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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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PERANAN MIKROBA DALAM PENGOMPOSAN LIMBAH ORGANIK DENGAN CACING TANAH H. Yulipriyanto
Jurnal Cakrawala Pendidikan CAKRAWALA PENDIDIKAN, EDISI 1,1996,TH.XV
Publisher : LPMPP Universitas Negeri Yogyakarta

Penanganan limbah organik dengan pengomposan merupakancara-eara yang sudah umum dilakukan oleh masyarakat. Oleh sebab iluseolah-olah tidak ada masalah dalam menerapkan teknologi perigomposanunluk mengelola limbah organik. Namun demikian ada hal-hal yangmasih jarang mendapat perhatian, yaitu mengenai komponen-komponenyang terlibat dalam pengomposan limbah organik dan metode-metodepengomposan lainnya.Pengomposan merupakan proses biokemik dan biologik, sehinggaberbagai bahan organik akan menjadi stabil setelah mengalami perombakanoleh organisme hidup khususnya mikroba. Pengomposan yangmenggunakan cacing tanah, tenlu berbeda dengan apabila tidak menggunakancacing tanah. Peranan mikroba barangkali menjadi lebili kecil ataulebih besar dengan adanya cacing tanah, atau mungkin saling bekerjasama sehingga antara mikroba dan cacing tanah saling berasosiasi dalammelakukan dekomposisi.Mikroba disinyalir melakukan dekomposisi terhadap senyawasenyawaorganik resisten yang tidak dapat atau suIit dirombak olehcacing tanah, yang sekaligus juga menyediakan bahan makan bagi cacirigtanah. Demikian pula cacing tanah memberikan kondisi lingkungan yangdisukai mikroba melalui kemampuannya menetralisir keadaan lingkunganyang sama sehingga menjadi lebih alkalis.

PENERAPAN MODEL STUDENT TEAMS ACHIEVEMENT DIVISION UNTUK MENINGKATKAN HASIL BELAJAR DAN KREATIVITAS BELAJAR EKONOMI Dearlina Sinaga
Jurnal Cakrawala Pendidikan CAKRAWALA PENDIDIKAN EDISI OKTOBER 2016, TH. XXXV, NO. 3
Publisher : LPMPP Universitas Negeri Yogyakarta

Abstrak: Penelitian ini bertujuan untuk meningkatkan hasil belajar dan kreativitas belajar ekonomi. Penelitian tindakan kelas ini menggunakan model pembelajaran kooperatif tipe Student Teams Achievement Division. Subjek penelitian adalah siswa kelas VIII-2 SMP Negeri-1 Pancur Batu yang berjumlah 38 orang. Data hasil belajar diperoleh lewat teknik tes, sedangkan data kreativitas belajar siswa lewat teknik observasi. Analisis data menggunakan metode analisis deskriptif kuantatif. Hasil penelitian menunjukkan bahwa hasil rata-rata pretes adalah 62,89 dimana hanya 37% siswa yang memenuhi Standart Ketuntasan Belajar Minimal (SKBM). Setelah diadakan tindakan siklus I nilai rata-rata meningkat menjadi 75 dengan 71% siswa mencapai SKBM, pada siklus II nilai rata-rata meningkat menjadi 79 dengan 87% siswa memenuhi ketuntasan. Kreativitas juga mengalami peningkatan dari 59% pada siklus I menjadi 78% pada siklus II. Dengan demikian, penerapan model STAD hasil belajar ekonomi meningkat sebesar 16% dari siklus I ke II serta dapat meningkatkan kreativitas sebesar 19% dari perbandingan siklus I dan siklus II. Kata Kunci: model STAD, hasil belajar, kreativitas belajar THE APPLICATION OF STUDENT TEAMS ACHIEVEMENT DIVISION LEARNING MODEL TO IMPROVE THE LEARNING OUTCOMES AND CREATIVITY IN LEARNING ECONOMICS Abstract: The purpose of this research is to improve the learning outcomes and creativity in learning economics. This Classroom Action Research (CAR) was carried out using the model of Student Teams Achievement Division. The research subjects were students of class VIII-2 of SMP N 1 Pancur Batu with the total of 38 students. Data for outcomes analysis were collected through test and observation sheet. The results show that the average value of the pre-test is 62.89 in which only 37% of students meet the Minimum Standards Mastery Learning (SKBM). After the first cycle, the average value increases to 75 with 71% of students achieving SKBM, and after the second cycle, the average value increases to 79 which means 87% of students meet completeness. The creativity also increases from 59% in the first cycle to 78% in the second cycle. It can be concluded that the outcomes of economy learning has increased by 16% from cycle I to cycle II and the creativity has also increased 19% from the first cycle to the second cycle. Keywords: STAD Model, learning outcomes, learning creativity

PENINGKATAN MUTU LULUSAN STM SEBAGAI SALAH SATU UPAYA PENGEMBANGAN SUMBER DAYA MANUSIA DALAM PEMBANGUNAN NASIONAL Budi Santoso
Jurnal Cakrawala Pendidikan CAKRAWALA PENDIDIKAN, EDISI 1,1988,TH.VII
Publisher : LPMPP Universitas Negeri Yogyakarta

Pembangunan nasional yang tertuang dalam GBHN(Garis-garis Besar Haluan Negara) bertujuan untuk mewujudkan masyarakat adil dan makmur, yang merata material dan spiritual berdasarkan Pancasila, dalam wadah Negara Kesatuan Republik Indonesia yang merdeka, bersatu dan berkedaulatan rakyat, dalam suasana perikehidupan bangsa yang aman, tertib, dinamis, serta dalam lingkungan pergaulan dunia yang merdeka, bersahabat, dan damai. Keberhasilan pembangunan diukur antara lain dari kemajuan ekonomi dan perluasan kesempatan kerja seperti yang diutarakan Suharsono Sagir sebagai berikut : "Pada pala umum pembangunan Repelita ini merupakan paia pembangunan secara ber tahap dan berkesinambungan dalam repelita I, II, III, kita telall berhasil mencapai lajn pertumbuhan Ekonomi tinggi 7,4070 perturnbuhan dalam segala sektor kegiatan Ekonami, walaupun demikian tolok ukur keberhasilan pembangunan tidak lagi dinilai tie ngao lajn pertumbuhan ekonomi yang tinggi tetapi dinilai pula lajn pertumbuhan kesem patan kerja."

ARAH PROGRAMUNGGULAN PENDIDIKAN KETERAMPILAN KERAJINAN DALAM PERSAINGAN GLOBAL I Ketut Sunarya
Jurnal Cakrawala Pendidikan CAKRAWALA PENDIDIKAN, EDISI 3,2001,TH.XX
Publisher : LPMPP Universitas Negeri Yogyakarta

Nowadays tIle wlleeL~" oj'tlle Indonesian natioll'S life are turning on tIle lowestruts due to tile continual multidinlensi()nal crisis in politics, .\"ecurily, and economy. Italso injects the products oj'education in the jiJrm (J/hunzan res()urce..'" whose competitivepower is increasingly g()il1g.far below tllat ofatller developing countries.In entering tIle twenty-.(irst century tile universitya..\" tIle center ofexcellence willplaya very i(npOrlant part in tIle preparation 0.[ individuals witll tecllnological and11umanitarian orientati(Jns. A,11(Jng tile fiJrenl()st cllaracteristics related to tllat aspect areorientation to prob/enl solving and quality of'work and care in ~pendingtime, which arepossessed by tile cultural type of tile nlodern man. In answer to tllat cllallenge tileuJliversity i.\' greatly in need ofself-ordering, of being ever readyfor conlpetition, and ofcontinually searching for opportunities to assert its self-e.xistence. And it can assert itsself-existence by presenting prinle progranls tllat are profe..\'sional and ready to supportprocesses ofproduction and possess tIle creativity tllat enables tllemselves to create new.fields qfworkfor J'ob seekers.In times to come there will be increasingly m()re intense c(Jmpetition. The brightfuture of the Ilandicraft arts in meeting tile needs of tourism and also being a primesource oj'tlle national dividend is opening wide so tllat otller institutions are alreadybeginning to present similar relatedprogral11s. Tllis does not eliminate tIle possibility fllatthe Handicraft Skill Course Program of the Faculty of Languages and Arts, StateUniversity of Yogyakarta, will overlook tile opportunity, beco111e a neglected courseprograJl1, andfinally remain only in memory. In relation to tllat, it needs self-ordering.Here are si.x suggested points tllat prime progralns sllould give elnpllasis on: producing(1) Iluman resources able to Ilandle educati()n in /landicrqft arts who possess strongtlleoretical cOl1lpetence, (2) 11uman resources Wll0 conduct researcll on, searcll for, anddiscover Ilandicraji arts to forl1lulate new tlleories witll tlleln able to be resource persons,(3) 11un1an resources ready to he 11andicrafl art critics delivering tl1eir criticisms so tllatpeople know well the meanings within handicraft arts, and (4) human resources able tobe conzpetent Ilarldicrq(t art designers, (5) trail1ing experts in tile field practice ofmaking11andicraft' art products, Wllicll demand\' not only able 11ands but also mastery ofprOdlJction mae/lines, and (6) preparing Iluman resources WllO are ready to becomeIlandicrafl art business people and marketing managers WllO know well about patentrigllts and appreciate and acknowledge otllers ' works so that tllere is no piracy.

METODE PEMBELAJARAN KOSAKATA Kastam Syamsi, Kastam Syamsi
Cakrawala Pendidikan CAKRAWALA PENDIDIKAN, EDISI 3,1998,TH.XVII
Publisher : LPMPP Universitas Negeri Yogyakarta

Vocabulary teaching is one of the important aspects oflanguage teaching. Actually, vocabulary teaching is one of theoldest areas of interest in educational research. But, it is notgaining much attention.There are two conlmon types of vocabulary teachingmethods, namely, direct and indirect ones. Direct nlethods coverall methods directly presenting vocabulary as instructionalmaterial, such as, defi~~itionanl d contcxlual methods, whercasindirect methods cover various language activities supportingvocabulary teaching, including reading, listening, speaking, andwriting. With various research results as basis, it can beconcluded that there is no one single method which is the best.Every method has its special characteristics. The teacher shoulduse various methods in teaching vocabulary, while, on the otherhand, extensive reading is one of the resources for vocabularydevelopment.

PERAN PENDIDIKAN VOKASI DALAM PEMBANGUNAN EKONOMI PH., Slamet
Jurnal Cakrawala Pendidikan No 2 (2011): CAKRAWALA PENDIDIKAN Mei 2011, Th. XXX, Edisi Khusus Dies Natalis UNY
Publisher : LPMPP Universitas Negeri Yogyakarta

Abstract: The Contribution of Vocational Education to Economic Development. One of the challenges lying ahead is how to improve the contribution of vocational education to economic development. Several studies confirm that such contribution is very significant. In the current practices of vocational education, however, there is still a mismatch among quantitative, qualitative, location, and time requirements that stem from the world of work. The world of work requires that vocational education produce graduates that are in line with those four requirements. Efforts to maximize the contribution of vocational education to economic development can be undertaken by offering vocational education based on Indonesian characteristics, strengthening link and match with the world of work, integrating soft skills into learning, and implementing entrepreneurship education (small scale enterprise education). Keywords : vocational education, economic development, link and match, soft skills, and entrepreneurship

ANALISIS PENGUKURAN FOREMETRIC DAN MYOLINE ATLET PPLM UNIVERSITAS NEGERI MAKASSAR Hasmyati .; Ians Aprilo
Jurnal Cakrawala Pendidikan CAKRAWALA PENDIDIKAN JUNI 2014, TH. XXXIII, NO. 2
Publisher : LPMPP Universitas Negeri Yogyakarta

Abstrak: Penelitian ini bertujuan untuk mengungkap keadaan postur tulang belakang (vertebrae) atlet PPLM UNM. Penelitian survey ini menggunakan pendekatan kuantitatif. Subjek penelitian adalah 15 atlet PPLM UNM. Alat ukur menggunakan Foremetric Diers. Metode Penelitian melalui pemeriksaan famus yang terdiri atas foremetric dan myoline. Hasil pengukuran dianalisis dan ditabulasi berdasarkan penggolongan kyphosis, scoliosis, dan lordosis dan melalui komputer terintegrasi yang langsung menghasilkan program latihan terapi untuk pemulihan asal. Hasil penelitian ini mengungkapkan bahwa dari 15 atlet terdapat 1 dinyatakan kyphosis, 6 dinyatakan scoliosis, dan tidak ditemukan adanya lordosis. Kasus tersebut disebabkan oleh pola latihan dengan gerakan dan penambahan beban yang satu dimensi. Karenanya, tubuh membentuk reposisi sesuai pola aktivitas yang kerap dilakukan. Temuan tersebut sebagai bahan tindak lanjut untuk mereposisi tulang belakang yang telah mengalami kelainan. Kata Kunci: vertebrae, kyphosis, lordosis, skoliosis

IMPLIKASI PANDANGAN FILSAFAT PRAGMATISME RICHARD RORTY TENTANG EPISTEMOLOGI DALAM BIDANG PENDIDIKAN Dardiri, Achmad
Jurnal Cakrawala Pendidikan Vol 2, No 2 (2007): Cakrawala Pendidikan, Juni 2007, Th. XXVI, No. 2
Publisher : LPMPP Universitas Negeri Yogyakarta

truth, asare _""""..LAVJL...a.__onaA...lY...l..A.1lJ1iw'.I..by means of a i-/..l..l...lVl.Jl'Vi-/Jl.l..l"""II.4.l J1.JL'..... JLJA.JLJA._JA.J1.__.... JA....,The indicate that the views held RichardRorty's pragmatic philosophy on epistemology (about knowledgeand truth) are as follows. (1) According to Rorty, knowledge is notto be seen as a matter obtaining true reality or of reflecting naturebut acts in course of masteringa matter of dialogues. Truth is not to be interpreted asconformity between statement and reality (its correspondence tois it to interpreted as conformity between(its correspondence to thought); rather, it is to beas whenever something is good for us, webelieve in it. In this case, Rorty assumes the view of the relativity oftruth. According to him, if we wish to find justification of truth, weshould seek it society by conducting dialogues, which are to bereferred to as social justification or dialogical justification.

THE ROLE OF SOCIAL CAPITAL IN DISASTER MANAGEMENT OF DISASTER VULNERABLE VILLAGE COMMUNITY ON THE MERAPI ERUPTION Entoh Tohani; Lutfi Wibawa
Jurnal Cakrawala Pendidikan CAKRAWALA PENDIDIKAN, VOL. 38, NO. 3, OCTOBER 2019
Publisher : LPMPP Universitas Negeri Yogyakarta

Community resilience to anticipate disaster depends on the possession of social capital that grows in the community. Social capital can produce positive effects, unfortunately, disaster mitigations have been dominated by the development of human capital skills than social capital skills. This study aims to determine the role of social capital in disaster management in the disaster vulnerable communities of the Merapi Mount, taking a case in Girikerto village, Turi Sub-district, Sleman Regency, Special Province of Yogyakarta, Indonesia as one area with high risk of the eruption. Independent interviews and focused group discussions were done involving hamlet heads, village government officials, and members of community disaster organizations; in addition to observation in the village dailylife. The results showed that social capital covering values and norms, commitment, trust, networking and sharing of information or knowledge provides benefits in the form of increased community awareness of disaster, social solidarity, and disaster knowledge of the citizens. Therefore, it is important to held community empowerment using an educational approach that is based on the utilization of social capital directly and planned in disaster vulnerable areas for enlarging the resiliency capacity of community.

PENGEMBANGAN BANK SOAL DAN PEMBAHASAN UJIAN NASIONAL BERBASIS MULTIMEDIA PEMBELAJARAN INTERAKTIF DENGAN MACROMEDIA AUTHORWARE 7.0 Sunarti dan Deri Anggraini
Jurnal Cakrawala Pendidikan No 3 (2012): Cakrawala Pendidikan edisi November 2012, Th. XXXI, No. 3
Publisher : LPMPP Universitas Negeri Yogyakarta

Abstrak: Pengembangan Bank Soal dan Pembahasan Ujian Nasional Berbasis Multimedia Pembelajaran Interaktif dengan Macromedia Authorware 7.0. Penelitian ini bertujuan untuk mengembangkan bank soal dan pembahasan UN SD berbasis multimedia pembelajaran interaktif dengan macromedia authorware 7.0. Penelitian menggunakan desain penelitian pengembangan yang diadaptasi dari model penelitian pengembangan. Penelitian ini telah berhasil mengembangkasan bank soal dan pembahasan UN SD berbasis multimedia pembelajaran yang dikemas dalam bentuk CD pembelajaran dan telah divalidasi oleh ahli materi dan ahli media, serta telah diujicobakan pada pengguna produk. Ditinjau dari aspek isi dan pembelajaran validator menilai kualitas produk sangat baik. Dengan menggunakan rentang skor 1 sampai 5, skor rata-rata aspek isi 4,67, aspek pembelajaran 4,68, aspek tampilan 3,95, dan pemrograman 4,13. Aspek daya tarik menunjukkan bahwa produk sangat menarik dengan skor rata-rata 4,15. Hasil uji coba menunjukkan bahwa persentase ketuntasan belajar latihan UN IPA rata-rata 85% (baik), Bahasa Indonesia mencapai rata-rata 90% (sangat baik), dan Matematika 31% (sangat kurang). Produk ini diharapkan mampu untuk membantu siswa dalam mempersiapkan UN SD. Kata Kunci: pengembangan bank soal, multimedia, pembelajaran interaktif, UN Abstract: Development of The Interactive Learning Multimedia-Based National Examination Item Bank and Its Discussion Using The Macromedia Authorware 7.0. This study aimed to develop the interactive learning multimedia-based Elementary School National Examination (UN SD) item bank and its discussion using Macromedia Authorware 7.0. The development research model of Borg Gall, Arief S, Sadiman et al., and Sugiyono was used in this study. This research was successfully to develop the interactive learning multimedia-based UN SD item bank and its discussion in learning CD and validation was carried out by material and media experts, and trials were also conducted among product users. From the content and learning aspects, the product was assessed as excellent by the validators. Based on the scale of 1 to 5, the average scores of content, learning, display, and programming aspects were 4.67, 4.68, 3.95, and 4.13, respectively. From interest aspect, it was shown that the product was highly interesting averaged of 4.15. From the trial, the percentage of students’ learning mastery in Science, Bahasa Indonesia, Mathematics UN trials were 85%, 90%, and 31% in averages with the criteria of good, excellent, very poor, respectively.It is expected that this product will be able to assist Elementary School students in preparing their UN. Keywords: development, multimedia, National Examination

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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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