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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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PEMBELAJARAN MELUKIS PADAANAK MELALUI BAHASA RUPA Suardana .
Jurnal Cakrawala Pendidikan No 1 (2004): CAKRAWALA PENDIDIKAN EDISI FEBRUARI 2004, TH. XXIII, NO. 1
Publisher : LPMPP Universitas Negeri Yogyakarta

This study aims to develop the knowledge of aspect Language for the children, with expectation children could be able to create or express and have creative imagination in fine art. A child represents the new generation who later they will .. be adult and represent the expectation ofthe family and oftheir Country. In educating the nation, in broader sin~ children require full attention, not only fulfilling the need oftheir food and cloths but also need education in accordance withthere ages. Education for children should be in accordance with their needs and capacity. Children world are identical with the play or leisure that is a sensation that is full ofspontaneity and pleasure the children also like to imitate because one of their behavior forming process is imitating what happened in their surrounding environment. Basically Children have big curiosities. They wish to try, to feel, wish to fmd some thing, and so on for that reason people around them conduct or participate in the construction ofpositive growth oftheir physic and soul. One factor In develop ment ofchildren creativities in painting is through the education of aspect Language, children will easily know something through the visualization of a real thing although same times they experience inferences offamily or ofschool activities LimitingChild tendency inexpression or creation. Canhinderthe growth ofchildren creativities and initiative process. Study ofaspect language should motivation the children so that they can develop their potency. Principally, study ofaspect language is development Individual potencies. Educator ought to squire or help them with certain motivation for their expression need their develop ment for better abilities and capabilities Key words: study, paint, child, and aspect language.

PENINGKATAN KEMAMPUAN DALAM PEMAHAMAN KONSEP MENGGUNAKAN PENDEKATAN KONTEKSTUAL SISWA KELAS X PENGOLAHAN HASIL PERTANIAN (PHP) SEMESTER 1 Sudjadi, Sudjadi
Jurnal Cakrawala Pendidikan No 3 (2008): Cakrawala Pendidikan, November 2008, Th. XXVII, No. 3
Publisher : LPMPP Universitas Negeri Yogyakarta

AbstractThis study aims to improve students learning outcomes in terms of studentsconceptualization ability, students understanding of the concepts of Plant Tissueand Plant Morphology, effect size of learning, and students responses to learningthat applies the contextual approach emphasizing students role in learning. Thisstudy was an action research study involving Year X students of PHP SMKN 1Pandak, Bantul, Yogyakarta. This study consisted of Cycle I with the competencystandard of Plant Tissue and Cycle II with the competency standard of PlantMorphology. The data on the conceptualization ability were collected throughobservations and a written test, those on understanding of concepts through awritten test, values of the effect size and students reflection, and those on studentsresponses to learning through a student questionnaire. The data were analyzedusing the descriptive technique. The results of the study showed that, based onobservations, the students conceptualization ability improved in all aspects,including labeling objects, recording data, interpreting data, drawing conclusions,and treating objects. In the conceptualization ability obtained from the written test,more than 75% of the students had correct answers. The students understanding ofthe concepts of Plant Tissue and Plant Morphology in the aspects of differentiating,explaining, giving examples and drawing conclusions improved. The values of theeffect size describing the learning progress were relatively high, namely 2.58 inCycle I and 4.87 in Cycle II. The students responses to learning were good,indicated by expressions such as useful, expected, free to express ideas,challenging, satisfactory, making autonomous, enjoyable, and having enough time.Keywords: concept understanding, contextual approach

GIZI UNTUK AKTIVITAS DAN OLAHRAGA Djoko Pekik Irianto
Jurnal Cakrawala Pendidikan CAKRAWALA PENDIDIKAN, EDISI 3,1989,TH.VIII
Publisher : LPMPP Universitas Negeri Yogyakarta

Badan yang sehat adalah hasil interaksi kompleks dari banyak faktor yangmempengaruhi kondisi tubuh manusia. baik langsung maupun tidak langsung. Faklor-faktor tersebut antara lain: kondisi sosial ekonomi, kondisi lingkungan hidup(ekologi), keteraturan hidup termasuk keteraturan beroJahraga serta makananberimbang.Aktivitas olahraga bukan sernata-rnata bertujuan uDtuk memperolehkesehatan, akan tetapi mempunyai tnjuan mencapai prestasi maksimaI. Gizi dapa!mempengaruhi pertumbuhan badan. stamina fisik, kapasitas kerja, stabilitas emcsionalsert~ kewaspadaan mental. Gizi dan aktivitas fisik saling berkaitan dan tidakdapat dipisahkan satu sarna lain.Tulisan ini berusaha memperkirakan oHai gizi dalam penyediaan energi yangdibutuhkan untuk aktivitas sehari-hari dan oIahraga.

The Implementation of the Scientific Approach through 5Ms of The New Curriculum of 2013 in Indonesia Slamet Suyanto
Jurnal Cakrawala Pendidikan CAKRAWALA PENDIDIKAN EDISI FEBRUARI 2018, TH.XXXVII, NO.1
Publisher : LPMPP Universitas Negeri Yogyakarta

Abstract. In 2013, the Indonesian government implemented a new curriculum, namely Curriculum 2013 (C-13). The C-13 applies scientific approach in the learning process. This research aimed at depicting teachers performance in implementing the scientific approach with 5Ms in schools, including observing (Mengamati), questioning (Menanya), experimenting (Mencoba), Reasoning (Menalar), and communicating the results (Mengomunikasikan). This survey research was conducted in the years of 2013-2015 in eight senior high schools, involving 8 principals/vice principals, 16 biology teachers, and 80 students, and in 100 observable lessons. The data in this study were collected using a questionnaire, interview and observation. The data were subsequently analysed with descriptive quantitative. The results indicate that the teachers strived in implementing the scientific approach through 5Ms. The percentage of teachers who were good category in conducting the scientific approach was as follows: (1) Observing (M1) was 22.7%, (2) Asking questions (M2)was 27.8%, (3) Doing experiments (M3) was 23.9%, (4) Reasoning (M4) was 7.9%, and (5) Communicating (M5) was 18%. Therefore, it was concluded that the teachers still needed more training in conducting the scientific process through 5Ms in the implementation of the revised curriculum. Keyword: curriculum 2013, curriculum implementation, scientific approach, 5M IMPLEMENTASI PENDEKATAN SAINTIFIK LEWAT TEKNIK 5M DALAM KURIKULUM 2013 EDISI REVISI DI INDONESIA Abstrak. Pada tahun 2013 Pemerintah Indonesia menerapkan kurikulum baru, yaitu Kurikulum 2013 (K-13). K-13 menerapkan Pendekatan Saintifik dengan 5M dalam pembelajaran. Penelitian ini bertujuan untuk mengetahui kinerja guru dalam penerapan Pendekatan Saintifik melalui 5M di sekolah, meliputi kegiatan Mengamati (M1), Menanya (M2), Mencoba (M3), Menalar (M4), dan Mengomunikasikan (M5). Penelitian ini merupakan penelitian survei yang dilakukan pada delapan SMA yang menerapkan K-13, melibatkan 8 Kepala Sekolah/Wakil Kepala Sekolah urusan kurikulum, 18 orang guru Biologi, dan 80 siswa yang belajar biologi dengan K-13, pada 100 pelajaran. Data dikumpulkan lewat angket, wawancara, dan pengamatan, sedang analisis data dilakukan dengan tknik deskriptif kuantitatif. Hasil penelitian menunjukkan bahwa kinerja guru dalam menerapkan Pendekatan saintifik 5M belum optimal. Persentase guru yang memiliki kinerja dalam kategori baik adalah sebagai berikut (1) Mengamati 22.7%, (2) Menanya27.8%, (3) Mencoba 23.9%, (4) Menalar 7.9%, dan M5 (Mengomunikasikan) 18.9 %. Secara berangsur kesulitan tersebut menurun sejalan dengan waktu. Dengan demikian dapat disimpulkan bahwa para guru masih membutuhkan pelatihan K13 khususnya pada Pendekatan Saintifik 5M. Kata Kunci: kurikulum 2013, implementasi kurikulum, pendekatan saintifik, 5M

PERANAN PETA DALAM BIDANG KEPENDUDUKAN Ischak Ischak
Jurnal Cakrawala Pendidikan CAKRAWALA PENDIDIKAN, EDISI 1,1993,TH.XIII
Publisher : LPMPP Universitas Negeri Yogyakarta

Sejak jaman dahulu sampai sekarang, peta selalu mempunyaiperanan" yang penting; tidak hanya dalam bidang .geografi,bidang-bidang Jain pun membutuhkannya. Para pemimpinperang jaman dahulu, apalagi sekarang, jika bisa mempunyaipeta daerah-daerah strategis dari pihak lawan, sarnanilainya dengan memiliki senjata yang ampuh. Bagi parapemimpin proyek pembangunan suatu wilayah, peta jugasangat dibutuhkan, baik pada tahap perencanaan maupuntahap operasional. Jadi, jelaslah bahwa peta mempunyaiperanan yang penting, sejak dahulu sampai sekarang, daJamrnasa perang ataupun damai.Banyak sekali data kependudukan yang dapat dipetakan,narnun sayang data tersebut umumnya belum disajikan dalambcntuk peta. Data kependudukan yang ada di kantor-kantorKalurahan, Kecamatan, bahkan Kantor Sensus atau Data dariBil-O Pusat Statistik, sebagian besar masih disajikan dalambentuk tabel-tabel panjang sehingga sulit diinterpretasi. Olehkarena itu, perlu dibiasakan menyajikan data kependudukandalam bentuk peta sehingga mudah ditafsirkan atau diinterpretasi.Data kependudukan yang dapat disajikan dalambentuk peta, antara lain: data jumlah penduduk, kerapatanpenduduk, penyebaran penduduk, migrasi dan tingkat kelahiranatau kematian.Beberapa jt::nis peta yang dapat dipiJih untuk menyajikanda ta kcpendudukan antara lain: peta kOrI1binasi lingkaran dantitik (pie graph and dot map), peta yang mcnggunakan titik(Jot map), peta yang menggunakan arsir (choropleth map) danpeta dinamis (dynamic map).

PENDIDIKAN KESEHATAN UNSUR UTAMA DALAM PENDIDIKAN ANAK USIA DINI Siswanto, Hadi
Jurnal Cakrawala Pendidikan No 2 (2012): CAKRAWALA PENDIDIKAN EDISI Juni 2012, Th. XXXI, No. 2
Publisher : LPMPP Universitas Negeri Yogyakarta

Abstrak: Pendidikan Kesehatan Unsur Utama dalam Pendidikan Anak Usia Dini. Anak usia dini merupakan masa emas untuk melandasi keberhasilan proses kehidupan untuk menjadi individu, masyarakat dan bangsa yang sehat, sejahtera, dan bermartabat. Pendidikan kesehatan anak usia dini merupakan unsur utama dalam pendidikan anak usia dini dan tidak hanya sebagai proses pembelajaran kesehatan, tetapi mengoptimalkan pertumbuhan fisik dan potensi kognitif dan emosional untuk melandasi karakter kepribadian dan kecerdasan serta landasan utama dalam pendidikan selanjutnya. Pendidikan kesehatan anak usia dini dipengaruhi oleh perkembangan pandangan sehat, paradigma pembangunan, faktor determinan kesehatan, dan pelayan kesehatan dan pendidikan kesehatan. Ada lima modal pokok yang harus dijadikan landasan dalam pendidikan kesehatan anak usia dini yaitu (1) peran orang tua; (2) komitmen politik; (3) kebijakan dan strategi; (4) sistem nilai sosial dan budaya; (5) pola asuh, asih, dan asah. Kata Kunci: pendidikan kesehatan, anak usia dini, masa emas, pendidikan kesehatan, pelayanan kesehatan, kebijakan dan strategi Abstract: Health Education, the Main Element of Early Childhood Education. Early childhood is a golden age period for determining individuals’ future life. Health education for early childhood is the main factor of early childhood education. It is not only as a learning process for health education, but also as a main factor to optimize the physical growth and cognitive and emotional potential. Health education for early childhood is affected by some factors such as: the paradigms of development, the health determinant factors, health services, and health education. There are five main factors acted as a basis namely: (1) parent’s role; (2) political commitment; (3) policy and strategy; (4) value system, socio-economic and culture; and (5) nurture pattern. Keywords: health education, early childhood, golden age period, health education, health services

The Affective Aspects of The Use of Media On The Leaner Suwarsih Madya
Jurnal Cakrawala Pendidikan CAKRAWALA PENDIDIKAN, EDISI 2,1982,TH.II
Publisher : LPMPP Universitas Negeri Yogyakarta

Education should keep up with societal changes. If students have the options of gaining ingormation which is presented interestingly through a variety of media outside the school, surely they should have them in schools as well. Besides, the educational tasks ehich are getting electronic age heavier and more complex in this electrical age, cannot be carried out through lecturing in traditional classrooms where pupils sit still and follow in unison the lecture or what ever presentation is made. It seems inevitable for us to agree to the adoption of media in the teaching learning process, in this case modern media. The writer would to suggest that questions about whather we should adapt new media new media for educators to accept the compound vies on technology. In educational terms this vies means that the introduction of electronic media, for example, will not prove a panacea as the optimists might claim, nor will it necessarily dehumanize, as the pessimists for instance, television may bring the outside world into the schoolroom, but it very likely impose rigid class viewing schedule (Gillett, 1973). The two basic functions of educational media are: informing and developing mental skills (Solomon, 1974). Inthis paper the emphasis woll be put on the discussion of the affective aspevts of the use of media on the learners, on the onterctions among learners themselves, and on the interactions between learners and the teacher. Hopefully, through the discussion clearer eideas about the matter under consideration will be obtained.

PEMBELAJARAN INSTRUKSIONAL TERPROGRAM DALAM PENINGKATAN EFEKTIVITAS PEMBELAJARAN GAMBAR TEKNIK Subiyono Subiyono
Jurnal Cakrawala Pendidikan No 2 (2009): Cakrawala Pendidikan, Juni 2009, Th. XXVIII, No. 2
Publisher : LPMPP Universitas Negeri Yogyakarta

AbstractThis study aimed to find empirical evidence that in Technical Drawing studentstaught by the programmed instruction model attained higher achievement thanthose taught by the conventional teaching model. This study was a quasiexperimentalstudy. The research subjects were students of the Department ofMechanical Engineering, the Faculty of Engineering, the Yogyakarta StateUniversity. Group A2 was selected as the experimental group, consisting of regularS1 students, and Group B1 as the control group, consisting of regular D3 students.The group members were non-randomly selected. The data were analyzed usingthe t-test. The result showed that the tobserved (17.717) was higher than the ttable(2.038) at p .05, indicating that there was a significant difference between the twogroups. The students in the experimental group attained a higher mean score thanthose in the control group. In other words, in Technical Drawing, the studentstaught by the programmed instruction model attained higher achievement thanthose taught by the conventional teaching method.Keywords: programmed instruction, Technical Drawing

PERAN PENDIDIKAN, PELATIHAN BAHASA INGGRIS, DAN TEKNIK KEPEMANDUAN DALAM PENGEMBANGAN MINA WISATA Ida Bagus Jelantik Swasta
Jurnal Cakrawala Pendidikan CAKRAWALA PENDIDIKAN OKTOBER 2014, TH. XXXIII, NO. 3
Publisher : LPMPP Universitas Negeri Yogyakarta

Abstrak: Tujuan penelitian ini adalah untuk mendeskripsikan peranan pendidikan dan pelatihan bahasa Inggris dan teknik kepemanduan dalam meningkatkan kemampuan karyawan CV Dewata Laut dalam melayani wisatawan yang berkunjung ke perusahaan itu. Metode yang digunakan adalah metode praeksperimental dengan perlakuan berupa pendidikan dan pelatihan bahasa Inggris dan teknik kepemanduan. Data dikumpulkan melalui teknik tes, observasi, wawancara, dan kuesioner. Tes yang dipakai adalah tes pemahaman dan tes keterampilan yang dilakukan sebelum kegiatan (pretes) dan setelah kegiatan (postes). Data dianalisis melalui teknik deskriptif kuantitatif dan kualitatif. Hasil yang diperoleh dalam penelitian ini adalah (1) kemampuan berbahasa Inggris para karyawan CV. Dewata Laut meningkat sebanyak 53,69 persen; (2) kemampuan teknik kepemanduan meningkat sebanyak 49,53 persen; dan (3) kemampuan melayani wisatawan karyawan juga meningkat. Kata Kunci: pendidikan, pelatihan, bahasa Inggris, keknik kepemanduanTHE ROLE OF EDUCATION, TRAINING IN ENGLISH, AND THE GUIDING TECHNIQUE ON FISHERIES TOURISM DEVELOPMENT Abstract: The purpose of this research was to describe the role of education, training in English and the guiding technique on improving the ability of CV. Dewata Laut workers in serving tourists who visited this company. This study used the pre-experiment design with education, training in English, and the guiding technique as the treatments. The data were collected by administering a test, conducting observations and interviews and distributing questionnaires. The test was a comprehension test administered before and after the treatments. The data were analyzed through descriptive qualitative and quantitative analyses. The findings showed that (1) the ability of C.V. Dewata Laut workers improved by 53.69%; (2) the ability in guiding also improved by 49.53%; (3) the ability to serve the tourists also improved. Keywords: education, training in English, guiding technique

SUATU ALTERNATIF PELAKSANAAN KUllA" KONSELING MIKRO Muh. Farozin
Jurnal Cakrawala Pendidikan CAKRAWALA PENDIDIKAN, EDISI 3,1990,TH.X
Publisher : LPMPP Universitas Negeri Yogyakarta

Naskah ini dimaksudka:n untuk, memberikan gambaran tentang suatu kemungkinanpembelajaran keterampilan-keterampilan pokok dalam layanankonseling, yang pembelajarannya bersifat mikro. Konseling mikro sebagai salahsatu mata kuliah dalam 'program studi bimbingan, dan konseling me~berikanpengalaman belajar terutama dalam praktik konseling. Keterampilan-keterampilankonseling ya,ng dimikrokan adalah attending skIlls, open InvItation to talk,paraphrasIng, lndentlfylngs and emotions, reflektlng feelings, confrontation,summ'arizing. Pembelajaran keterampilan-keterampilan konseling bersif'atlaboratoris, dan mengikuti empat tahap, yaitu persiapan,. pelaksanaan praktik,umpan balik, dan penilaian..Untuk mengatasi kesulitan" penyusunan pet'siapandan pelaksanaan pt'aktik adalah dengan cara menyusun persiapan praktik herodasarkan rekaman yang dUaksanakan sebelum praktik. Fasi1itas" yang mendukungkelancaran pelaksanaan konseling 0 mikro adalah tenaga pembimbing-konselitenagateknisi. ruangan konseling, kursi-meja, alat tulis menulis, alat elektronika,dan pedoman pelaksanaan.

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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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