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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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Developing science inquiry skills in early childhood through coding games Munawar, Muniroh; Happy, Nurina; Roshayanti, Fenny; Setyoady, Yuris; Afif Luthfy, Perdana
Jurnal Cakrawala Pendidikan Vol. 44 No. 3 (2025): Cakrawala Pendidikan (October 2025)
Publisher : LPMPP Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/cp.v44i3.85086

Abstract

The 21st century requires education to equip students not only with academic knowledge but also with such as innovation, productivity, reasoning, programming, data literacy, problem-solving, and critical thinking, to face the rapid global changes. This study aims to develop science inquiry skills from early childhood to support children in mastering the competencies needed in the 21st century. The research employed a descriptive qualitative design. Data were collected from 16 preschools through observations, interviews, and documentation. NVivo was used for data management and analysis. NVivo is a software application that assist researchers in organizing, analyzing, and visualizing qualitative data. The results reveal that coding games can foster seven core science inquiry skills: arguing based on existing evidence, identifying problems, analyzing and interpreting data, evaluating and communicating, planning and conducting investigations, asking questions, and constructing explanations. This research recommends that more preschools integrate coding games into their learning activities, as they can effectively enhance children’s science inquiry skills, which are essential for their future academic and professional success.
Sociocultural-based games enhancing manipulative movement skills in Indonesian kindergartens Nur Sita Utami; Joko Nurkamto; Mohammad Furqon Hidayatullah; Hari Yuliarto
Jurnal Cakrawala Pendidikan Vol. 44 No. 3 (2025): Cakrawala Pendidikan (October 2025)
Publisher : LPMPP Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/cp.v44i3.86082

Abstract

This study aims to analyze the influence of a sociocultural-based manipulative movement game model on the manipulative movement skills in children aged 5–6 years. A quasi-experimental design was employed, using a pretest-posttest control group approach. A total of 24 students were purposively selected with prior written consent from their parents or guardians. The experimental group (n = 12) consisted of students from TK Negeri 4 Yogyakarta, while the control group (n = 12) came from TK Negeri 11 Yogyakarta. The intervention involved a manipulative movement game model developed based on Vygotsky’s sociocultural perspective, integrating four elements of physical literacy from the Australian Physical Literacy Framework: manipulative movement skills, confidence, collaboration, and rule comprehension. Manipulative movement skills were assessed using the ball skills subdomain of the Test of Gross Motor Development–3 (TGMD-3). Data were analyzed using the Mann–Whitney U test and the Wilcoxon rank-sum test. The results revealed significant differences between the pretest and posttest groups (W = 56.949, p = 0.04384) and between the control and experimental groups in the posttest (W = 44.807, p = 0.0004301). These findings indicate that the developed model effectively enhances children's manipulative movement skills. The study underscores the importance of integrating the principles of mediated learning, scaffolding, and the zone of proximal development into early childhood physical-motor learning. The implementation of this model is recommended as an alternative approach to physical-motor learning in Indonesian kindergartens.
Sociocognitive rhythmic physical activity to improve basic movement skills in primary learners Riky Dwihandaka; Joko Nurkamto; M Furqon Hidayatullah; Fauzi; ihsan, fadli
Jurnal Cakrawala Pendidikan Vol. 44 No. 3 (2025): Cakrawala Pendidikan (October 2025)
Publisher : LPMPP Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/cp.v44i3.86211

Abstract

Rhythmic physical activity has the potential to enhance fundamental movement skills in children aged 8–9 years; however, research on this topic remains limited. The objective of this study was to examine the effectiveness of socio-cognitive-based rhythmic physical activity in improving the fundamental movement skills of elementary school students aged 8–9 years. A total of 40 students (20 boys and 20 girls) were randomly assigned to either an experimental group or a control group. Both groups participated in a four-week intervention program conducted three times per week. Fundamental movement skills were assessed using the Test of Gross Motor Development-3 Short Form (TGMD-3 Short Form) one day before and after the intervention. After the four-week intervention, the experimental group demonstrated a significant improvement in fundamental movement skills. All seven items of the TGMD-3 Short Form showed statistically significant enhancements: hop with one leg (p < 0.05), Gallop (p < 0.05), long jump from place (p < 0.05), overhand throw (p < 0.05), two-handed catch (p < 0.05), stationary dribble (p < 0.05), and two-handed strike (p < 0.05). This study provides empirical evidence that an eight-week socio-cognitive-based rhythmic physical activity program significantly improves the fundamental movement skills of children aged 8–9 years. The improvement in movement skills was greater in children who participated in the socio-cognitive rhythmic physical activity program compared to those who engaged in general physical activities. This rhythmic activity model can serve as an effective alternative learning material for rhythmic activity instruction in elementary schools.
Optimizing electronic archive management through information and communication technology for educational SDGs advancement Imaniyati, Nani; A. Sobandi; A. Adman
Jurnal Cakrawala Pendidikan Vol. 44 No. 3 (2025): Cakrawala Pendidikan (October 2025)
Publisher : LPMPP Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/cp.v44i3.88764

Abstract

The digital transformation in information and communication technology (ICT) has significantly influenced archive management in educational institutions. This study aims to explore how electronic archive systems are optimized to improve administrative efficiency and educational governance. Using a qualitative literature-based approach, the paper analyzes the concepts, systems, and legal aspects of electronic archive implementation. The findings reveal that institutions are shifting from manual to digital systems, leading to improved accessibility, transparency, and sustainability. This shift is crucial because effective electronic archive management enhances institutional responsiveness and aligns with the demands of modern education. The impact extends to strengthening digital literacy, ensuring long-term access to academic records, and supporting Sustainable Development Goals (SDGs), particularly Goal 4 (Quality Education) and Goal 16 (Peace, Justice, and Strong Institutions). Therefore, educational organizations must adapt strategically to ICT to maintain relevance and institutional resilience.
Exploring flipped classroom for business English: Preliminary insights from student voices and reflections Winantaka, Binar; Efendi, Anwar; Putro, Nur Hidayanto Pancoro Setyo
Jurnal Cakrawala Pendidikan Vol. 44 No. 3 (2025): Cakrawala Pendidikan (October 2025)
Publisher : LPMPP Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/cp.v44i3.65140

Abstract

This study examines how undergraduate students perceive and experience the Flipped Classroom strategy in a Business English speaking course. In this model, instruction moves outside the classroom through videos and readings so that in‑class sessions are reserved for interactive activities. Although widely used in general EFL contexts, evidence of Flipped Classroom’s effectiveness in Business English, which belongs to English for Specific Purposes (ESP), is limited. The research employed a mixed‑methods design. A fourteen‑item Likert‑scale survey completed by 133 Indonesian English majors assessed perceptions of efficiency, engagement, time management and satisfaction. Semi‑structured interviews with seven volunteers provided insights on preparation, confidence, anxiety and collaboration. Students watched pre‑class videos via the university’s learning platform and participated in discussions, role‑plays and problem‑based tasks during class. The quantitative results showed positive perceptions: efficiency mean 3.91, motivation and engagement mean 3.76, time management and enjoyment mean 3.73, and satisfaction mean 4.24. Interviews highlighted that pre‑class preparation improved self‑regulated learning, boosted confidence, reduced speaking anxiety and promoted teamwork. The study’s single‑institution scope and modest sample limit generalisation; larger, diverse studies with objective measures are advised. For practice, educators should provide concise pre‑class materials, clear instructions, and adequate technological support, while designing learner‑centred, communicative classroom activities. The findings contribute to the sparse literature on Flipped Classroom in Business English and suggest its potential for enhancing communication skills and learner autonomy in professional language courses.
Scientific English in nursing sciences and health techniques: Attitudes and language needs of teachers in Morocco Ihrai, Laila; El Abderrahmani, Abdellatif; Lemayet, Mhammed; Merabti, Abdelilah; Mahla, Tarik; Filali Zegzouti, Younes; El Ouali Lalami, Abdelhakim
Jurnal Cakrawala Pendidikan Vol. 44 No. 3 (2025): Cakrawala Pendidikan (October 2025)
Publisher : LPMPP Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/cp.v44i3.68249

Abstract

English is still the most dominant foreign language in non-English-speaking countries. Consequently, mastering it at a decent level is a key tool for communication and an invaluable qualification for university teaching. In the Moroccan university educational system, very few academic studies have been conducted on this topic. The present study was designed both to take an overview of the current situation and to assess the real and operational needs in terms of professional use for this language in teaching. A cross-sectional study was implemented among a random sample of 200 teachers practicing at the Higher Institutes of Nursing and Technical Health Professions in Morocco. The survey recorded a high response rate (92%), reflecting the importance of this topic amongst the study population. The participants prioritized the language skills of reading and writing over listening and speaking. Teachers' attitudes and needs towards English differ greatly according to their socio-demographic and academic backgrounds. PhD candidates, for reasons related to their scientific research, are the most likely to be interested in improving their English skills. The teaching staff in Nursing Sciences, Health Techniques are aware of the value that scientific English can contribute.  However, their overall level of English tends to be low. To make up for language deficiencies, all teachers, especially those involved in academic research, are advised to enroll in English courses adapted to their level.
Unlocking the potential: Transformative applications of generative AI in East Kalimantan's educational landscape Sitinjak, Charli; Ober, Józef; Sakiewicz, Piotr
Jurnal Cakrawala Pendidikan Vol. 44 No. 3 (2025): Cakrawala Pendidikan (October 2025)
Publisher : LPMPP Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/cp.v44i3.70169

Abstract

AI systems like ChatGPT are rapidly changing education, giving teachers both new opportunities and new problems to deal with.  This study investigates ChatGPT's evolving importance in the educational environment of East Kalimantan, focusing on educators' and practitioners' perceptions of its advantages, constraints, and ethical considerations.  A qualitative design was used, incorporating semi-structured interviews with 15 participants (N=15), comprising teachers, administrators, and vocational instructors from various educational tiers.  Participants were intentionally recruited through professional networks to ensure a representation of various institutional contexts.  Data were gathered from March to May 2024 and examined through reflexive thematic analysis to discern the main themes and interpretive significances.  Strict adherence to ethical protocols was maintained, including informed consent, secrecy, and voluntary participation.  Nine themes emerged: Catalyst for Innovation, Enhancing Accessibility, Efficiency, and Teacher Support, Threat to Critical Thinking, Ethical Dilemmas, Digital Divide, Balancing Human Interaction, Depersonalization of Education, and Continuous Adaptation.  The results show that ChatGPT encourages personalized learning, language inclusion, and efficient teaching, but also raises ethical concerns and exacerbates digital inequalities.  Participants stressed the importance of teacher guidance, interpersonal connections, and institutional policies to ensure responsible use.  The study finds that for ChatGPT to work well, teachers must continue learning, there must be ethical governance, and the digital infrastructure must be fair.  This research, despite its regional limitations and reliance on self-reported data, offers significant insight for policymakers and educators addressing AI integration in evolving educational frameworks.
Implementation of "E-Lens" inquiry-based learning game to improve literacy and numeracy skills Rahayu, Widya Adhariyanty; Subekti, Puji
Jurnal Cakrawala Pendidikan Vol. 44 No. 3 (2025): Cakrawala Pendidikan (October 2025)
Publisher : LPMPP Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/cp.v44i3.76930

Abstract

Literacy and numeracy are two fundamental skills that play a crucial role in the elementary education process. Literacy encompasses not only reading and writing skills but also the ability to understand information effectively. Meanwhile, numeracy includes the ability to understand and interpret mathematical concepts in everyday life. This research used the ADDIE model to develop a learning media in the form of E-Lens board game, namely Exploring Literacy, Numeracy, Math, and English. This research was conducted at Taji State Elementary School, located in a rural area, in the easternmost village on the slopes of Mount Bromo. In terms of infrastructure, the school has limited accessibility, especially regarding internet and conventional learning resources. The learning media was validated by media and material experts. Media expert assessment obtained an average percentage of 79.2% and the material expert has an average percentage of 77%. The validation results indicated that E-Lens board game, which is based on bilingual inquiry, are very good to be used as a learning media for developing numeracy literacy at the elementary level. Based on research stages and feedback from media, material experts, and respondents, E-Lens as learning media can improve elementary students’ literacy and numeracy skills.
Knowledge and attitudes towards special educational needs: A study with future teachers Chura-Quispe, Gilber; Vargas-Fuentes, Julisa Alexandra; Padilla Dí­az, Omar Eduardo; Laura De La Cruz, Bianca Daisa; Valdez Copaja, Rossana; Nue Caballero, Patricia Rosa
Jurnal Cakrawala Pendidikan Vol. 44 No. 3 (2025): Cakrawala Pendidikan (October 2025)
Publisher : LPMPP Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/cp.v44i3.79882

Abstract

The training of teachers is continually adapting to the needs demanded by today’s society. Special educational needs (SEN) currently represent a challenge that future teachers must approach with favourable attitudes and a willingness to engage. The aim of this study is to assess the impact of knowledge in inclusive education on attitudes towards special educational needs among university students. The research employs a cross-sectional and explanatory design, involving 406 university students from teacher training programmes in Peru. Data were collected using the Inclusive Education Questionnaire and the Attitude Scale towards the Inclusion of Students with SEN, both of which demonstrated adequate validity and reliability indices. The results confirm that teachers' attitudes towards special educational needs are positively and significantly affected by knowledge of the definition and characteristics of inclusive education (β = 0.438, p < 0.05), the importance of this knowledge (β = 0.139, p < 0.05), and knowledge of children's disabilities (β = 0.388, p < 0.05). In conclusion, attitudes can be explained through the knowledge acquired by university students during their professional training. Therefore, teacher education in pedagogy is essential for improving the quality of inclusive education in basic education schools.
Exploring EFL students’ pronunciation through the application of AI-powered tool Reading Progress: A case study in Vietnam Pham, Thuan Duc
Jurnal Cakrawala Pendidikan Vol. 44 No. 3 (2025): Cakrawala Pendidikan (October 2025)
Publisher : LPMPP Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/cp.v44i3.80752

Abstract

This study employed AI-powered tool Reading Progress in Microsoft Teams as a tool to investigate challenging sounds encountered by Vietnamese students and to examine the effectiveness of the application in learning English pronunciation. Participants in this six-week study were thirty-four first-year students enrolled in English-as-a-foreign-language (EFL) course at a university in northern Vietnam. Semi-structured interviews with the students and AI-generated analysis results in Reading Progress were used as instruments to collect data. The findings indicated that the five most notable challenging sounds analyzed by AI were /ɪ/, /z/, /ə/, /ʃ/, and /t/. The results also showed significant progress among students across various categories of pronunciation, particularly in reading speed and in the reduction of mispronunciations and omissions through pronunciation training in the tool. Students reported increased engagement and confidence, alongside decreased anxiety, when practicing with Reading Progress. The findings contribute to advancing AI integration in language teaching, offering valuable insights for educators and policymakers. While the study highlights the advantages of Reading Progress in EFL education, limitations include the short duration and the specific text constraints. Future research should investigate long-term effects, diverse language learning contexts, and additional AI tools to maximize learning outcomes.

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