed that anxieties tend to lead to low mathematics performance. The purpose of this study was to describe the levels of students’ mathematics anxieties and the impacts on mathematics learning achievement in online mathematics learning. The study was a quantitative survey. The research instrument was questionnaire consisting of four elements of physiological, cognitive, affective, and behavioral aspects. The subjects were 109 mathematics education students who were willing to be the research participants. The data were collected using mathematics anxiety questionnaires and documentation of students’ mathematics learning achievement. The data analyses used descriptive statistics and confirmatory factor analysis with structural equation modeling of the Lisrel program. The findings show that the levels of all aspects of students’ mathematics anxieties in online mathematics learning were at the moderate level. The anxiety aspects that affect students’ mathematics learning achievement in online mathematics learning were of the affective and cognitive categories, while the physiological and behavioral aspects do not affect mathematics learning achievement. A research implication is for the teacher to pay attention to the cognitive and affective aspects of the students’ mathematics anxieties.
EMERGENCY ONLINE TEACHING: EARLY CHILDHOOD EDUCATION LECTURERS' PERCEPTION OF BARRIER AND PEDAGOGICAL COMPETENCY Syaiputra Wahyuda Meisa Diningrat; Meyga Agustia Nindya; Salwa Salwa
Jurnal Cakrawala Pendidikan Vol 39, No 3 (2020): CAKRAWALA PENDIDIKAN, VOL. 39, NO. 3, OCTOBER 2020
Publisher : LPMPP Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/cp.v39i3.32304

Abstract

In this COVID-19 situation, online learning has been widely implemented in higher education contexts. This issue inspires the researchers to conduct further study on barriers encountered by lecturers in higher education. This study was carried out to explore how the lecturers perceive the barriers in online teaching practices and the level of pedagogical competencies perceived by the lecturers in conducting online learning in this emergency. The study employed a cross-sectional survey research design. Data were collected from 73 early childhood education lecturers from four regions in East Java, Indonesia. The questionnaires were developed to measure lecturers' perceptions of barriers in online teaching practices adopted from the TIPEC framework and measure the lecturers' pedagogical competencies. Multivariate analysis of variances was used to analyze the data. The results showed that limited bandwidth, connectivity, and security were the first significant barriers perceived by early childhood lecturers. Meanwhile, the second barriers are related to student lack of engagement and lack of feedback. Then, third barriers are computer viruses, the quality of course content, and reliability of the online assessment instrument. ANOVA results showed that there were significant differences between gender and technological factors, gender and instructional design factors, as well as educational qualification and strategy implementation of factors.
DESIGN AND MULTIMEDIA LEARNING PRINCIPLES ON MOOC INDONESIAX Andreas Rio Adriyanto; Imam Santosa; Achmad Syarief; Irfansyah Irfansyah
Jurnal Cakrawala Pendidikan Vol 40, No 1 (2021): Cakrawala Pendidikan (February 2021)
Publisher : LPMPP Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/cp.v40i1.34699

Abstract

The “Kampus Merdeka” or “Freedom Campus” policy from the Indonesian Ministry of Education gives students the freedom to participate in learning activities outside their study program. Learning resources can be obtained from online-based learning. One online learning resource is MOOC (Massive Online Open Course), which has gained massive participation. Good quality learning materials can help students construct their knowledge. Indonesian MOOC providers have developed their learning materials, but they are still not optimal in quality. This study aims to analyze the implementation of design and multimedia principles on Indonesian MOOC’s learning materials. The research used a quantitative strategy with the data collection method of visual observation of the IndonesiaX materials compared to those of edX, Udemy, and Coursera materials. Data analysis was based on the visual analysis of 9 design principles and 12 multimedia learning principles. In this research, the findings reveal that the design consistency and icon representation principles are yet to have an optimal grade. The same conditions are also found in implementing the multimedia principles of coherence, redundancy, and modality. The findings in this study are expected to be a consideration for MOOC providers in designing better online learning materials.
BLENDED LEARNING IN FRENCH INTERMEDIATE GRAMMAR LEARNING: IS IT EFFECTIVE? Roswita Lumban Tobing; Dwiyanto Djoko Pranowo
Jurnal Cakrawala Pendidikan Vol 39, No 3 (2020): CAKRAWALA PENDIDIKAN, VOL. 39, NO. 3, OCTOBER 2020
Publisher : LPMPP Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/cp.v39i3.32035

Abstract

The use of blended learning in foreign language instruction such as French has been widely practiced by teachers in many countries, including Indonesia. As French for Indonesian is somehow not an easy subject to learn, the blended learning has not been widely implemented. In this regard, the aim of this study was to investigate whether there could be an improvement in the quality of learning when blended learning in French Intermediate Grammar courses for Indonesian was applied. An embedded mixed method design consisting of quantitative and qualitative approaches was used to analyse the collected data in this research, where the main method was quasi-experiment using the pretest-posttest design.  This study was conducted in one semester in seven synchronization activities. Data were collected by tests, questionnaires and observation sheets from 37 students taking French intermediate grammar course as the research respondents. The tests were reliable (Alpha Cronbach = .925). Moreover, the results showed that there were significant improvements among students, thus suggesting that blended learning can maximize the quality of learning (sig. .05). The qualitative data informs that students were more independent in developing their creativity, autonomy and innovation in managing blended learning, hence the learning outcome was achieved.
ACADEMIC PROCRASTINATION AMONG STUDENTS: THE INFLUENCE OF SOCIAL SUPPORT AND RESILIENCE MEDIATED BY RELIGIOUS CHARACTER Abd. Madjid; Dian Aryogo Sutoyo; Sadam Fajar Shodiq
Jurnal Cakrawala Pendidikan Vol 40, No 1 (2021): Cakrawala Pendidikan (February 2021)
Publisher : LPMPP Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/cp.v40i1.34641

Abstract

Academic procrastination among students is a serious problem with significant consequences. Social support and resilience are considered to have an important influence on students’ academic procrastination. This study aims to prove and analyze the effects of social support and resilience on students’ academic procrastination before and after mediation by religious character. Structural equation model (SEM) analysis test was used on the academic procrastination of students influenced by social support and resilience and mediated by religious character. The study population comprised 10,271 students from 9 faculties. The total sample was determined to be 797 students on the basis of Slovin’s formula. The research model analysis was conducted using a two-step approach involving measurement model analysis and SEM analysis to analyze the relationship between all latent variables in the research model. The results show that social support from family, friends, and the school can reduce the level of academic procrastination. Resilience is found to reduce and exert a significant and indirect effect on academic procrastination after mediation by religious character.

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