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Cakrawala Pendidikan

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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

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Articles 1,490 Documents

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PENANGGULANGANPENGANGGURAN MELALUI PENINGKATAN KETERAMPILAN WlRA USAHA DAN EKONOMI PRODUKTIF DIDAERAHISTIMEWA YOGYAKARTA Soenarto Soenarto
Jurnal Cakrawala Pendidikan No 1 (2002): CAKRAWALA PENDIDIKAN EDISI FEBRUARI 2002,TH XXI. NO.1
Publisher : LPMPP Universitas Negeri Yogyakarta

This article is based on a research conducted to know the implementation and result of the New Entrepreneurs' Training (NET) and the Productive Economic Institution Training (PElT) held as some of the efforts to solve the problem of unemployment handled by the part of the Social Security Network Program taken care of by the Province of the Yogyakarta Special Territory's Regional Office ofthe Employment Department. The focus of the research was on determining how far the training programs could help overcome the unemployment in particularly that province as a result of Indonesia's recent economic crisis. All the 1140 trainees became the research populatioILand 450 of them were taken as a proportional sample. The data were obtained by means ofa questionnaire composed on the basis of adifferential semantic scale. From the research it is found that (1) the NET has produced good results, with 88% of the trainees having produced proposals for the establishment of new business companies complete with planned programs and costs and 66% of the trainees having already started running their business; (2) the business companies started have good prospects in the current situation of crisis and the degree ofhow well they run is categorized moderate; (3) the knowledge. and skills acquired in the training suit the trainees' needs and are beneficial to them in runningtheir business; (4) further intensive guidance and advisory assistance fortrainees as the follow-up of the training are also made available bythe institution conducting the training; (5) the PEIT has produced moderately good results, with 60% of the trainees having been absorbed, channeled, and positioned as employees at companies they are apprenticed to or at companies pioneered by the NET; (6) 40% ofthe trainees have not received employment because they have refused the positions found for them for the reason that the salary offered has been lower than the required Regional Minimum Fee, because of the economic slump, and because of no fault of the institution conducting the training; (7) the knowledge and skills acquired in the training suit the trainees' needs and beneficially arm them in looking for work; and (8) the apprenticeship and guidance programs run by the institution conducting the training are running moderately well and extremely helpful in job seeking.

“I’M A SUPERHERO”: INCREASING STUDENTS’ PSYCHOLOGICAL CAPITAL THROUGH STORYTELLING Unika Prihatsanti; Ika Zenita Ratnaningsih; Anggun Resdasari Prasetyo
Jurnal Cakrawala Pendidikan Vol 39, No 1 (2020): CAKRAWALA PENDIDIKAN, VOL. 39, NO. 1, FEBRUARY 2020
Publisher : LPMPP Universitas Negeri Yogyakarta

Psychological capital as a positive psychological characteristic that reflected through several components such self-efficacy, hope, optimism, and resilience is important to adjust the changes that experienced by freshmen in a college. Storytelling is a form of communication that allows the listener to fully immerse in the content of the story and experience the emotions felt by the characters. This study aims to determine the effect of storytelling activities use “I’m a Superhero” module to increase students’ psychological capital. Quasi-experimental methods were used in the study that involving 127 first-year college students. The subjects of this study divided into two groups, 56 for the experimental group and 71 for the control group. The interventions were done for 22 days divided into six sessions and described in "I'm a Superhero" module. The analysis results using an independent sample t-test showed that there was a difference between experiment and control groups (t(125) = 5.176; p .01). It shows that the storytelling activity is the potential to be an alternative media to increasing students' psychological capital so that the freshmen more independent and quickly adjust to change.

IDENTIFIKASI PROFIL BUDAYA ORGANISASI YANG MENDUKUNG IMPLEMENTASI SISTEM PENJAMINAN MUTU PERGURUAN TINGGI Debby Willar; Jerry Linton; Revleen Kaparang
Jurnal Cakrawala Pendidikan CAKRAWALA PENDIDIKAN EDISI JUNI 2015, TH. XXXIV, NO. 2
Publisher : LPMPP Universitas Negeri Yogyakarta

Abstrak: Penelitian ini bertujuan untuk mengevaluasi implementasi Sistem Penjaminan Mutu Internal Perguruan Tinggi (SPMI-PT) Politeknik Negeri Manado yang mengacu pada Sistem Manajemen Mutu (SMM) ISO 9001, mengidentifikasi profil budaya organisasi Politeknik Negeri Mando, dan menganalisis hubungan antara implementasi SMM ISO 9001 dan budaya organisasi institusi. Penelitian menggunakan pendekatan kuantitatif dengan instrumen kuesioner. Penelitian menemukan bahwa implementasi delapan prinsip mutu ISO 9001 belum mencapai tingkat efektivitas yang maksimal dan tipe budaya clan mendominasi profil budaya organisasi institusi. Selain itu, juga ditemukan bahwa budaya clan berkorelasi signifikan dengan prinsip mutu kepemimpinan, keterlibatan orang-orang dalam aktivitas institusi, pendekatan proses dalam aktivitas institusi, pendekatan fakta untuk pengambilan keputusan, dan prinisp mutu bubungan yang saling menguntungkan; budaya market berkorelasi signifikan dengan prinsip mutu fokus pada pelanggan; budaya hierarchy berkorelasi signifikan dengan prinsip mutu pendekatan sistem untuk manajemen institusi, dan perbaikan terus-menerus. Hasil penelitian menjadi dasar bagi institusi untuk dapat mengembangkan budaya organisasi yang kuat sebagai pendukung dalam menerapkan SPMI-PTsecara efektif dan meningkat berkelanjutan. Keywords: sistem penjaminan mutu internal, budaya organisasi, perguruan tinggi IDENTIFICATION OF THE ORGANIZATIONAL CULTURE PROFILE SUPPORTING THE IMPLEMENTATION OF THE HIGHER EDUCATION QUALITY ASSURANCE SYSTEM Abstract: This research was aimed to evaluate the implementation of the Internal Quality Assurance System of the Higher Education (SPMI-PT) of Manado State Polytechnic based on the ISO 9001 Quality Management System (QMS), to identify the organizational culture profile of Manado State Polytechnic, and to examine the relationship between the implementation of ISO 9001 and the culture profile of the institution. Questionnaireswere used in order to achieve the research aims.The study found that the implementation of the eight ISO 9001 principles had not achieved the maximum level of effectiveness, and Clan culture dominated the profile of the organizational culture of Manado State Polytechnic.The research also found that: Clan culture was significantly correlated with the quality principles of Leadership, People Involvement, Process Approach, Factual Approach to Decision Making, and Mutually Beneficial Supplier Relationships;Market culture was significantly correlated with the quality principle of Customer Focus while Hierarchy culture wassignificantly correlated with the quality principles of Systems Approach to Management,and Continual Improvement. The findings are the basis for the institution to be able to develop a strong organizational culture as a driver in implementing the SPMI-PT effectively and sustainably. Keywords: quality assurance system, organizational culture, higher education

Polusi air untuk materi pembelajaran sains dalam perspektif personal dan sosial Indyah Sulistyo Arty
Jurnal Cakrawala Pendidikan No 3 (2006): Cakrawala Pendidikan, November 2006, Th. XXV, No.3
Publisher : LPMPP Universitas Negeri Yogyakarta

Several phenomenon of water pollution was happened in Indonesiaan because of pullotants such as detergent, mercury, oil, acid rain, and microbes. The effects of water pollutant showed dangerous to human life.The Subject matter of science about water pollution can be introduced in group of science containet about water pollution in personal and social perspective, which is divided into subject matter group of grade 5 of primary school - grade 2 of junior high school, and subject matter group of grade 3 junior high school - grade 3 of senior high school. As science subject matter, it will be much better for student whend teacher choose subject mater about pollution that has strong relationship with personal and social environment of students.

Aplikasi Pembelajaran TAPPS Dalam Peningkatan Hasil Belajar Strukturen Und Wortschatz Mahasiswa Program Studi Pendidikan Bahasa Jerman Samuel Jusuf Litualy
Jurnal Cakrawala Pendidikan CAKRAWALA PENDIDIKAN EDISI JUNI 2017, TH. XXXVI, NO. 2
Publisher : LPMPP Universitas Negeri Yogyakarta

Abstrak. Tipe penelitian kuasi eksperimen ini dilaksanakan dengan tujuan untuk membuktikan peningkatan hasil belajar Strukturen und Wortschatz 2 mahasiswa dengan aplikasi metode kooperatif model TAPPS, danpengaruh penerapan model tersebut terhadap peningkatan motivasi belajar mahasiswa Program Studi Pendidikan Bahasa Jerman. Variabel-variabel dalam penelitian ini, adalah: hasil belajar mahasiswa dalam Strukturen und Wortschatz 2 (variabel terikat), dan model kooperatif tipe TAPPS (variabel bebas). Sampel penelitian ini adalah mahasiswa program studi pendidikan bahasa Jerman semester II dengan responden sebanyak 32 orang. Instrumen penelitian ini adalah materi tes (Pretest dan Posttest). Dari data yang dianalisis, diperoleh nilai t hitung = 32,025 dengan t pada taraf signifikan á = 0,05 dan dk = 30 diperoleh t tabel = 0,00. Ini menunjukkan bahwa t hitung t tabel (t tabel = 32,025 probability = 0,00). Dari hasil tersebut, dapat disimpulkan bahwa Hasil Belajar Strukturen und Wortschatz 2 mahasiswa dengan aplikasi Metode Kooperatif Model TAPPS lebih tinggi dari Hasil Belajar Strukturen und Wortschatz 2 mahasiswa tanpa aplikasi Metode Kooperatif Model TAPPS. hitung THE APPLICATION OF TAPPS LEARNING PROCESS IN IMPROVING LEARNING OUTCOME OF STUKTUREN UND WORTSCHATZ COURSE ON GERMAN LANGUAGE EDUCATION PROGRAM' STUDENTS.Abstract. This Quasi Experimental Research was conducted to prove how the increase of students’ outcomes in learning Strukturen und Wortschatz with the application of cooperative learning model of TAPPS method, and how the influence of these applications increase learning motivation in second semester students of the German Language Education Program, Educational Science and Teacher Training Faculty, Pattimura University, in the Academic Year 2015/2016. Variables of this research were student learning outcomes in learning Strukturen und Wortschatz 2 (the dependent variable) and TAPPS learning method (independent variable). Samples of this research are second semester students of the German Language Education Program in the Academic Year 2015/2016, with 32 respondents. Research instrument for this study is the test material (Pre-test and post-test). Based on the outcomes of data analysis, the value of t obtained = 32.025 with t distribution at significance á = 0.05 and dk = 30, which is obtained from t = 0.00. The result shows that t obtained t (t = 32.025, probability = 0.00). Based on these outcomes, it can be concluded that the learning outcome of Strukturen und Wortschatz 2 from the students of German Language Education Program who are taught with Cooperative Learning Model of TAPPS method is higher than those students who are taught without Cooperative Learning Model of TAPPS method. distribution

STRATEGI PENGGESERAN PARADIGMA PELATIHAN DARI ORIENTASI AKTIVITAS DI KELAS KE HASIL DI TEMPAT KERJA Sutarto HP
Jurnal Cakrawala Pendidikan No 2 (2013): CAKRAWALA PENDIDIKAN Juni 2013, Th. XXXII, No. 2
Publisher : LPMPP Universitas Negeri Yogyakarta

Abstrak: Kenyataan masih banyak menunjukan pelatihan yang diselenggarakan hanya terfokus pada aktivitas di tempat pelatihan. Evaluasi yang dilakukanpun terbatas pada hasil belajar di tempat pelatihan. Pelatihan ini tentu belum efektif dan disebut sebagai pelatihan berorientasi aktivitas (PBA). Untuk mengetahui efektivitas pelatihan, maka evaluasi perlu dilakukan sampai di tempat kerja sehingga dapat diketahui apakah ada peningkatan produk/jasa (results) bagi institusi. Jenis pelatihan ini disebut sebagai pelatihan berorientasi hasil (PBH). Penulisan artikel ini bertujuan mendeskripsikan strategi perencanaan, pelaksanaan, dan evaluasi PBH melalui kajian literature yang dipadukan dengan fakta yang terjadi di lapangan. Hasil kajian diharapkan menjadi referensi bagi para perencana dan penyelenggara pelatihan agar mampu menggeser paradigma dari PBA ke PBH. Kata Kunci: paradigma, pelatihan, aktivitas, hasil A PARADIGM SHIFT FROM ACTIVITY-ORIENTED IN THE CLASSROOM TO PRODUCT-ORIENTED IN THE WORKPLACE Abstract: Reality showed that most trainings were conducted focusingon classroom activities. The evaluation was limited only to measure participant’s mastery of training materials given in the classroom. These trainings surely were not effective yet and called as Training for Activity (TFA). To determine training effectiveness, the evaluation needed to be administered in the workplace to know whether there wasan improvement in products/services (results) for the institution. This training referred to Training for Impact (TFI). The purpose of this article is to describe the strategy in planning, implementing, and evaluating TFI through literature review combined with field data/information. The findings of the study were expected to be a reference for planners and organizers of training and were able to shift the paradigm from TFA to TFI. Keywords: paradigms, training, activity, product

YOGYAKARIA KOTA PENDIDIKAN DAN EKONOMI ALTERNATIF Sugiyanto Sugiyanto
Jurnal Cakrawala Pendidikan No 3 (2004): Cakrawala Pendidikan edisi November 2004, Th. XXIII, No.3
Publisher : LPMPP Universitas Negeri Yogyakarta

Yogyakarta is regarded as a city ofeducation, culture, and tourism. However, the government, bureaucracy, stake holders, and king of the acknowledged kingdom of Yogyakarta himself, as head of the Yogyakarta Special Territory, have cautioned everybody to beware that the increasing Realization of the importance ofeducation has brought the city of Yogyakarta to becoming known as the·"city of education throughout the Indonesian archipelago. ; One of the positive effects of being given the attribute of the city of education is the birth of alternative forms of economic activities conducted there by people from any social class, high, middle, and low alike. Some negative effects are that the city has also become one of the targets for drug transactions, free lifestyles in boardinghouses, and high rates of traffic violations related to disregard ofand disobedience to traffic signs. The recent passing ofthe 1999 State Law No. 22 has nevertheless warned the city of its continuing existence as the city of education. It provides the country with regional autonomy and one of its effects has been the emergence of private universities in every regency. It is predicted that it would lessen the number of people coming to the city of Yogyakarta to study at its universities. If it happens, the alternative forms of economic activities might disappear because most of the customers are university students.

PENDEKATAN PRAGMATIK DALAM PENGAJARAN APRESIASI CERPEN JAWA Suwardi Suwardi
Jurnal Cakrawala Pendidikan CAKRAWALA PENDIDIKAN, EDISI 3,1994,TH.XIV
Publisher : LPMPP Universitas Negeri Yogyakarta

PEmgajaran cerpen Jawa dewasa ini masih bersifatteoretis. Pengajaran semacam ini diduga kurang mengakrab,kan siswa terhadap karya sastra. Bahkan suatu saat siswaakan terbebani· ole~ hapalan yang bersifat informatif. Makapengajaran cerpen Jawa yang masih bersifat :teoretis perlupembenahan, yakni ke arab' pengajaran yang bersifat apresiatif.Pengajaran yang bersifat apresiatif juga pedu diarahkanagar siswa menyerap fungsi cerpen. Oleh karena itu,. pengajaran yang bersifat apresiatif perlu menerapkan.pendekatan pragmatik.Pendekatan pragmatik dalam pengajaran cerpen Jawaadalah sajia'rt yang meriekankan fungsi cerpen bagi anak didik.Di antara lungsi cerpen tersebut adalah memberikan ajaran, .kenikmatan, kesenangan, hiburan, 'dan manfaat dalamkehidupannya. lfungsi tersebut dapat diltetahui melalui kesan,tanggapan, dan penerimaan anak ,didik terhadap pesan karyaitli. Dengan demikian, melalui pendekatan pragmatik. anak ;.:didik dapat memperoleh manfaat cerpen sebagai konsumsibatin, renungan jiwa, dan cermin dalam kehidupannya.Pendekatan pragmaUk dalam pengajaran cerpen' Jawadcipat berhasil jika tujuan.metode, pemilihan. bahan, penyajian,dan evaluasi terarah pada sajian yang bersilat apresiatifpragmatis.Tujuan diarahkan pada apresiasi dan fungsi cerpen..Metode hendaknya bervariasi dan mengaktifkan siswa.Pemiliban bahan cerpen hendaknya memperhatikan karyay~mg berni1ai sastra. Peny~ji'an harus mengikuti tahap-tahaptertentu. Demikian juga 'evaluasi harus selalu memperhatikan:aspek fungsi cerpen.•

PENDIDIKAN KARAKTER MELALUI PEMBELAJARAN SASTRA Maman Suryaman
Jurnal Cakrawala Pendidikan No 3 (2010): Mei 2010, Th. XXIX, Edisi Khusus Dies Natalis UNY
Publisher : LPMPP Universitas Negeri Yogyakarta

Abstract: Character Education through Literature Learning. One of the importantaspects in appropriate literature learning is character education. Based on theresults of several studies, some conclusions can be drawn. First, essentiallyliterature is a medium of mental and intellectual enlightenment, the mostimportant aspect in character education. Second, there are a variety of literaryworks that need appreciating as they are important in the character development.Third, literature learning relevant to the character development is one that enableslearners to develop their awareness of reading and writing as importantprerequisites for the character development. Fourth, literary books relevant to thecharacter development are those with beautiful language capable of making thereaders moved, containing high humanistic values, and encouraging the readers totreat other people and creatures well.Keywords: literature, literature learning, character education

BEBERAPA PENYIMPANGAN BAHASA Sri Umiyati
Jurnal Cakrawala Pendidikan CAKRAWALA PENDIDIKAN, EDISI 1,1983,TH.III
Publisher : LPMPP Universitas Negeri Yogyakarta

Dewasa ini banyak kita dapati pemakaian kata/unsur kata tradisional yang bermunculan di kalangan resmi. Pemakaian tersebut ada yang secara wajar dan ada pula yang rasa-rasanya kurang pada tempatnya, karena tampaknya terbawa oleh kebiasaan pribadi pemakaiannya. Penggunaan secara wajar terlihat jelas pada proses penyerapan kata-kata yang rupa-rupanya dapat menjadi sinonim terhadap kata-kata yang sudah ada dalam perbendaharaan bahasa Indonesia, misalnya kata kata: graha, kartika, pandega, pataka, prakarsa, swasembada, tunarungu, temu wicara, wisma dan sebagainya; ataupun sinonim untuk kata-kata serapan dari bahasa asing yang sudah mendarah daging, umpamanya: dampak untuk impact daur untuk cyclus kendala untuk constrain kisi-kisi untuk matrix lentur untuk flexible makalah untuk paper ranah untuk domain dan sebagainya. Sedangkan penggunaan kata/unsur kata lama secara kurang (tidak) pada tempatnya akan diuraikan pada pembicaraan lebih lanjut.

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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

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