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 1,490 Documents
 145   146   147   148   149 
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.
How 21st century skills can be taught: Design and implementation of an undergraduate course for prospective teachers Durmuş, Abdulkadir; GÜVEN, Meral
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.v44i3.83389

Abstract

21st century skills constitute one of the most salient foci within contemporary educational discourse. However, the persistent absence of a detailed and systematic curriculum addressing the pedagogy of these skills remains a significant challenge for teacher education.  Employing a mixed-methods study, this study aims to develop and implement a course curriculum that focuses on teaching 21st century skills to prospective teachers. Data were rigorously collected through document and content analyses, semi-structured interviews, and a pre- and post-administration of “The scale for identifying perceptions of having 21st century skills,” developed and validated to determine the significance of the difference. The study encompasses three distinct phases: needs analysis process, design and piloting of the course, and implementation of the developed course with prospective teachers. The study participants were 18 academicians affiliated with diverse faculties of education from various universities, and a total of 73 pre-service teachers (56 for piloting and 17 for real implementation). The needs analysis conclusively indicated a clear demand for such a course. Consequently, a modular-based undergraduate course was developed and implemented over 28 weeks (14 weeks for the pilot and 14 weeks for the real implementation), aiming to teach how to teach 21st century skills grounded in the principles of progressivism and constructivism. The course delivery was structured around micro-teaching activities. Findings indicate that the course had a positive impact on pre-service teachers’ awareness and perceived ability to teach 21st century skills, highlighting the value of a dedicated, practical curriculum in teacher education.
Can students learn what the textbook says? A Cognitive outlook into an Indonesian EFL textbook Suherman, Rudi; Latifah, Nur Fitri
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.v44i3.83688

Abstract

Findings from Second Language Acquisition (SLA) research, which offer critical insights into how learners acquire and process language, are often overlooked in the development of curricula and textbooks for early English Language Teaching (ELT). This raises questions about the feasibility of the learning objectives promoted in these materials. To address this gap, this study analyzes a junior high school EFL textbook within the framework of Processability Theory (PT) to examine whether the sequencing of grammatical structures aligns with the teachability hierarchy predicted by PT. The analysis focuses on the grading of grammatical structures and compares their distribution with the stages of acquisition prescribed by PT. The findings reveal only a partial alignment with the PT hierarchy, highlighting a disconnect between textbook design and learners' developmental stages. This misalignment is largely due to the theme-based approach being adopted by the textbook and therefore highlights the need for textbook writers, curriculum developer and English teacher to better integrate SLA research into developing textbooks, particularly in the context of the Kurikulum Merdeka, which emphasizes learner-centered education and learners’ cognitive liberation.
Breaking the sound barrier: Spectrum–based pedagogies in modern vocal music education Du, Enbo; Idris, Mariam Oluwatoyin
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.v44i3.84011

Abstract

The integration of spectrum–based pedagogies in vocal music education presents promising advancements in enhancing vocal instruction through technology–driven feedback. The importance of spectrum analysis tools in modernizing vocal pedagogy is examined in this systematic literature review, which was carried out with 28 articles that adhered to PRISMA principles. Spectrum–based tools such as Fourier transforms, spectrographs and neural networks are increasingly used to provide real–time visual feedback on vocal elements like pitch, resonance, breath control, and vocal fold vibrations. Findings demonstrate that these tools facilitate a more precise and scientific approach to vocal training by enabling students to visualize vocal mechanics and adjust their technique accordingly. By demystifying vocal production processes, spectrum–based pedagogies foster deeper student understanding and engagement, resulting in improved retention of technique and a heightened standard of performance. This review underscores the transformative potential of spectrum–based methods in vocal pedagogy, highlighting implications for educators, curriculum designers, and technology developers interested in advancing music education through data–driven, interactive learning environments. The study concludes with recommendations for further research on the long–term effects of spectrum–based pedagogies on vocal training outcomes.
Teacher interaction enhances engagement and motivation in game-centered basketball learning Hidayah, Taufiq; Akhiruyanto, Andry; Yudhistira, Dewangga; Virama, La Ode Adhi
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.v44i3.84299

Abstract

Teacher interaction is critical for improving student engagement and motivation in Game-Centered Approach (GCA)-based basketball learning.  The purpose of this study was to examine how teacher interaction affects student engagement and motivation within this pedagogical framework.  This study utilized a quasi-experimental design with junior high school students as participants.  The experimental group received improved teacher interaction strategies, such as providing feedback, asking reflective questions, and fostering discussions, whereas the control group used conventional learning methods. Data were collected using pre-and post-test questionnaires, classroom observations, and structured interviews.  The results revealed a significant increase in student engagement and motivation in the experimental group compared to the control group (p = 0.000).  Statistical analysis utilizing paired t-tests and independent t-tests confirmed that teacher interaction in GCA-based basketball learning improved students' learning outcomes.  This study underlines the relevance of teachers as facilitators for improving student participation and motivation.
Multicultural education patterns in promoting tolerance among high school students Sukardi, Joko Sri; Hanum, Farida; Efianingrum, Ariefa
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.v44i3.84362

Abstract

The study aims to identify: patterns of multicultural education that foster tolerance in SMA BOPKRI 2, SMA N 3, and SMA Al-Azhar 9 Yogyakarta, and the ideal pattern of multicultural education for developing tolerance in senior high schools. The research employed a qualitative descriptive approach. The research subjects included the principal, vice principal, and subject teachers. Data were collected through observation, interviews, and documentation. The data were analyzed using an interactive model consisting of data collection, data condensation, data presentation, and drawing conclusions. The validity of the data was ensured through triangulation of techniques and sources. The results showed that multicultural education patterns play an important role in developing tolerance in high schools. Specifically: SMA BOPKRI 2 Yogyakarta implemented a multicultural approach in accordance with its mandate, vision, mission, and objectives as a multicultural school; SMA Negeri 3 applied a diversity literacy approach, emphasizing the management of student diversity across ethnic, racial, cultural, linguistic, and religious backgrounds; and SMA Al-Azhar 9 practiced an open and inclusive model of multicultural education aligned with the Islamic principle of Wasathiyah (moderation). The ideal model, which represents the novelty of this research, was conceptualized from the patterns identified in the three schools and is termed the “Moderate Tolerance Empathy Model of Multicultural Education.” This model emphasizes the values of moderate tolerance and empathy as key drivers of mindset, attitudes, and behavior in multicultural senior high schools.
Optimizing educational management through the flipped classroom method: An innovation in Islamic education learning in the digital era Atabik, Atabik; Fian, Khafifatul; Hardoyono, Fajar; Dahlan, Ahmad
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.v44i3.88460

Abstract

This experimental study employed nonequivalent control group design to examine the effect of the flipped classroom method on students’ achievement in Islamic education learning among grade XII students at SMA Negeri 1 Sumpiuh in 2024. The flipped classroom method was implemented by instructing students to study the material independently through learning videos followed by elaboration and discussion through online platforms. For data analysis, tests were administered to 30 students in the experimental groupand 30 students in the control groups. The results of the N-gain Score calculation showed that the improvement in material comprehension among students in the experimental group was higher than that of the control group. The N-gain score for the experimental group students was 0.3562, while that for the control group was 0.1511. Statistical analysis using an independent samples t-test showed that the comprehension ability of the experimental group was significantly higher than that of the control group (p > 0.05). Based on these findings, the flipped classroom method can be considered an effective alternative strategy to enhance students’ understanding of learning materials in online Islamic education.
University service quality measurement model in Peru: Multifactorial validation Espinoza-Montes, Isac Fernando; Soldevilla-Espinal, Yuzara; Yurivilca-Oscanoa, Martí­n Romeo
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.v44i3.82747

Abstract

The quality of university services plays a fundamental role in improving the student experience and shaping highly competent professionals. In this context, the study aimed to develop and validate a multidimensional model to comprehensively assess university service quality in Peru, a country facing unique educational challenges. Using a quantitative and cross-sectional design, data were collected from 1,170 students across 20 universities through the University Service Quality Scale (CEUS), specifically designed for this research. Exploratory and confirmatory factor analyses identified five key dimensions: Quality of Academic and Support Processes (QuAcSuPr), Curriculum (Cu), Teaching Quality (TeQu), Library Services (LiSe), and Educational Sustainability (EdSu). The results showed robust fit indices (IFI=0.988, CFI=0.988, TLI=0.984, RMSEA=0.040), confirming the model's validity and applicability. The model provides a practical framework for evaluating and improving university service quality in Peru, while also emphasizing the importance of integrating educational sustainability as a key dimension to prepare socially responsible graduates. Future studies could adapt the model to other contexts and explore its application in modalities such as online learning.
CIPP model evaluation of the impact of remuneration policies on lecturer performance in Indonesian state Islamic universities Asy’ari, Hasyim; Komariah, Aan; Yuliana, Lia; Zahruddin; Silviani, Annisa; Vebrianto, Rian
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.v44i3.90018

Abstract

This study aims to evaluate the implementation of the remuneration policy and its impact on lecturer performance at State Islamic Universities in Indonesia. The policy, initiated by the central government as a form of recognition for lecturers' professionalism, is assessed using the CIPP (Context, Input, Process, Product) evaluation model. A qualitative approach was employed to comprehensively analyze the policy’s contextual background, resource allocation, implementation processes, and outcomes. Data was collected through document analysis and in-depth interviews with key mid-level stakeholders, including deans, members of the internal supervisory unit, the quality assurance team, the planning and finance bureau, the finance department, and the personnel bureau. The data were analyzed using a descriptive method involving data collection, reduction, display, and conclusion drawing. The findings indicate that the remuneration policy positively influences lecturers’ performance, particularly in fulfilling the three pillars of Indonesian higher education: education, research, and community service. This study provides valuable insights for university leaders and policymakers in enhancing the quality and effectiveness of remuneration policy implementation to support institutional advancement.

Page 149 of 149 | Total Record : 1490

 145   146   147   148   149 

Filter by Year

1981 2025


Reset
Filter By Issues
All Issue 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