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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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BUDAYA POLITlK INDONESIA ( Suatu Kajian Perubahan dari Old Society ke New State ) Cholisin Cholisin
Jurnal Cakrawala Pendidikan CAKRAWALA PENDIDIKAN, EDISI 2,1998,TH.XVII
Publisher : LPMPP Universitas Negeri Yogyakarta

Pe~-ui~alb~u;t~la~yai politik Indonesia ti:~pnt dik,!ji d i ~ r ikehidupar, ~nasyavahatl a~ilaa tau lnasa sebe!r;in itc~ncrdel:~(:I:, ;~ /~socrerv). salnpal ketika nlenjad~ negara ~iicrdekh ( new s~oti, I.Pengliiiatan yang demikian, herarti melilrak pertihahen d ; ~ ~ i~nasyarnkakl awula ( fiodalis~ikk)e masyarakat \varga (crvil.sr)r.rc'ti*i'l'ernyata hudap poiitik pada new sltrtr, ~nasih di\\;rr~l;tisecara doninan olch budaya politik OM soriev. Balikan dapatdinyatzkaa budaya politik kita berjalan ditempat. Dcngari dc~nikcatlpertnasalalian yang tengali dihadapi masyarakat kita dcwasa ini.bagaimana ~nencari model strategi perubaha~l yang dapatnielnpercepai terwujudnya budaya politik demokratis yailgmerupakan karakteristik tlew state.Strategi perubahan budaya politik yang dapat digunaha~i.nlisalnya niencari elenien budaya politik yang dualisnie (fallkontradiktif yang bersifat kohesif, membiarkan proses diaiektisseliingga terjadi antitesis dimatla sintesa lama (feodalistik) clignrltidengan sintesa baru (budaya modernldeniokratis). Keherhasilnnkedua strategi ini, terutama sangat ditentukan peran pemerintahsejauh niana memiliki kemauan politik untuk mew~~judkabtui dayapolitik deinokratis. Strategi perubahan lain, berasal dari masyer:rk;~tyafg dikenal sebagai mediating structures. Stralegi ini.~ne~iilbLuska~pai da keberdayaan masyarakat supaya initlilpumengcounter terhadap hudaya politik feodalistik yang scntralistikdan otoriter --yang secara doniinan mewarnai budayji pr)lililipenguasa dewasa ini --sehingga pada akhirnya dapat ciiw~!iudk;~nmasyarakat yangotono~n(c ivil society).

RAMBU PEMBELAJARAN DANPENILAIAN SASTRA ANAK Burhan Nurgiyantoro
Jurnal Cakrawala Pendidikan Vol 3, No 3 (2007): Cakrawala Pendidikan, November 2007, Th. XXVI, No. 3
Publisher : LPMPP Universitas Negeri Yogyakarta

Efforts to develop children's personality to the optimum should be made viavarious aspectsmlife, one of which is children's literature. Such literature is atpresent believed to be able to significantly.contribute to the shaping of children'spersonality. Therefore,it needs to be given its proper place in the learning andlearning achievement evaluation activities at school, which is in line with what isstated in the curriculum now in use, i.e., KTSP (short for Kurikulum Tingkat SatuanPerfdidikan, which means the Curriculum at the Level of Educational Unit), forelementary school in referring tothe school subject Pendidikan Bahasa Indonesia(which means Education in the Indonesian Language).In running classes of children's literature for children of pre"school age throughto early adolescence in elementary school and early junior high school classes, oneshould pay attention to a number of significant related matters. They are, amongothers, the learning objective, type of children's literature, selection of learningstrategy, utilizationof media, development of teacher creativity, and showing ofteacher attitude expressing empathy. Evaluationis also related here becauseleartlingalways goes together with its evaluation. The techniques ofevaluation thatcOnldbe made use of are, among others, those employing quizzes, assignments,Observations, interviews,and portfolios. The learning and evaluation activities arenot -to be limited to the classroom. Most are to be done ontside the classroom bycondncting collaborations with parents

HOW PRIOR KNOWLEDGE, PROSPECT, AND LEARNING BEHAVIOUR DETERMINE LEARNING OUTCOMES OF BIPA STUDENTS? Imam Suyitno; Yuni Pratiwi; Roekhan Roekhan; Martutik Martutik
Jurnal Cakrawala Pendidikan CAKRAWALA PENDIDIKAN, VOL. 38, NO. 3, OCTOBER 2019
Publisher : LPMPP Universitas Negeri Yogyakarta

Many learning theories explain that prior knowledge, prospects, and learning behavior affect student learning outcomes. Related with these theories, this study aimed to describe these three variables for graduate students and their correlation in learning in the BIPA elective program (Bahasa Indonesia untuk Penutur Asing/Indonesian Language for Native Speakers). In addition, this study also described the implications of these three variables on student learning outcomes. Therefore, this study used a quantitative approach involving 17 graduate students who choose BIPA specialization programs. Data about the prospects and learning behavior were collected using a questionnaire, while the student's prior knowledge data was collected using a test instrument that contained general knowledge about BIPA. Meanwhile, student learning outcomes were obtained from student achievement index modified to a standard score. Data analysis used multiple correlation techniques. The findings of the study indicate that the prior knowledge of students about BIPA is in a low category, their prospects and learning behavior are in the high category, and the achievement index shows that their learning outcomes are in the very high category. Student prior knowledge does not correlate with prospects and learning behavior, whereas student learning behavior correlates with their prospects. Simultaneously, the three variables do not correlate with their learning outcomes.

PANDANGAN BUNG KARNO TENTANG PANCASILA DAN PENDIDIKAN Dwi Siswoyo
Jurnal Cakrawala Pendidikan No 1 (2013): CAKRAWALA PENDIDIKAN Februari 2013, Th. XXXII, No. 1
Publisher : LPMPP Universitas Negeri Yogyakarta

Abstrak: Penelitian ini bertujuan untuk mengetahui hal-hal yang esensial dari pandangan Bung Karno tentang Pancasila dan pendidikan. Metode penelitian historis ini mengkaji karya-karya Bung Karno. Data dianalisis dengan teknik analisis menggunakan pendekatan hermeneutika dialektis untuk memperoleh fusi horison makna tentang Pancasila dan pengembangan pendidikan nasional Indonesia. Hasil penelitian ini dapat memberikan gambaran pandangan tentang urgensi nasionalisme dalam membangun bangsa dan urgensi Pancasila sebagai dasar filosofi negara termasuk sebagai dasar filosofi pendidikan nasional Indonesia, serta urgensi pendidikan nasional dalam membangun kepribadian (karakter) bangsa Indonesia. Pengembangan pendidikan nasional dilakukan menggunakan pendekatan “eklektik-inkorporatif-harmonis-dinamis”.Kata Kunci: nasionalisme, pendidikan nasionalBUNG KARNO’S VIEW ON PANCASILA AND EDUCATIONAbstract: This study was aimed at finding out Bung Karno’s essential view on Pancasila and education. This historical research method examined the philosophical works of Bung Karno. The data were analyzed using the hermeneutic dialectic approach to pick out the meaning horizon fusion on Pancasila and the development of the Indonesian national education. The findings showed a snapshot view of the urgency of nationalism in building the nation and the urgency of Pancasila as the country’s basic philosophy including Indonesia's national philosophy of education, as well as the urgency of the national education in building the nation’s character. The development of the national education was carried out through the ‘eclectic-incorporative-harmonious-dynamic’ approach.Keywords: nationalism, national education

MEMACU MEKUATAN DAN MEMPERBAIKI MUTU BETON DENGAN BAHAN ADMIXTURES Darmono, Darmono
Jurnal Cakrawala Pendidikan CAKRAWALA PENDIDIKAN, EDISI 2,1996,TH.XV
Publisher : LPPMP Universitas Negeri Yogyakarta

ewasa ini, bidang konstruksi sipil cukup pesat perkernbangannya.Dalarn kaitan ini, konstruksi beton rnernegang peranan pentingdalarn rnewujudkan sarana dan prasarana kebutuhan rnanusia, baik ituberupa rurnah pribadi rnaupun proyek-proyek dalarn skala yang besar.Berbagai kelebihan konstruksi beton bila dibandigkan dengan bahanbangunan lain (kayu atau baja), yaitu (1) tahan terhadp kelapuikan, (2) Atahan korosi, (3) tahan bakar dan pengaruh air, (4) rnudah dibentuk, dan(5) tidak perlu perneliharaan yang rutin.Klasifikasi betom rnenurut PBI 1971 dibedakan rnenjadi enarnmutu yaitu: Bo, B1, K-125, K-175, K-225 dan K > 225. Angka-angkaindeks dalarn rnutu beton ini rnenunjukkan kekuatan tekan beton karakteristikdalarn urnur 28 hari. Sedangkan menurut Pedornan Beton 1991kekuatan tekan beton (fc') harus dihitung dengan persamaan (0,76 +0,2'?ig (fc115)) fck.Untuk rnencapai kekuatan beton tersebut, kadangkala tirnbulberbagai rnasalah yang rnenunjukkan kekurangan dari beton yang dihasilkan.Oleh karenanya banyak produsen yang rnenawarkan berbagaibahan tarnbahan (admixtures) guna rnengatasi rnasalah tersebut, seperti:produk dari PT. Incrona Raya dan Sika. Disarnping itu di pasaran beredarjuga berbagai produk lain yang fungsinya juga untuk mernperbaikirnutu, dan rneningkatkan kekuatan tekan beton tersebut. Berbagai hasilpenelitian rnernfokuskan pada rnasalah penggunaan admixtures ini,rnenunjukkan bahwa: pertarna, penarnbahan tricosal BV special dapatmeningkatkan kekuatan tekan beton sebesar 10,80% pada urnur 7 hari,dan 5,40 % pada urnur 28 hari. Kedua, penpruh variasi pencarnpuranpernakain retarder dan plasticizer dapat rneningkatkan kekutan tekanbeton se6esar 15,6% pada umur 28 hari. Ketiga, peninjauan , penambahanbahan tarnbah conplast rnernberikan hasil "ada perbedaan kuat tekanbeton antara tanpa bahan tarnbah dengan diberi bahan tarnbah tersebut".Dengan dernikian pernakaian bahan yang di atas dapat dipakai sebagaiusaha meningkatkan rnutu dan kekuatan tekan beton. Untuk bahantarnbah rnerk lain yang belum ada hasil penelitiannya, perlu dilakukanpengujian terlebih dahulu di laboratoriurn.

Improving The Understanding Of Research Methodology And Self-Regulated Learning Through Blog Project Retnawati, Heri
Jurnal Cakrawala Pendidikan CAKRAWALA PENDIDIKAN EDISI JUNI 2017, TH. XXXVI, NO. 2
Publisher : LPMPP Universitas Negeri Yogyakarta

Abstract: This classroom action research seeks to improve self-regulated learning (SRL) and understanding of research methodology at the graduate school. Nineteen graduate school students were involved. Using project-based learning (PjBL), students were assigned to create online blogs as the main project. The blog was intended for representing their understanding of research methodology by writing review of research articles and submitting a research proposal. The classroom action research was based on a model by Kemmis McTaggart and was conducted in two cycles. The data were analyzed using mixed methods in which the main data were analyzed qualitatively and further analysed quantitatively. The results of the study showed that after completing the course, students not only gained knowledge about research methods, but were also able to write a research proposal. In addition, the project-based learning could facilitate students to practice their communication skills while writing on their blog and to improve self-regulated learning. Keywords: Action research, project-based learning, blog, self-regulated learning PENINGKATAN PENGUASAAN METODOLOGI PENELITIAN DAN SELF REGULATED LEARNING MELALUI PROJEK BLOG Abstrak: Penelitian tindakan kelas ini bertujuan untuk meningkatkan kemandirian belajar dan pemahaman metodologi penelitian di sekolah Pascasarjana. Partisipan yang terlibat pada studi ini adalah 19 mahasiswa master di sekolah pascasarjana. Dengan menerapkan pembelajaran berbasis projek (PjBL), mahasiswa diberi tugas membuat blog sebagai projek utama. Projek yang dibuat mahasiswa berupa blog untuk merepresantasikan pemahaman metodologi penelitian mahasiswa melalui tulisan dan usulan penelitian tesis. Penelitian tindakan ini dilaksanakan dalam dua siklus dengan model Kemmis Taggart. Analisis data dilakukan dengan mixed methods secara kualitatif dengan dilengkapi analisis kuantitatif sebagai pendukung. Hasil studi menunjukkan bahwa setelah menyelesaikan perkuliahan, selain memperoleh ilmu tentang metode penelitian, dengan pembelajaran berbasis proyek dihasilkan pula calon proposal penelitian. Keunggulan lain adalah dapat melatih kemampuan komunikasi mahasiswa melalui blog dan dapat meningkatkan self regulated learning. Keywords: action research, project-based learning, blog, self regulated learning

ANALISIS TERHADAP PROGRAM PENDIDIKAN ANAK USIA DINI PADA RENCANA KERJA PEMERINTAH TAHUN 2009 Wawan S Suherman; Endang Sulistyowati
Jurnal Cakrawala Pendidikan No 1 (2009): CAKRAWALA PENDIDIKAN, Februari 2009, Th. XXVIII, No. 1
Publisher : LPMPP Universitas Negeri Yogyakarta

This article analyzes the main program for Early Childhood Education (ECE) in the government program in 2009 stated in the President Regulation Number 38 Year 2008. The analysis employs the public policy model by Joko Wiyono, which is an applied analysis descriptive in nature, focusing on the content analysis. The targets are to analyze (1) the main determinant factors, (2) policy contents, and (3) expected and unexpected effects of the policy. The results of the analysis show that the determinant factors have not taken into account of the gap in the ECE implementation, concerns about the discontinuity among types of ECE services, and the development of the kindergarten education discourse. The contents of the program have not made ECE a priority, not all types of ECE services have been developed, and the coordinator of ECE programs has not been explicitly appointed. The objectives of the ECE programs have not set targets quantitatively. Keywords: public policy analysis, Early Childhood Education

STRATEGI PENDIDIKAN UNTUK MELESTARIKAN ARSITEKTUR TRADISIONAL DALAM RANGKA MEMPERKUAT JATI DIRl BANGSA Sumarjo H Sumarjo H
Jurnal Cakrawala Pendidikan CAKRAWALA PENDIDIKAN, EDISI 1,2001,TH.XX
Publisher : LPMPP Universitas Negeri Yogyakarta

Whether is it reconized or not, architecture works reflex cultural characteristic of people whohave built them. Phenomena existing at the city and a part the village, many buildings of traditionalhouse were demolished to substitute them for the new building of 'modern' style. Undirectedapplication of foreign culture elements can cause elimination of nation cultural values which willeventually weaken the personality and spirit of nationalism.Indonesian b-aditional architecture that has long time established evolutively is a shiningexample enriched with nation culture values. Physical f m , lay out, structure, and vatiations intraditional a r c h i t e m reflex the values of religion, social, economy, solidarity, technology and art.Superiority in Indonesian traditional architecture lies on the strength the values of religion, socialand art. The all three values constitute the identity of nation culture The educational strategy oftraditional architecture through formal and nonformal educations. rn formal education include in thesubject matter curriculum. in nonfonnal educations thmugh semi~tan tradition norm revitalism andpermission to built

MAKNA STRATEGIS PENDIDIKAN UNGGUL DALAM MEMACU AKSELERASI PEMBANGUNAN BANGSA Arif Rohman, Arif Rohman
Jurnal Cakrawala Pendidikan CAKRAWALA PENDIDIKAN, EDISI 3,1997,TH.XVI
Publisher : LPMPP Universitas Negeri Yogyakarta

Pendidikan merupalran inslurmen straiegis untuk menyiapkan keienediaansumb~rdayan lanusia brrkualitss di berbsgai bidaiig profesi dan ke3hlian. Ketenediaansumberdaya manusia ini penling dalam rangka rnrniacu akelerasi pembangunanbangra. Irbih-lehih unluk menyongsong era pasar behas lahun 2003 di lrawasan regional(ASEAN) dan tahun 2020 di tingkat mondial (A5ia-Pasifik) agar kila dapat rnenjadipernenang ftlte winner).Sumbcrdaya manuaka yang dibutuhkan 1rnr.hul idmlny adalah sumhc.rdn;tnvanusi;t yang unggul-kompclili[. yakni unggul secara in1cm;nl dan rkslm~al.l ingjiulsccara inlernal ditandai dengan adanya: (aj kualilas pribadi reperti keulelan.kcianggullan. kernandirian. dnn kclcksnan. (h) kualilar penguasaan iplek. dan (c)ku:~lilas moral serta kcirn;tnan. Srdal~g unggul srcara eksternal- mcrujuk pitda: (a)]"nduklivilas kerja. (b) disiplin kcrjs. (r.1 keniampuan korrspondcnsi dan kerja kulekrif.serti, (J) kemampuan menyclesaikan mi~salnhse cara cepal dan irpat.Ole11 karrna adanya desakln aB~n kebuluhan lenchul. liiaka rnuncul kehijakilnpcndidikan unayul (exccllenl) ?an$ mc!igcml,an lug:~s nelahirkan lenagii-1eni1g:t ):Insdihir:rpknn. Niln~un pad:, diltilran riil. pelali~anailn peedidikan ungglll khususnyasckolall tlliggul rli tingla ntencngitlt ymg adn masill inlmgalami distnmi aplihlrf Jan~cm:tknilaa. ktrennnya. h,milrrrco y n g si~ngg~~I~.s~!nggil~,~taluI)k ~IL.IIIICIII~L~IIp~ndidikitl,d ill;trn mngka mernacu nk,clcrasi pmmbangoni~nb an;stl. Iclrih dilunlltl Ihgi.

Pengembangan skenario pembelajaran fisika berbasis kompetensi Mundilarto Mundilarto
Jurnal Cakrawala Pendidikan No 3 (2006): Cakrawala Pendidikan, November 2006, Th. XXV, No.3
Publisher : LPMPP Universitas Negeri Yogyakarta

By using the power resources available at school, teachir are hoped to have knowledge and skills in developing the teaching and learning of physics in order to make learners acheve competency through many kinds of learning activities. A teaching and learning scenario is needed as an operational teachers guide in developing both the learning process in class and outdoor learning activities. The problem is that most teachers of physics still have insufficient skills to develop a competency-based teaching and learning scenario of physic. This artikel is to help them with a reding material that may increase thir comprehension of and knowledge in designing and developing such a scenario. They will benefit by having better skills in and knhwledge of desingning and developing that kind of scenario.The teaching and learning of physics must be directed to developing not only student competency in the cognitive domain but also thir competencies in the psychomotor and affective domain.

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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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