cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
-
Contact Email
-
Phone
-
Journal Mail Official
-
Editorial Address
Sekaran, Gunungpati, Semarang, Central Java, Indonesia
Location
Kota semarang,
Jawa tengah
INDONESIA
Lembaran Ilmu Kependidikan
Published by Universitas Negeri Semarang
ISSN : -     EISSN : 02160847     DOI : 10.15294/lik
Core Subject : Education,
Education
Arjuna Subject : -
Articles 681 Documents
 18   19   20   21   22 
UPAYA MENINGKATKAN KOMPETENSI PROFESIONAL DAN MERENCANAKAN PEMBELAJARAN TEMATIK BAGI GURU KELAS III MELALUI KEGIATAN PELATIHAN STUDI KASUS Arryani, Rr. Melinda
Lembaran Ilmu Kependidikan Vol 44, No 2 (2015): September 2015
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/lik.v44i2.6679

Abstract

Perencanaan merupakan tugas penting dari suatu organisasi. Perencanaan menjadi hal yang sangat penting karena pada kenyataannya manusia dapat mengubah masa depan apabila segala sesuatunya direncanakan dengan baik dan secara matang, demikian juga yang terjadi dalam konteks pembelajaran, perencanaan pembelajaran harus berorientasi pada pencapaian tujuan yang ingin dicapai. Tujuan dari penelitian tindakan sekolah ini adalah meningkatkan kompetensi profesional dan perencanaan pembelajaran tematik dalam menyusun RPP. Metode penelitian yang digunakan adalah penelitian tindakan sekolah dengan 2 kali siklus. Teknik pengumpulan data yang digunakan adalah test. Teknik analisis data yang digunakan adalah deskriptif persentase. Hasil penelitian menunjukan bahwa pelatihan dengan metode studi kasus dalam kelompok besar dan kelompok kecil dapat meningkatkan kompetensi profesional dari kondisi awal tarap serap (53,89%) ke siklus II tarap serapnya (83,89%) meningkat (30%). Pelatihan dengan metode studi kasus dalam kelompok besar dan kelompok kecil dapat meningkatkan kemampuan menyusun RPP Tematik dari kondisi awal tarap serap (46,11%) ke siklus II tarap serapnya (86,11%) meningkat (40%). pelatihan dengan metode studi kasus dalam kelompok besar dan kelompok kecil dapat meningkatkan kemampuan melaksanakan pembelajaran Peer Teaching dari kondisi awal tarap serap (42,22%) ke siklus II tarap serapnya (83,89%) meningkat (41,67%).Planning is an important task of an organization. Planning is very important because in fact humans can change the future when everything was well planned and matured, so too are happening in the context of learning, planning of learning should be oriented to the achievement of the goals to be achieved. The goal of this school action research is to increase the professional competence and planning of thematic study in drawing up the RPP. The research method used is action research school with 2 time cycle. Data collection techniques used is the test. Data analysis techniques used are descriptive percentage. Research results show that training in methods of case studies in large groups and small groups can enhance the professional competence of the initial conditions tarap absorbency (53,89%) to the cycle II tarap serapnya (83,89%) increase (30%). training in methods of case studies in large groups and small groups can enhance the capability of putting together the initial conditions of the Thematic RPP tarap absorbency (46,11%) to the cycle II serapnya tarap (86,11%) increase (40%). training in methods of case studies in large groups and small groups can enhance the ability of carry out learning Peer Teaching of initial conditions tarap absorbency (42,22%) to the cycle II tarap serapnya (83,89%) increased (41,67%)
Pengembangan Asesmen Autentik Berbasis Proyek untuk Mengukur Hasil Belajar Siswa Kelas VII pada Tema Panas Safaroh, Rose; Dewi, Novi Ratna
Lembaran Ilmu Kependidikan Vol 46, No 2 (2017): September 2017
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/lik.v46i2.11349

Abstract

Penggunaan tes prestasi belajar sebagai alat utama untuk menentukan tercapai atau tidaknya tujuan pembelajaran kurang sesuai diterapkan dalam pembelajaran berbasis proyek. Kurikulum 2013 menganjurkan penggunaan asesmen autentik dalam proses pembelajaran. Penelitian ini bertujuan untuk mengembangkan asesmen autentik berbasis proyek pada tema panas, mengetahui kualitas serta hasil belajar siswa yang diukur menggunakan asesmen autentik. Desain penelitian yang digunakan yaitu Research and Development (R&D). Data yang diperoleh pada penelitian ini berupa hasil validasi pakar, tanggapan siswa dan guru, serta hasil belajar siswa. Hasil penelitian berupa asesmen autentik berbasis proyek yang dikembangkan berdasarkan konsep five dimensional framework for authentic assessment. Asesmen autentik berbasis proyek yang dikembangkan mendapat kriteria sangat baik dari pakar bahasa, materi dan evaluasi. Koefisien reliabilitas yang diperoleh dalam uji skala besar untuk instrumen penilaian diri, penilaian teman, penilaian proyek, penilaian sikap, dan tes pilihan ganda adalah 0,855; 0,561; 0,870; 0,697; dan 0,601. Penilaian hasil belajar menggunakan asesmen autentik berbasis proyek berupa semua siswa menunjukkan kompetensi sikap yang ingin diukur, sebanyak 83,67% siswa telah tuntas pada kompetensi kognitif, dan semua siswa tuntas pada kompetensi psikomotorik. Berdasarkan hasil penelitian dan pembahasan, asesmen autentik berbasis proyek yang dikembangkan berdasarkan five dimensional framework for authentic assessment layak digunakan pada tema panas kelas VII SMP dan dapat mengukur kompetensi afektif, kognitif dan psikomotorik siswa.An achievement test used as main tool, for deciding whether or not learning purposes are complete, is not well-suited on project-based learning. Curriculum 2013 encourage for using authentic assessment in learning process. The purposes of this study are to develop authentic assessment based on project, its quality and student’s holistic learning achievement on the theme of heat that measured by it. The research design applied in this research is a Research and Development (R&D). The research data are consist of validity product by experts, students and teachers response, and student’s study result. The result of this research is authentic assessment based on project that are developed by five dimensional framework for authentic assessment. The result showed that authentic assessment based on project have a very good quality in language, content material, and evaluation aspect. Coefficient reliability in large scale phase for self-assessment, peer-assessment, project-assessment, attitude assessment, and multiple choices is 0.855, 0.561, 0.870, 0.697, and 0.601. In implementation phase, all of students show some attitudes, 83.67% of students exceled at cognitive competency, and all of students exceled at skills that are measured. Based on those data, it can be concluded that authentic assessment based on project in the theme of heat that had been developed is well-applied for and capable of measuring afective, cognitive, and psychomotor aspects of 7th grade junior high school.
MODEL PENDAMPINGAN LEMBAGA KEMAHASISWAAN BERBASIS PROFIL MAHASISWA BERPRESTASI SEBAGAI ROADMAP KADERISASI MAHASISWA UNGGUL YANG BERKARAKTER KONSERVASI Soedjoko, Edy; Parmin, Parmin
Lembaran Ilmu Kependidikan Vol 44, No 1 (2015): April 2015
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/lik.v44i1.6668

Abstract

Penelitian bertujuan mengembangkan model pendampingan lembaga kemahasiswaan dengan menerapkan metode penelitian dan pengembanga penelitian telah menghasilkan buku profil mahasiswa berprestasi, dan model pendampingan lembaga kemahasiswaan yang telah divalidasi. Hasil uji coba skala terbatas telah mendapatkan data tentang kinerja pengurus lembaga kemahasiswaan sebagai dampak penerapan model. Kinerja mahasiswa dinyatakan baik dengan skor rata-rata 3,5 dari skor maksimal 4. Sesuai hasil penelitian sementara yang telah dihasilkan, maka dapat diambil kesimpulan yaitu; model pendampingan lembaga kemahasiswaan yang dikembangkan dalam penelitian ini mendapakan penilaian layak dari pakar model dan pakar kebahasaan.The research aims to develop a model mentoring student organizations to implement research methods and research has produced a book pengembanga profile outstanding students, student organizations and mentoring models that have been validated. Limited scale trial results have obtained data about performance management student body as a result of application of the model. Otherwise good student performance with an average score of 3.5 out of a maximum score of 4. According to the research results while has been generated, it can be concluded that; student organizations mentoring models developed in this study mendapakan worthy of an expert assessment model and a linguist.
INKUIRI-REFLEKTIF: PARADIGMA PENDIDIKAN IPS YANG TERABAIKAN Farisi, Mohammad Imam
Lembaran Ilmu Kependidikan Vol 45, No 2 (2016): September 2016
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/lik.v45i2.3331

Abstract

This paper describes the result of philosophical inquiry about the existence and development of inquiry-reflective paradigm of the Social Studies in the scholar community thoughts, and the curriculum development within the schools' level. Analysis focused on the social studies competences to be achieved (objectives); approaches need to be done (methods); learning contents need to be given (content). The analysis shows that the development paradigm-reflective inquiry at the social studies community is still the academic discourse, and not been yet a shared commitment. In fact, there are strong indications of the paradigm in Indonesia have 'stagnant’. The Social Studies curriculum also not consistently provides space for the development of inquiry-reflective thinking skills in a whole.
PENGEMBANGAN INSTRUMEN SELF DAN PEER ASSESSMENT BERBASIS LITERASI SAINS DI TINGKAT SMA Noviyanti, Linda; Indriyanti, Dyah Rini; Ngabekti, Sri
Lembaran Ilmu Kependidikan Vol 43, No 1 (2014): April 2014
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/lik.v43i1.3165

Abstract

The assessment at high school level has not been able to measure the cognitive, affective and psychomotor skill. The objectives of the research is to measure the quality, effectiveness, and the practicality of scientific literacy-based self and peer assessment in the ecosystem learning. This research and development consists of several stages. Requirement analysis, design and development of instruments based on the observations in SMA N 1 Gubug. The review is conducted by four experts. Limited scale trial performed on 10 learner and the broad scale carried out in XG as the experiment class and XF as the control class.The instrument is valid and suitable to be usedbased on the experts review. The effectiveness of self assessment evident from the cognitive experimental class mean and n-gain mean is different from the control class. In the t-test to the mean value of psychomotor not difference. Based on students and teachers questionnaire, instrument to be practically. Based on the the analysis, it mean that the instrument of scientific literacy-based self assessment was suitable, effective, and practical in ecosystem learning, while the instrument of scientific literacy-based peerassessment hadsuitable, andpractise but not effective in ecosystem learning.Penilaian yang dilakukan di sekolah menengah belum dapat mengukur aspek kognitif, afektif dan psikomotor. Penelitian ini bertujuan mengembangkan, menguji kualitas, efektifitas, dan kepraktisan instrumen self dan peer assessment berbasis literasi sains pada pembelajaran ekosistem. Penelitian dan pengembangan ini terdiri dari bebersapa tahap. Analisis kebutuhan, desain dan pengembangan instrumen didasarkan pada hasil observasi di SMA N 1 Gubug. Review dilakukan oleh empat pakar. Uji coba skala terbatas dilakukan pada 10 peserta didik dan uji coba skala luas dilakukan pada kelas XG sebagai kelas eksperimen dan kelas XF sebagai kelas kontrol. Instrument  dinyatakan valid dan nlayak digunakan berdasarkan review pakar. Instrumen self assessment terbukti efektif, terbukti dari hasil uji rerata n-gain dan rerata nilai kognitif kelas eksperimen berbeda dengan kelas kontrol. Pada uji t terhadap rerata nilai psikomotor membuktikan tidak ada perbedaan. Berdasarkan angket peserta didik dan guru, instrument dinyatakan praktis. Berdasarkan hasil analisis, disimpulkan instrumen selfassessmentberbasis literasi sains layak, efektif serta praktis digunakan dalam pembelajaran ekosistem, sedangkan peer assessmentberbasis literasi sains layak digunakan, praktis tetapi belum efektif dalam pembelajaran ekosistem. 
Developing Reading Skill through Visualizing the text of Recount for Students of X Aph 1 at SMK N 6 Semarang in the Academic Year of 2015-2016 Noor, Ahlis Qoidah
Lembaran Ilmu Kependidikan Vol 45, No 1 (2016): April 2016
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/lik.v45i1.7637

Abstract

This Classroom Action Research ( CAR ) focused on how to develop students’ skill in Reading through visualizing the text of recount in the frame of Task Based Learning. The subject of the research was students of Grade X Aph 1 of SMK N 6 Semarang. The goal of the CAR is to identify the students’ skill in Reading and after having it then to develop them using the method Visualizing of recount text in the frame work of Task Based Learning (TBL). TBL is one type of the Student Centered Learning . The activities which were done in TBL were classified into the real task with their categories. Prabu ( 1987 ) suggested that there are 3 main categories from a task (1) information-gap, (2) reasoning-gap, and (3) opinion-gap. Whereas Willis ( 1996, pp. 135-136) informed that TBL consisted of the pre-task, the task cycle, and the language focus  then the writer did a range of activities as a manifestation of  TBL. As the component are goal and objectives, input, activities, teacher role, learner role, and setting. The CAR was done in two cycles where each cycle was in 2x2x45 minutes. It was for students of Grade X Aph1 .The result showed that the Reading skill increased from 15 % to 25 %. It was not satisfying result. In the second cycle, It developed to be 65 %. There was a little effort showed by the students with personal problem or family problem but at least the competence of the students increase from 15 % to 65 %. The rest of 35 % students consist of 25 % in big problem and 10 % students need some remedial assignment. After all activities done, the final skill in Reading was that there were 85 % students were skillful in Reading.
THE USE OF PRAGMATIC DEIXIS IN CONVERSATION TEXTS IN “PATHWAY TO ENGLISH” Ekowati, Argian; Sofwan, Ahmad
Lembaran Ilmu Kependidikan Vol 43, No 2 (2014): September 2014
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/lik.v43i2.3339

Abstract

Penelitian ini bertujuan untuk menemukan deiksis yang digunakan dalam teks percakapan dan menjelaskan bagaimana penggunaannya dalam konteks yang berbeda. Penelitian ini menggunakan metode kualitatif-kuantitative deskriptif. Untuk mendapatkan data nya, peneliti menggunakan tekhnik observasi. Ada tiga belas teks percakapan yang untuk dianalysis yang diambil dari buku ajar Bahasa Inggris “Pathway to English”. Hasil penelitian menunjukkan deiksisyang sering muncuk adalah person deixis. Person deiksis muncul 234 kali, discourse deixis muncul47 kali, place deixis muncul 16 kali, time deixis muncul 15 kali, dan social deixis muncul 12 kali. Berdasarkan konteks dalam tiap percakapan, kata ganti orang “Saya”, “You”, “They”, “Dia” dapat merujuk pada subjek imajiner yang tidak ada dalam kehidupan manusia. Demikian pula dengan kata ganti “Kita atau Kami” yang bisa bermakna persatuan. Kesimpulannya adalah sangat penting untuk kita mengerti konteks dalam membaca maupun dalam berbicara kepada orang lain, karena akan memudahkan kita untuk paham apa yang dimaksud oleh pembicara.The study aims at finding out deictic words in conversation texts and explaining how they were realized under what context. The study used a descriptive qualitative-quantitative method. To get the data, the researcher used an observation technique. Thirteen conversation texts were chosen, taken from an English textbook “Pathway to English” for Senior High School. The result showed that the most dominant deixis appeared in the conversation was person deixis. Person deixis appeared 234 times. Discourse deixis appeared 47 times. Place deixis appeared 16 times. Time deixis appeared 15 times, and social deixis appeared 12 time. Based on the context in the conversations, the persondeixis of pronoun “I”, “You”, “They”, “He”, and “She” could be used to refer to an imaginary person in real life, while “We” could also mean a unity. Therefore, it is crucial to consider context-dependency in reading or having conversations with people, as it arrives at a correct interpretation of the utterance.
Peningkatan Kompetensi Guru SD dalam Perancangan RPP dengan Pendekatan Saintifik Melalui Workshop Sutono, Edi
Lembaran Ilmu Kependidikan Vol 46, No 2 (2017): September 2017
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/lik.v46i2.13392

Abstract

Tujuan penelitian ini adalah untuk meningkatkan pemahaman teoretis/konseptual guru SD Kelas Rendah di Kecamatan Mijen Semarang dalam pembuatan RPP dengan pendekatan saintifik pada Kurikulum 2013 revisi 2016 sebelum dan sesudah pelaksanaan workshop dan meningkatkan Kompetensi Guru dalam perancangan RPP dengan Pendekatan Saintifik pada Kurikulum 2013 sebelum dan sesudah workshop tersebut. Subjek penelitian adalah guru kelas rendah Sekolah Dasar se-Dabin III Kecamatan Mijen. Adapun sampel penelitian dilakukan dengan teknik random sampling, dengan cara undian dan didapat 21 guru. Data berupa hasil tes teoritis dan perencangan RPP yang telah dibuat guru. Dari RPP tersebut dinilai aspek-aspek format RPP, kelengkapan komponen, bahasa, kesesuaian perumusan Komptensi Inti, Kompetensi Dasar, dan indikator pencapaiannya, ketepatan dan kedalaman isi RPP yang meliputi kegiatan pendahuluan, inti, dan penutup. Data penelitian diambil dengan teknik observasi, kuesioner, wawancara terstruktur, dan hasil unjuk kinerja guru dalam merancang RPP. Teknik analisis data dilakukan dengan deskriptif persentase untuk mendapatkan rata-rata hasil tes dan kinerja guru dalam merancang RPP sebelum dan sesudah worshop. Dari hasil penelitian, dapat disimpulkan bahwa workshop tersebut dapat meningkatkan pemahaman teoretis/konseptual terhadap pengetahuan komponen-komponen RPP sebesar 9,85, % serta meningkatkan kompetensi guru dalam perancangan RPP berbasis pada pendekatan saintifik Kurikulum 2013 sebesar 8,50%.The purposes of this research were finding theoretical understanding of elementary school teachers at UPTD Mijen Semarang in making RPP with scientific approach of Curriculum 2013 revised 2016 before and after workshop and theirs competence in making RPP based on Curriculum 2013 before and after the workshop. The subjects were low grade teachers of Elementary School. The research subject was conducted by random sampling technique, by lottery and got 21 teachers. Data were the result of theoretical test and teachers’ performance in designing of RPP that they have made. It was assessed aspects of the format, completeness of components, language, the suitability of the formulation of core competency, basic competency, and indicators of achievement, accuracy and depth of RPP content which includes preliminary, core, and final activities. The data were taken with several techniques: direct observation, questionnaire, structured interview, and teacher performance in designing RPP. Data analysis technique were descriptive percentage for getting the average of test result and teachers’ performance in designing of RPP before and after workshop. Based on the results, it could be concluded that workshop could improve teachers’ theoretical understanding of RPP components of 9.85%, and teachers’ competence in designing of RPP of 8.50%.
PENGEMBANGAN PEMBELAJARAN DAUR ULANG LIMBAH BERORIENTASI BIOENTREPRENEURSHIP DENGAN MODEL PROJECT BASED LEARNING. Yuniartiek, Erna; Indriyanti, Dyah Rini; Alimah, Siti
Lembaran Ilmu Kependidikan Vol 44, No 2 (2015): September 2015
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/lik.v44i2.6675

Abstract

Pembelajaran materi daur ulang limbah berorientasi bioentrepreneurship dengan model project based learning merupakan pembelajaran yang dibutuhkan untuk memberikan bekal kewirausahaan dan kreativitas peserta didik. Penelitian ini bertujuan menganalisis validitas dan keterlaksanaan perangkat pembelajaran yang dikembangkan. Metode penelitian yang digunakan adalah eksperimen dengan rancangan penelitian pre-tes post-tes control group design.  Sampel penelitian ini adalah peserta didik kelas X MAN Mejayan pada tahun pelajaran 2014/2015. Pengambilan sampel dengan cluster random sampling. Data hasil penelitian berupa data soal hasil tes, lembar observasi pelaksanaan pembelajaran, penilaian produk, serta angket respon peserta didik terhadap pembelajaran. Hasil penelitian menunjukkan bahwa pengembangan perangkat pembelajaran daur ulang limbah berorientasi bioentrepreneurship dengan model PjBL memiliki kriteria valid untuk validitas dan keterlaksanaan pembelajaran.Learning on waste recycling material oriented on bioentrepreneurship by using Project Based Learning model is to provide a knowledge on entrepreneurship and creativity for students. This study aims to analyze the validity and enforceability of this learning device. This study used experimental research design (pretest posttest control group design). The subjects were he students of class X MAN Mejayan in the academic year 2014/2015 by using cluster random sampling technique. The data were gained through the results of the test, the data of observation sheets for implementation of learning, assessment of products, as well as the questionnaire responses of learning towards learners. The results showed that the development of waste recycling learning oriented on bioentrepreneurship by using PjBL model was effectively done. The validity and enforceability of this learning device were valid and very good criteria. 
Efektifitas Mobile Learning Sebagai Alternatif Model Pembelajaran Muyaroah, Siti
Lembaran Ilmu Kependidikan Vol 46, No 1 (2017): April 2017
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/lik.v46i1.10183

Abstract

Penelitian ini bertujuan untuk mengetahui efektivitas mobile learning sebagai alternatif model pembelajaran. Penelitian ini merupakan penelitian kuantitatif dengan metode eksperimen dapat diartikan sebagai metode penelitian yang digunakan untuk mencari pengaruh perlakuan tertentu terhadap yang lain dalam kondisi terkendalikan. Penelitian ini menghasilkan efektivitas learning, keefektifan yang dimaksud dalam penelitian ini adalah keberhasilan tentang suatu usaha dari sistem yang dirancang untuk melibatkan peserta didik secara aktif dan mandiri dalam pembelajaran. Hasil uji-t menyatakan bahwa terdapat keefektifan penggunaan learning terhadap hasil belajar yang di dapat.This research aims to determine the effectiveness of mobile learning. This research is quantitative research with experimental method. Can be interpreted as the research methods used to find a specific treatment effect against the other in a state of control. This ressearch result in the effectiveness of mobile learning, effectiveness is the success of an establishment of a system designed to engage students actively and independently in learning. T-test result there are effectiveness of using mobile learning on the student learning outcomes.

Page 20 of 69 | Total Record : 681

 18   19   20   21   22 

Filter by Year

2007 2023


Reset
Filter By Issues
All Issue Vol 52, No 2 (2023): September: Technology and Innovation in Education, Inclusive Education and Equi Vol 52, No 1 (2023): April: Curriculum and Learning, Technology and Innovation in Education Vol 51, No 2 (2022): September: Curriculum and Learning, Inclusive Education and Equity Vol 51, No 1 (2022): April: Technology and Innovation in Education, Leadership, Policy, and Educatio Vol 50, No 2 (2021): September Vol 50, No 2 (2021): September: Leadership, Policy, and Educational Governance Vol 50, No 1 (2021): April: Curriculum and Learning, Technology and Innovation in Education Vol 50, No 1 (2021): April Vol 49, No 2 (2020): September Vol 49, No 1 (2020): April Vol 48, No 2 (2019): September Vol 48, No 1 (2019): April Vol 47, No 2 (2018): September Vol 47, No 1 (2018): April Vol 46, No 2 (2017): September 2017 Vol 46, No 1 (2017): April 2017 Vol 46, No 1 (2017): Lembaran Ilmu Kependidikan: April 2017 Vol 45, No 2 (2016): September 2016 Vol 45, No 2 (2016): Lembaran Ilmu Kependidikan: September 2016 Vol 45, No 1 (2016): Lembaran Ilmu Kependidikan: April 2016 Vol 45, No 1 (2016): April 2016 Vol 44, No 2 (2015): Lembaran Ilmu Kependidikan: September 2015 Vol 44, No 2 (2015): September 2015 Vol 44, No 1 (2015): April 2015 Vol 44, No 1 (2015): Lembaran Ilmu Kependidikan: April 2015 Vol 43, No 2 (2014): Edisi September 2014 Vol 43, No 2 (2014): September 2014 Vol 43, No 1 (2014): Edisi April 2014 Vol 43, No 1 (2014): April 2014 Vol 42, No 2 (2013) Vol 42, No 2 (2013) Vol 42, No 1 (2013) Vol 42, No 1 (2013) Vol 41, No 2 (2012) Vol 41, No 2 (2012) Vol 41, No 1 (2012) Vol 41, No 1 (2012) Vol 40, No 1 (2011) Vol 40, No 1 (2011) Vol 39, No 2 (2010) Vol 39, No 2 (2010) Vol 39, No 1 (2010) Vol 39, No 1 (2010) Vol 38, No 2 (2009) Vol 38, No 2 (2009) Vol 38, No 1 (2009) Vol 38, No 1 (2009) Vol 37, No 2 (2008) Vol 37, No 2 (2008) Vol 37, No 1 (2008) Vol 37, No 1 (2008) Vol 36, No 2 (2007) Vol 36, No 2 (2007) Vol 36, No 1 (2007) Vol 36, No 1 (2007) More Issue