cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
-
Contact Email
-
Phone
-
Journal Mail Official
-
Editorial Address
-
Location
Kab. sleman,
Daerah istimewa yogyakarta
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
 107   108   109   110   111 
Critical success factors in implementing teaching factory-based competency for voca-tional high school students Sintha Wahjusaputri; Bunyamin Bunyamin; Tashia Indah Nastiti
Jurnal Cakrawala Pendidikan Vol 40, No 3 (2021): Cakrawala Pendidikan (October 2021)
Publisher : LPMPP Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/cp.v40i3.28877

Abstract

The teaching factory concept is the basis for a new model that attempts to integrate academic and industrial worlds. This study aims to identify and explore critical success factors in implementing the teaching factory model. Learning activities that are carried out in work environments are able to provide students with relevant learning experiences and develop teachers’ learning objectives which in turn will improve the overall quality of teaching and learning processes in which knowledge about industrial worlds is constructed. This research used qualitative and quantitative methods, adopting Kitchenham’s approach to identify the critical success factors and using reliability and validity testing to validate the critical success factor items. This research was conducted in five vocational high schools in Central Java Province, with the respondents of 140 students. This research shows that there were 27 critical success factors of teaching factory implementation, three of which are the main factors: business and industrial worlds, schools and teachers, and students.
Knowledge management process, knowledge sharing, and teacher literacy skills at vocational high schools A. Sobandi; Edi Suryadi; M. Arief Ramdhany; Rasto Rasto
Jurnal Cakrawala Pendidikan Vol 40, No 3 (2021): Cakrawala Pendidikan (October 2021)
Publisher : LPMPP Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/cp.v40i3.42489

Abstract

The development of students in mastering the skills of the 21st century is certainly inseparable from the role of educators in understanding the various skills and the use of digital technology associated with it, supported by knowledge management process and knowledge sharing. The purpose of this study is to analyze the effect of the knowledge management process and knowledge sharing on teacher literacy skills at State Vocational High Schools (VHSs) in West Java.  To collect data, a questionnaire was used. This research used a quantitative approach through descriptive and verification research. Based on the characteristics of the variables, a survey using a 7-point Likert scale questionnaire was conducted.  This research was purposely administered to 162 teachers from 54 VHSs at 27 cities/regencies in West Java. The Partial Least Square Structural Path-Modeling (PLS-PM) was used to test the hypotheses. The research outcomes revealed that the knowledge management processes and knowledge sharing have a positive effect on teacher literacy skills. Information literacy is important for building literacy skills, but achievement is relatively low. The teacher needs to align these skills with more appropriate directions so that teachers’ literacy skills in the learning process can be more effective.
Do learning approaches matter on setting the time spent for pre-service teachers? Andri Zainal; Gaffar Hafiz Sagala; Sondang Aida Silalahi
Jurnal Cakrawala Pendidikan Vol 40, No 3 (2021): Cakrawala Pendidikan (October 2021)
Publisher : LPMPP Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/cp.v40i3.42771

Abstract

This study redefines the research model highlighting the learning approach to investigate the interaction of relevant constructs in the relationship between the learning time spent and academic performance. The subjects of this study were 86 final-year undergraduate students of the accounting education department who had passed the final teaching training program as one of the requirements to become an accounting teacher at the high school and vocational level. In general, time spent has a positive and significant effect on the overall academic performance of the respondents and student groups with the Deep Learning Approach (DLA) and Surface Learning Approach (SLA)'s peers. However, each learning approach has no moderating effect on the relationship between time spent and academic performances. On the other hand, this finding provides an interesting point of view regarding the absence of significant differences in the length of study duration in the two groups of students, which confirms the independence of student learning styles nowadays. Hence, they get more flexible autonomy in improving their academic performance. This research also found that the DLA student group has better academic performance than their SLA counterparts, a finding that is in line with the Social Cognitive Theory and previous research results.
The analysis on teaching skills and learning effectiveness of internship students Abdul Rachman Syam Tuasikal; Setiyo Hartoto; Bayu Budi Prakoso; Dwi Cahyo Kartiko; Agus Hariyanto
Jurnal Cakrawala Pendidikan Vol 40, No 3 (2021): Cakrawala Pendidikan (October 2021)
Publisher : LPMPP Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/cp.v40i3.40466

Abstract

The effectiveness of implementing Pengenalan Lapangan Persekolahan, a new program of introduction to teaching internship, for PE students, is still questionable, starting from its impact on teaching skills, learning effectiveness, and students' teaching load. Meanwhile, this point is significant in Kurikulum Merdeka Belajar Kampus Merdeka (MBKM). For this reason, this analytic study will criticize MBKM by providing evidence of the effectiveness of existing internships in the form of teaching skills, learning effectiveness, and students' teaching load. A total of 32 students were selected using consecutive sampling. Teaching skills were measured by observing 12 indicators and learning effectiveness was measured using Formative Class Evaluation (FCE) instrument. Anova Repeated Measure was used to analyse the data. The results show that the new program of introduction to teaching internship is not practical, proved by the progressive improvement of teaching skills followed by the ineffectiveness of the learning process. Students feel they have an overload teaching schedule, so that self-development activities are minimal, even though the tutor teachers have guided optimally. It can be concluded that the new program of introduction to teaching internship is less effective because of the overload teaching schedule in such limited time. It is then expected that the longer internship duration would enrich students' experiences under supervision and more comprehensive teaching load regulation.
Adopting a cognitive information processing approach to increase students’ career maturity Qamaria, Rezki Suci; Astuti, Fidia
Jurnal Cakrawala Pendidikan Vol 40, No 3 (2021): Cakrawala Pendidikan (October 2021)
Publisher : LPMPP Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/cp.v40i3.30209

Abstract

The results of a survey on students in a university in Kediri found the fact that students are still confused and do not have any idea about their future careers even though the study period is almost complete. This might be because they lack knowledge about career options that are appropriate to their field of study, feel less confident about their abilities, lack self-awareness related to their potential, and do not yet know how to prepare themselves for the work world. These phenomena illustrate the lack of student career maturity. This condition might cause an increase in the unemployment rate or job mismatch. Against this backdrop, we designed and implemented strategies to overcome these problems using a Cognitive Information Processing approach. In particular, we conducted Focus Group Discussions (FGD) with students, implemented career counselling, and carried out career socialization. This research used a pre-experimental design, particularly a one-group pretest and posttest design. The result shows that students experienced a significant increase in their career maturity. Students now have a better picture of career options that match their educational background, have short-term and long-term planning related to career readiness after completing education and have confidence in their abilities or potential.
The role of resilience and readiness to change on students’ learning interest: E-learning implementation during Covid-19 Harlina Nurtjahjanti; Anggun Resdasari Prasetyo; Lusi Nur Ardhiani
Jurnal Cakrawala Pendidikan Vol 40, No 3 (2021): Cakrawala Pendidikan (October 2021)
Publisher : LPMPP Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/cp.v40i3.39080

Abstract

COVID-19 affects the learning system at university. This study aims to determine the relationship between resilience and readiness for changes in students’ interest to learn in the Faculty of Psychology, Universitas Diponegoro, Indonesia, under the implementation of an e-learning system during the COVID-19 pandemic. The subjects in this study were 190 Students (M = 37, F = 153). The sampling technique used was cluster random sampling. The instruments used were the CD-RISC (16 items; α = .886), readiness for change questionnare (28 items; α = .919), and interest in leaning questionnare (14 items; α = .882). The multiple regression analysis show that there was a positive and significant correlation between resilience and interest in learning (r = .555; p .001), and a positive and significant correlation between readiness for change and interest in learning (r = .580; p .001). Furthermore, resilience and readiness for change together can predict students’ interest in learning during e-learning implementation (r = .675, p .001), R2 = .456, F = 78,294; p .001). Resilience and readiness for change effectively contributed 45.6% to predicting students’ interest in learning. These results suggest that students have resilience and readiness for change so that their interest in learning remains high despite having to face uncertain situation.
Family nurture in the social skills development of children with intellectual disabilities through daily activities Mumpuniarti Mumpuniarti; Gena Diniarti; Wening Prabawati; Suparno Suparno
Jurnal Cakrawala Pendidikan Vol 40, No 3 (2021): Cakrawala Pendidikan (October 2021)
Publisher : LPMPP Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/cp.v40i3.43984

Abstract

In the time of the COVID-19 pandemic, social restriction inhibits social skills. This research examines family nurturing in facilitating social skills development, parents' inclination in facilitating nurturing, and different intensities in nurturing the social skills development of children with intellectual disabilities (ID). This research subject included eight parents of 5–7-year-old children with mild ID who were pursuing preschool special education. It employed a qualitative approach. Data collection was performed through interviews guided with a close-ended questionnaire on 11 social skills categories. Reasons for the development of each social skills category were to be revealed through an open-ended questionnaire. Data analysis involved the categorization of social skills in relation to daily living activities in the family. It was found that the social skills that might be developed through daily living activities in the family were the social skills performed through activities with family. Parents' ability to stimulate the social skills of children with ID tended to be concrete in nature and dependent on other people as models and the intensity on the presence of others to support as media.
The analytical scoring assessment usage to examine Sundanese students’ performance in writing descriptive texts Dedi Koswara; Ruswan Dallyono; Agus Suherman; Pandu Hyangsewu
Jurnal Cakrawala Pendidikan Vol 40, No 3 (2021): Cakrawala Pendidikan (October 2021)
Publisher : LPMPP Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/cp.v40i3.40948

Abstract

Many scholars view writing as a highly laborious task because many subcomponents are to be moulded into a single discourse. This issue is also faced by Indonesian higher education students, particularly sophomore students of the department of Sundanese language education. Therefore, this present study aims to uncover the factual evidence of whether the use of a rubric can enhance valid judgment. This process employed a validity and reliability scoring system. Subsequently, it is also significant to examine the functions of a rubric to promote sophomores’ learning and develop instruction from lecturers in the department of Sundanese language education. This study objectively assesses students’ descriptive writing in Sundanese language by considering the analytical scoring assessment functions. It turns out that the outcomes motivated the lecturers to constantly simplify the criteria in order to fit sophomores' descriptive texts, discover significant features, and incorporate the qualities into their own text insights. Furthermore, depending on the text complexity, such as intermediate, pre-advanced, and advanced writing, as well as students' writing competence and maturation, lecturers may modify the analytical rubric that moderately recommends the necessary qualities of descriptive texts or encompasses a wider component of rubrics qualities. This finding implies that the analytical scoring rubric incorporates the influential scoring method into daily activities.
Factors affecting school performance: Does a mixed curriculum make a difference? Stefy Falentino Akuba; Poltak Sinaga; Gracia Shinta S Ugut; Sidik Budiono
Jurnal Cakrawala Pendidikan Vol 40, No 3 (2021): Cakrawala Pendidikan (October 2021)
Publisher : LPMPP Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/cp.v40i3.41842

Abstract

This article reports on a study that attempts to fill the gap of research focusing on school performance measurements, especially those which involve curriculum types. It established the factors that measured school performance using Exploratory Factor Analysis (EFA) and Confirmatory Factor Analysis (CFA) and analyzed any differences in the performance of schools adopting national curriculum and those adopting mixed curriculum in Greater Jakarta. From 29 items, eight invalid items were dropped, and the EFA identified eight factors, which were categorized into social-emotional learning, school participation, relationship, physical-mental health, physical safety, emotional safety, academic growth, and discipline. Then, the scale was validated using data collected from 684 secondary students using CFA. Chi-square goodness-of-fit test was not statistically significant. However, other indices such as Incremental Fit Index, Comparative Fit Index, Tucker-Lewis Index, Root Mean Squared Error of Approximation, and Standardized Root Mean Square Residual were within acceptable limits, indicating that the eight EFA factors had been validated. Moreover, this study found that schools with mixed curricula had higher performance than those with a national curriculum. Nevertheless, it cannot be generalized because the linear regression shows that the p-value was higher than 0.05 (0.164).
Positive education: Exploring students’ well-being framework in Indonesia Yoga Setyo Wibowo; Farida Agus Setiawati; Siti Rahmi Qodriah; Yulia Ayriza
Jurnal Cakrawala Pendidikan Vol 40, No 3 (2021): Cakrawala Pendidikan (October 2021)
Publisher : LPMPP Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/cp.v40i3.33530

Abstract

Positive education is a general term to describe an intervention and an empirically validated program that draws on positive psychology to promote students’ well-being. To date, there is no well-being measurement developed specifically for use in the Indonesian context. This article explores positive education, its relation to students’ well-being, and its relationship to the concept of the Positive Emotions, Engagement, Relationships, Meaning, and Accomplishment (PERMA model) in the Indonesian context. The sample used was 434 students in Yogyakarta Province. The data were analyzed using exploratory factor analysis and confirmatory factor analysis. The research instrument was adapted from the Positive Affect and Negative Affect Scale for Children (PANAS-C), the EPOCH (Engagement, Perseverance, Optimism, Connectedness, and Happiness), Measure of Adolescent Well-being, and Meaning in Life Questionnaire (MLQ). The results showed that (1) the well-being of students in Indonesia is structured into eight dimensions: pleasure, passion, excitement, engagement, relationship, presence, search, and accomplishment, and (2) confirmatory factor analysis shows that the eight dimensions show a better fit model than the PERMA model. Therefore, it is concluded that the well-being of high school students in Indonesia does not follow the "PERMA" model.

Page 109 of 152 | Total Record : 1512

 107   108   109   110   111 

Filter by Year

1981 2026


Reset
Filter By Issues
All Issue Vol. 45 No. 1 (2026): Cakrawala Pendidikan (February 2026) Vol. 44 No. 3 (2025): Cakrawala Pendidikan (October 2025) Vol. 44 No. 2 (2025): Cakrawala Pendidikan (June 2025) Vol. 44 No. 1 (2025): Cakrawala Pendidikan (February 2025) Vol. 43 No. 3 (2024): Cakrawala Pendidikan (October 2024) Vol. 43 No. 2 (2024): Cakrawala Pendidikan (June 2024) Vol. 43 No. 1 (2024): Cakrawala Pendidikan (February 2024) Vol 42, No 3 (2023): Cakrawala Pendidikan (October 2023) Vol. 42 No. 3 (2023): Cakrawala Pendidikan (October 2023) Vol 42, No 2 (2023): Cakrawala Pendidikan (June 2023) Vol 42, No 1 (2023): Cakrawala Pendidikan (February 2023) Vol 41, No 3 (2022): Cakrawala Pendidikan (October 2022) Vol 41, No 2 (2022): Cakrawala Pendidikan (June 2022) Vol 41, No 1 (2022): Cakrawala Pendidikan (February 2022) Vol 40, No 3 (2021): Cakrawala Pendidikan (October 2021) Vol 40, No 2 (2021): Cakrawala Pendidikan (June 2021) Vol 40, No 1 (2021): Cakrawala Pendidikan (February 2021) Vol 39, No 3 (2020): CAKRAWALA PENDIDIKAN, VOL. 39, NO. 3, OCTOBER 2020 Vol 39, No 2 (2020): CAKRAWALA PENDIDIKAN, VOL. 39, NO. 2, JUNE 2020 Vol 39, No 1 (2020): CAKRAWALA PENDIDIKAN, VOL. 39, NO. 1, FEBRUARY 2020 CAKRAWALA PENDIDIKAN, VOL. 38, NO. 3, OCTOBER 2019 CAKRAWALA PENDIDIKAN, VOL. 38, NO. 2, JUNE 2019 CAKRAWALA PENDIDIKAN, VOL. 38, NO. 1, FEBRUARY 2019 CAKRAWALA PENDIDIKAN EDISI OKTOBER 2018, TH.XXXVII, NO.3 CAKRAWALA PENDIDIKAN EDISI JUNI 2018, TH.XXXVII, NO.2 CAKRAWALA PENDIDIKAN EDISI FEBRUARI 2018, TH.XXXVII, NO.1 CAKRAWALA PENDIDIKAN EDISI OKTOBER 2017, TH.XXXVI, NO.3 CAKRAWALA PENDIDIKAN EDISI JUNI 2017, TH. XXXVI, NO. 2 CAKRAWALA PENDIDIKAN EDISI FEBRUARI 2017, TH. XXXVI, NO. 1 CAKRAWALA PENDIDIKAN EDISI OKTOBER 2016, TH. XXXV, NO. 3 CAKRAWALA PENDIDIKAN EDISI JUNI 2016, TH. XXXV, NO. 2 CAKRAWALA PENDIDIKAN EDISI FEBRUARI 2016, TH. XXXV, NO. 1 CAKRAWALA PENDIDIKAN EDISI OKTOBER 2015, TH. XXXIV, NO. 3 CAKRAWALA PENDIDIKAN EDISI JUNI 2015, TH. XXXIV, NO. 2 CAKRAWALA PENDIDIKAN FEBRUARI 2015, TH. XXXIV, NO. 1 CAKRAWALA PENDIDIKAN OKTOBER 2014, TH. XXXIII, NO. 3 CAKRAWALA PENDIDIKAN JUNI 2014, TH. XXXIII, NO. 2 CAKRAWALA PENDIDIKAN FEBRUARI 2014, TH. XXXIII, NO. 1 No 3 (2013): CAKRAWALA PENDIDIKAN NOVEMBER 2013, TH. XXXII, NO. 3 No 2 (2013): CAKRAWALA PENDIDIKAN Juni 2013, Th. XXXII, No. 2 No 1 (2013): CAKRAWALA PENDIDIKAN Februari 2013, Th. XXXII, No. 1 No 3 (2012): Cakrawala Pendidikan edisi November 2012, Th. XXXI, No. 3 No 2 (2012): CAKRAWALA PENDIDIKAN EDISI Juni 2012, Th. XXXI, No. 2 No 1 (2012): CAKRAWALA PENDIDIKAN EDISI Februari 2012, Th. XXXI, No. 1 No 3 (2011): CAKRAWALA PENDIDIKAN EDISI NOVEMBER 2011, Th. XXX, No. 3 No 1 (2011): CAKRAWALA PENDIDIKAN EDISI Februari 2011, Th. XXX, No. 1 No 2 (2011): CAKRAWALA PENDIDIKAN Mei 2011, Th. XXX, Edisi Khusus Dies Natalis UNY No 3 (2010): Cakrawala Pendidikan, November 2010, Th. XXIX, No. 3 No 2 (2010): Cakrawala Pendidikan, Juni 2010, Th. XXIX, No. 2 No 3 (2010): Mei 2010, Th. XXIX, Edisi Khusus Dies Natalis UNY No 1 (2010): Cakrawala Pendidikan Edisi Februari 2010 No 3 (2009): Cakrawala Pendidikan, November 2009, Th. XXVIII, No. 3 No 2 (2009): Cakrawala Pendidikan, Juni 2009, Th. XXVIII, No. 2 No 1 (2009): CAKRAWALA PENDIDIKAN, Februari 2009, Th. XXVIII, No. 1 Vol 2, No 2 (2008): Cakrawala Pendidikan, Juni 2008, Th. XXVII, No. 2 Vol 1, No 1 (2008): Cakrawala Pendidikan, Februari 2008, Th. XXVII, No. 1 No 3 (2008): Cakrawala Pendidikan, November 2008, Th. XXVII, No. 3 Vol 3, No 3 (2007): Cakrawala Pendidikan, November 2007, Th. XXVI, No. 3 Vol 2, No 2 (2007): Cakrawala Pendidikan, Juni 2007, Th. XXVI, No. 2 Vol 1, No 1 (2007): Cakrawala Pendidikan, Februari 2007, Th. XXVI, No. 1 No 3 (2006): Cakrawala Pendidikan, November 2006, Th. XXV, No.3 No 2 (2006): Cakrawala Pendidikan, Juni 2006, Th. XXV, No.2 No 1 (2006): Cakrawala Pendidikan, Februari 2006, Th. XXV, No.1 No 3 (2005): Cakrawala Pendidikan, November 2005, Th. XXIV, No.3 No 2 (2005): Cakrawala Pendidikan, Juni 2005, Th. XXIV, No.2 No 1 (2005): Cakrawala Pendidikan, Edisi Februari 2005, Th. XXIV, No.1 No 3 (2004): Cakrawala Pendidikan edisi November 2004, Th. XXIII, No.3 No 2 (2004): CAKRAWALA PENDIDIKAN, EDISI JUNI 2004, TH. XXIII, NO. 2 No 1 (2004): CAKRAWALA PENDIDIKAN EDISI FEBRUARI 2004, TH. XXIII, NO. 1 No 3 (2003): Cakrawala Pendidikan edisi November 2003, Th. XXII, No. 3 No 2 (2003): CAKRAWALA PENDIDIKAN, EDISI JUNI 2003, TH. XXII, NO. 2 No 1 (2003): CAKRAWALA PENDIDIKAN EDISI FEBRUARI 2003, TH. XXII, NO. 1 No 3 (2002): CAKRAWALA PENDIDIKAN, EDISI NOVEMBER 2002, TH. XXI, NO. 3 No 2 (2002): Cakrawala Pendidikan edisi Juni 2002, Th. XXI, No. 2 No 1 (2002): CAKRAWALA PENDIDIKAN EDISI FEBRUARI 2002,TH XXI. NO.1 CAKRAWALA PENDIDIKAN, EDISI 3,2001,TH.XX CAKRAWALA PENDIDIKAN, EDISI 2,2001,TH.XX CAKRAWALA PENDIDIKAN, EDISI 1,2001,TH.XX CAKRAWALA PENDIDIKAN, EDISI 3,2000,TH.XX CAKRAWALA PENDIDIKAN, EDISI 3,1999,TH.XVIII CAKRAWALA PENDIDIKAN, EDISI 2,1999,TH.XVIII CAKRAWALA PENDIDIKAN, EDISI 1,1999,TH.XVIII CAKRAWALA PENDIDIKAN, EDISI 3,1998,TH.XVII CAKRAWALA PENDIDIKAN, EDISI 2,1998,TH.XVII CAKRAWALA PENDIDIKAN, EDISI 3,1997,TH.XVI CAKRAWALA PENDIDIKAN, EDISI 2,1997,TH.XVI CAKRAWALA PENDIDIKAN, EDISI 1,1997,TH.XVI CAKRAWALA PENDIDIKAN, EDISI 3,1996,TH.XV CAKRAWALA PENDIDIKAN, EDISI 2,1996,TH.XV CAKRAWALA PENDIDIKAN, EDISI 1,1996,TH.XV CAKRAWALA PENDIDIKAN, EDISI 3,1995,TH.XIX CAKRAWALA PENDIDIKAN, EDISI 2,1995,TH.XIX CAKRAWALA PENDIDIKAN, EDISI 1,1995,TH.XIX CAKRAWALA PENDIDIKAN, EDISI 3,1994,TH.XIV CAKRAWALA PENDIDIKAN, EDISI 2,1994,TH.XIV CAKRAWALA PENDIDIKAN, EDISI 1,1994,TH.XIV CAKRAWALA PENDIDIKAN, EDISI 3,1993,TH.XIII CAKRAWALA PENDIDIKAN, EDISI 2,1993,TH.XIII CAKRAWALA PENDIDIKAN, EDISI 1,1993,TH.XIII CAKRAWALA PENDIDIKAN, EDISI 2,1992,TH.XII CAKRAWALA PENDIDIKAN, EDISI 1,1992,TH.XII CAKRAWALA PENDIDIKAN, EDISI 2,1991,TH.XI CAKRAWALA PENDIDIKAN, EDISI 1,1991,TH.XI CAKRAWALA PENDIDIKAN, EDISI 3,1990,TH.X CAKRAWALA PENDIDIKAN, EDISI 1,1990,TH.X CAKRAWALA PENDIDIKAN, EDISI 3,1989,TH.VIII CAKRAWALA PENDIDIKAN, EDISI 2,1989,TH.VIII CAKRAWALA PENDIDIKAN, EDISI 1,1989,TH.VIII CAKRAWALA PENDIDIKAN, EDISI 3,1988,TH.VII CAKRAWALA PENDIDIKAN, EDISI 2,1988,TH.VII CAKRAWALA PENDIDIKAN, EDISI 1,1988,TH.VII CAKRAWALA PENDIDIKAN, EDISI 2,1987,TH.VI CAKRAWALA PENDIDIKAN, EDISI 1,1987,TH.VI CAKRAWALA PENDIDIKAN, EDISI 2,1985,TH.IX CAKRAWALA PENDIDIKAN, EDISI 1,1985,TH.IX CAKRAWALA PENDIDIKAN, EDISI 2,1984,TH.IV CAKRAWALA PENDIDIKAN, EDISI 1,1984,TH.IV CAKRAWALA PENDIDIKAN, EDISI 3,1983,TH.III CAKRAWALA PENDIDIKAN, EDISI 2,1983,TH.III CAKRAWALA PENDIDIKAN, EDISI 1,1983,TH.III CAKRAWALA PENDIDIKAN, EDISI 2,1982,TH.II CAKRAWALA PENDIDIKAN, EDISI 3,1981,TH.I CAKRAWALA PENDIDIKAN, EDISI 1,1981,TH.I More Issue