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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 1,490 Documents
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ARAKTERISTIKKEPEMIMPINAN KEPALASEKOLAH Rohmat Rohmat
Jurnal Cakrawala Pendidikan Vol 2, No 2 (2007): Cakrawala Pendidikan, Juni 2007, Th. XXVI, No. 2
Publisher : LPMPP Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (1585.769 KB) | DOI: 10.21831/cp.v2i2.8580

Abstract

his research was focused on the leadership style of thehead-master of State Secondary School 2 Cilacap, the degree of thehead-master ability in doing the function as a manager, educator,and leader, as well as the leadership effectiveness.This research used qualitative-naturalistic method.research subject consistedof school personnel of State SecondarySchool 2 Cilacap. The data was collected using interview technique,observation, and documentation. The data validity was achievedwith external and internal criticism and triangulation method. Thedata analysis technique was performed using Miles and Hubermanmodel, done in four interactive steps: data collection, data reduction,data display, and conclusion.The research result can be reported as follows :1) the head­masterof State Secondary School 2 Cilacap tends to adoptparticipative leadership style; 2.a) Concerning level of ability, indoing his function as a manager, it can be concluded that themanagerial functions (planning, organizing and controlling) havebeen done effectively. But on the staffing side, especially on studentrecruitment planning improvement is still seriously needed; b) Thehead - master has done his function as a leader. c) Furthermore, thehead-master has done supervision functionas a leader; d) the head ­master has shown good behaviour and can be a role model; 3) Thehead-master leadership effectiveness has been achieved by teacher:empowerment in the improvementof instructional process asindicated by graduates quality improvement.
PENGEMBANGAN KEMAMPUAN BERPIKIR KREATIF DAN PEMECAHAN MASALAH MATEMATIS MAHASISWA MELALUI METODE DISKUSI La Moma
Jurnal Cakrawala Pendidikan CAKRAWALA PENDIDIKAN EDISI FEBRUARI 2017, TH. XXXVI, NO. 1
Publisher : LPMPP Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (1295.34 KB) | DOI: 10.21831/cp.v36i1.10402

Abstract

Abstrak: Tujuan penelitian adalah untuk mengetahui seberapa besar kontribusi perkuliahan kajian matematika sekolah 1 dengan metode diskusi terhadap pengembangan kemampuan berpikir kreatif matematis dan kemampan pemecahan masalah mahasiswa pada level KAM (atas, sedang, rendah). Penelitian ini merupakan tipe penelitian kuasi eksperimen. Sampel pada penelitian ini terdiri 89 orang mahasiswa semester 1 tahun pada Program Studi Pendidikan Matematika yang mewakili mahasiswa level tinggi, sedang, dan rendah. Data diperoleh lewat tes, sedang analisis data dilakukan lewat uji t dan anava dua jalur. Hasil penelitian menunjukkan bahwa: (1) ada perbedaan pencapaian KBKM mahasiswa antara kelas eksperimen dan kelas kontrol; (2) ada perbedaan pencapaian KPMM mahasiswa antara kelas eksperimen dan kelas kontrol; (3) tidak terdapat interaksi antara pembelajaran dan KAM mahasiswa terhadap kemampuan berpikir kreatif matematis; dan (4) tidak ada interaksi antara pembelajaran dan mahasiswa terhadap kemampuan pemecahan masalah matematis. DEVELOPING MATHEMATICAL CREATIVE THINKING AND PROBLEM SOLVING ABILITY THROUGH DISCUSSION METHOD Abstract: This study is aimed at determining the contribution of generative learning model using discussion method to the development of creative thinking ability and mathematics problem solving at different levels (high, medium, low). This study is a quasi-experimental research involving 89 first semester mathematics students represesenting different levels. Data were collected through test and analyzed using t-test, and two-way ANOVA. The results of the study are: (1) the creative thinking ability of students in experiment class and that of students in controll class are different, (2) the KPMM of experiement class and that of control class are different, (3) learning and KAM level have no correlation with creative thinking ability, and (4) learning and KAM level have no correlation mathematics problem solving ability. Keywords: Creative thinking ability, mathematics problem solving, discussion method
SELF EFFICACY CHANGES IN COLLABORATIVE COURSE FOR INCLUSIVE EDUCATION PRESERVICE TEACHERS Pujaningsih Pujaningsih; Unik Ambarwati
Jurnal Cakrawala Pendidikan Vol 39, No 1 (2020): CAKRAWALA PENDIDIKAN, VOL. 39, NO. 1, FEBRUARY 2020
Publisher : LPMPP Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (22.657 KB) | DOI: 10.21831/cp.v39i1.26669

Abstract

The number of inclusive schools improves significantly in the last 10 years in Indonesia. However, there is a lack of effort to prepare future teachers so they have inadequate knowledge, skills, and experiences to provide education services for diverse students including students with special needs. This research examines the changes of Indonesian preservice teachers’ self-efficacy belief after being enrolled in a collaborative course that integrates between special education content and elementary education content. This study employed a mixed method approach for the analysis of questionnaire data from 34 preservice teachers and qualitative data of open-ended questions. The findings revealed that after being enrolled in a collaborative course, preservice teachers’ self-efficacy changed significantly (t34 = -2.16; p .05), especially in efficacy for instructional strategies (t34 = -2.73; p .05). The qualitative data also supported this finding based on three cases of preservice teachers who have different genders, previous experiences, and attitudes toward students with learning problems. Several recommendations for future collaborative courses and a new direction for the teacher preparation programs are discussed.
Pentingnya implementasi pendidikan multikultural di sekolah Hanum, Farida
Cakrawala Pendidikan No 3 (2006): Cakrawala Pendidikan, November 2006, Th. XXV, No.3
Publisher : LPMPP Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (2745.022 KB) | DOI: 10.21831/cp.v1i3.8598

Abstract

The Indonesian society is a multicultural one consisting of a variety of ethnic groups with a variety of languages and cultures of thir own. It implies not only a richness and strength but also a potential for conflict. Such potential is also implied in the contry's relationships with other countries; in the communication between the peoples concernet, misundaerstandings may results due to differences in culture.To understand and respond to the differences peacefully, it is important for the peoples concernet to have multicultural education, formally or informally. Such education can be integrated into some relevant lessons in class. Multicultural education should not only teach ethnical cultural symbols, such as, tranditional houses, dress, dances, or songs; but also invlve transformation and action.In the implementation of such multicultural education, there must be chalenges coming especially from teachers and other educators at schools who underestimate multicultural education while the educational resources involved need to be free from bias and stereotyping rlated to ethnical, relegious, gender, social class, anad ubarn-rural )or cityh-village) differences. 
Pengembangan Pembelajaran Berbasis Nilai-Nilai Budaya Yogyakarta Di Sekolah Dasar Anik Ghufron
Jurnal Cakrawala Pendidikan CAKRAWALA PENDIDIKAN EDISI JUNI 2017, TH. XXXVI, NO. 2
Publisher : LPMPP Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (1911.417 KB) | DOI: 10.21831/cp.v36i2.12449

Abstract

Abstrak: Penelitian ini bertujuan mengembangkan model pembelajaran berbasis nilai-nilai budaya Yogyakarta yang relevan di sekolah dasar. Penelitian menggunakan pendekatan penelitian dan pengembangan model Borg dan Gall. Subjek penelitian adalah para guru dan siswa sekolah dasar tempat penelitian. Teknik pengumpulan data menggunakan observasi dan wawancara. Teknik analisis data dengan teknik deskriptif kualitatif. Temuan penelitian dapat dipaparkan sebagai berikut. Pertama, model pembelajaran yang relevan digunakan untuk penanaman nilai-nilai budaya Yogyakarta adalah model pembelajaran non direktif versi Carl Rogers. Kedua, modifikasi dan penyesuaian model pembelajaran ini dilakukan agar dapat digunakan untuk menanamkan nilai-nilai budaya Yogyakarta di sekolah dasar terutama yang berkaitan dengan format rencana pelaksanaan pembelajaran (RPP). Ketiga, para guru mampu melaksanakan pembelajaran menggunakan model non direktif untuk penanaman nilai-nilai budaya Yogyakarta sesuai dengan kurikulum yang berlaku di sekolah dasar dengan tetap memperhatikan kebijakan Pemda DIY tentang pengembangan kurikulum berbasis budaya Yogyakarta. Kata kunci: nilai-nilai budaya Yogyakarta, sekolah dasar, pembelajaranDEVELOPING INSTRUCTIONAL MODELBASED ON CULTURAL VALUES OF YOGYAKARTA AT PRIMARY SCHOOLAbstract: This study seeks to develop a primary schoolinstructional model based on cultural values of Yogyakarta. Research and development model by the Borg and Gall was adopted. Subjects of the research were primary schoolteachers and students. Data were collected through observations and interviews. Data were analyzed using descriptive qualitative methods. The results show the followings. Firstly, the instructional model whichfits the cultural values of Yogyakarta is Carl Rogers’s non directive model. Secondly, the instructional model should be modified in order to effectively foster thecultural values of Yogyakarta at primary school, especially when dealing with lesson planning. Thirdly, the teachers are able to apply this non directive instructional model to foster cultural values of Yogyakarta while paying attention to the official curriculum and to the local policy of curriculum development based on the cultural values of Yogyakarta. Keywords: cultural values of Yogyakarta, primary school, instruction
BEBERAPA PROBLEM PENDIDIKAN DAN MAKNANYA BAGI ARAH PENGEMBANGAN SEKTOR PENDIDIKAN DI FPMIPA Djohar Djohar
Jurnal Cakrawala Pendidikan CAKRAWALA PENDIDIKAN, EDISI 3,1988,TH.VII
Publisher : LPMPP Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (325.776 KB) | DOI: 10.21831/cp.v3i3.7592

Abstract

Selama ini perencanaan pengembangan fakultas lebih ditekankan pada proyeksi kebutuhan yang bersifat kuantitatif. Di samping itu, perencanaan dirumuskan secara linier didasarkan pada keadaan internal dari sualu fakultas, bahkan lebih sempit lagi sangat berorientasi pada urusan fisik termasuk perlengkapan belajar mengajar. Orientasi di atas, sering tidak didasari oleh kepentingan tuntutan pengembangan proses be1ajar-mengajar untuk merespon perubahan-perubahan yang berkaitan dengan tantangan pendidikan. Dalam tulisan ini. dikemukakan 12 macam faktor aktual yang secara langsung atau tidak langsung merupakan tantangan untuk ditanggapi dalam perencanaan pengembangan suatu fakultas, khususnya di FPMIPA.
IMAM AL-KHUMAINI DAN NEGARA REPUBLIK ISLAM IRAN Ajat Sudrajat
Jurnal Cakrawala Pendidikan CAKRAWALA PENDIDIKAN, EDISI 1,1996,TH.XV
Publisher : LPMPP Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (512.756 KB) | DOI: 10.21831/cp.v1i1.9201

Abstract

Negara-negara di Timur Tengah merupakan negara yang mayaritaspenduduknya beragama Islam. Tetapi diantara sekian banyak ne'gataIslam di Timur Tengah, yang menyatakan dirinya sec.~ra tegas sebagainegara 'Islam' dalam konstitusinya ac!alah negara Iran. Iran telahmemproklamirkan dirinya dengan nama Republik Islam iran.Keberadaan negara Republik.Islam Iran'tieperti sekarang ini,kiranya tidak terlepas dari peran.yang t~lahdimainkanoleh Imam alKhumaini.Revolusi Iran yang terjadi pada tahun 1979, dan akhirnyamenggulingkan pcmerintahan Shah Pahlevi, adalah karena peran Imamal-Khumaini. AI-Khumaini menjadi demikian kuat kedudukannya dalampembentukan negara Republik Islam. Kekuatan Imam al-Khumainibarangkali tidak bisa dilepaskan juga dengan sejarah panjang pe.tjalananumat Syi'ah itu sendiri, baik di Iran maupun umat Syi'ah secara keseluruhan.Adapun yang kemudian menjadi penting dari keberadaan Imamal-Khumaini adalah karena kemampuannya memberikan tafsiran baruterhadap doktrin Imamah, yang merupakan doktrin pokok dalam ajaranSyi'ah. Imam al-Khumaini telah berhasil membangun suatu teeri politikatas dasar doktrin Imamah yang dipadukan dengan teori politik modem.Karena keberhasilannya itu, maka kemudian lahirlanh corak sistempemerintahan teo-demokrasi seperti Republik Islam Iran, di manakedudtikan seorang 'Faqih' demikian kUlit.
UPAYA PENINGKATAN KECERDASAN EMOSI SISWA SEKOLAH DASAR MELALUI PENDIDIKAN JASMANI HARMONI Eunike R. Rustiana
Jurnal Cakrawala Pendidikan No 1 (2013): CAKRAWALA PENDIDIKAN Februari 2013, Th. XXXII, No. 1
Publisher : LPMPP Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (93.41 KB) | DOI: 10.21831/cp.v5i1.1267

Abstract

Abstrak: Penelitian ini bertujuan untuk mendapatkan bukti bahwa Pendidikan Jasmani Harmoni efektif meningkatkan kecerdasan emosi siswa SD. Penelitian ini berdasar pada teori kognitif sosial dari Bandura. Materi Penjas Harmoni terdiri atas permainan, olahraga, dan tarian masal (tari Saman). Subjek penelitian adalah siswa kelas V enam SDN yang berbeda, dengan tiga kelas sebagai kelompok intervensi yang diajar penjas Harmoni, dan tiga kelas sebagai kelompok kontrol yang diajar penjas reguler. Perlakuan berlangsung selama 14 kali pertemuan. Kecerdasan emosi diukur sebelum dan sesudah perlakuan dengan Skala Perasaan modifikasi dari Bar-On EQ inventory. Hasil penelitian menunjukkan nbahwa Penjas Harmoni efektif meningkatkan kecerdasan emosi siswa SD, yaitu kecakapan intrapersonal, interpersonal, penyesuaian diri, pengelolaan stres, dan sikap positif. Tidak ada pengaruh jenis kelamin, namun ada pengaruh bersama antara tingkat akreditasi sekolah dan jenis perlakuan terhadap peningkatan kecerdasan emosi. Penjas Harmoni disarankan untuk dipakai guruguru penjas SD di Semarang guna melengkapi KTSP 2006. Kata Kunci: Pendidikan Jasmani Harmoni, kecerdasan emosiEFFORTS TO INCREASE THE EMOTIONAL INTELLIGENCE OF PRIMARY SCHOOL STUDENTS THROUGH HARMONY PHYSICAL EDUCATIONAbstract: This study is aimed to ascertain the effectiveness of Harmony Physical Education (HPE) program to increase primary school students’ emotional intelligence (EI). This study is based on Bandura’s social cognitive theory, The material of HPE is consist of games, sports, and group dance(Saman Dance). The subjects of the study were fifth grade students from different Public Elementary Schools. They were randomly assigned into control group (three classrooms) who received regular PE program, and intervention group (another three classrooms) who received HPE program. The treatment was conducted in 14 weeks. Emotional intelligence was assessed before and after the treatment using Emotional Scale that was modified from Bar-On EQ inventory. The results show that HPE Program is effective in increasing primary school students’ Emotional Intelegency which consists of intrapersonal, interpersonal, self adjustment, stress management, and positive attitudes. There were no gender role, but there is a relation between school acreditation level and the treatment used towards the improvement of emotional intelegency. Harmony Physical Education is recommended to be used by teachers in semarang as a supplement for KTSP 2006Keywords: harmony physical education, emotional intelligence 
BAHAYA INFEKSI HIV (BUMAN IMMUNODEFICIENCY VIRUS) BESERTA ALTERNATIF PEMECAHANNYA Senam Senam
Jurnal Cakrawala Pendidikan CAKRAWALA PENDIDIKAN, EDISI 1,1999,TH.XVIII
Publisher : LPMPP Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (1353.483 KB) | DOI: 10.21831/cp.v1i1.9019

Abstract

The virus called HIV can infect human cells andcause the disease called AIDS. HIV infection is principallythe integration between the DNA of the HIV andthat of the host cell so that the DNA of the HIV undergoesreplication at the time the host cell undergoes fission.The HIV is unable to conduct a metabolism processwithout any host cell. In order to survive, the HIVmakes use of the energy, precursor molecules, and essentialenzymes of the host cell. The competition occurringbetween the HIV and the host cell will result inthe host cell's growth b,eing disturbed. Human cellswhch can be infected by the HIV include the T helperlymphocyte cells, the macrophage cells, and the dendriticcells. The T helper lymphocyte cells play a partin the biosynthetic process of antibodies. The macrophagecells are very useful in the protection of cellsfrom infection caused by a number of pathogenousmicroorganisms as well as toxic chemical substances.The dendritic cells function as the cells providing antigensas well as the cells complementingthe T cytotoxiccells. The three types of cells above are responsible forthe body's immunity system. The occurrence of H V-infection on these cells causes a decline in the humanbody's immunity system and results in AIDS. The contagonof HIV can happen via sexual intercourse (heterosexualor homosexual), blood transfusion, the use ofthe same needle for injections to different persons, andsaliva. Prevention of HTV infection can be done byavoiding the behaviors described above whle for curativetreatment can possibly be done by gving antibioticswhich can hinder the biosynthetic process of thereverse transcriptase enzyme protein and decrease theactivity of the enzymes playing a part in the modificationprocess of a foreign DNA. In social life, ostracismon the IW carrier is not approved because the conta-@on of ttus virus is not via air, the slun, or clothes.
B.R.M.G. SAYIDIN MALIKUL KUSNO: PELOPOR PENDIDIKAN MASYARAKAT Hermanu Joebagyo
Jurnal Cakrawala Pendidikan No 1 (2009): CAKRAWALA PENDIDIKAN, Februari 2009, Th. XXVIII, No. 1
Publisher : LPMPP Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (171.079 KB) | DOI: 10.21831/cp.v1i1.50

Abstract

This article analyzes the existence of Madrasah Mambaul Ulum, HIS Kasatryan and HIS Pamardi Putri in the political constellation of the movements in 1920s.These educational institutions were established in the area of the Kasunanan Palace. Madrasah Mambaul Ulum consisted of elementary school, junior high school and senior high school, catering for children of abdi dalem (servants in the palace) and those of lay people. On the other hand, HIS Kasatryan and HIS Pamardi Putri were elementary schools for children of lower aristocrats. The founders of the institutions gave freedom to the managers to make decisions concerning education (school-based management) in terms of the curriculum, teachers, learning materials, learning strategies, and evaluation system. Even society members were allowed to take part in the implementation (community-based education). The local contents, the Javanese culture and Islam were the subjects that guided the students ethics and moral so that they developed as individuals who were responsible and just and capable of protecting their fellow people. Keywords: Madarasah Mambaul Ulum, HIS Kasatryan, HIS Pamardi Putri, Javanese culture, Islam

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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