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 1,531 Documents
 150   151   152   153   154 
Immersive pedagogy in History: Cognitive scaffolding and affective growth Nurul Asyikin Hassan; Mohd Nazir Md. Zabit; Septian Aji Permana; Siti Zahrah Mahfood; Dg. Junaidah Awang Jambol
Jurnal Cakrawala Pendidikan Vol. 45 No. 2 (2026): Cakrawala Pendidikan (June 2026)
Publisher : LPMPP Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/cp.v45i2.71926

Abstract

This research investigates the integration of VR-Mnemonics as a targeted pedagogical innovation for History instruction within the Malaysian secondary education context. Utilizing a single-site qualitative case study design, the study focused on three (N=3) Form 5 students at a residential school in Sabah. Informants were purposively selected based on a profile of persistent academic underperformance and failure in national-level History assessments. Data were derived from multiple sources, including document analysis of learning artifacts and student reflective notes. Applying a reflexive thematic analysis, the study identified that the intervention effectively addressed the limitations of conventional instruction by improving both factual retention and cognitive interest. Core findings indicate a remarkable qualitative improvement in the students' academic trajectory, particularly in mastering complex historical chronologies and demonstrating advanced historical reasoning. Emerging themes highlighted the tool’s capacity for immersive cognitive scaffolding and its role in transforming student attitudes toward a traditionally "difficult" subject. However, the study is characterized by limitations, such as the small sample size (N=3), device accessibility constraints, and the potential for teacher expectancy effects, suggesting that while the innovation is promising, its scalability requires further validation across diverse school settings.
Development of a web-based futsal learning model methodology Afri Tantri; Amansyah Amansyah; Raswin Raswin; Muhammad Ishak; Argubi Silwan; Boby Helmi; Benny Aprial
Jurnal Cakrawala Pendidikan Vol. 45 No. 2 (2026): Cakrawala Pendidikan (June 2026)
Publisher : LPMPP Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/cp.v45i2.82731

Abstract

Based on background and research objectives, this study is expected that students in learning independently will be more efficient, helping students' knowledge, competence, and academic achievement in futsal courses. The purpose of this research is to produce a learning model for basic futsal technical skills based on world wide web (www), with product results packaged in the form of applications that can be used both in learning activities and in independent practice to facilitate the delivery of Futsal course learning material. This study uses research and approaches adopted from Borg and Gall which are grouped into three stages, 1) identification stage, 2) development stage, and 3) evaluation stage. The results of the effectiveness test above where the world wide web learning model in the futsal course was tested on 30 students of the faculty of sports science and the results obtained were eleven people were effective on student thinking skills, nine people were quite effective, six people were less effective and two people were not effective on the use of the word wide web learning model. The conclusion of the research results through the web-based Futsal learning model can increase students' knowledge and skills in playing Futsal effectively and efficiently collaboration.
Sustainable science learning model integrated with indigenous values to promote climate change prevention among prospective science teachers Parmin Parmin; Muhammad Abdul Jabbar; Eli Trisnowati
Jurnal Cakrawala Pendidikan Vol. 45 No. 2 (2026): Cakrawala Pendidikan (June 2026)
Publisher : LPMPP Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/cp.v45i2.89106

Abstract

Science learning in schools plays a strategic role in advancing the achievement of the Sustainable Development Goals (SDGs) in Indonesia. SDG 13 addresses climate change, integrated with SDG 4 through the provision of quality education. Instilling a lifestyle of climate change prevention will enhance harmony with the environment. The purpose of this study was to measure the impact of a sustainable science learning model integrated with the indigenous values of prospective science teachers to instill a lifestyle of climate change prevention. The research method used was a mix of quantitative and qualitative methods, collecting quantitative data on the impact of a climate change prevention lifestyle and qualitative data on prospective teachers' abilities to prepare climate change prevention lessons. Results obtained above a score of 4.00 indicate that it has a real impact on prospective teachers' climate change prevention activities. The ability of prospective teachers to prepare lessons, with an average result of 4.22, indicates it is in the good category. The sustainable science learning model, integrated with the indigenous values of prospective science teachers, has a real impact on instilling a lifestyle of climate change prevention.
Building students’ WASAKA character and muscle strength through the integration of the direct instruction model and practice style Herita Warni; Mashud Mashud; Muhammad Fadillah; Pebriyandi Pebriyandi
Jurnal Cakrawala Pendidikan Vol. 45 No. 2 (2026): Cakrawala Pendidikan (June 2026)
Publisher : LPMPP Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/cp.v45i2.90436

Abstract

Physical education plays a strategic role in shaping students' character and physical, but practices in the field are still largely dominated by conventional approaches that are less effective in optimally instilling values of resilience. The local value of “WASAKA” (Waja Sampai Kaputing), which reflects a never-give-up attitude, discipline, and responsibility, is considered relevant to be integrated into physical education learning to strengthen students' character in facing contemporary challenges. This study aims to examine the effectiveness of integrating the Direct Instruction and Practice Style models in fostering the WASAKA attitude and improving the muscle strength of elementary school students. The study employed a quantitative approach using a quasi-experimental pretest–posttest control group design, involving 80 students from two elementary schools in Banjar Regency who were divided into experimental and control groups. The instruments used included a WASAKA attitude questionnaire and muscle strength tests consisting of push-ups, sit-ups, and vertical jumps. Data were analyzed using descriptive statistics, normality and homogeneity tests, as well as inferential statistical tests, including the paired t-test, Wilcoxon test, independent t-test, Mann–Whitney test, and simple linear regression. The results revealed a significant increase in both WASAKA attitude scores and muscle strength among students in the experimental group compared to those in the control group (p < 0.05). However, the linear regression analysis indicated that there was no statistically significant relationship between WASAKA attitude and students’ muscle strength (p>0.05). In conclusion, the integration of the Direct Instruction and Practice Style models proved effective in improving physical education learning outcomes in terms of both character development and physical fitness, although the two variables did not directly influence one another. This model is therefore recommended as an innovative learning approach to support the integrated development of students’ character and physical fitness.
Examining the impact of leisure internet use and study–leisure conflict on university students’ academic achievement Muhammet Vapur; Yiğit Güven
Jurnal Cakrawala Pendidikan Vol. 45 No. 2 (2026): Cakrawala Pendidikan (June 2026)
Publisher : LPMPP Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/cp.v45i2.90772

Abstract

The aim of this study is to examine the effects of university students' internet usage during their leisure time and their study–leisure conflicts on academic achievement. The study was conducted using a quantitative, correlational research design, and the sample consisted of 392 students studying at universities in Istanbul, selected through simple random sampling. Data were collected using three scales: the Leisure-Time Internet Use Scale, the Study/Leisure Conflict Scale, and the Academic Achievement Scale. According to the results of regression analyses, the level of internet use during leisure time explains 26.2% of the variance in study–leisure conflict and 13.1% of the variance in academic achievement. Additionally, study–leisure conflict was found to be a significant predictor of academic achievement, accounting for 19.9% of the variance. The findings suggest that students' digital leisure habits have both direct and indirect effects on time management, self-regulation, and academic balance. The results highlight the need for digital awareness programs and time management support services in universities. This study aims to contribute to educational policies by shedding light on the psychosocial processes that influence students’ academic success in the digital age.
RoboLikha extension program for inclusive STEM and sustainable development Helen Grace Gonzales; Ruvel J. Cuasito Sr.; Marjun S. Sequera; Camilo Jose S. Salvana; Troadio M. Barbosa; Dominic O. Cagadas; Romano A. Pimentel; Dexter L. Duat; Christine Marie J. Madrid; Geovani Pabilona; Rozano A. Pimentel; Justine Clarenz L. Auxilio; Jerry B. Halibas; Ellen Jane G. Gulben; Daxter William L. Gulben; Cran Leigh Mae A. Salamanca; John Huss E. Tongco; Kathleen E. Padrigalan; Maria Teresa M. Fajardo; Muslikhin Muslikhin
Jurnal Cakrawala Pendidikan Vol. 45 No. 2 (2026): Cakrawala Pendidikan (June 2026)
Publisher : LPMPP Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/cp.v45i2.91105

Abstract

This paper presents the outcomes of RoboLikha: Creative Technology for Inclusive STEM Learning, the flagship extension program of the College of Technology at the University of Science and Technology of Southern Philippines (USTP). The program was designed to address inequities in STEM education among underserved schools in Northern Mindanao through teacher training, student mentoring, community-centered implementation, and institutional partnerships aligned with the USTP CARES pillars and the UN Sustainable Development Goals. The program adopted a holistic and participatory framework that combined   caravans, training of trainers, workshops, research mentoring, and competitions. From 2023 to 2025, RoboLikha capacitated more than 200 teachers, engaged over 600 students, and reached more than 3,800 community participants across Region 10. Six investigatory projects were co-developed at Cagayan de Oro National High School, two of which received national recognition at the 2025 National Science and Engineering Fair. Teachers also transformed their participation into funded research outputs, demonstrating that extension work can directly enhance professional growth and curriculum innovation. These findings validate RoboLikha as a transformative and scalable model for inclusive STEM education. Looking ahead to 2030, the program aims to expand to ten fully engaged schools, institutionalize innovation expos, and cultivate Creative Tech champions to sustain robotics and creative technology integration nationwide.
Development of an e-commerce-based entrepreneurship training model to improve community empowerment: An innovative approach Dayat Hidayat; Nia Hoerniasih; Iwan Hermawan
Jurnal Cakrawala Pendidikan Vol. 45 No. 2 (2026): Cakrawala Pendidikan (June 2026)
Publisher : LPMPP Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/cp.v45i2.91488

Abstract

The purpose of this study is to develop an e-commerce-based entrepreneurship training model to empower the community. The study uses a mixed-method research approach combining quantitative and qualitative Research and Development (R&D). The study population consists of 675 participants in e-commerce-based entrepreneurship training at 23 Community Learning Centers (CLCs) in Karawang Regency, West Java Province, Indonesia, all of whom were included in the study sample. The research steps were carried out as follows: preliminary study, planning, initial product development, expert validation and revision, initial product revision, large-scale product testing, final product development, model effectiveness testing, and implementation and dissemination of the e-commerce-based entrepreneurship training model for community empowerment. The results show that conventional entrepreneurship training has not significantly improved participants' skills and knowledge, leaving the community's entrepreneurial knowledge, attitudes, and skills relatively low. Therefore, an e-commerce-based training model was developed and implemented through planning, implementation, and evaluation stages. The use of the e-commerce-based training model resulted in excellent improvements among participants, particularly in their skills in utilizing e-commerce technology to start and manage online businesses, thereby supporting the research objective of improving the community's skills and knowledge in digital entrepreneurship.
Environment-based learning and global citizenship orientation in elementary social studies classrooms Marsini; Ida Wahyu Wijayati
Jurnal Cakrawala Pendidikan Vol. 45 No. 2 (2026): Cakrawala Pendidikan (June 2026)
Publisher : LPMPP Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/cp.v45i2.92941

Abstract

This study examines the effects of environment-based learning and global citizenship orientation on environmental awareness and social studies achievement in Indonesian elementary schools. Using a quantitative ex post facto correlational design, the study involved 180 fourth- and fifth-grade students, selected through cluster random sampling from four schools in Magetan, Indonesia. Data were collected using validated instruments, including scales of environment-based learning, global citizenship orientation, and environmental awareness, as well as a social studies achievement test. The data were analyzed using descriptive statistics, Pearson's correlation, and multiple regression. The results show that environment-based learning and global citizenship orientation significantly predict environmental awareness (R² = .440; p < .001) and social studies achievement (R² = .212; p < .001). Both variables influence affective outcomes more than cognitive performance. This study provides empirical evidence from the elementary school context and highlights the importance of integrating contextual environmental learning and global citizenship education to support students’ holistic development.
Advancing students’ reading literacy through the development of website-based multimodal instructional content Sukarno Sukarno; Sri Haryati; Siswanto Siswanto; Rolisda Yosintha; Candradewi Wahyu Anggraeni
Jurnal Cakrawala Pendidikan Vol. 45 No. 2 (2026): Cakrawala Pendidikan (June 2026)
Publisher : LPMPP Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/cp.v45i2.93054

Abstract

This study aimed to develop website-based multimodal instructional content to enhance the literacy competency of junior high school students in Indonesia. The study conducted developmental research adopting the ADDIE framework (analysis, design, development, implementation, and evaluation).  In the analysis phase, it involved analyzing the educational needs and content through interviews with certified junior high school teachers and literacy experts. The design phase dealt with designing a reading-focused website, learning content, and assessment tools that were based on the analysis of learning goals, competencies, and study materials. In the development phase, it included feasibility testing of the developed website using the Fuzzy Delphi method with 10 experts, content validation with 5 experts, and instrument validation with 5 experts. In the implementation phase, the product was scrutinized through a quasi-experimental design to reveal its effectiveness. In the evaluation stage, it was conducted to evaluate the results of analysis, design, feasibility, and implementation of educational websites, learning content, and instruments. The Fuzzy Delphi method demonstrated that the reading literacy competence, linguistic features, and presentation met established validity and feasibility criteria, affirming the appropriateness of the developed content for instructional use. The empirical testing revealed that website-based multimodal instructional content is effective in enhancing students’ reading literacy competence.
Artificial intelligence in postgraduate education: Perceptions, practices, and ethical challenges in university management Omar Padilla Diaz
Jurnal Cakrawala Pendidikan Vol. 45 No. 2 (2026): Cakrawala Pendidikan (June 2026)
Publisher : LPMPP Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/cp.v45i2.93891

Abstract

This study used a hybrid approach to analyze the impact of artificial intelligence (AI) on graduate education management at private universities in the Lima metropolitan area. Data collection methods included semi-structured interviews with four academic coordinators and questionnaires distributed to 40 professors and 200 graduate students from four private universities. The results showed that AI-based tools can support personalized learning, improve academic planning, and promote more informed decision-making. However, significant deficiencies remain in terms of technological infrastructure, systematic faculty training, and ethical guidance. The application of AI in graduate education management is still in its early stages, focusing primarily on administrative processes, student tracking, and automated data analysis, rather than pedagogical innovation. Qualitative findings highlight the crucial role of institutional leadership in fostering innovation, professional development, and ethical awareness. The study concludes that the effective implementation of AI depends on a clear institutional framework, ongoing capacity-building measures, and explicit ethical guidelines. The adoption of AI is closely linked to the institutional environment, teacher involvement, and ethical principles, which together ensure the integration of reflection, accountability, and equity.

Page 152 of 154 | Total Record : 1531

 150   151   152   153   154 

Filter by Year

1981 2026


Reset
Filter By Issues
All Issue Vol. 45 No. 2 (2026): Cakrawala Pendidikan (June 2026) 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