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Jurnal Pendidikan dan Kebudayaan
Published by Badan Standar, Kurikulum, dan Asesmen Pendidikan, Kementerian Pendidikan, Kebudayaan, Riset, dan Teknologi
ISSN : 24608300     EISSN : 25284339     DOI : https://doi.org/10.24832/jpnk.v5i1.1509
Core Subject : Humanities, Education,
Humanities Education Languange, Linguistic, Communication & Media Other
Jurnal Pendidikan dan Kebudayaan is a peer-reviewed journal published by Badan Penelitian dan Pengembangan, Kementerian Pendidikan dan Kebudayaan (Agency for Research and Development, Ministry of Education and Culture of Republic of Indonesia), publish twice a year in June and December. This journal publishes research and study in the field of education and culture, such as, education management, education best practice, curriculum, education assessment, education policy, education technology, language, and archeology.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 10 Documents
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COVID-19 PANDEMIC: THE FLEXIBILITY OF ONLINE LEARNING AT SMK NEGERI 5 YOGYAKARTA Muhammad Rifa'ie
Jurnal Pendidikan dan Kebudayaan Vol. 5 No. 2 (2020)
Publisher : Badan Standar, Kurikulum, dan Asesmen Pendidikan, Kemendikbudristek

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24832/jpnk.v5i2.1605

Abstract

Pandemi Covid-19 memunculkan persoalan yang serius terhadap kegiatan pembelajaran secara tatap muka di sekolah. Oleh sebab itu, fleksibilitas pembelajaran dalam jaringan (daring) merupakan keterampilan yang harus dikuasai oleh guru. Penelitian ini bertujuan untuk menjelaskan fleksibilitas konten pembelajaran dan fleksibilitas pengorganisasian kelas daring selama masa pandemi Covid-19. Penelitian ini menggunakanpendekatan kualitatif. Subjek penelitian ialah 35 peserta didik kelas X jurusan Desain Komunikasi Visual di SMK Negeri 5 Yogyakarta. Pengumpulan data dalam penelitian ini menggunakan teknik triangulasi. Hasil penelitian menunjukkan bahwa fleksibilitas konten selama pembelajaran daring ditentukan dari penyediaan konten pembelajaran dengan cara baru dan inovatif dengan menggunakan kombinasi media dan mode pengiriman yang mencakup video interaktif, komik, swafoto, animasi, poster ilmiah, instagram, twitter,facebook, tiktok, dan youtube. Hasil penelitian juga mengungkap bahwa pengorganisasian kelas daring diatur secara fleksibel menggunakan daya dukung teknologi komunikasi dan Learning Management System (LMS) untuk mengoptimalkan penggunaan strategi pembelajaran melalui media platform google classroom, google formulir, dan hangouts meet. Dengan demikian, fleksibilitas pembelajaran daring ditentukan oleh keberhasilan guru dalam memilih strategi pembelajaran yang mandiri sehingga peserta didik mampu memiliki kebebasan untuk menentukan cara pembelajarannya sendiri dan menggunakan media pembelajaran yang efektif. Covid-19 pandemic has caused serious problems to learning activities in schools especially for face-to-face learning. As a consequence, mastery in the flexibility of online learning is a skill that teachers must possess. The purpose of the research was to elaborate the flexibility of learning content and online classroom organization during the pandemic of Covid-19. pandemic. This research used a qualitative approach. The subject of research was 35 students from class X in Visual communication design study program at SMKNegeri 5 Yogyakarta. Data collection in this study used triangulation techniques. The results showed that the flexibility of content during online learning is set on by providing new and innovative learning content by using a combination of media and delivery modes that include interactive videos, comics, selfies, animations, scientific posters, instagram, twitter, facebook, tiktok, and youtube. It was also revealed that the organizing online classes is arranged in a flexible manner using the support capacity of communication technology and Learning Management System to optimize the use of learning strategies through the media platform of google classroom, google form, and hangouts meet. In brief, the flexibility of online learning is determined by the success of teacher in choosing independent learning strategies that provides students the opportunity to have the freedom to determine their own learning methods and use learning media effectively.
CONCEPTUAL MODEL OF QUALITY-BASED EDUCATION FINANCING MANAGEMENT IN MODERN PESANTREN Nurhamzah; Nurwadjah Ahmad E.Q.; Muhibbin Syah; Suryadi
Jurnal Pendidikan dan Kebudayaan Vol. 5 No. 2 (2020)
Publisher : Badan Standar, Kurikulum, dan Asesmen Pendidikan, Kemendikbudristek

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24832/jpnk.v5i2.1629

Abstract

Penelitian ini bertujuan untuk mengidentifikasi model konseptual manajemen pembiayaan pendidikan berbasis mutu di pesantren modern. Penelitian ini menggunakan metode multikasus karena ada dua lokus penelitian, yaitu Pesantren Daarut Tauhiid Bandung dan Pesantren Modern Sahid Bogor. Adapun teknik pengumpulan data dilakukan dengan cara wawancara. Sedangkan teknik analisis adalah analisis lintas kasus. Hasil penelitian menunjukkan bahwa model konseptual manajemen pembiayaan pendidikan berbasis mutu di pesantren modern dilakukan mulai dari perencanaan, pengorganisasian, pelaksanaan, pengawasan, pertanggungjawaban, dan perbaikan berkelanjutan pembiayaan pendidikan. Perencanaan pembiayaan pendidikan berpedoman pada tiga hal, yaitu rencana pengembangan yayasan, rencana strategis (renstra) yayasan, dan program kerja pesantren. Pengorganisasian pembiayaan pendidikan secara struktural terdapat pembagian tugas antara pengelola dan pengawas internal pembiayaan. Dalam melaksanakan pembiayaan pendidikan, para pengelola pembiayaan secara konsisten berpedoman pada prinsip-prinsip pencatatan penerimaan dan pengeluaran keuangan. Sedangkan dalam pengawasan pembiayaan pendidikan, audit internal dilakukan secara berkala. Pertanggungjawaban pembiayaan pendidikan diwujudkan dengan pelaporan penggunaan pembiayaan yang tepat waktu, akurat, transparan, dan akuntabel. Perbaikan berkelanjutan pembiayaan pendidikan dilakukan dengan dua tahap, yaitu bulanan dan tahunan. Dengan demikian, model konseptual manajemen pembiayaan pendidikan berbasis mutu di kedua pesantren modern dilakukan secara komprehensif-integral. The purpose of this study was to identify the conceptual model of quality-based educational financing management in modern pesantren (Islamic boarding school). This study used a multi-case method because there were two research locations, namely the Pesantren Daarut Tauhiid in Bandung and the Pesantren Modern Sahid in Bogor. The data collection techniques was taken by interview and the analysis technique used a cross-case analysis. The results showed that the conceptual model of quality-based educational financing management in modern pesantren was carried out starting from planning, organizing, implementing, monitoring, accountability, and continuous improvement of educational financing. Educational financing planning was guided by three points, namely the foundation’s development plan, the foundation’s strategic plan (renstra), and the pesantren’s work program. In educational financing organization, structurally, there was a division of tasks between the manager and the financing internal supervisor. Educational financing implementation was consistently guided by the principles of recording financial income and expenditure. Educational financing was supervised by conducting internal audit regularly. Educational financing accountability was performed by reporting the use of financing timely, accurate, transparent, and accountable. Continuous improvement of educational financing was carried out monthly and annually. To conclude, conceptual model of quality based-education financing management at both pesantren is implemented comprehensively and integrally.
EKSISTENSI PERMAINAN TRADISIONAL EDUKATIF PADA GENERASI DIGITAL NATIVES Edhy Rustan; Ahmad Munawir
Jurnal Pendidikan dan Kebudayaan Vol. 5 No. 2 (2020)
Publisher : Badan Standar, Kurikulum, dan Asesmen Pendidikan, Kemendikbudristek

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24832/jpnk.v5i2.1639

Abstract

Penelitian ini bertujuan untuk mengetahui jumlah permainan tradisional yang masih dilestarikan di Luwu Raya, faktor penyebab permainan tradisional tidak diminati oleh anak digital natives, serta desain pembelajaran yang sesuai untuk menjadikan permainan tradisional sebagai sarana edukatif untuk melestarikan budaya bangsa. Penelitian ini menggunakan pendekatan kualitatif dengan tipe deskriptif. Responden dalam penelitiain ini adalah 155 anak usia sekolah dasar yang ada di empat kabupaten wilayah Luwu Raya. Metode pengumpulan data menggunakan wawancara, observasi, dan angket. Data yang diperoleh kemudian dianalisis dengan cara reduksi, penyajian, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa terdapat lima belas permainan tradisional yang masih dilestarikan di Luwu Raya dari total 25 permainan tradisional yang ada di Sulawesi Selatan. Penyebab anak-anak tidak memainkan lagi permainan tradisional adalah karena kekurangan teman bermain, bertengkar atau berbeda pendapat dengan sesama pemain, kekurangan alat bermain, tidak tertarik lagi dengan permainan tradisional, dilarang oleh orang tua dan warga sekitar, serta kelelahan saat bermain. Desain pembelajaran yang sesuai adalah memilih karakteristik permainan yang dapat menunjang pencapaian kompetensi dasar siswa dan mengintegrasikannya ke dalam pembelajaran dengan menjadikannya sebagai metode dan media pembelajaran. Kesimpulan, ada beberapa permainan tradisional yang masih dimainkan oleh anak-anak di wilayah Luwu Utara dan salah satu upaya untuk melestarikannya adalah dengan mengintegrasikan permainan tradisional ke dalam pembelajaran. This study aims to determine the number of traditional games that are still preserved by the children in Luwu Raya; factors that cause digital natives children do not like this traditional game, and learning design suit to make traditional game as an educational means to preserve the nation’s culture. This research used a qualitative approach with a descriptive type. This research used a qualitative approach with a descriptive type. Respondents in this study were 155 children of primary school age in four districts of Luwu Raya. Data collection methods using interviews, observation, and questionnaires. The data obtained were then analyzed by means of reduction, presentation, and drawing conclusions. The results showed that there were fifteen traditional games that are still preserved by children in Luwu Raya from a total of twenty five traditional games in South Sulawesi. Children stop playing the traditional game is due to the lack of friends to play with, fight or disagree with fellow players, lack of playing tools, no longer interested in traditional games, prohibited by parents and local residents, and fatigue when playing. To find the appropriate learning design is by selecting traditional games with characteristics that can support the achievement of students’ basic competencies and integrate them into learning by making it as the learning method and media. To sum up, several traditional games are still played by digital natives’ children in the North Luwu region and one of the efforts to preserve them is by integrating traditional games into learning.
PERSEPSI GURU SENIOR TERHADAP PEMBELAJARAN TEMATIK PADA PENDIDIKAN ANAK USIA DINI DI SALATIGA Eleonora Esther Debora Sopacua; Maria Melita Rahardjo
Jurnal Pendidikan dan Kebudayaan Vol. 5 No. 2 (2020)
Publisher : Badan Standar, Kurikulum, dan Asesmen Pendidikan, Kemendikbudristek

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24832/jpnk.v5i2.1647

Abstract

Penelitian ini bertujuan untuk menggali persepsi guru-guru senior terhadap pembelajaran tematik dalam pendidikan anak usia dini. Metode yang digunakan dalam penelitian ini adalah deskriptif kualitatif dengan pendekatan fenomenologi. Data yang digunakan dalam penelitian ini adalah data primer persepsi guru-guru senior mengenai pembelajaran tematik. Instrumen yang digunakan untuk pengambilan data adalah pedoman wawancara, dokumen RPPH, dan catatan observasi. Data yang terkumpul dianalisis dengan menggunakan analisis fenomenologi interpretatif. Hasil dari penelitian menunjukkan bahwa, pertama, guru-guru senior mempunyai persepsi bahwa pembelajaran tematik bukan hal yang baru didalam PAUD dan tematik adalah ciri khas dari pembelajaran di PAUD. Kedua, guru-guru senior mempersepsi bahwa pembelajaran tematik yang sekarang lebih banyak menggunakan benda nyata. Guru-guru senior mencampuradukkan konsep pembelajaran tematik dengan pendekatan saintifik. Ketiga, para guru mempersepsikan bahwa student-centered merupakan ciri khas pembelajaran tematik yang sekarang. Namun, pada prakteknya mereka belum sepenuhnya dapat menerapkannya dalam pembelajaran. Dengan demikian, pembelajaran tematik dipersepsi guru sebagai pendekatan pembelajaran yang sudah lama mereka ketahui tetapi pada prakteknya mereka belum mempersepsikan dan mempraktekan pembelajaran tematik sebagaimana mestinya. This research aimed to obtain senior teachers’ perception about thematic learning in early childhood education. The method used in this research was descriptive qualitative with phenomenology research paradigm. The data used in this research was the primary data of teachers’ perception about thematic learning. Instrument used to collect the data were guided interview, lesson plans, and observation notes. Data analysis was performed by using interpretative phenomenology analysis. The results showed that, first, the senior teachers perceived that thematic learning was not a new issue in early childhood education. Further, they perceived thematic learning was one of the characteristics of the early childhood education. Second, they perceived the current thematic learning in terms of real objects presence. They mixed the concept of thematic learning with scientific approach. Third, they perceived that student-centered is one of the characteristics of current thematic learning. Nonetheless, they remained unable to accordingly apply it in learning. In summary, thematic learning have been perceived by teachers as a learning approach, however, they have not perceived and practiced it in learning properly.
EVALUASI KETERLAKSANAAN KURIKULUM 2013 SEKOLAH MENENGAH ATAS DI KOTA MATARAM Rahmatullah Rahmatullah; Jumadi Jumadi
Jurnal Pendidikan dan Kebudayaan Vol. 5 No. 2 (2020)
Publisher : Badan Standar, Kurikulum, dan Asesmen Pendidikan, Kemendikbudristek

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24832/jpnk.v5i2.1697

Abstract

Penelitian ini merupakan penelitian desktiptif kualitatif dengan tujuan untuk menilai konteks, input, proses dan produk pada kurikulum 2013. Penelitian ini juga menganalisis hambatan, kekurangan dan kelebihan dari kurikulum 2013. Pelaksanaan penelitian dilakukan dibeberapa SMA di Kota Mataram Nusa Tenggara Barat yang sedang melaksanakan pembelajaran menggunakan kurikulum 2013. Subjek penelitian yang digunakan yaitu peserta didik, guru, wakil kepala sekolah bidang kurikulum serta kepala sekolah. Metode pengumpulan informasi menggunakan observasi, wawancara dan analisis dokumen. Tahap penelitian meliputi tiga proses yaitu tahap prasurvei, tahap analisis hasil pengamatan, dan penulisan artikel. Hasil pengamatan yang telah didapatkan selanjutnya dianalisis secara deskriptif kualitatif. Hasil analisis menemukan bahwa penerapan kurikulum 2013 selain menghadirkan manfaat juga masih ada beberapa kendala atau kekurangan yang dirasakan dalam penerapannya sampai sejauh ini. Kendala yang muncul terdapat pada aspek kebijakan sekolah, sarana dan prasarana, proses pembelajaran, serta administrasi. Kesimpulan, keterlaksanaan K-2013 pada tingkat SMA di Kota Mataram berjalan dengan baik tetapi perlu ada beberapa penyesuaian dalam penyempurnaan. Penyesuaian yang dapat dilakukan lebih kepada fasilitas penunjang dan proses pelaksanaan K-2013. This qualitative descriptive research aims to determine the implementation of Curriculum 2013 (K-2013) by assessing its context, input, process, and products. Assessment of context based on analysis of the objectives, benefits, and goals of K-2013. The input assessment is obtained from observations of school readiness, conditions of infrastructure, etcetera. The Process assessment is obtained from analysis of implementation in the field. The product assessment is obtained from the analysis of the output produced by K-2013. This study also analysed the obstacles, weaknesses and strengths of the Curriculum 2013. The research subjects were students, educators, vice principals in charged for the curriculum, and school principals. Methods of collecting information using observation, interviews, and document analysis. The research stage includes three processes, namely, the pre-survey, analysing the results of the observations, and writing the articles. The results of the observations are then analysed descriptively qualitatively. The results of the analysis found that besides providing benefits, the implementation of K-2013 had also someobstacles or shortcomings in its implementation. The obstacles are in the aspects of school policy, facilities and infrastructure, the learning process, and administration. In conclusion, the implementation of K-2013 at the SMA level in the City of Mataram has been going well. However, it needs some adjustments to be made in its refinement, such as adjustments to the facilities support and the implementation process of K-2013.
THE STRATEGY OF PESANTREN LEADER IN MANAGING THE MARKETING OF EXECELLENT EDUCATION Ali Nurhadi; Atiqullah
Jurnal Pendidikan dan Kebudayaan Vol. 5 No. 2 (2020)
Publisher : Badan Standar, Kurikulum, dan Asesmen Pendidikan, Kemendikbudristek

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24832/jpnk.v5i2.1710

Abstract

Pendidikan berkeunggulan tidak hanya lahir dari sekolah umum tetapi juga dapat lahir dari pesantren yang memiliki konsep pendidikan berkeunggulan seperti di Pondok Pesantren Darussalam Puncak, yaitu IICP (International Islamic Class Program). Tujuan penelitian ini, pertama, mendeskripsikan strategi pemimpin dalam promosi pendidikan berkeunggulan di Pondok Pesantren Darusalam Puncak Pamekasan. Kedua, mendeskripsikan implementasi perencanaan pemasaran pendidikan berkeunggulan. Ketiga, mendeskripsikan pemenuhan kebutuhan logistik untuk pendidikan berkeunggulan. Penelitian ini menggunakan pendekatan kualitatif dengan jenis studi kasus. Metode pengumpulan data dilakukan melaluiwawancara, observasi, dan dokumentasi. Analisis data menggunakan model interaktif. Keabsahan data dilakukan dengan uji kredibilitas, transferabilitas, dependabilitas dan konfirmabilitas. Hasil penelitian menunjukkan, pertama, strategi promosi pendidikan berkeunggulan dilakukan dengan sosialisasi pada wali santri. Promosi juga dilakukan melalui media sosial, website resmi pondok pesantren, brosur, dan presentasi kepada berbagai lembaga. Kedua, implementasi perencanaan pemasaran pendidikan berkeunggulan dilakukan melalui analisis SWOT serta melibatkan tokoh-tokoh berpengaruh dan berpengalaman di bidangnya. Ketiga, pemenuhan logistik serta sarana dan prasarana menjadi prioritas utama untuk pendidikan berkeunggulan di Darussalam Puncak. Kesimpulan, strategi pemimpin dalam pemasaran pendidikan berkeunggulan di lingkungan pesantren Darrusalam Puncak Pamekasan dilakukan dengan konsep bauran pemasaran terdiri dari 7P, yaitu: product, price, place, promotion, people, physical evidence, dan process dengan mengedepankan pada promosi, harga, hasil. Excellence education is not only born from public schools but can also be born from pesantren (Islamic boarding school) with excellent education concept such as at the Darussalam Puncak Islamic Boarding School, namely IICP (International Islamic Class Program). This study aims, first, to describe the strategy of the leader in the promotion of excellent education at Pondok Pesantren Darusalam Puncak Pamekasan. Second, to describe the implementation of excellent education marketing planning. Third, describing the fulfilment of logistical needs for excellent education. This research used a qualitative approach with a type of case study. The data collection method was done through interviews, observation, and documentation. Data were analysed by using an interactive model and the data validity was carried out by testing the credibility, transferability, dependability and confirmability. The results showed, first, the strategy of promotion is carried out by socializing the IICP to students’ parent. In addition, it is also carried out through social media, the pesantren official website, brochures, and presentations to various institutions. Second, the implementation of marketing planning is analysed through SWOT and involved influential and experienced figures in their fields. Third, the fulfilment of logistics, facilities, and infrastructure are top priority for IICP. In conclusion, the leadership strategy in marketing excellent education at Pondok Pesantren Darrusalam Puncak Pamekasan is implemented with the concept of a marketing mix consisting of 7Ps, namely: product, price, place, promotion, people, physical evidence, evidence, and process by prioritizing promotions, prices, and results.
KAJIAN PRO KONTRA PENERAPAN SISTEM ZONASI PENDIDIKAN DI INDONESIA Nandy Agustin Syakarofath; Ahmad Sulaiman; Muhamad Faqih Irsyad
Jurnal Pendidikan dan Kebudayaan Vol. 5 No. 2 (2020)
Publisher : Badan Standar, Kurikulum, dan Asesmen Pendidikan, Kemendikbudristek

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24832/jpnk.v5i2.1736

Abstract

Indonesia berupaya meningkatkan pemerataan pendidikan melalui sistem zonasi yang mengatur penerimaan peserta didik didasarkan pada jarak sekolah dengan tempat tinggal calon peserta didik. Penerapan sistem tersebut pada Penerimaan Peserta Didik Baru (PPDB) tahun 2019 menuai pro-kontra yang tajam di tengah masyarakat. Untuk memahami pro-kontra tersebut, studi ini bertujuan mengkaji secara komprehensif latar historis penerapan sistem zonasi di beberapa negara, tujuan, keuntungan dan tantangan, serta solusi mengatasi persoalan penerapan sistem zonasi. Studi ini menggunakan metode narrative review dengan menghimpun, membuat sintesis, dan menganalisis hasil dari berbagai sumber dan data yang relevan. Hasil kajian mengungkapkan bahwa keberhasilan pelaksanaan sistem zonasi di negara-negara lain ditopang oleh keselarasan dengan kebijakan nasional pendidikan pendamping, seperti akselerasi pembangunan infrastruktur dan SDM guru. Penerapan sistem zonasi tidak hanya bertujuan untuk pemerataan kualitas pendidikan, namun juga mendorong partisipasi aktif sekolah dan wali murid dalam perencanaan Pendidikan. Tantangan utama dalam penerapan kebijakan zonasi adalah kurangnya kesiapan pemangku kepentingan yang terimbas. Selain itu, penerapan sistem zonasi di Indonesia memerlukan pembenahan utamanya dalam pelaksanaan di tingkat lokal. Solusi untuk merespon tantangan tersebut adalah dengan mengkampanyekan kebijakan sistem zonasi lebih dini dan melakukan penajaman kebijakan operasional di daerah. Kesimpulan, Penerapan sistem zonasi menimbulkan tanggapan positif dan negatif bagi para pemangku kepentingan pendidikan, terutama siswa, orangtua, dan guru. Agar sistem zonasi dapat diterima masyarakat dan implementatif dalam jangka panjang, pemerintah hendaknya menerjemahkan tujuan dan sasaran kebijakan sesuai dengan kondisi lokal, mengomunikasikan kebijakan zonasi secara akurat, dan melibatkan masyarakat melakukan pemantauan dan evaluasi. Indonesia strives for enhancing educational equality through a zoning system that regulates student admission based on the distance between school and student’s residence. However, the implementation of the system in 2019 caused pros and cons amongst Indonesian society. This study comprehensively reviews the historical backgrounds, objectives, advantages and challenges, as well as their solutions of implementing the zoning system. This study used the narrative review method by collecting, synthesizing, analyzing and analyzing the results from various sources and relevant data.The results revealed that the successful of zoning system implementation in other countries were supported by their alignment with other national education policies, such as infrastructure acceleration and teacher development. The implementation of the zoning system is not only for improving education quality, but also encouraging the active participation of schools and parents in education planning. The main challenge in implementing zoning system is the lack of readiness of affected stakeholders. In addition, the implementation of the zoning system requires improvement, particularly in its implementation at the local level.The solution to respond to these challenges is by earlier socialization of zoning system and sharpening operational policies in the regions. To conclude,the application of the zoning system has caused positive and negative responses for education stakeholders. To achieve the acceptable and implementable of zoning system in the long term, the government should translate policy goals and objectives according to local conditions, communicate zoning policies accurately, and involve the community.
DAFTAR ISI, EDITORIAL, LEMBAR ABSTARK Hendarman Hendarman
Jurnal Pendidikan dan Kebudayaan Vol. 5 No. 2 (2020)
Publisher : Badan Standar, Kurikulum, dan Asesmen Pendidikan, Kemendikbudristek

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DAFTAR ISI, EDITORIAL, LEMBAR ABSTRAK
VOL. 5 NO.2 (2020) Hendarman
Jurnal Pendidikan dan Kebudayaan Vol. 5 No. 2 (2020)
Publisher : Badan Standar, Kurikulum, dan Asesmen Pendidikan, Kemendikbudristek

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VOL. 5 NO.2 (2020)
PEDOMAN PENULISAN, INDEKS Hendarman
Jurnal Pendidikan dan Kebudayaan Vol. 5 No. 2 (2020)
Publisher : Badan Standar, Kurikulum, dan Asesmen Pendidikan, Kemendikbudristek

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