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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 1,532 Documents
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The relations between technological knowledge, pedagogical knowledge, and inventive skills among Malay language teachers Ahmad Kusaini, Ezwafahmey; Mahamod, Zamri; Wan Mohammad, Wan Muna Ruzanna
Jurnal Cakrawala Pendidikan Vol. 43 No. 3 (2024): Cakrawala Pendidikan (October 2024)
Publisher : LPMPP Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/cp.v43i3.58354

Abstract

Through the use of technology in the classroom, teachers can improve their ability to deliver effective and relevant content. Teachers should be more prepared to apply this technology to ensure that students will have more fun and have a high interest in continuing to learn in the era of globalization which is based on the use of these information communication technology elements in the classroom during the teaching and facilitation process. Thus, this study was to identify the relationship between technological knowledge, technological content knowledge, technological pedagogical knowledge, technological pedagogical content knowledge, and inventive skills for teachers. The questionnaire was distributed to 400 teachers who teach Malay language subjects at Secondary schools in Malaysia. To test the hypothesis, the structural equation using a PLS-SEM framework was used. The results showed that technological knowledge, technological content knowledge, technological pedagogical knowledge, and technological pedagogical content knowledge have a positive relationship with inventive skills for teachers.
Development novice teachers' higher-order thinking skills through online problem-based learning platform: A mixed methods experimental research Fongkanta, Pongwat; Buakanok, Fisik Sean
Jurnal Cakrawala Pendidikan Vol. 43 No. 3 (2024): Cakrawala Pendidikan (October 2024)
Publisher : LPMPP Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/cp.v43i3.72338

Abstract

One key competency in teaching profession is the ability to think at a higher level. Therefore, it is important to understand how to develop and refine effective training approaches for novice teachers. This study examined the novice teachers' higher-order thinking skills development through online problem-based learning platform and analyzed the level of novice teachers' higher-order thinking skills. The research involved 57 novice teachers participating in the research for learning development courses. The mixed method experimental design was employed in this study. Data were collected by using multiple choice tests and self-report reflective thinking forms. Descriptive statistics were used to analyze novice teachers' HOTS. The t-test was conducted to evaluate mean differences among the novice teachers' HOTS. Content analysis was used to code and categorize themes and pattern of HOTS perception. Results revealed that novice teachers have shown improvement in higher-order thinking skills include the problem solving, critical thinking, creative thinking sub-skills through online problem-based learning approach. Their proficiency in HOTS significantly increased, t(57) = 17.72, p < .001, with a high portion achieving advanced levels. Furthermore, they gained the positive perspective in employing online PBL for HOTS development.
Game-based educational media and associative skills in kindergarten students' early reading and writing development Salamah, Salamah; Sarjiyem, Sarjiyem
Jurnal Cakrawala Pendidikan Vol. 44 No. 1 (2025): Cakrawala Pendidikan (February 2025)
Publisher : LPMPP Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/cp.v44i1.79463

Abstract

This study investigated whether children's association skills and engagement with literate media, toys, games, and activities influence their early reading and writing abilities in kindergarten. The study included 60 participants selected by cluster random sampling using a 2 x 2 factorial design. The results indicated that children with literate media scored higher in early reading and writing abilities than those with non-literate media. Fourth, youngsters with high association skills who play with literate media score better than youngsters with high association skills who play with nonliterate media. Children with high association skills also demonstrated better early reading and writing abilities than those with low association skills. The study found a significant interaction between association skills and media, influencing early reading and writing abilities differently. The study emphasizes the importance of incorporating literate media and activities promoting association skills in early childhood education to enhance children's reading and writing abilities. It also highlights the need for teachers and parents to consider individual differences in association skills when selecting media and activities for young children. Both literate and non-literate media have an important impact when combined with different association skills, influencing children's early reading and writing abilities.
Factors affecting student comprehension in EMI classrooms: Teachers’ perceptions Nurymbetov, Yedil; Shabdenov, Aizhan; Abduldayev, Yerkhan; Nogaibayeva, Akmarzhan; Bakic-Miric, Natasa; Kassymova, Gulzhaina
Jurnal Cakrawala Pendidikan Vol. 44 No. 1 (2025): Cakrawala Pendidikan (February 2025)
Publisher : LPMPP Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/cp.v44i1.76221

Abstract

English-medium instruction (EMI) has become popular in educational settings worldwide and has attracted scholars’ attention, prompting them to investigate factors influencing student comprehension in EMI classrooms. This paper identifies the factors influencing students' use of English in EMI classrooms, which has become a significant issue within the field. The study's data were collected based on the results of interviews with English language teachers in Astana, and a thematic analysis was performed. It was determined that task comprehension, the teacher's level of English skills, and comprehension of terminology and lessons affect the students' English language comprehension according to teachers' perceptions. It was found that the identified factors can have both positive and negative effects. This study aligns with broader issues on the internationalization of higher education and the growing prevalence of English as a global language. It synthesizes research findings to identify key factors influencing student understanding in EMI classrooms from the teachers' perspective, providing key insights and recommendations for further research.
Analysis of the online microteaching practice of undergraduate physical education students Raharjo, Hermawan Pamot; Kusuma, Donny Wira Yudha; Mohamed, Ani Mazlina Dewi; Rahayu, Tandiyo; Annas, Mohamad; Putra, Ranu Baskora Aji; Suripto, Agus Widodo; Kurniawan, Wahyu Ragil
Jurnal Cakrawala Pendidikan Vol. 44 No. 1 (2025): Cakrawala Pendidikan (February 2025)
Publisher : LPMPP Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/cp.v44i1.61743

Abstract

Microteaching aims to ensure that students, as prospective educators, deserve to experience real teaching-learning situations. However, in light of recent advancements in educational technology and the increasing integration of online learning, it has been carried out online. This study aims to analyze students' competence in the online microteaching practice. This is classroom action research with three determined indicators as the basis for constructing a Likert scale questionnaire. 132/150 students are participating in this study. A descriptive statistical test was used to analyze the data, and students' opinions were also recorded to strengthen the results. Almost all students (98.4%) pretty much understand the microteaching practice, and quite well (97.7%) understand how to use the online application for online microteaching practice. Also, they are satisfied (99.9%) with the quality of online microteaching practices. In simple real-life learning practices, of the 132 respondents, only 68.1% mastered the characteristics of their students, 60.6% applied learning tools, and 60.6% implemented periodic assessments. We concluded that students' competence towards online microteaching practice is good, and they know the advantages and disadvantages of conducting an online class. However, the skills demonstrated by students in online situations were different and inconsistent with those exhibited in offline settings.
Evolution of modern education in Ethiopia: A comprehensive review of the historical literature during the imperial periods Cherinet, Eshetu Mandefro; Mekonen, Abraham Tulu
Jurnal Cakrawala Pendidikan Vol. 44 No. 1 (2025): Cakrawala Pendidikan (February 2025)
Publisher : LPMPP Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/cp.v44i1.48299

Abstract

Ethiopia undertakes inordinate opportunities and significant challenges to shape its education system. To fully comprehend Ethiopia's education, it is necessary to understand its history. Thus, this article examines Ethiopian education during the imperial periods, focusing on historical trends, growth patterns, external and internal cultural challenges, and colonial influences that hindered the education transformations. Furthermore, it tries to reflect the bitter truths of imperial governments sacrificed to advance education for nation-building that prudish politicians have covered in the dust in the last decades. It also assesses efforts and support Western partners provide to enhance education in Ethiopia.
The influence of health education through physical education on the healthy living behavior of elementary school students Khairuddin, Khairuddin; Masrun, Masrun; Handayani, Sri Gusti; Jaslindo, Jaslindo
Jurnal Cakrawala Pendidikan Vol. 44 No. 1 (2025): Cakrawala Pendidikan (February 2025)
Publisher : LPMPP Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/cp.v44i1.78625

Abstract

This study evaluates the impact of integrating health education into physical education on healthy living behaviors of elementary students at State Elementary School SDN 48 Kuranji, Padang City. Employing a quasi-experimental design with a pretest-posttest control group, the study involved 60 students. The experimental group received health education integrated into physical education, while the control group followed standard physical education. Data collection used questionnaires and observations, analyzed through descriptive and inferential statistics, including paired t-tests. Results revealed significant improvements in knowledge, attitudes, and behaviors in the experimental group, with higher posttest scores than pretests, while the control group showed no notable changes. These findings underscore the effectiveness of combining health education with physical education to enhance health behaviors, supporting earlier research on the value of experiential learning. This study highlights the importance of a holistic educational approach to foster healthy lifestyles from an early age. Further research is recommended to assess long-term impacts and optimize program implementation in diverse educational settings.
A study of teaching experience and teacher-parent collaboration in managing students' disruptive behaviours Adewale, Sulaimon; Moyo, Zvisinei
Jurnal Cakrawala Pendidikan Vol. 44 No. 1 (2025): Cakrawala Pendidikan (February 2025)
Publisher : LPMPP Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/cp.v44i1.77032

Abstract

Managing students' disruptive behaviours remains a critical challenge in secondary education, requiring effective strategies that leverage teachers' experience and collaborative efforts with parents. This study explores the influence of teaching experience and teacher-parent collaboration on managing disruptive behaviours among secondary school students in Nigeria. 367 teachers participated in the study, with data collected through a structured questionnaire. Statistical analyses, including one-way Analysis of Variance (ANOVA) and Pearson's Product-Moment Correlation, were employed to examine the relationships among the variables. The findings reveal that teachers' years of experience significantly impact their ability to manage students' disruptive behaviours, suggesting that seasoned teachers employ more effective behavioural management strategies. Conversely, a weak positive but non-significant correlation (r = 0.95, p = .068) was found between teacher-parent collaboration and disruptive behaviour management, indicating that while parental involvement may play a role, it does not strongly influence classroom management outcomes. These results highlight the necessity of structured professional development initiatives tailored to classroom behaviour management. Based on the findings, the study recommends implementing a teacher mentoring programme where experienced educators mentor their less experienced counterparts to enhance classroom management skills. This approach can foster a more structured, experience-driven response to disruptive behaviours, creating a more conducive learning environment. Future research should explore additional contextual factors, such as school policies and socio-economic influences, to provide a more comprehensive understanding of effective behaviour management strategies.
Implementation study of authentic assessment in physical education in Indonesia and Malaysia Hariadi, Hariadi; Valianto, Budi; Akhmad, Imran; Syed Ali, Syed Kamaruzaman bin
Jurnal Cakrawala Pendidikan Vol. 44 No. 1 (2025): Cakrawala Pendidikan (February 2025)
Publisher : LPMPP Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/cp.v44i1.71485

Abstract

Authentic assessment is essential in physical education, sports, and health, encompassing cognitive, affective, and psychomotor dimensions. Despite the existence of assessment tools for fundamental movements, their widespread adoption remains limited. This study aims to assess the viability of the Instrument for Authentic Assessment in Physical Education (IPOPJ) within Indonesian and Malaysian elementary schools, offering a comparative analysis of the educational systems in both countries. The research objectives encompass understanding the implementation process of IPOPJ, identifying obstacles, and evaluating adherence to predefined standards. Employing concurrent triangulation, the study gathers quantitative data through questionnaires and qualitative data through observations and interviews. Analysis is focused on communication, resource availability, disposition, and bureaucratic structures. Findings from statistical analyses using Z-tests and concurrent triangulation reveal the absence of significant differences in responses from physical education teachers in Indonesia and Malaysia, indicating a high chance of IPOPJ implementation success in both countries. This study underscores the important role of effective communication, adequate resources, positive disposition, and streamlined bureaucratic structures in facilitating successful assessment implementation.
Internalization of Ngaben ceremony values in history learning to enhance students' cultural literacy and social attitudes Mudana, I Wayan; Widiana, I Wayan; Kurniawan, Made Ferry
Jurnal Cakrawala Pendidikan Vol. 44 No. 1 (2025): Cakrawala Pendidikan (February 2025)
Publisher : LPMPP Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/cp.v44i1.59155

Abstract

This study aims to analyze the impact of internalizing the values of the Ngaben ceremony in history learning on students' cultural literacy and social attitudes. The research employs a quantitative approach using a quasi-experimental design. The study adopts a posttest-only control group design and was conducted in senior high schools in Buleleng Regency, Bali Province, with a total population of 547 students. The sample was selected using a random sampling technique, resulting in 61 students divided into experimental and control groups. Data collection was carried out using a questionnaire method. Cultural literacy was measured using a cultural literacy questionnaire, while social attitudes were assessed through a social attitude questionnaire. The data were analyzed quantitatively using descriptive and inferential statistical methods. Hypothesis testing was conducted using Multivariate Analysis of Variance (MANOVA). The results indicate that the F-values for Pillai's Trace, Wilks' Lambda, Hotelling's Trace, and Roy's Largest Root were 12.710, with a significance value of 0.000 (lower than the significance threshold of 0.05). These findings suggest a significant simultaneous difference in cultural literacy and social attitudes between students who received history instruction incorporating the values of the Ngaben ceremony and those who did not. Various components supporting the Ngaben ceremony demonstrate its strong association with cultural activities, enhancing students' cultural literacy. The essence of the Ngaben ceremony lies in its educational values, which can be instilled in students to shape their social attitudes.

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