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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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KEBIJAKAN PENDIDIKAN KEWARGANEGARAAN ERA REFORMASI DI INDONESIA Samsuri .
Jurnal Cakrawala Pendidikan No 2 (2011): CAKRAWALA PENDIDIKAN Mei 2011, Th. XXX, Edisi Khusus Dies Natalis UNY
Publisher : LPMPP Universitas Negeri Yogyakarta

Abstract: The Civic Education Policy in the Reform Era in Indonesia. This paper presents a preliminary study on civic education in the national educational policy during the reform era since 1998 in Indonesia. The reform movement has impacts on the reform of national education. Civic education has entered the changing paradigm to build good citizens. In the old paradigm, civic education mainly served the political regime hegemony. Civic education was reduced to value or character education per se. The politics of education in the new era has shifted the paradigm of civic education into the standardization according to democratic citizenship education norms. Civic education focuses more on how the competent teachers transform democratic values democratically. Keywords: reform, civic education, politics of education

PENYETARAAN TES UAN: MENGAPA DAN BAGAIMANA? SukimoDS SukimoDS
Jurnal Cakrawala Pendidikan Vol 3, No 3 (2007): Cakrawala Pendidikan, November 2007, Th. XXVI, No. 3
Publisher : LPMPP Universitas Negeri Yogyakarta

Debates concerningwhat is right and what is wrOng with national finalexamination (UAN) in Indonesiaare not new. National Final Examination (UAN),a significant processusing a test form to measure learning output, has beendeveloped to provide useful information for the decision makers (parents,educators,policy"makers and the local community). Multiple forms of acertificationexam are desirable for a variety of reasons. However, the problem ofcomparabilityamong test scores using different test forms must be addressed inorder to insure fairness and consistency in each testing situation. Test forms mustbe interchangeable across test administrations. Psychometric procedures known asequatingmethods can be utiliz~d to produce comparable (equated) scores.Equating procedures consist of(1) a design for collecting test data for equating, (2)a clearly defined level of expected correspondence among test scores, and (3)specific statistical procedures that areused to estimate score correspondence. Theprocess ofequating is used to obtain comparable scores when more than .one testforms areused in a test administration. In many situations in test administration,morethan one form of the tests are used for security reasons. Beside, by testequating, a test form can be administered more flexible in the context ofenvironmentand time. There are several techniques and methodologies that can he usedin equating test fonns. Generally speaking, these techniques and methodologies can hedivided into three major activities, namely determining test equating desigu, determiningthe test equating methods, and determining the wayof test equating will be taken. Themagnitude of standard error of estimate (SEE) is used to evaluate which is the mostaccuratemethod of test equating. The less the score of standard error of estimatethe more accurateof the test equating method

EFEKTIVITAS PEMBELAJARAN STEREOKIMIA BERBASIS VISUALISASI 3D MOLEKUL UNTUK MENINGKATKAN KEMAMPUAN SPASIAL M. Setyarini; Liliasari Liliasari; Asep Kadarohman; Muhamad A. Martoprawiro
Jurnal Cakrawala Pendidikan CAKRAWALA PENDIDIKAN EDISI FEBRUARI 2017, TH. XXXVI, NO. 1
Publisher : LPMPP Universitas Negeri Yogyakarta

Abstrak: Penelitian ini bertujuan menyelidiki keefektifan program pembelajaran stereokimia berbasis visualisasi 3D molekul menggunakan salah satu chemical drawing software berbasis open source yakni Avogadro, dan animasi kekiralan melalui komputer untuk meningkatkan kemampuan spasial mahasiswa calon guru. Studi menggunakan quasi experimental control group pretest-posttest design. Instrumen penelitian terdiri dari 25 soal pilihan ganda disertai alasan, disusun berdasarkan indikator tiga dimensi utama kemampuan spasial. Penelitian dilaksanakan di satu LPTK di Provinsi Lampung, semester ganjil Th. Akademik 2014/2015. Subjek penelitian terdiri dari kelas kontrol dan kelas eksperimen, masing-masing ada sebanyak 30 mahasiswa. Hasil penelitian menunjukkan bahwa rata-rata skor post test kemampuan spasial kelompok mahasiswa dengan pembelajaran stereokimia berbasis visualisasi 3D molekul secara signifikan lebih tinggi dibandingkan kelompok mahasiswa yang media pembelajarannya menggunakan molymod. Keefektifan program ditunjukkan oleh peningkatan N-gain dalam kategori sedang dan efek size (d) dalam kategori tinggi untuk ketiga dimensi utama kemampuan spasial. Kata kunci: stereokimia, visualisasi 3D, kemampuan spasial, software open-source, THE EFFECTIVENESS OF STEREOCHEMISTRY BASED ON 3D VISUALIZATION OF MOLECULES IN IMPROVING SPATIAL ABILITY Abstract: The purpose of this study is to investigate the effectiveness of stereochemistry learning programs based on 3D visualization of molecules using the open source chemical drawing softwares, Avogadro, and animation of chirality to improve spatial ability of teacher candidates. This study used a quasi-experimental control group pretest-posttest design. The research instrument consisted of 25 multiple choice questions along with the reasons elaboration, composed based on three major indicator dimensions of spatial ability. The research was conducted at a LPTK in Lampung Province, in the first semester of Academic Year 2014/2015. The subjects consisted of control class and experimental class, each of which consisted of 30 students. The results showed that the average post-test scores of spatial ability of students learning stereochemistry based on 3D visualization of molecules was significantly higher than the group of students learning using molymood media. The effectiveness of the program was shown by the increase in N-gain in the medium category and effect size (d) in high category for the three main dimensions of spatial ability. Key words: stereochemistry, 3D visualization, spatial ability, open-source software

PENERAPAN SISTEM PERTANIAN TERPADU DALAM RANGKA PELESTARIAN PRODUKSI MENUJU SWASEMBADA PANGAN BERKELANJUTAN H. Yulipriyanto
Jurnal Cakrawala Pendidikan CAKRAWALA PENDIDIKAN, EDISI 1,1997,TH.XVI
Publisher : LPMPP Universitas Negeri Yogyakarta

Di penghujung abad xx ini masalah pencemaran bahan kimia pertanian(agrochcnica/s) baik berupa pupuk kimia maupun pestisida mendapatkan perhatiankhusus dan masyarakat seluruh dunia. Kira-kira selama 40 tahun semenjak bahan-bahankimia digunakan unluk meningkatkan produksi pertanian. selain telah dapalmewujudkan swasembada pangan berupa beras, juga telah menimbulkan kerusakanIingkungan yang parah, baik lerhadap lanah. lanaman maupun fauna.Tanah-tanah pertanian banyak yang mengalami kemunduran. struktur lanahrusak oleh pengaruh residu kimia. Beberapa spesies tanaman telah banyak yang hilangalau musnah. demikian pula berbagai fauna penting yang menghuni tanah-tanahpertanian. Produk-produk pertanian seperti sayuran, hortikultura disinyalir juga lelahlercemar alau terkonlaminasi logam beral.Dalam rangka lelap melestankan produksi per1anian, usaha lani tidak lagimengandalkan penggunaan bahan kimia untuk mencapai produksi setinggi-tingginya,tela pi juga harus memperhalikan kclestarian sumberdaya alam sebagai infrastruklurUlama yang menunjang kehidupan tanaman penanian. Oleh "'"Irena itu, dewasa ini adakecenderungan dilerapkannya sislem penanian tanpa mcrusak lingkungan yangmenekankan pada penggunaan bahan organik dan teknologi biologis baik sebagai pupukalau peslisida unluk mengganlikan bahan kimia. Unluk mengantisipasi kecenderunganlersebul. petani kila pun perlu dibekali pengetahuan yang berkailan dengan leknologipertanian ramah Iingkungan, yang membenkan kemungkinan berlangsungnya usahapertanian secara berkelanjutan.

KINERJA GURU MADRASAH DAN GURU PENDIDIKAN AGAMA ISLAM PASCA SERTIFIKASI DI SUMATERA SELATAN Nyayu Khodijah
Jurnal Cakrawala Pendidikan No 1 (2013): CAKRAWALA PENDIDIKAN Februari 2013, Th. XXXII, No. 1
Publisher : LPMPP Universitas Negeri Yogyakarta

Abstrak: Penelitian ini bertujuan mengetahui kinerja guru setelah memperoleh tunjangan profesional. Penelitian ini menggunakan metode deskriptif-komparatif. Sampel adalah guru-guru madrasah dan Pendidikan Agama Islam di Palembang dan Banyuasin. Data dikumpulkan dengan menggunakan kuesioner, wawancara, dan dokumen, dan kemudian dianalisis secara kuantitatif dan kualitatif. Hasil penelitian menunjukkan bahwa tidak terdapat perbedaan dalam kinerja guru setelah menerima tunjangan professional (1) dalam aspek rencana pembelajaran, pelaksanaan, dan asesmen; (2) antara mereka yang tinggal di daerah pedesaan dan di daerah perkotaan; dan (3) antara mereka yang lulus melalui portofolio dan melalui PLPG.Kata Kunci: kinerja guru, program sertifikasi guruISLAMIC SCHOOL AND ISLAM RELIGION TEACHERS’ PERFORMANCE AFTER THE CERTIFICATION PROGRAM IN SOUTH SUMATERAAbstract: This research aimed at figuring out the teachers’ performance after they received their professional benefit. This research applied the descriptive-comparative method. The sample was Islamic school and Islam Religion teachers in Palembang and Banyuasin. The data were collected using questionnaires, interview, and documentation, and then analyzed quantitatively and qualitatively. The findings showed that there was no difference in the teachers’ performance after they received their professsional benefit (1) in the aspects of lesson planning, implementation, and assessment; (2) between those living in urban and rural areas; and (3) between those who pass the certification program through portfolio and professional training.Keywords: teacher’s performance, teacher certification program

PENDIDIKAN BERWAWASAN BUDAYA SEBAGAI POLA ILMIAH POKOK IKIP YOGYAKARTA Darmiyati Zuchdi Darmiyati Zuchdi
Jurnal Cakrawala Pendidikan CAKRAWALA PENDIDIKAN, EDISI 3,1997,TH.XVI
Publisher : LPMPP Universitas Negeri Yogyakarta

Hasil penelitian menunjultkan bahwa: "Pendidikan Bemawasan Budaya" baikrecara hukum maupun secara konseptual selaras dengan tujuan pendidikan nasionaldan tujuan pendidibn tinggi. Tujuan PIP "Pendidikan Bewawasan Budaya" ialahterbentuknya manusia berbudaya. yang salah salu dimensinya adalah berbudaya ilmu.Perilaku budaya memiliki ciri mampu mengelispresikan potensi dan nilai keilmuan,kemanusiaan dan kemasyarakatan. Proses belajar-mengajar bemawasan budaya berupaproses asimilasi, yang memiliki ciri adanya keterlibatan langsung subjek didik danmmebnbn budaya proses (mengolah informasi, melakukan intemalisasi, menghasilkansesuatu). Dalam menyikapi subjelt didik hams tercipta kondisi sosialisasi;pengalaman berpikir subjek didik meliputi berpikir linier-silematik dan berpikirkrealif-ristcmik. Dalam bidang penelitian dan pengabdian pada rnasyarabt perludiadakan berbagai usaha yang mendukung pencapaian PIP "Pendidikan BewawasanBudaya".

PERUBAHAN KONSEPTUAL DALAM PEMBELAJARAN SAINS ANAK USIA SEKOLAH DASAR Lily Barlia
Jurnal Cakrawala Pendidikan No 1 (2009): CAKRAWALA PENDIDIKAN, Februari 2009, Th. XXVIII, No. 1
Publisher : LPMPP Universitas Negeri Yogyakarta

The conceptual change model (CCM) provides teachers with an opportunity to think about the best means to make students learn scientific concepts for understanding. The learning process should be based on the objective to facilitate the formation of students metacognitive ability so that a learning process for a conceptual change can take place. A conceptual change can take place because basically each individual confronts and evaluates the newly acquired concepts in accordance with intelligibility, plausibility, and fruitfulness. This article discusses CCM and the possibility of students conceptual change to occur as a result of science learning. Theoretically, CCM is supported by two factors, namely 1) the status of a concept, explained in terms of intelligibility, plausibility, and fruitfulness, and 2) the components of conceptual ecology, i.e. how an individual determines the truth of a concept. The two factors have a great influence on what students learn and how they evaluate the truth of an available concept. Besides, a conceptual change, in some cases, occurs when students commitments as learning outcomes are in agreement with conceptual ecology that they have possessed or they can understand scientifically. Regardless of the types of concepts that students hold, teachers have an obligation to create a learning process that facilitates the formation of students metacognitive ability because this is important for a conceptual change. Keywords: conceptual change, Conceptual Change Model, conceptual under-standing, science learning

KETERLIBATAN MINAT BACA MAHASISWA DALAM MENUNJANG SISTEM KREDIT : SEBUAH MASALAH Sardiman AM.
Jurnal Cakrawala Pendidikan CAKRAWALA PENDIDIKAN, EDISI 1,1984,TH.IV
Publisher : LPMPP Universitas Negeri Yogyakarta

Perkembangan science dan teknologi yang begitu cepat dewasa ini telah mengakibatkan berbagai perubahan di setiap sektor kehidupan, termasuk sektor pendidikan. Justru pada pendidikan inilah yang sering kali mengalami perubahan-perubahan baik yang hanya sekedar tambal sulam maupun perubahan secara struktural. Perubahan, penyempurnaan dan pembaharuan dalam penyelenggaraan pendidikan itu sebagai suatu yang wajar. Karena memang menangani bidang pendidikan berarti mengurus manusia yang dalam dirinya terkandung berbagai kompleksitas komponen yang dinamis, tidak statis. Mendidik adalah usaha kemanusiaan yang notabenenya akan menggarap berbagai persoalan mengenai sikap tingkah laku yang begitu uniek dan kompleks.Dikaitkan dengan kegiatan pembangunan manusia seutuhnya maka bidang pendidikan yang tidak pernah mandeg itu memiliki posisi sangat strategis. Tetapi sebagai konsekuensinya, hal itu merupakan tantangan yang cukup berat bagi setiap warga Negara terutama yang secara langsung menangani bidang pendidikan ini. Diamanatkan oleh Pembukaan UUD 1945, bahwa kita harus mensejahterakan dan mencerdaskan kehidupan bangsa. Kemudian ditunjukkan oleh GBHN bahwa pendidikan nasional berdasarkan Pancasila dan bertujuan untuk meningkatkan ketaqwaan terhadap Tuhan Yang Maha Esa, kecerdasan ketrampilan, mempertinggi budi pekerti, memperkuat kepribadian dan mempertebal semangat kebangsaan agar dapat menumbuhkan manusia-manusia pembangunan yang mampu membangun dirinya sendiri dan bersama-sama bertanggung jawab atas pembangunan bangsa.Untuk mencapai cita-cita tersebut bukan sesuatu yang ringan tetapi merupakan tanggung jawab yang sangat besar. Apalagi ditambah dengan timbulnya tantangan akibat dari dmnpak kemajuan teknologi yang amat pesat ini. Manusia harus dapat menyesuaikan dengan perkembangan (dalam arti penyesuaian seeara aktif, tidak saja pasrah) dan mampu melanjutkan tugas pembangunan. Sehubungan dengan itu maka manusia, apalagi generasi muda dan mahasiswa senantiasa harus terus belajar.

BEBERAPA MASALAH COMMUNICATIVE TESTING DALAM PENDIDIKAN BAHASA lNGGRIS Ferry Adenan
Jurnal Cakrawala Pendidikan CAKRAWALA PENDIDIKAN, EDISI 1,2001,TH.XX
Publisher : LPMPP Universitas Negeri Yogyakarta

Since 1945 English Language Education in Indonesia has been carried out according todifferent approaches and methods. These meet the needs of the era. English language teaching inIndonesia Iias experienced implementation according to the structural approach until thecommunicative approach at present. At the time when the structural approach was dominant, twosigtlificant method? were implemented, namely, the grammar-translation and the audiolingualmethod. The tests on English followed the methods that were implementedTests on Eilglish language education for the grammar-translation method differed from thosefor the audio linbml Translation, English composition writing, literary criticism, parsing exercises,and .language analyses were the test form given according to grammar-translation method whichwere characterized by uncontrolled subjective evaluation. G o d , valid, reliable, practical andobjective tests, statistical counts and indirect testing using multiple choice, true-false, matching anconlpletion as well as objective system of evaluation were carried out following the audio linguallnelhod.In the next development both the methods and' the forms of English Language testing lessfulfilled the standard of English mastery of learners in the era of globalization wherecommunication along nations of different countries happen very quickly because of the progressmade in the field of science and technology such as the invention of internet, E-mail, facsimile,became the creed of tile era lerefore, since 1994 the communicative approach in Englishlanguage education has been adopted. Integrative socio-linguistics, which is the basis of thecommur~icative approach, is predicted to arm the students with enough language competence to beable to paform commurrication in various situations and conditions in life. Communicative Ehglishlanguage tests appear to be very cornplex and difficult for tested as well as for test designers toconstmct. As an alternative solution to the problem, this article offers same approaches, techique,and procedures and steps in constructing the tests, accompanied by clear examples in the appendix.

ROLE-PLAYING MODEL: IS IT EFFECTIVE TO IMPROVE STUDENTS’ ACCOUNTING LEARNING MOTIVATION AND LEARNING ACHIEVEMENTS? Laurentius Saptono; Budi Eko Soetjipto; Wahjoedi Wahjoedi; Hari Wahyono
Jurnal Cakrawala Pendidikan Vol 39, No 1 (2020): CAKRAWALA PENDIDIKAN, VOL. 39, NO. 1, FEBRUARY 2020
Publisher : LPMPP Universitas Negeri Yogyakarta

Teachers need to organize learning that is contextual, innovative, and interesting so that students are more motivated to learn and they get better learning outcomes. The research was aimed to examine the effectiveness of role-playing model to improve the twelfth-grade social students’ learning motivation and their learning achievements on accounting subject with basic competence of practicing accounting cycles of service companies. The research was conducted with a quasi experiment for 3 public high schools in Sleman Regency. There were 206 total respondents for this research. Research data was gathered by using two methods: tests and questionnaires. Independent sample t-test was used for data analysis techniques. The result of this research showed that t-test for equality of mean of learning motivation was significant (sig. = .000 α = .05) and learning achievement was also significant (sig. = .000 α = .05). At the treatment class, students’ learning motivation was very high and their learning achievement was high. Thus, it was concluded that the role playing model was effective to improve the twelfth-grade social students’ learning motivation and their learning achievements on accounting subject with basic competence of practicing accounting cycles of service companies.

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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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