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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 1,512 Documents
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The Development of Learning Model Based on Controversial Issues to Strengthened The Character of Civic Disposition Suryanto - Suryanto; Agus Widodo; Nursalim Nursalim
Jurnal Cakrawala Pendidikan CAKRAWALA PENDIDIKAN EDISI JUNI 2018, TH.XXXVII, NO.2
Publisher : LPMPP Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (493.539 KB) | DOI: 10.21831/cp.v37i2.15962

Abstract

Abstract: The objectives of this study are (1) to develope a model of learning based on controversy  issues that are appropriate for strengthening the citizenship character of student. (2) to prove the effectiveness of the learning model is based on controversy issues developed for strengthening the citizenship character of student. This research used Research and Development method, the place at Universitas Nusantara PGRI Kediri with research subjects are Biology, Management, Nursing, and Information System students who are taking the course of PKN. The results of the study in the preliminary study phase identified seven elements of citizenship competence that should be developed in a multicultural democratic society which are politeness, empathy, leadership, perspectives, community relations, role in society, and attitudes toward the society of multiculture. The development phase of the model succeeded in finding the hypothetical model, and validation of the model proved that learning model based on controversy issues is effective. The statistical test result, t = 3.253, significance (P)= 0.003. Keywords: issues, controversial, civic disposition Pengembangan Model Pembelajaran Berlatar Isu Kontroversial Sebagai Penguatan Watak Kewarganegaraan Mahasiswa Abstrak: Tujuan penelitian ini adalah untuk (1) mengembangkan model pembelajaran berlatar isu-isu kontroversial yang layak untuk penguatan watak kewarga negaraan mahasiswa, dan (2) membuktikan efektivitas model pembelajaran berlatar isu-isu kontroversial yang dikembangkan untuk penguatan watak kewarga negaraan mahasiswa. Penelitian ini menggunakan metode Research and Development, dengan lokasi penelitian di Universitas Nusantara PGRI Kediri. Subjek penelitian mahasiswa program studi Pendidikan Biologi, Manajemen, Keperawatan, dan Sistem Informasi yang sedang menempuh mata kuliah PKN. Hasil penelitian pada tahap studi pendahuluan berhasil mengidentifikasi tujuh unsur kompetensi watak kewarga negaraan yang harus dikembangkan dalam masyarakat demokratis yang multikultur, yaitu kesopanan, empati, kepemimpinan, perspektif, hubungan masyarakat, peran dalam masyarakat, dan sikap terhadap masyarakat mutikultur. Tahap pengembangan model berhasil menemukan model hipotetik dilakukan lewat uji lapangan dengan teknik quai eksperimental. Data diperoleh lewat tes dan dianalisis dengan teknik uji beda mean (t-tes).  Hasil uji model dapat membuktikan efektivitas model pembelajaran yang dikembangkan, yaitu dengan nilai t- hitung = 3,253 dengan signifikansi (P) = 0,003. Kata Kunci: isu-isu, kontroversial, watak kewarga negaraan
THE USE OF RASCH MEASUREMENT MODEL IN ENGLISH TESTING Mokshein, Siti Eshah; Ishak, Haliza; Ahmad, Hishamuddin
Jurnal Cakrawala Pendidikan CAKRAWALA PENDIDIKAN, VOL. 38, NO. 1, FEBRUARY 2019
Publisher : LPMPP Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (502.937 KB) | DOI: 10.21831/cp.v38i1.22750

Abstract

This study aimed at determining the quality of the English Paper 1 (EP1) items of UPSR trial examination for six graders in terms of its reliability, validity and items characteristics. It also sought to determine the difficulty levels of 40 multiple-choice items consisting five constructs of vocabulary, language and social expression, grammar, cloze-comprehension and reading comprehension. A number of 525 primary schools students were randomly selected from 3876 students in Kuala Selangor, Malaysia. Using the Rasch measurement model, the validity evidences were shown through the results of Principle Component Analysis (PCA), fit statistics and item distractor analysis. The results from PCA analysis showed the absence of second dimension in the test, which met the assumption of modern testing theory. Fit statistics analyses have identified seven misfit items that are beyond the acceptable range (0.7 - 1.3 logit). Item distractor analysis has identified five problematic items whereby three of them are also misfit items. Summary statistics shows that the reliability indices of Cronbach’s Alpha were greater than 0.80 and separation indices were greater than 2. This study would benefit teachers in improving existing assessment practice by spreading out the importance of item analysis in schools, particularly in language testing.
HAMBATAN GURU MATEMATIKA SEKOLAH MENENGAH PERTAMA DALAM MENERAPKAN KURIKULUM BARU Heri Retnawati
Jurnal Cakrawala Pendidikan CAKRAWALA PENDIDIKAN EDISI OKTOBER 2015, TH. XXXIV, NO. 3
Publisher : LPMPP Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (209.759 KB) | DOI: 10.21831/cp.v3i3.7694

Abstract

Abstrak: Penelitian ini bertujuan mendeskripsikan hambatan guru matematika SMP dalam mengimplementasikan Kurikulum 2013. Penelitian ini merupakan penelitian deskriptif eksploratif dengan pendekatan kualitatif. Data dikumpulkan dengan teknik wawancara dan focus group discussion. Sumber data adalah 10 guru mata pelajaran matematika SMP di Provinsi Daerah Istimewa Yogyakarta. Analisis data dilakukan dengan mencari tema, kemudian menentukan hubungan antartema untuk memeroleh pemahaman. Hasil penelitian sebagai berikut. Pertama, pelatihan dan sosialisasi belum dapat memberikan pemahaman yang baik dan menyeluruh mengenai Kurikulum 2013. Kedua, guru kesulitan mengatur waktu pada perencanaan pembelajaran, merencanakan pembelajaran, merencanakan penilaian sikap, dan memilah pengetahuan dan keterampilan pada penyusunan instrumen penilaian. Ketiga, keterbatasan waktu dalam pelaksanaan pembelajaran, kesulitan berkaitan dengan perangkat pembelajaran, dan kesulitan mengaktifkan siswa. Keempat, sistem penilaian yang rumit dan perlu waktu yang lama untuk menyusun laporan. Kata Kunci: hambatan guru matematika SMP, implementasi kurikulum baru THE OBSTACLES OF JUNIOR HIGH SCHOOL MATHEMATICS TEACHERS IN IMPLEMENTING THE NEW CURRICULUM Abstract: The study was to describe the obstacles of junior high school mathematics teachers in implementing the new curriculum, namely Curriculum 2013, in most of junior high schools in Indonesia. The study was a descriptive explorative research by means of qualitative approach. The data were gathered by means of interviews and focus group discussions. The data source was 10 junior high school mathematics teachers in the Province of Yogyakarta Special Region, Indonesia. The data were analyzed by looking for the themes and finding the relationship among the themes in order to gain the proper understanding. The results of the study showed that the obstacles that the teachers were as follows. First, the socialization and training programs had not been able to provide good and through understanding of the new curriculum. Second, the teachers had difficulties in arranging the time for the lesson plan, the teaching plan, the attitude assessment plan and the categorization between the knowledge and the skills in the composition of assessment instrument. Third, the implementation of the lesson plan had limited time in addition to the difficulties in designing the teaching kits and in activating the students. Forth, the assessment system was intricated and time consuming especially in the reporting process. Keywords: obstacles of junior high school mathematics teachers, implementing new curriculum
TEACHER'S PEDAGOGY COMPETENCE AND CHALLENGES IN IMPLEMENTING INCLUSIVE LEARNING IN SLOW LEARNER Mumpuniarti Mumpuniarti; Rendy Roos Handoyo; Diajeng Tyas Phytanza; Dewi Barotuttaqiyah
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 (329.599 KB) | DOI: 10.21831/cp.v39i1.28807

Abstract

Regular teacher training for schools implementing inclusive education is expected to affect the teachers mastery of learning competency. The results of the training need to be examined to determine some aspects of competency that need to be trained further, so that it is beneficial to an ideal inclusive education. This study aims to describe regular teachers most important aspects of competency, as well as their obstacles and challenges in implementing learning in inclusive schools. The research instrument consisted of 21 closed-ended questions and 4 open-ended questions. The data from the 21 closed questions were analyzed using percentage of answers from respondents, and respondents' answers to the open-ended questions were analyzed using the categorization of the challenges faced by teachers for inclusive learning. The findings from the study shows that the inclusive teachers possessed the pedagogical competence to help them face the diversity of the students from various aspects; the regular teachers were able to manage the diverse learning needs; the regular teacher competence to help slow-learners was able to change abstract concepts into concrete forms; the regular teachers found some obstacles in managing students diversity; and the regular teachers challenges in implementing inclusive education included diverse teaching methods, competence to modify learning, and professional improvement achievement.
IMPLEMENTASI PENGEMBANGAN PERANGKAT PEMBELAJARAN MATEMATIKA REALISTIK DI SEKOLAH MENENGAH PERTAMA Utami Murwaningsih; Erika Laras Astutiningtyas; Nuryani Tri Rahayu
Jurnal Cakrawala Pendidikan CAKRAWALA PENDIDIKAN OKTOBER 2014, TH. XXXIII, NO. 3
Publisher : LPMPP Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (234.336 KB) | DOI: 10.21831/cp.v3i3.2390

Abstract

Abstrak: Tujuan penelitian pengembangan ini adalah dihasilkannya perangkat pembelajaran matematika realistik di SMP yang telah tervalidasikan. Metode penelitian dilakukan lewat pengembangan model 4-D (four D model). Subjek uji coba terbatas perangkat pembelajaran adalah siswa kelas VII SMPN 2 Sukoharjo tahun pelajaran 2012/2013. Hasil penelitian berupa produk perangkat pembelajaran pada materi Aljabar di kelas VII SMP. Buku tersebut telah divalidasikan secara teoretis yang dilakukan oleh ahli di bidangnya; rencana pelaksanaan pembelajaran tertentu telah diuji secara terbatas keterbacaan dan disimulasikan;dan perangkat pembelajaran dan instrumen penelitian telah diuji coba terbatas. Kata Kunci: perangkat pembelajaran, matematika realistik DEVELOPING REALISTIC MATHEMATICS INSTRUCTION KITS IN JUNIOR HIGH SCHOOLS Abstract: This study was aimed to develop validated realistic mathematics instruction kits in junior high schools. The study was carried out using the four-D model. The subjects for the limited try out were the seventh grade students of SMPN 2 Sukoharjo in the academic year of 2012/2013. The product of the study was in the form of instruction kits of Algebra materials for the seventh grade students. The book had been validated theoretically by an expert; the lesson plan had been tried out and simulated; the instruction kits and the research instrument had been tried out. Keyword: instruction kits, realistic mathematics
Behavior Patterns of Academic Procrastination in Doing Final Projects Soegiyanto Soegiyanto; Ipang Setiawan; Moch Fahmi Abdulaziz; Dhimas Bagus Dharmawan; Vivi Septiana Parista
Jurnal Cakrawala Pendidikan CAKRAWALA PENDIDIKAN EDISI OKTOBER 2017, TH.XXXVI, NO.3
Publisher : LPMPP Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (393.195 KB) | DOI: 10.21831/cp.v36i3.14696

Abstract

Abstract:The aim of this research is to define the patterns of athlete student’s academic procrastination behaviorsin accomplishing their final projects. This research used qualitative approach with ethnographic and phenomenology design. The population of this research was athlete students of Faculty of Sports Science from classes of 2010, 2011, and 2012 whowere in the process of completingtheir final projects. They were selected through purposive random sampling. The results reveal various patterns of athlete student’s academic procrastination behaviors. Six patterns emerge from the data 1) Traveling, 2) Only lying on the bed and watching TV in boarding house, 3) Talking about something unimportant, 4) Going home, 5) Doing physical activities, and 6) Having jobs like coach and referee. These procrastination behaviors formspecific patterns based on student’sexperience and background. Keywords: behaviorpatterns, academic procrastination, final project, athlete students POLA PERILAKU PROKRASTINASI AKADEMIK DALAM PENYUSUNAN SKRIPSI Abstrak: Tujuan penelitian ini adalah untuk mengidentifikasi pola perilaku mahasiswa atlet saat melakukan tindakan prokrastinasi akademiknya dalam menyelesaikan skripsi. Penelitian ini menggunakan pendekatan kualitatif dengan desain etnografis dan fenomenology. Populasi dalam penelitian ini adalah mahasiswa atlet Fakultas Ilmu Keolahragaan yang sedang menyusun skripsi, selanjutnya pengambilan sampel dengan menggunakan purposive random sampling. Teknik pengumpulan data dilakukan dengan menggunakan observasi, wawancara, dan angket terbuka, analisis data dilakukan secara induktif dengan menggunakan siklus interaktif Miles dan Huberman. Hasil penelitian ini menunjukkan adanya berbagai macam pola perilaku mahasiswa atlet dalam melakukan prokrastinasi penyusunan skripsinya. Ada enam pola yang ditemukan, yaitu 1) traveling, 2) tiduran dan nonton tv di kos, 3) membicarakan hal yang tidak penting, 4) pulang ke kampung halaman, 5) melakukan aktivitas fisik, dan 6) mengambil job pelatih dan wasit. Perilaku prokrastinasi ini membentuk pola-pola tersendiri sesuai pengalaman dan latar belakang dari subjek penelitian. Kata Kunci: pola perilaku, prokrastinasi akademik, skripsi, mahasiswa atlet
The Implementation of Learning Tourism Models to Nurture Environment Care Behavior Sujarwo Sujarwo; Ibnu Samsi; Lutfi Wibawa
Jurnal Cakrawala Pendidikan CAKRAWALA PENDIDIKAN EDISI FEBRUARI 2018, TH.XXXVII, NO.1
Publisher : LPMPP Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (396.956 KB) | DOI: 10.21831/cp.v37i1.18784

Abstract

Abstract: The study tour learning model was an outside school learning activity which was organized by lecturers, students and alumni of Non-Formal Education Study Program,  Faculty of Educational Sciences, Universitas Negeri Yogyakarta as a part of practice activity. This activity was conducted at Gembira Loka Zoo,Yogyakarta. This research aims at implementing the study-tour learning model to nurture the environmental care behaviour through outside learning program. This study can be categorized as action research. The subject of this research was the kindergarten students who visited Gembiraloka zoo. The data were collected through observation and interview, and those were analyzed descriptively. The results showed the followings: (1) the study-tour learning model was conducted through outdoor school activities which involved the following steps: socialization, core activities; welcoming, conditioning, creative corner, zoos or flora tour , reflection and closing; (2) the environmental care behaviors through the activity were friendly, respect, clean environment awareness, compassion on animals and plants, polite, and making good friends.Keywords :study-tour learning model, outside learning, environmental care behavior IMPLEMENTASI MODEL WISATA BELAJAR UNTUK MENUMBUHKAN PERILAKU PEDULI LINGKUNGAN Abstrak: Model wisata belajar dilakukan melalui praktik pembelajaran luar sekolah. Pembelajaran luar sekolah dilakukan di kebun binatang Gembiraloka oleh tim pemandu dan pendamping mahasiswa PLS FIP UNY sebagai bagian dari kegiatan praktik pembelajaran. Penelitian ini bertujuan untuk mengimplementasikan model wisata belajar untuk menumbuhkan sikap peduli pada lingkungan melalui program pembelajaran luar sekolah di kebun binatang. Penelitian ini merupakan jenis penelitian tindakan sebagai implementasi hasil pengembangan model. Subjek penelitian ini adalah peserta wisata belajar anak-anak taman kanak-kanak  di kebun binatang Gembiraloka. Data dikumpulkan dengan metode observasi dan wawancara serta dianalisis secara deskriptif kualitatif. Hasil penelitian menunjukkan: (1) model wisata belajar dilakukan melalui pembelajaran luar sekolah dengan tahapan sosialisasi program wisata belajar di dinas pendidikan kota/kabupaten, kegiatan inti, penyambutan, bina suasana, pojok kreatif, tour to zoo or flora, reflektif, dan penutup; (2)   perilaku peduli lingkungan  yang berhasil  ditumbuhkan meliputi  ramah dan menghargai sesama, sadar bersih lingkungan, menyayangi binatang, menyayangi tumbuhan, bersikap santun, dan mampu berteman dengan baik.Kata kunci: model wisata belajar, pembelajaran luar sekolah, perilaku peduli lingkungan
PENGARUH MOTIVASI BELAJAR DAN PERSEPSI ATAS LINGKUNGAN SEKOLAH TERHADAP PRESTASI BELAJAR ILMU PENGETAHUAN SOSIAL Nurdin Nurdin
Jurnal Cakrawala Pendidikan CAKRAWALA PENDIDIKAN EDISI FEBRUARI 2016, TH. XXXV, NO. 1
Publisher : LPMPP Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (1070.772 KB) | DOI: 10.21831/cp.v35i1.28269

Abstract

Abstrak:  Penelitian ini bertujuan untuk mengetahui pengaruh motivasi belajar dan persepsi atas lingkungan sekolah terhadap prestasi belajar ilmu pengetahuan sosial. Metode Penelitian ini merupakan penelitian survey. Subjek penelitian  ini adalah 160 siswa diambil secara acak di SMP Negeri Tambun-Bekasi. Data dikumpulkan dengan instrumen angket menggunakan skala likert. Keabsahan data diperoleh dengan uji validitas dan reliabilitas, semua data memiliki distribusi normal. Hasil penelitian menunjukkan bahwa motivasi belajar memberi pengaruh yang signifikan terhadap prestasi belajar ilmu pengetahuan sosial. Begitu juga persepsi atas lingkungan sekolah memberi pengaruh yang signifikan terhadap prestasi  belajar ilmu pengetahuan sosial. Koefisien determinasi (R2) adalah motivasi belajar dan persepsi atas lingkungan sekolah memunyai hubungan kurang kuat terhadap prestasi belajar ilmu pengetahuan sosial.Kata Kunci : Belajar, persepsi, Prestasi THE EFFECT OF LEARNING MOTIVATION AND PERCEPTIONS OF THE SCHOOL ENVIRONMENT ON THE LEARNING ACHIEVEMENT OF THE SOCIAL SCIENCEAbstract:This study was aimed to determine the effect of learning motivation and perceptions of the school environment on the learning achievement of social science. This study is a survey study. The subjectswere 160 students drawn randomly in Tambunan, Bekasi state junior high schools in the academic year of 2014/2015. The data were collected through questionnaires using the Likert scales. The validity of the data was obtained using validity and reliability tests. All the data were normally distributed. The findings showed that learning motivation gave a significant effect on the learning achievement of the social science. The perceptions of the school environment also gave a significant effect on the learning achievement of the social science. The determination coefficient (R2) was that learning motivation and perceptions of the school environment had less strong relationship with the learning achievement of the social science.Keywords: Learning, perception, achievement 
PENGEMBANGAN PEMBELAJARAN INTERAKTIF PERKULIAHAN DASAR-DASAR RANGKAIAN LISTRIK DENGAN BERBASIS INTERNET Patmanthara, Syaad
Cakrawala Pendidikan CAKRAWALA PENDIDIKAN JUNI 2014, TH. XXXIII, NO. 2
Publisher : LPMPP Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (945.412 KB) | DOI: 10.21831/cp.v2i2.2164

Abstract

Abstrak: Teknologi informasi (internet) dimanfaatkan perguruan tinggi hanya sebagai media infor- masi kelembagaan tidak dalam hal proses pembelajaran. Hal ini terjadi juga di Universitas Negeri Malang, terutama pada masalah perkuliahan dasar-dasar rangkaian listrik di jurusan Teknik Elektro, Fakultas Teknik. Atas dasar ini, perlu dikembangkan produk pembelajaran interaktif berbasis internet (PIBI) yang didasarkan pada penerapan teori belajar. Untuk menghasilkan produk pengembangan dan penelitian yang dilakukan uji coba oleh para ahli dan mahasiswa. Subjek dipilih dalam pengembangan ini mahasiswa jurusan Teknik Elektro semester pertama dan semester ketiga. Kesimpulan akhir dari pengembangan ini adalah PIBI memiliki kekhususan pada aspek-aspek penampilan menarik, tes persyaratan, prates, tujuan pembelajaran, bahan ajar, soal latihan dan postes, dan rangkuman. Kata Kunci: rangkaian listrik, pembelajaran interaktif, internet
IMPACT OF BUSINESS MODELS CANVAS LEARNING ON IMPROVING LEARNING ACHIEVEMENT AND ENTREPRENEURIAL INTENTION Saidun Hutasuhut; Irwansyah Irwansyah; Agus Rahmadsyah; Reza Aditia
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 (642.069 KB) | DOI: 10.21831/cp.v39i1.28308

Abstract

Indonesian university graduates skills in creating job opportunities or entering the workforce are still low. It can be seen from the facts that the undergraduate unemployment rate is still higher than the national unemployment rate. Although entrepreneurship education has been considered as one solution to this problem, the best entrepreneurship education model has not been agreed among researchers. This study examines the application of Business Model Canvas (BMC) on enhancing student achievement and student entrepreneurial intentions and the interaction of entrepreneurial learning achievement levels and the application of BMC on entrepreneurial intentions. The method used in this research is quasi-experiment by assigning two classes of entrepreneurship courses at the Faculty of Economics, Medan State University, one class as an experimental class (BMC) and the other class as the control class. Hypothesis testing was conducted with t-test and ANOVA. The findings showed that the average entrepreneurial learning achievement of the BMC class was 12.52% higher than that of the control class. Entrepreneurial intentions of the BMC class was only 6.15% higher than that of the control class. BMC is proven to be positive and significantly improves learning achievement. The level of learning achievement is proven to be positive and it significantly increases entrepreneurial intentions. However, BMC learning has not been proven to increase entrepreneurial intentions. The results of this study are useful for entrepreneurial instructors to design learning that can increase entrepreneurial intentions.

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XXXVI, NO. 2 CAKRAWALA PENDIDIKAN EDISI FEBRUARI 2017, TH. XXXVI, NO. 1 CAKRAWALA PENDIDIKAN EDISI OKTOBER 2016, TH. XXXV, NO. 3 CAKRAWALA PENDIDIKAN EDISI JUNI 2016, TH. XXXV, NO. 2 CAKRAWALA PENDIDIKAN EDISI FEBRUARI 2016, TH. XXXV, NO. 1 CAKRAWALA PENDIDIKAN EDISI OKTOBER 2015, TH. XXXIV, NO. 3 CAKRAWALA PENDIDIKAN EDISI JUNI 2015, TH. XXXIV, NO. 2 CAKRAWALA PENDIDIKAN FEBRUARI 2015, TH. XXXIV, NO. 1 CAKRAWALA PENDIDIKAN OKTOBER 2014, TH. XXXIII, NO. 3 CAKRAWALA PENDIDIKAN JUNI 2014, TH. XXXIII, NO. 2 CAKRAWALA PENDIDIKAN FEBRUARI 2014, TH. XXXIII, NO. 1 No 3 (2013): CAKRAWALA PENDIDIKAN NOVEMBER 2013, TH. XXXII, NO. 3 No 2 (2013): CAKRAWALA PENDIDIKAN Juni 2013, Th. XXXII, No. 2 No 1 (2013): CAKRAWALA PENDIDIKAN Februari 2013, Th. XXXII, No. 1 No 3 (2012): Cakrawala Pendidikan edisi November 2012, Th. XXXI, No. 3 No 2 (2012): CAKRAWALA PENDIDIKAN EDISI Juni 2012, Th. XXXI, No. 2 No 1 (2012): CAKRAWALA PENDIDIKAN EDISI Februari 2012, Th. XXXI, No. 1 No 3 (2011): CAKRAWALA PENDIDIKAN EDISI NOVEMBER 2011, Th. XXX, No. 3 No 1 (2011): CAKRAWALA PENDIDIKAN EDISI Februari 2011, Th. XXX, No. 1 No 2 (2011): CAKRAWALA PENDIDIKAN Mei 2011, Th. XXX, Edisi Khusus Dies Natalis UNY No 3 (2010): Cakrawala Pendidikan, November 2010, Th. XXIX, No. 3 No 2 (2010): Cakrawala Pendidikan, Juni 2010, Th. XXIX, No. 2 No 3 (2010): Mei 2010, Th. XXIX, Edisi Khusus Dies Natalis UNY No 1 (2010): Cakrawala Pendidikan Edisi Februari 2010 No 3 (2009): Cakrawala Pendidikan, November 2009, Th. XXVIII, No. 3 No 2 (2009): Cakrawala Pendidikan, Juni 2009, Th. XXVIII, No. 2 No 1 (2009): CAKRAWALA PENDIDIKAN, Februari 2009, Th. XXVIII, No. 1 Vol 2, No 2 (2008): Cakrawala Pendidikan, Juni 2008, Th. XXVII, No. 2 Vol 1, No 1 (2008): Cakrawala Pendidikan, Februari 2008, Th. XXVII, No. 1 No 3 (2008): Cakrawala Pendidikan, November 2008, Th. XXVII, No. 3 Vol 3, No 3 (2007): Cakrawala Pendidikan, November 2007, Th. 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