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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
 148   149   150   151   152 
Teaching for preparedness: Indonesian physical education teachers’ roles in the disaster education Saryono, Saryono; Nurkamto, Joko; Hidayatullah, M. Furqon; Komarudin, Komarudin
Jurnal Cakrawala Pendidikan Vol. 45 No. 1 (2026): Cakrawala Pendidikan (February 2026)
Publisher : LPMPP Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/cp.v45i1.86259

Abstract

Indonesia’s high vulnerability to natural disasters has placed increasing importance on the Disaster Risk Reduction (DRR) education. Much of the existing literature emphasizes disaster education in scientific school subjects, but physical education (PE) remains underexplored yet promising. This qualitative study investigated the perceptions of PE teachers in disaster-prone regions of Central Java, Indonesia, and the implementation of disaster education in their teaching practices. Drawing on semi-structured interviews with 14 junior high school PE teachers, thematic analysis revealed three central themes: 1) the contextual realities shaping teachers’ experiences, 2) the perceived value of PE as a vehicle for disaster education, and 3) the creative pedagogical strategies in disaster education. Despite limited curriculum support, teachers integrated disaster education through warming-up routines, simulation games, and fitness activities to develop agility, coordination, and leadership among students. The findings highlight PE’s applied and experiential aspects as well as its potential for interdisciplinary collaboration. However, the study also exposes systemic barriers, such as centralized policy constraints and lack of institutional support. To enhance disaster preparedness in schools, the study advocates for policy reforms that integrate disaster education into the PE curriculum and promote localized and context-sensitive practices. These efforts can contribute meaningfully to student safety, community resilience, and holistic educational development.
Psychological well-being of educators: Barriers, supports, and career development implications Nurmalasari, Yuli; Lau, Poh Li
Jurnal Cakrawala Pendidikan Vol. 45 No. 1 (2026): Cakrawala Pendidikan (February 2026)
Publisher : LPMPP Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/cp.v45i1.86362

Abstract

Educator well-being has emerged as a critical determinant of both professional effectiveness and long-term career sustainability. Despite growing interest, the relationship between psychological well-being and educators' career development remains fragmented in the literature. This review synthesises empirical evidence from 13 peer-reviewed studies published between 2013 and 2024, identified through Scopus, Web of Science, and EBSCOhost, to examine how educators' psychological well-being influences career development, with a focus on key barriers, supports, and professional implications. The analysis shows that psychological well-being is positively associated with career engagement, job satisfaction, and resilience among teachers and school counsellors. Key personal factors, such as emotion regulation, self-compassion, and psychological flexibility, and organisational supports, such as collegial trust, administrative backing, and a collaborative work culture, were found to enhance well-being. Gender-based differences were also noted, with female educators often reporting higher well-being yet greater emotional sensitivity in high-stress contexts. Interventions combining individual-level strategies (e.g., mindfulness, acceptance and commitment therapy (ACT)) and systemic approaches (e.g., institutional support structures) were found to be most effective. This review underscores the need for multilevel interventions and cross-contextual research to inform inclusive and sustainable policies that enhance educator well-being across diverse educational settings.
The effect of handball invasion game model on elementary students’ empathy: A sociocultural perspective Broto, Danang Pujo; Kristiyanto, Agus; Nurkamto, Joko; Yudanto, Yudanto
Jurnal Cakrawala Pendidikan Vol. 45 No. 1 (2026): Cakrawala Pendidikan (February 2026)
Publisher : LPMPP Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/cp.v45i1.86437

Abstract

This study aims to examine the effectiveness of a teacher's handbook designed for handball learning grounded in a sociocultural approach, with the objective of enhancing empathy among elementary school students. The research was motivated by global concerns regarding the decline in children's empathy, attributed to increased digitalization and limited direct social interactions, particularly in urban areas such as Sleman. Employing a quasi-experimental method with a non-equivalent control group design, the study involved two groups of students from different elementary schools. The experimental group utilized the teacher's handbook, while the control group received conventional learning. The study instruments included a validated and reliable empathy questionnaire, alongside observations of empathetic behaviors during the learning process. Statistical analysis revealed that the experimental group experienced a significant increase in empathy levels compared to the control group, with a mean difference of 6.2 points. The t-test indicated a significant value (p < 0.05), signifying a statistically significant difference between the two groups. These findings demonstrate that the sociocultural-based handball learning model is effective in fostering empathy among students and offers a practical solution for integrating character into physical education through developmentally appropriate game based learning in elementary schools.
Bridging the gap: Unveiling assessment literacy among non-formal education tutors Sudiapermana, Elih; Shantini, Yanti; Kamarubiani, Nike; Rafani, Witri Dian
Jurnal Cakrawala Pendidikan Vol. 45 No. 1 (2026): Cakrawala Pendidikan (February 2026)
Publisher : LPMPP Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/cp.v45i1.89075

Abstract

Although assessment literacy is increasingly recognized as a critical component of effective teaching, empirical research addressing this competency in non-formal education contexts remains limited. This study addresses this gap by examining the level and distribution of assessment literacy among non-formal education (NFE) tutors in Indonesia and by exploring the structural validity of an assessment literacy framework adapted to non-formal learning environments. Using survey data collected from 322 NFE tutors, the study investigates variations in assessment literacy across demographic and professional characteristics and analyzes the contribution of seven conceptual dimensions to overall assessment literacy. The findings indicate that tutors’ assessment literacy levels are generally modest. No significant differences are observed in relation to gender, length of teaching experience, or type of educational work experience, whereas age and educational attainment are associated with statistically significant variation. All seven dimensions demonstrate meaningful relationships with assessment literacy, with contextual responsiveness and reflective practice emerging as particularly influential, while several indicators require further refinement. By providing empirical evidence on assessment literacy in non-formal education settings, this study contributes to the refinement of existing conceptual frameworks and underscores the importance of context-sensitive professional development and institutional support in enhancing assessment practices and learning quality in non-formal education.
Determinants of economic literacy among Russian university students: A Hierarchical Linear Modeling approach Pavlova, Ekaterina; Kardanova, Elena; Tarovik, Elena
Jurnal Cakrawala Pendidikan Vol. 45 No. 1 (2026): Cakrawala Pendidikan (February 2026)
Publisher : LPMPP Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/cp.v45i1.89377

Abstract

This study investigates factors influencing economic literacy among university students in Russia, addressing a significant gap in the existing literature. Economic literacy is widely recognized as a universal competency essential for navigating rapidly changing economic environments. Using a psychometrically robust Test of Economic Literacy (TEL) and a supplementary survey, the research employed Hierarchical Linear Modeling (HLM) to analyze data from 1,115 students nested within 56 academic groups across five Russian universities, accounting for both individual- and group-level influences. Key results identified academic specialization (both at high school and university levels) and individual interest in economics as the strongest positive predictors of economic literacy. Notably, receiving pocket money irregularly (vs. regularly) significantly enhanced economic literacy, suggesting adaptability benefits. Conversely, students enrolled in non-economic fields (e.g., humanities, social sciences, technical sciences, pedagogy, service/tourism) demonstrated lower levels of economic literacy compared to economics majors. Socio-demographic factors such as gender and age showed no significant effects. These findings highlight the importance of both formal academic pathways and informal experiential learning, offering insights for educators and policymakers seeking to enhance economic literacy in Russia’s evolving economic landscape.
Factors influencing post-graduation employment opportunities: A case study at a university in the Mekong Delta Tran, Chuyen Trung; Tam, Nguyen Thi Thu; Khiem, Nguyen Tri
Jurnal Cakrawala Pendidikan Vol. 45 No. 1 (2026): Cakrawala Pendidikan (February 2026)
Publisher : LPMPP Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/cp.v45i1.89980

Abstract

Employment remains one of the most urgent socio-economic issues, particularly in the context of ongoing economic fluctuations. Employment rates are also among the key targets of national macroeconomic development goals. This study aims to identify the factors influencing job adaptability in order to enhance students’ post-graduation employment opportunities. A mixed-methods approach was employed, incorporating expert consultation, analysis of industry reports, and a review of both domestic and international literature. In addition, a survey was conducted with 270 graduates from nine faculties at Nam Can Tho University (NCTU) who are currently working in the Mekong Delta region. The findings indicate that several factors significantly influence job adaptability and employment outcomes, including professional knowledge, soft skills, basic skills, academic performance, social networks, and work readiness. The results also reveal no significant gender differences in employment opportunities. However, variations are observed based on graduates’ hometowns, graduation cohorts, and academic rankings. Overall, this study contributes empirical evidence on key employability factors and provides practical insights for higher education institutions and policymakers to improve training quality and graduate employability.
Developing an IT-based library service model to enhance learning quality Sukarjono, Sukarjono; Sumaryanto, Sumaryanto; Sumarjo, Sumarjo; Triyono, Sulis
Jurnal Cakrawala Pendidikan Vol. 45 No. 1 (2026): Cakrawala Pendidikan (February 2026)
Publisher : LPMPP Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/cp.v45i1.90255

Abstract

The rapid advancement of digital technology has transformed how students access information, yet many university libraries still struggle to provide services that meet the specific needs of specialized disciplines. This study aims to develop a library service model tailored to the specific characteristics of Sports and Health Science students. The development focuses on leveraging information technology through native applications for Android and iOS. Following a 4-D research and development (R&D) framework, data were collected using three instruments: assessments from subject matter experts, media experts, and students, complemented by in-depth interviews. Quantitative data were processed using SPSS and Microsoft Excel software. Descriptive analysis was employed to outline respondent characteristics, user satisfaction levels, and overall data distribution, while inferential statistical tests, including t-tests and ANOVA, were used to identify significant differences between respondent groups. The research resulted in an IT-based library service product that achieved a high validity score of 4.72 on a 5-point scale. Validity and reliability analysis using product-moment correlation confirmed that all questionnaire items were significantly correlated with total scores (p<0.05). Comparative analysis before and after application implementation regarding learning quality showed significant improvements. In conclusion, the implementation of this IT-based library application is effective in enhancing learning quality. 
Developing a framework for Green Curriculum in higher culinary education Nurlaela, Luthfiyah; Sri Handajani; Mauren Gita Miranti; Annisa Nur'aini; Hanif Naufal Ahmi; Ratna Palupi Nurfatimah; Diwyacitta Antya Putri; Mohd Yusof Bin Kamaruzaman
Jurnal Cakrawala Pendidikan Vol. 45 No. 1 (2026): Cakrawala Pendidikan (February 2026)
Publisher : LPMPP Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/cp.v45i1.91077

Abstract

The accelerating global environmental crisis demands the integration of sustainability within higher culinary education. This study aims to analyze the implementation of the Green Curriculum (GC) framework at Universitas Negeri Surabaya (UNESA) and Universiti Pendidikan Sultan Idris (UPSI). Utilizing a qualitative content analysis with simple frequency quantification involving 50 participants, the findings reveal that implementation is in a transitional phase marked by three fundamental gaps. First, a significant gap exists between the high level of philosophical awareness among internal stakeholders and the lack of systemic action, despite new demands for sustainability competencies. Second, implementation is critically impeded by the university support system; infrastructure ('Facilities & Infrastructure,' f=84) was the most frequent concern, creating a 'hidden curriculum' conflict in which poor facilities (e.g., wastewater treatment) contradict pedagogical goals. Third, the framework is overwhelmingly inward-looking, rendering the community participation pillar the least emphasised (frequency <2%). This research concludes that achieving a mature GC requires a radical shift from conceptual adoption to tangible systemic alignment, prioritizing investment in critical infrastructure and the institutionalization of external partnerships for holistic operational reality.
The dynamic governance for basic education access of Indonesian migrant workers’ children in Malaysia Heryati, Neneng; Wijaya, Chandra; Jannah, Lina Miftahul
Jurnal Cakrawala Pendidikan Vol. 45 No. 1 (2026): Cakrawala Pendidikan (February 2026)
Publisher : LPMPP Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/cp.v45i1.91176

Abstract

Indonesian Migrant Workers in Malaysia continue to face persistent challenges, particularly regarding access to basic education for their children in Sabah and Sarawak. These challenges arise from unclear legal status, limited educational infrastructure, low parental awareness, and weak educational governance. This study examines the implementation of dynamic governance at Community Learning Centers (CLCs) in Sabah and Sarawak as an adaptive strategy by the Indonesian government to ensure the fulfillment of the basic education rights of the children. Employing a qualitative and post-positivist approach, the data were collected through in-depth interviews and an extensive review of relevant literature. The findings reveal that the management of CLCs embodies dynamic governance characteristics, including adaptability, innovation, and collaboration, which are reinforced by national culture and identity: 1) adaptability to local regulatory environments and sociocultural contexts, 2) innovation in curriculum design and pedagogical methods, and 3) collaboration with multiple stakeholders involving the Indonesian and Malaysian governments, non-governmental organizations, and local communities. Furthermore, CLCs play a pivotal role in strengthening national identity among the children through the use of Indonesia’s national curriculum, the Indonesian language, and cultural activities, such as flag raising ceremony and Independence Day celebrations. Nevertheless, structural issues persist, including the lack of legal recognition, limited teaching staff, and inadequate facilities. The study underscores the necessity of dynamic, participatory, and sustainable governance to enhance access to basic education while reinforcing the cultural and national identity of the children of immigrant workers. The study encourages innovative governance models that can further improve educational access and equity for the children of immigrant workers in CLCs across Sabah and Sarawak.
Igniting research competency: Empowering pre-service teachers through communities of practice plus lesson study Cojorn, Kanyarat; Seesom, Chaweewan
Jurnal Cakrawala Pendidikan Vol. 45 No. 1 (2026): Cakrawala Pendidikan (February 2026)
Publisher : LPMPP Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/cp.v45i1.91392

Abstract

The establishment of Communities of Practice (CoP) is recognized as a powerful means of fostering collaborative learning. CoP provides members with a platform to collectively develop their potential, exchange ideas, and engage in creative problem-solving. Similarly, LS is a well-established instructional improvement process that supports the holistic development of learners’ knowledge and skills. In this study, a learning approach that integrates CoP principles with the LS framework was utilized to create a shared learning space for pre-service science teachers. The primary aim is to investigate the implementation and effectiveness of activities that combine CoP and LS approaches in enhancing research competence among pre-service teachers. Specifically, the study evaluates the development of three key components of research competence: research knowledge, research skills, and research attributes. The findings indicate that the integrated use of CoP and LS significantly enhanced the research competencies of pre-service teachers. Participants demonstrated the ability to adjust their strategies to align with the expectations of the CoP. Additionally, they exhibited improved self-regulation, enabling them to independently design, plan, and complete research projects. Increased self-efficacy was also observed, as the pre-service teachers reported greater confidence in their research competency.

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