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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
 86   87   88   89   90 
PENDIDIKAN IPS SEBAGAI “SYNTHETIC DISCIPLINE”: KAJIAN EPISTEMOLOGIS ATAS PEMIKIRAN NU’MAN SOMANTRI Mohammad Imam Farisi; Abdul Malik
Jurnal Cakrawala Pendidikan CAKRAWALA PENDIDIKAN FEBRUARI 2015, TH. XXXIV, NO. 1
Publisher : LPMPP Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/cp.v1i1.4183

Abstract

Abstrak: Pemikiran seorang atau kelompok pakar merupakan bagian integral dalam dinamika sebuah disiplin ilmu, dan kajian terhadapnya telah menjadi concern dalam berbagai disiplin ilmu. Penelitian ini mengkaji secara epistemologis pemikiran Somantri tentang PIPS sebagai ‘synthetic discipline’. Penelitian bersifat kualitatif-interpretif dan menggunakan sumber data primer dan sekunder dengan teknik anotasi bibliografis dan reviu literatur serta dianalisis dengan teknik analisis konten kualitatif. Hasil penelitian menunjukkan bahwa secara epistemologis, PIPS dalam pemikiran Somantri dikonseptualisasi sebagai sebuah disiplin ilmu (DPIPS) dan program pendidikan disiplin ilmu (PDIPS) terintegrasi, hasil rekayasa sinergistis dari dua atau lebih disiplin ilmu yang setara untuk tujuan PIPS. PIPS sebagai disiplin ilmu terintegrasi adalah identitas, jati-diri, ciri khas, dan faculty culture FPIPS dan pascasarjana PIPS. PIPS sebagai DPIPS memiliki status akademik sebagai advance knowledge, middle studies, dan primary structure. PIPS sebagai program PDIPS memiliki status akademik sebagai PDIPS untuk jenjang pendidikan tinggi, dan PDIPS untuk jenjang pendidikan sekolah. Kata Kunci: epistemologi, pendidikan IPS, synthetic discipline SCIENCE EDUCATION AS “A SYNTHETIC DISCIPLINE”: AN EPISTEMOLOGICAL ANALYSIS OF NU’MAN SOMANTRI’S THOUGHT Abstract: An expert’s or group of experts’ thought is an integral part in the dynamics of a scientific discipline, and an analysis of it has become the concern of many scientific disciplines. This study analyzed epistemologically Somantri’s thought of social science as a ‘synthetic discipline”. This study was qualitative-interpretive and utilized primary and secondary sources using the annotated bibliographies and literature review. The data were analyzed using the qualitative content analysis. The findings showed that epistemologically, social science in Somantri’s thought was conceptualized as a scientific discipline and an integrated scientific discipline eduacational program. It was also a synergetic engineering product of two or more than two equivalent scientific disciplines for the purpose of social science education. Social science education as an integrated scientific discipline is the identity, typical characteristics, and the faculty culture of the social science education faculty and the social science education graduate program. Social science had the academic status as advanced knowledge, middle studies, and primary structure. Social science as had an academic status as a social science discipline in the tertiary education and in the secondary education. Keywords: epistemology, social science education, synthetic discipline
PENERAPAN KONSEP DAN PRlNSIP PEMBELAJARAN KONTEKSTUAL (CONTEXTUAL TEACHING AND LEARNING) DAN DESAIN PESAN DALAM PENGEMBANGAN PEMBELAJARAN DAN BAHAN AJAR Abdul Gafur
Jurnal Cakrawala Pendidikan No 3 (2003): Cakrawala Pendidikan edisi November 2003, Th. XXII, No. 3
Publisher : LPMPP Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/cp.v3i3.7419

Abstract

In designing, developing, and delivering instructional materials, both for face to face apd written or mediated instruction there are some important principles that should be considered. Among the principles are the contextual teaching and learning (CTL) and the instructional message design principles. The contextual teaching and learning principles consists of relating, experiencing, aplying, cooperating, and transferring. The instructional message design principles consists ofreadiness and motivation, attention directing devices, repetition, student's active participation, and feedback. To get effective instruction, those principles should be imple­ mented and integrated to the instructional strategy components whichconsists ofpre instructional activities, presenting information, eliciting performance, providing feedback, testing, and follow up activities (transferring, remedial, and enrichment). Key words: Contextual teaching and learning, instructional message design, instructional strategy components.
KONSTRUKTIVISME DALAM PEMBELAJARAN SAINS DI SD: TINJAUAN EPISTEMOLOGI, ONTOLOGI, DAN KERAGUAN DALAM PRAKSISNYA Lily Barlia
Jurnal Cakrawala Pendidikan No 3 (2011): CAKRAWALA PENDIDIKAN EDISI NOVEMBER 2011, Th. XXX, No. 3
Publisher : LPMPP Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/cp.v3i3.4200

Abstract

Abstract: Constructivism in Science Learning in Elementary Schools: Epistemological and Ontological Perspectives and Doubts in the Praxis. A constructivist perspective focuses on children’s contribution to the construction of knowledge. Constructivism believes that a child is a real inquirer and discoverer who is actively engaged in building theories about the world and the way it works without the aid of direct instructions. The implication is that teachers have to give wider mandates to students, to provide them with contexts for experimentation to occur, and to facilitate theory building by providing helpful experiences. Epistemologically and ontologically, there are still doubts about the application in practice. This, however, should not be a constraint for science teachers to implement basic principles of constructivism as one of the alternative solutions to educational reform and movement in the elementary school science. Keywords: constructivism, science learning science, elementary school science
INOVASI TERHADAP DIMENSI KURIKULUM DAN GURU SEBAGAI ALTERNATIF UPAYA PENINGKATAN MUTU PENDIDlKAN TEKNOLOGI DAN KEJURUAN Mohamad Isa Ansori
Jurnal Cakrawala Pendidikan CAKRAWALA PENDIDIKAN, EDISI 1,1988,TH.VII
Publisher : LPMPP Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/cp.v1i1.7435

Abstract

Dunia pendidikan, akhir-akhir ini banyak menarik perhatian. Pokok­pokok pembaharuan pendidikan dibahas dan ditanggapi secara luas dan ramai.  Dalam hal ini, pendidikan diartikan sebagai usaha manusia yang bertujuan memperluas cakrawala pemikiran atau pengetahuan, mening­katkan keterampilan dan membentuk watak (character building) agar ia menyadari eksistensi dirinya dalam kehidupan sosial. Masalah yang banyak dilontarkan dewasa ini adalah rendahnya mutu lulusan sekolah, terutama sekolah-sekolah kejuruan yang diharapkan menghasilkan tenaga kerja siap pakai. Dunia industri mengeluh karena tenaga kerja yang dihasilkan saat ini memiliki keterampilan yang rendah bahkan hanya semi terampil. Lulusan lulusan pendidikan teknologi dan kejuruan yang iidak siap pakai akan ter­lihat dari hasil kerja serta produktivitas mereka dalam melaksanakan tugas­nya. "Sebab tingkat kesiapan seorang tenaga kerja diukur dari bekal penge tahuan, keterampilan dan sikap dalam menghadapi bidang kerjanya Menurut statistik pada akhir PeJita III, jumlah sekolah  teknologi dan kejuruan sebanyak 1200 sekolah dengan jumlah siswa sebanyak 763.915orang dan terus berkembang hingga Pelita sekarang.
PENINGKATKAN KETERAMPILAN GURU BIMBINGAN KONSELING DALAM PEMEROLEHAN KESIAPAN PSIKOLOGIS SISWA MENGHADAPI BENCANA ALAM Yulia Ayriza
Jurnal Cakrawala Pendidikan No 2 (2011): CAKRAWALA PENDIDIKAN Mei 2011, Th. XXX, Edisi Khusus Dies Natalis UNY
Publisher : LPMPP Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/cp.v0i2.4230

Abstract

Abstract: Improving Guidance and Counseling Teachers’ Skills in the Acquisition of Students’ Psychological Preparedness for Natural Disasters. This study aims to investigate whether there is an improvement of school councelors’ skills in carrying out personal-social guidance and counseling after joining a module implementation training on the improvement of students’ psychological preparedness for natural disasters. This was a quasi-experimental study involving 29 high school counselors in the Province of Yogyakarta Special Territory. The sample was selected using the area quota random sampling technique. The data collecting instruments consisted of a test, scale, and observation. The data were analyzed using the t-test with the SPSS program. The result showed that there was a significant increase in school counselors’ skills, before and after the module implementation training, in carrying out personal-social counseling services with the aim of improving students’ psychological preparedness for natural disasters. Keywords: school counselors’ skills, psychological preparedness for natural disasters
PEMBINAAN ANAK SECARA DINt UNTUK MENCAPAI PRESTASI OLAHRAGA Sumaryanto Sumaryanto
Jurnal Cakrawala Pendidikan CAKRAWALA PENDIDIKAN, EDISI 1,2001,TH.XX
Publisher : LPMPP Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/cp.v1i1.7455

Abstract

The effort to raising-up the children"s sport perfonnance should be carried out to developing their wishes early. It was be necessary carried out on the demand of childrens growing and developing that occurred at their little-young phases that could be influenced onto their life in the next phases. The varioustly forms in which containposilively valuable should be provide to the children. The playinlg activities will be either activity forms that could be applied on the way to developing lh~jl wishes early. With the finely and carefully playing activities organizing, the children will obtain some advantages such as physic~ physiologist and psychologist advantages. By this reason the playing activities becomes to the fully capahility educating ideas that can provide the opportunities for the children to growing and developing the all of their personal nature. Laterit was providing the best result to  increase the children's perfonnance, especially in the sport
PENINGKATAN APRESIASI SASTRA SISWA SLTP DENGAN PENDEKATAN RESEPSI SASTRA Wiyatmi, Wiyatmi
Cakrawala Pendidikan No 1 (2002): CAKRAWALA PENDIDIKAN EDISI FEBRUARI 2002,TH XXI. NO.1
Publisher : LPMPP Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/cp.v1i1.7467

Abstract

This article is about a study conducted to improve students' attitude towards literature teaching and also to improve their appreciation of literature. The study was conducted on students in Class C of the second grade of the Yogyakarta Ninth Junior High School in the 2000/2001 academic year. It was conducted in two cycles, each cycle consisting of four steps, namely, planning, implementing treatment, monitoring and observing, and analyzing and reflecting. Data were collected by means ofobservations, field notes, tests, questionnaires on  appreciation of literature, interviews, and tasks. The results of the study show that (1) the application of a literature teaching model that is appreciative and receptive and with practice in literature analysis could develop students' attitude towards literature teaching and (2) the application of such a model could develop students' appreciation of literature.
TUGAS DAN TANGGUNG JAWAB GURU DILIHAT DARI KODE ETIKNYA Sardiman AM.
Jurnal Cakrawala Pendidikan CAKRAWALA PENDIDIKAN, EDISI 2,1983,TH.III
Publisher : LPMPP Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/cp.v2i2.7548

Abstract

Di dalam Garis-garis Besar Haluan Negara (GBHN)/ tahun 1978 antar lain dijelaskan bahwa Pendidikan Nasional berdasarkan atas Pancasila dan bertujuan untuk meningkatkan ketaqwaan terhadap Tuhan Yang Maha Esa, kecerdasan, keterampilan, mempertinggi budi pekerti, memperkuat keptibadian dan mempertebal semangat kebangsaan agar dapat menumbukan manusia-manusia pembangunan yang mampu membangun dirinya sendiri serta bersama-sama bertanggungjawab atas pembangunan bangsa.Pendidikan berlangsung seumur hidup dan dilaksanakan dalam lingkungan rumah tangga, sekolah dan masyarakat. Karena itu pendidikan adalah tanggung jawab bersama antara keluarga, masyarakat dan pemerintah. Pendidikan juga menjangkay program-program luar sekolah, yaitu pendidikan yang bersifat kemasyarakatan, termasuk kepramukaan, latihan-latihan keterampilan dan pemberantasan buta huruf dengan mendayagunakan sarana dan prasarana yang ada.Sehubungan dengan itu maka untuk mencapai suatu realisasi dari tujuan pendidikan nasional, memerlukan partisipasi dari seluruh lapisan masyarakat, termasuk partisipasi guru sebagai warga negara dan warga masyarakat. Apalagi guru dikenal sebagai tenaga profesional kependidikan, sudah barang tentu memiliki posisi yang cukup strategis dan tanggung jawab yang sangat besar dalam menangani berhasil atau tidaknya program pendidikan dan pembangunan bangsa. Sehingga dikatakan sdikit secara ideal, baik atau buruknya suatu bangsan di masa mendatang banyak terletak di tangan guru.
PENINGKATAN KETERAMPILAN MELAGUKAN TEMBANG MACAPAT DENGAN MEDIA KASET AUDIO DAN GAMELAN Suwarna .
Jurnal Cakrawala Pendidikan No 2 (2004): CAKRAWALA PENDIDIKAN, EDISI JUNI 2004, TH. XXIII, NO. 2
Publisher : LPMPP Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/cp.v2i2.4856

Abstract

This article is based on a research on the possibility ofimproving the skill ofstudents in the Javanese Art class in performing the tradi­ tional Javanese singing activity called macapat by using audiocas­ settes and garnelan (traditional Javanese) musical instruments. The research used the Kemmis and McTaggart model ofaction research. The researcher teaches the class ofJavanese Traditional Singing at the Javanese Language Course Program, Faculty ofLan­ guages and Arts, State University ofYogyakarta. Thirteen students attending the Javanese Art class ofthe Course Program participated in the research. The researcher collaborated with Kusnadi, M.Pd., who teaches the Javanese Traditional Singing and Music class at the DanceArt Education Course Program ofthe Faculty, and was also a research team member. The research instruments were texts of Javanese songs, observation sheets, questionnaires, tests, audiocas­ settes, and garnelanmusical instruments. The validity ofinstruments was continued by means ofsemantic validation, the technique ofcheck and recheck, discussions with colleagues and the collaborator, and experts' judgment. The research was conducted in four cycles.The results of the research indicate that audiocassettes and garnelan musical instruments can improve the students' skill in per­ fonning the macapat singing activity. In improving that skill by using audiocassettes (I) students can conduct independent learning and (2) beginners can master the sense ofJavanese musical tone by imitation and playback, sharpened by listening to audiocassettes ofJavanese songs. By the end ofcycle three their mastery of that sense had begun to show some state ofbeing established. To establish it more finnly, it was necessary to conduct cycle four by utilizing the garnelan musical instruments, which clearly show some tone stability, in learn­ ing how to sing Javanese songs. With the use ofthe garnelan musical instruments (I) students learned to master their sensitivity ofthe tones (called slendro and pelog) by feeling them, (2) the tones they learned to sense were presented in an integrated way by means ofthe garnelan rhythm, (3) Javanese songs with a metrical scale were more easily mastered by students than those with a rhythmical one, (4) errors often occurred at the tone jumps called kempyung and gembyang, and (5) nearing the end ofthe research their mastery ofthe sense of tone more was better and more well-established. Students began to be able to learn Javanese songs by themselves .. Keywords: Javanese song, audiomedia, garnelan, sense ofngeng
Filsafat Supeno Supeno
Jurnal Cakrawala Pendidikan CAKRAWALA PENDIDIKAN, EDISI 1,1981,TH.I
Publisher : LPMPP Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/cp.v1i1.7384

Abstract

Kehidupan dan filsafat tidak bisa dipisahkan. Dalam kehidupan kita, salah satu makhluk yang cukup menonjol adalah manusia. Keistimewaan manusia adalah karena ia bisa berpikir. Dengan kemampuan berpikir itu manusia bisa berfilsafat. Ia memikirkan dan merenungkan segala sesuatu.Ia menanyakan segala sesuatu, menanyakan dirinya. Dari mana asalnya, apa yang seyogianya diperbuat, dan seterusnya dan seterusnya. Ia mencoba menjawabnya, kalau masih tidak puas, mencari jawab yang lain dengan alasan-alasan yang lebih kuat dan mantap. Pendeknya ia mencari hakekat dihup dan kehidupan, benda dan roh, baik yang bisa diindera maupun yang tidak.Sejarah filsafat sudah cukp kuno dengan tokoh-tokoh terkenal seperti Sokrater, Plato, Aristoteles dan lain-lain. Filsafat juga mengalami pasang surut, mengalami perkembangan, begitu pesatnya hingga menurunkan ilmu-ilmu yang kemudian merasa mampu berdiri sendiri. Ilmu-ilmu berkembang dengan caranya sendiri.

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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