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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 1,531 Documents
 150   151   152   153   154 
Assessing motor competence in Indonesian sports science admissions: A comparison of portfolio assessment and direct practical testing Ngadiman; Akbar Kusuma Abadi; Eko Sumianto; Agung Prabowo; Bayu Suko Wahono
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.v45i2.94152

Abstract

Indonesia's National Selection for State University Admission (SNMPTN) for Sports Science programs has shifted from practical motor skill tests to portfolio-based assessment, raising concerns about validity and reliability in measuring motor competence. This study examined the validity and reliability of portfolio assessment by comparing it with direct motor skill tests as the criterion measure. A quantitative descriptive-verificative design involved 50 Physical Education students at Jenderal Soedirman University with complete portfolio and practical test data. Four motor skill domains were assessed: hand-eye coordination, agility, lower-limb muscle power, and endurance. Statistical analyses included Wilcoxon test, Spearman's correlation, Intraclass Correlation Coefficient (ICC), Bland-Altman analysis, and error measurements. Results showed portfolio scores consistently overestimated performance with significant differences in three domains (p ≤ 0.001). Spearman's correlations ranged from moderate to strong (ρ = 0.432–0.814), yet ICC values indicated low-to-moderate absolute agreement except for lower-limb muscle power (ICC = 0.800). Bland-Altman analysis revealed systematic positive bias with wide limits of agreement. These findings suggest portfolio assessment is inadequate as a standalone instrument for selecting candidates based on motor skills and should serve as a complementary tool to standardize direct practical tests in Sports Science admissions.
Artificial intelligence as a learning assistant: A student-centered learning study Bih Ni Lee
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.v45i2.94220

Abstract

This study examines the role of Artificial Intelligence (AI) as a learning assistant in promoting student-centered learning within educational settings. Using a mixed-method approach, the research investigates how AI-based tools support personalized learning, enhance student engagement, and foster autonomy in the learning process. Quantitative data were collected through structured surveys and learning performance measures to evaluate students’ perceptions, usage patterns, and learning outcomes, whereas qualitative data derived from interviews and open-ended responses provided deeper insights into students’ experiences and challenges when interacting with AI learning assistants. The findings indicate that AI learning assistants positively contribute to individualized learning support, timely feedback, and active learner participation, although issues related to overreliance, ethical concerns, and digital readiness remain. The study highlights the potential of AI as an effective facilitator of student-centered learning when thoughtfully integrated into instructional design and pedagogical practices.
Synergy between Wayang Orang Ngesti Pandowo and higher education in supporting sustainable education program Restu Lanjari Lanjari; Eny Kusumastuti; Utami Arsih
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.v45i2.94877

Abstract

This research examines the synergy between the Wayang Orang Ngesti Pandowo performing arts and higher education in supporting sustainable development (SDG 4), with a focus on integrating local wisdom to foster social cohesion among university students. As a cultural heritage form rich in moral values such as gotong royong, tolerance, and respect for tradition, Wayang Orang Ngesti Pandowo has excellent potential to build students’ social awareness and cultural identity. This research employs qualitative methods, utilizing data collection techniques such as in-depth interviews, observation, and document analysis, to explore how this performing art can be integrated into the higher education curriculum. The results showed that students’ involvement in Wayang Orang performances significantly increased their sense of community, social interaction, and understanding of local wisdom values while creating an inclusive learning environment. Students’ participation in the creative process, from rehearsal to performance, also positively impacted their communication, cooperation, and leadership skills. In addition, the collaboration between students and Wayang Orang artists strengthened social ties in the academic community and wider society. This research recommends that higher education institutions systematically integrate local wisdom-based performing arts into their curriculum through workshops, training, and collaboration with arts communities, as well as encouraging the government to support the preservation of local culture through educational policies. Thus, this research makes a significant contribution to the development of local culture-based education theory and practice, serving as a model for future similar initiatives that support social cohesion and sustainable education.
Sustaining character education in pesantren: A holistic and culturally embedded learning ecosystem Muhammad Anas Ma'arif; Muhamad Arif
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.v45i2.94968

Abstract

Character education has become increasingly critical amid growing concerns over moral decline among youth in Indonesia and globally. Islamic boarding schools (pesantren) have long served as traditional institutions that cultivate character in a holistic, immersive environment. However, a comprehensive synthesis of how pesantren implement character education remains limited. Therefore, this study employs a Systematic Literature Review (SLR) methodology, drawing on 50 peer-reviewed articles retrieved from Scopus, Web of Science, and Google Scholar (2015–2025). The findings reveal four key character education models in pesantren: role modeling (uswah hasanah), habituation, curriculum and institutional integration, and pesantren culture as a hidden curriculum. Core character values developed include religious commitment, social responsibility, nationalism, discipline, and independence. Key challenges involve inconsistent curriculum integration, dependence on the kyai as a central role model, diversity of student backgrounds, and external pressures from globalization and digitalization. Theoretically, this study extends the Learning Ecosystems framework (Spencer-Keyse et al., 2020) by introducing pesantren culture as a latent regenerative mechanism that proposed the concept of the Pesantren Latent Regenerative Extension of Learning Ecosystems. These findings offer practical guidance for pesantren in sustaining character education without compromising their distinctive identity.
The implementation of Pendidikan Khas Kejogjaan in strengthening secondary school students' character Sutrisna Wibawa; Yatun Romdonah Awaliah; Rony Kurniawan Pratama; Suwarna; Farid Setiawan
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.v45i2.95036

Abstract

This study examines the implementation profile of Pendidikan Khas Kejogjaan (PKJ), a culturally grounded character education programme operating in pilot secondary schools across the Special Region of Yogyakarta. Researchers deliberately frame our inquiry around the implementation level rather than causal effectiveness, since the cross-sectional design researchers used cannot establish that students' character changed because of PKJ. Data were gathered from 150 senior and vocational high school students selected from twelve pilot schools through multistage sampling, combining purposive selection of schools with proportional random selection of students. A 102-item questionnaire (Cronbach's α = 0.93) was used to measure three implementation dimensions: philosophy, cultural values, and cultural atmosphere. Descriptive statistics showed a mean of 4.1361 for the philosophical dimension, 4.0433 at the cultural-values dimension, and 3.9289 at the atmosphere dimension. Pearson correlation analysis revealed strong and significant correlations among the three dimensions (r = 0.716 to 0.880, p < 0.01). The lower atmosphere score, paired with the higher score for cognitive culture (4.1133) than for behavioural (3.8467) and material cultures (3.8271), suggests that PKJ is currently more prominent in symbols and signage than in everyday habituation and material environments. Researchers argue that the trilogy of hamemayu hayuning bawana, sangkan paraning dumadi, and manunggaling kawula Gusti has been internalised at the level of recognition; however, the gap between symbol and practice remains a critical area for further policy work. The study provides a baseline framework of PKJ implementation upon which future longitudinal and comparative designs can build.
Developing a proficiency test of Academic English in the Indonesian higher education context Didi Sukyadi; Fuad Abdul Hamied; Ika Damayanti; Ari Arifin Danuwijaya; Lukman Hakim; Firly Asyifa
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.v45i2.95780

Abstract

Standardized tests remain crucial for students whose first language is not English in today’s globalized world, despite ongoing debates about their suitability. The purpose of this research is to develop an academic English proficiency test for higher education in Indonesia. The data were derived from a needs analysis conducted through focus group discussions (FGDs) and a pre-survey for the existing academic English proficiency test, followed by a test design process: creating a test blueprint and developing question items, and a second survey following a trial test with 538 test takers. The findings indicate that adjustments were required to the test format and duration, a basis for developing a new test format. Additionally, students reported a preference for computer-based tests. During the test design process, the research team revised the test, retained the test objectives, and modified the test item types. Lastly, post-test feedback and item analysis indicated an imbalance in item difficulty in the Structure and Written Expression section, while the Academic Listening and Academic Reading sections demonstrated relatively balanced difficulty levels. Overall, the findings of this research indicate a desire to revisit and refine the existing test to better meet students’ needs while maintaining its objectives.
UDL-designed frameVR improves inclusive learning for university students with disabilities Derling Jose Mendoza Velazco; Gisela Consolación Quintero Arjona
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.v45i2.96359

Abstract

This study examined the adjusted effect of a FrameVR learning intervention designed according to Universal Design for Learning (UDL) principles on the conceptual understanding of university students with disabilities, controlling for baseline performance through ANCOVA. A quasi-experimental design with pretest and posttest measures in two groups was employed. The first group used the FrameVR + UDL  method and the second received traditional virtual instruction in Moodle. A total of 299 Early Childhood Education students from the National University of Education, Ecuador, participated in the 12-week intervention. An ANCOVA was conducted to adjust the final score according to the initial level. The results showed that adjusted posttest scores differed significantly between groups, with the FrameVR + UDL group  demonstrating higher adjusted performance. The pretest accounted for substantial variance η²p = 0.305, which confirmed the relevance of the statistical adjustment. The control group did not show statistically significant changes, unlike the intervention group which showed additional improvement. This result can be attributed not only to using an immersive environment, but also to integrating it into an inclusive teaching architecture guided by UDL. The study provided local evidence of improved academic outcomes in inclusive university contexts.
Effects of gamification and learning styles on English reading comprehension in gendered classrooms Kevin Mario Laura-De La Cruz; Johann Wilber Quispe Roque; Josue William Flores Valeriano; Luz Anabella Mendoza Del Valle; Miliam Quispe Vargas; Enrique José Quispe Mello
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.v45i2.97556

Abstract

The study aims to determine the relationship among gamification, learning styles, and English Reading comprehension within gender-differentiated educational settings, with the goal of understanding how these variables influence reading performance. A quantitative, non-experimental correlational design was applied. The sample consisted of 122 secondary students, equally divided by gender. Surveys and a written test were used to gather data related to the study variables, enabling objective statistical analysis of the relationships among them. The results show no statistically significant differences in English reading comprehension based on gender (p > 0.05). This suggests that gender does not significantly impact reading performance in this population. Instead, the findings suggest that factors such as gamification and learning styles may play a more influential role in improving reading regardless of gender. The study concludes that incorporating gamification strategies and adapting instruction to diverse learning styles can positively motivate students and enhance English comprehension. To achieve greater effectiveness, these strategies should be adjusted to the individual characteristics of learners in gender-differentiated contexts, contributing to more inclusive and efficient educational practices.
Integrating augmented reality into engineering education: Development and evaluation of tensile testing learning media Uum Sumirat; Juliana Juliana; Lazuardi Imani Hakam; Usep Suhud; Inomjon Qudratov
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.v45i2.98174

Abstract

The integration of Augmented Reality (AR) into technical and vocational education has gained considerable attention as a means of bridging the gap between abstract theoretical content and applied industrial competencies. However, empirical evidence regarding its effectiveness in mechanics of materials instruction, particularly within the context of manufacturing engineering training, remains limited. This study aimed to design, develop, and evaluate an AR-based instructional medium for tensile testing procedures, targeting competency development among engineering students. The development process followed the ADDIE (Analysis, Design, Development, Implementation, and Evaluation) instructional design model, incorporating competency-based and mastery learning frameworks. A pre-experimental one-group pretest-posttest design was employed with 36 engineering students drawn from three higher education institutions in Indonesia. Media feasibility was assessed through expert validation, yielding scores of 79% for media quality and 91% for content accuracy, both indicating suitability for instructional use. Learning outcomes were measured using normalized gain (N-Gain) analysis, with results indicating a mean N-Gain score of 0.47, classified as moderate improvement according to Hake's (1998) criteria. These findings suggest that AR-based instructional media may serve as an effective tool for supporting technical training in mechanics of materials, particularly for facilitating three-dimensional visualization of complex physical phenomena such as tensile deformation and stress-strain behavior. Nevertheless, the moderate gain score indicates that further development, notably the incorporation of audio elements and higher-order synthesis tasks, may be required to fully support advanced competency levels. The study contributes empirical evidence to the growing body of literature on immersive technology integration in engineering education within Industry 4.0 contexts.
Developing a challenge-based corrosion e-book to enhance vocational students’ concept understanding and creative thinking skills Sjaeful Anwar; Santi Deva; Ijang Rohman; Harianti Harianti; Ropi Marlina; Billy Oktora Abdillah Fauzi
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.v45i2.98340

Abstract

This study aimed to develop a challenge-based corrosion e-book with a chassis coating context using the Four Steps Teaching Material Development (4STMD) method and to evaluate its effectiveness in enhancing vocational students’ concept understanding and creative thinking skills. A design and development research approach was employed, comprising design, development, and evaluation phases. The e-book was developed through the 4STMD stages of selection, structuring, characterization, and didactic reduction, yielding ten concept labels on corrosion and redox reactions contextualized within automotive chassis maintenance. The product was validated by expert reviewers and tested with 20 grade-XI students of a Light Vehicle Engineering program at a vocational school in Bandung, Indonesia. Expert evaluation indicated that the e-book was highly feasible across content, language, presentation, and graphic criteria. Student comprehensibility reached an average of 92%. A one-group pretest–posttest design with the Wilcoxon signed-rank test revealed statistically significant improvements (α = 0.05) in both concept understanding and creative thinking skills, the latter measured through Torrance’s indicators of fluency, flexibility, originality, and elaboration. A Spearman correlation of r = .985 confirmed a very strong positive relationship between the two outcomes. These findings demonstrate that integrating challenge-based learning with the 4STMD method in a vocationally relevant e-book effectively supports higher-order thinking in chemistry education for vocational students.

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