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 1,551 Documents
 152   153   154   155   156 
The effect of task type on the initial learning and retention of collocations: Evidence for or against the involvement load hypothesis Abbas Pourhosein Gilakjani; Davood Taghipour Bazargania
Jurnal Cakrawala Pendidikan Vol. 45 No. 3 (2026): Cakrawala Pendidikan (October 2026)
Publisher : LPMPP Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/cp.v45i3.88356

Abstract

This research aimed to explore Laufer and Hulstijn’s (2001) assertion that neither input nor output tasks are inherently better or more effective. Instead, they argue that the effectiveness of a task is solely determined by the level of involvement it generates. Ninety English translation students at Islamic Azad University participated in one of three collocation learning tasks, each designed to have the same theoretical level of task-induced involvement (all with an involvement index of 3). The tasks varied in type: the first was an input task involving reading comprehension and looking up unknown collocations in a dictionary, while the second and third were output tasks, which included completing sentences with the target collocations after looking up their meanings, and writing sentences using the target collocations. The initial learning and retention of target collocations were evaluated using two posttests: one conducted immediately after the treatment and another two weeks later. Contrary to the Involvement Load Hypothesis (Laufer & Hulstijn, 2001), the study's findings revealed that the type of task (whether input or output, receptive or productive) did influence both the initial learning and long-term retention of the target collocations. Based on Swain’s (1985) Output Hypothesis and the distinction between receptive and productive tasks, several potential explanations for these results have been suggested. The study's findings could contribute to the creation of more effective pedagogical tasks.
An augmented reality smart module for critical thinking in pre-service teachers learning megalithic history Lukman Nadjamuddin; Idrus Rore; Windayanti; Wilman Lumangino; Muhammad Zaky; Nurgan Tadeko; Aman Aman
Jurnal Cakrawala Pendidikan Vol. 45 No. 3 (2026): Cakrawala Pendidikan (October 2026)
Publisher : LPMPP Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/cp.v45i3.88828

Abstract

Learning megalithic history requires students to connect artifact features with historical evidence. This study developed and appraised an augmented reality (AR) Smart Module using ADDIE and compared critical-thinking test performance in four intact classes at Universitas Tadulako. The pretest–posttest study included 122 undergraduate history education students, with 61 in each condition. Five experts rated ten assessment items; recalculated Aiken’s V ranged from .600 to 1.000, with a mean of .853. AR posttest scores averaged 7.800 (SD 1.012), compared with 6.171 (SD 1.205) for lecture-based instruction. ANCOVA including pretest, cohort, and group × cohort gave an adjusted difference of 1.637 points (95% CI [1.245, 2.028]), F(1,117) = 68.551, p = 2.30 × 10⁻¹³, partial η² = .369. Mean gains were 2.801 and 1.170; the gain comparison gave t(120) = 6.127, p = 1.17 × 10⁻⁸, d = 1.109. The results show stronger critical-thinking test performance for students using the AR Smart Module in this classroom comparison. Globally, the study offers a design sequence for connecting digital heritage representations with contextual evidence and evidence-based historical reasoning.
Exploring the relationship between English proficiency and academic performance among Malaysian pre-university students Queencie Dohny; Owen Tamin
Jurnal Cakrawala Pendidikan Vol. 45 No. 3 (2026): Cakrawala Pendidikan (October 2026)
Publisher : LPMPP Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/cp.v45i3.89235

Abstract

This study investigates the relationship between English language proficiency and academic performance among 635 pre-university students where English language is the Medium of Instruction (EMI). Participants in this study are consists of students from three programs: Information Technology (IT), Science, and Agriscience. English proficiency was measured using students’ SPM English results, while academic performance was assessed through their Cumulative Grade Point Average (CGPA). Independent and paired samples -tests, along with Pearson’s correlation analyses, were conducted in Python. Guided by Spearman’s “g” factor theory of intelligence, this study hypothesized that higher English proficiency will predict higher CGPA outcomes. This study also aims to analyze other factors; (1) gender and (2) family socio-economic background t This study investigates the relationship between English language proficiency and academic performance among 635 pre-university students where English language is the Medium of Instruction (EMI). Participants in this study are consists of students from three programs: Information Technology (IT), Science, and Agriscience. English proficiency was measured using students’ SPM English results, while academic performance was assessed through their Cumulative Grade Point Average (CGPA). Independent and paired samples  -tests, along with Pearson’s correlation analyses, were conducted in Python. Guided by Spearman’s “g” factor theory of intelligence, this study hypothesized that higher English proficiency will predict higher CGPA outcomes. This study also aims to analyze other factors; (1) gender and (2) family socio-economic background that might affect the performance of English language skills and academic performance. The findings reveal a significant positive correlation between English language performance and academic performance ( ). No significant correlation was found when examining gender ( ) or family socio-economic background ( ), although disparities emerged, with students from lower-income families achieving lower CGPAs despite similar English SPM scores. These findings highlight the influence of socio-economic factors and emphasize the need for targeted educational interventions, notably to support students from disadvantaged backgrounds. hat might affect the performance of English language skills and academic performance. The findings reveal a significant positive correlation between English language performance and academic performance ( ). No significant correlation was found when examining gender ( ) or family socio-economic background ( ), although disparities emerged, with students from lower-income families achieving lower CGPAs despite similar English SPM scores. These findings highlight the influence of socio-economic factors and emphasize the need for targeted educational interventions, notably to support students from disadvantaged backgrounds.
Evaluating an experiential learning program in Indonesian higher education using the CIPP model Noor Hudallah; Saptariana; Vera Noviana Sulistyawan; Mia Hafizah Tumangger; Dwi Putri Asih
Jurnal Cakrawala Pendidikan Vol. 45 No. 3 (2026): Cakrawala Pendidikan (October 2026)
Publisher : LPMPP Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/cp.v45i3.90219

Abstract

In response to Indonesia’s national higher education reform, universities have implemented experiential learning programs to enhance student readiness for the workforce. This study aimed to evaluate the implementation of the Prigel Program, an experiential learning initiative conducted at the Faculty of Engineering of an Indonesian university. The evaluative research employed a quantitative descriptive design using the Context, Input, Process, and Product (CIPP) model to assess program implementation. Data were collected through questionnaires distributed to 142 undergraduate participants. Mean scores were interpreted using Sukarjo’s criteria, and Glickman’s quadrant analysis was applied to categorize overall program effectiveness. The findings revealed positive ratings for all four aspects: Context (M = 4.38), Input (M = 3.97), Process (M = 4.23), and Product (M = 4.15). Based on Glickman’s quadrant analysis, the program was categorized as highly effective, indicating successful implementation. These results suggest that the Prigel program could be a benchmark for experiential learning within Indonesia’s higher education reform framework.
The paradox of educational administration in the Merdeka Belajar era: Policy simplification and the complexity of school practices Asep Priatna; Wawan Sundawan Suherman; Hedi Ardiyanto Hermawan; Cahyono Cahyono
Jurnal Cakrawala Pendidikan Vol. 45 No. 3 (2026): Cakrawala Pendidikan (October 2026)
Publisher : LPMPP Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/cp.v45i3.94628

Abstract

Merdeka Belajar is promoted as a reform to simplify educational administration and strengthen school autonomy. However, its implementation reveals a paradox between policy discourse and administrative practice. This study examines the paradox of educational administration in the Merdeka Belajar era by analyzing the gap between normative simplification and school-level complexity in public secondary schools in West Java. Using a qualitative case study approach, data were collected through semi-structured interviews, document analysis, and observations, and analyzed thematically. The findings show that administrative simplification operates mainly at the policy level, while schools experience increased administrative workload due to fragmented digital systems and intensified accountability demands. Schools adopt adaptive strategies to manage these pressures, yet such practices remain informal and capacity dependent. The study contributes by reframing Merdeka Belajar as an administrative governance reform and highlights the need for integrated systems and capacity-sensitive policies to achieve substantive administrative simplification.
Examining the relationship between teacher candidates' techno-stress levels and information and communication technologies competencies Osman Akhan; Gökhan Ayçilek
Jurnal Cakrawala Pendidikan Vol. 45 No. 3 (2026): Cakrawala Pendidikan (October 2026)
Publisher : LPMPP Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/cp.v45i3.95674

Abstract

This study was conducted using a quantitative correlational survey model to determine pre-service teachers' levels of technostress and their information and communication technology (ICT) competencies and to examine them according to various variables. Data were collected from 427 pre-service teachers in their third and fourth years from nine programs at the Faculty of Education, Akdeniz University, in 2024–2025. Measurements were made using the Teacher Technostress Level Determination Scale and the ICT Competence Scale; following descriptive statistics and normality checks, Spearman correlation, Mann–Whitney U, and Kruskal–Wallis H tests were applied. The findings showed that ICT competencies were low, technostress was high, and there was a negative, significant relationship between the two variables. Only in instructional design did males score higher. Technostress was higher and digital competency was lower in the Science Education and Guidance programs. The use of technological tools and mobile devices has been linked to higher ICT competencies and lower levels of technostress. The findings suggest that enhancing digital competencies may be a critical factor in alleviating technostress.
Integrated smart relay baton and multisensor wearable system Cahyo Yuwono; Adi S; Pangondian Hotliber Purba; Himmatul Ulya; Vina Oktaviani; Tommy Soenyoto; Erna Setyowati; Bondan Fiqi Riyalda; Sri Indah Ihsani; Made Bang Redy Utama; Bambang Priyono; Khoiril Anam; Laily Mita Andriana; Mahenderan Appukutty; Dewangga Yudhistira
Jurnal Cakrawala Pendidikan Vol. 45 No. 3 (2026): Cakrawala Pendidikan (October 2026)
Publisher : LPMPP Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/cp.v45i3.96369

Abstract

Relay sprint performance is influenced by the efficiency and synchronization of baton exchanges, yet current evaluation methods remain largely subjective and fragmented. This study aimed to develop and evaluate an integrated Smart Relay Baton and multisensor wearable system for objective and real-time assessment of relay performance. A research and development approach based on the Borg–Gall model was employed, followed by a quasi-experimental pre–post design involving 241 sprint relay athletes. The system integrated accelerometer-based motion tracking within the baton and physiological monitoring through wearable sensors and smartwatch support, with synchronized data transmission via an MQTT-based IoT architecture. Key variables included transition time, entry speed, average acceleration, synchronization delay, heart rate response, rating of perceived exertion (RPE), and the Relay Performance and Orchestration Index (RPOI). Results showed pre–post changes in transition time (Cohen’s dz = −0.82), synchronization delay (dz = −0.74), entry speed (dz = 0.74), average acceleration (dz = 0.48), and RPOI (dz = 1.05). Heart rate during the exchange showed a small reduction (dz = −0.32), while 60-s heart rate recovery increased (dz = 0.54) and RPE decreased (dz = −0.75). These findings indicate that the integrated system can provide comprehensive, data-driven information on baton exchange and relay performance by combining movement and physiological measures. However, the observed changes represent within-participant differences and should not be interpreted as evidence of a causal effect of the system or as evidence of pedagogical effectiveness.
A study on vocational education students' cognition of human-ai co-creativity: An empirical analysis based on Q methodology lingling Chao
Jurnal Cakrawala Pendidikan Vol. 45 No. 3 (2026): Cakrawala Pendidikan (October 2026)
Publisher : LPMPP Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/cp.v45i3.96496

Abstract

Based on Actor-Network Theory (ANT), this study adopts Q methodology to conduct an empirical exploration of 24 vocational education students, aiming to reveal the internal structure of their cognitive landscape. The experimental results confirm a prominent Middle Collapse phenomenon: the ideal "symmetric co-creative intentionality" is statistically completely absent, and the student group does not form a continuously progressive cognitive spectrum, but presents a drastic structural polarization. The data extract five typical factors, which are clearly divided into two camps: "defensive polarization" (rejecting the status of AI actants to defend subjectivity) and "dependent polarization" (transferring agency to technological black boxes or macro-environments). Topological analysis further shows that there are deep semantic ruptures between different cognitive groups, indicating systemic blockages in the problematization and interessement stages during the "translation" process. The conclusion of this study points out that the current human-AI collaborative cognition of vocational education students does not naturally move toward symbiosis, but is driven by skill-oriented pressure and employment anxiety, falling into an either-or "translation dilemma". This finding reveals the deep cognitive fractures that vocational education faces in cultivating “responsible co-creators” in the intelligent era, and provides key empirical evidence for reconstructing the educational paradigm of human-AI collaboration.
Evaluation of the long-term athlete development model in the volleyball athlete development program Basyaruddin Daulay; Amansyah Amansyah; Mesnan Mesnan; Mahmuddin Mahmuddin; Dicky Edward Daulay; Onyas Widianingsih; Haidir Haidir; Dio Alif Airlangga Daulay; Novadri Ayubi; Ainun Zulfikar Rizki
Jurnal Cakrawala Pendidikan Vol. 45 No. 3 (2026): Cakrawala Pendidikan (October 2026)
Publisher : LPMPP Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/cp.v45i3.99382

Abstract

This study addresses the limited empirical evidence evaluating the implementation of the Long-Term Athlete Development (LTAD) model at the club level, particularly in team sports such as volleyball, where gaps between theoretical principles and coaching practice frequently persist. Using an evaluative case study design with a mixed-methods convergent parallel approach, this research examined the alignment of program structure and developmental stages, the quality of the talent development environment, and the implications for athlete well-being and participation sustainability within the volleyball development program at TVRI Medan Volleyball Club. Qualitative data was collected through document analysis, interviews, and observations, while quantitative data was obtained using the Talent Development Environment Questionnaire (TDEQ), the Athlete Burnout Questionnaire (ABQ), and indicators of training attendance and athlete retention. The findings indicate that LTAD has been adopted within the club’s development framework; however, its implementation remains partial and adaptive, largely influenced by short-term competitive demands. The talent development environment was rated as good (M = 3.70), with psychosocial support emerging as the strongest dimension, although the balance between challenge and support requires further improvement. Athlete burnout was found to be at a moderate level (M = 2.58), particularly in physical and emotional exhaustion, while training attendance was high and athlete retention remained stable at 80% across three consecutive periods. These results contribute theoretically by reinforcing context-sensitive evaluations of LTAD at the club level and practically by providing evidence-based insights for designing more sustainable, athlete-centered, and long-term- oriented volleyball development programs.
Developing multidisciplinary B1-level reading exercises (Leseübungen) using a student-centered learning approach Surya Masniari Hutagalung; Balazs Huszkat; Melky Wijayanti; Sulis Triyono; Wening Sahayu
Jurnal Cakrawala Pendidikan Vol. 45 No. 3 (2026): Cakrawala Pendidikan (October 2026)
Publisher : LPMPP Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/cp.v45i3.99590

Abstract

The standardized B1-level German proficiency examination used in Indonesian higher education requires learners to read texts that increasingly combine everyday, public, academic, and semi-disciplinary content. However, locally contextualized materials that prepare students for these reading demands remain limited, and institutional evidence from two 2023 cohorts at one Indonesian university showed that Lesen was the weakest module, with pass rates of 14.7% and 9.5%. This early-cycle design-based research study reports the development and expert validation of a prototype package of multidisciplinary B1 reading exercises (Leseübungen) designed through a student-centered learning approach. The study covered problem analysis, prototype development, expert review, and first-cycle revision; it did not include classroom implementation or learner outcome testing. The prototype consisted of pre-reading activation, while-reading comprehension, vocabulary and strategy support, post-reading reflection, and optional collaborative tasks across domains such as education, public services, health, culture, environment, and technology. Three German language education experts evaluated 15 validation indicators using a four-point relevance scale. Aiken’s V values ranged from 0.67 to 1.00, with a mean of 0.86; values below 0.80 were treated as revision signals rather than evidence of established effectiveness. Qualitative feedback informed revisions to sentence naturalness, B1 readability, instruction clarity, time allocation, and visual support. The study contributes a preliminary, expert-validated design model for CEFR-aligned German reading materials and identifies priorities for subsequent classroom trials involving learners.

Page 155 of 156 | Total Record : 1551

 152   153   154   155   156 

Filter by Year

1981 2026


Reset
Filter By Issues
All Issue Vol. 45 No. 3 (2026): Cakrawala Pendidikan (October 2026) 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