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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 8 Documents
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Search results for , issue "No 1 (2003): CAKRAWALA PENDIDIKAN EDISI FEBRUARI 2003, TH. XXII, NO. 1" : 8 Documents clear
ORIENTASI MORAL KEADILAN DAN ORIENTASI MORAL KEPEDULIAN: SUATUKECENDERUNGANPERBEDAAN ANTARA PENALARAN MORAL LAKI-LAKI DAN PEREMPUAN BERBEDA Pratiwi Wahyu Widiarti
Jurnal Cakrawala Pendidikan No 1 (2003): CAKRAWALA PENDIDIKAN EDISI FEBRUARI 2003, TH. XXII, NO. 1
Publisher : LPMPP Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (393.421 KB) | DOI: 10.21831/cp.v1i1.8669

Abstract

In the long history of developmental psychology and especiallythat related to moral development, Kohlberg has been considered theforemost developerof moral studies although some great thinkersbefore him has inspired him. Along withG.H. Mead's and Baldwin'stheories, Piaget's theories have influenced him the most.Kohlberg has been influencedby Piaget especially in his twobasic ideasof cognitive and sequential mental structure. He hasdefined moralityas a structure of justice, in which the end of anymoral action, guidance, and sanction should guarantee individualjustice. This moral conceptof justice implies emphasis on humanconditions like equality, freedom, reciprocity, and appreciation.oflife. Truth is universal to all. In addition, Kohlberg has stated that theessential moral principle is thatthe principle ofjustice and this is thereason for any actionso that Kohlberg gives more emphasis on thedevelopmentof moral reasoning. The development of moralreasoning requires the occurrenceof cognitive development, socialrole-taking, and socio-cognitive conflict.In the course of developing his theories, Kohlberg has beenfaced with some criticism, especially on his measurements, which,when appliedto women, tend to place them on low-stage positions
EVALUASI FORMATIF BAHAN SIARAN RADIO PENDIDIKAN PROGRAM PENYETARAAN D II GURU SEKOLAH DASAR DAN DIKLAT SIARAN RADIO PENDIDIKAN (SRP) Abdul Gafur
Jurnal Cakrawala Pendidikan No 1 (2003): CAKRAWALA PENDIDIKAN EDISI FEBRUARI 2003, TH. XXII, NO. 1
Publisher : LPMPP Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (598.103 KB) | DOI: 10.21831/cp.v1i1.8678

Abstract

This article is based on an evaluative research intended todetermine the quality profileof the educational radio programsproduced by PUSTEKKOM DIKBUD, a center for communicationtechnology for education, from the pointof view of instructionalaspects, the popularityof the media, and the listeners' level ofunderstanding.Thirty-two pre-recorded educational programsin the format ofaudiocassettes were selected for field evaluation/testing. For thepurposeof the field evaluation, sixty elementary school teachersfrom three provinces (Central Java, Central Kalimantan,and EastNusa Tenggara), with twentyfrom each province, were selected assubjects for the field evaluation. For three days, each group oftwenty teachers were assigned to listen to 10- I2 of the radioprograms. After listeningto each program, they were asked to fill outa questionnaire and interviewedin order that information of theiropinions, impressions, and understandingof the programs could beobtained.The findings show that in general the qualityof the radioprograms from the pointof view of their instructional aspects wasgood enough (that is, the instructional objectives were clearly stated,the contentsofthe lessons were relevant with the achievement oftheobjectives, etc.). From the pointof view of the instructional media, the programs were interesting (the musical background wasinteresting and the presentations were helpful enough for theunderstandingof the contents of the lessons). Only some of theprograms were considered low in quality and in needofrevision.On the basisof the results of the evaluation, it is suggested thatbefore being broadcast nationally, eachof the radio programs shouldbe field testedto get information about its strengths and weaknessesso that the program developer and producer can revise and improvethem
PEMANFAATAN HASIL EVALUASI PERKULIAHAN UNTUK PERBAlKAN MUTU PERGURUAN TINGGI Wawan S. Suhennan
Jurnal Cakrawala Pendidikan No 1 (2003): CAKRAWALA PENDIDIKAN EDISI FEBRUARI 2003, TH. XXII, NO. 1
Publisher : LPMPP Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (473.205 KB) | DOI: 10.21831/cp.v1i1.8676

Abstract

The purpose of this article is to describe argumentatively thefollow-up that needsto be done by university lecturers and theiruniversityof the result of students' evaluation of the lectures thathave been conducted.The evaluationof a university lecture is a decision-makingprocessof assessing the process and result of the lecture based oncollected facts and infonnation.It can be executed internally andexternally. University lecturers seldom makean evaluation of theirlecturesfor reasons of limited time and unavailability of any validinstrument. Even though evaluationof the lectures by students isalready a policy of the university, utilization of the result is notoptimumyet.The evaluation of such lectures should involve the studentsbecause they are the oneswho are to be the most concerned aboutthe resultsof the lecturing process and they already have enoughabilityto evaluate the process. Generally, questionnaires are theinstruments usedto collect the infonnation and data in evaluating thelectures. The resultofsuch evaluation is useful as feedback and basisfor making improvements, detennining the accountability, andmonitoring and controlling the qualityof education. As a follow-up,university lecturers and the university can adopt the followingagenda:(l) making decisions, (2) improving the quality of lecturesand conducting classroom action research,(3) establishing a standard for lecturing quality, and (4) establishing an assurance of theuniversity's quality
PENGEMBANGAN KECAKAPAN HIDUP(LIFE SKILL) MELALUI PENANAMAN ETOS KERJA DAN MEMBANGUN KREATIVITAS ANAK Siti Irene Astuti D
Jurnal Cakrawala Pendidikan No 1 (2003): CAKRAWALA PENDIDIKAN EDISI FEBRUARI 2003, TH. XXII, NO. 1
Publisher : LPMPP Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (690.959 KB) | DOI: 10.21831/cp.v1i1.8668

Abstract

The noncompetitive qualityof the Indonesian human resourcesis one proofof the educational world's failure to reach nationaleducational goals. Therefore, there needs to be arevolutionarymovement in the educational process of the nation's youngergeneration because the processofeducation continues to change anddevelop, suggesting various unpredictable future trends.The processof child education needs to be reordered, especiallythat for early child growth. Buildingup the spirit in anything byimplanting· work ethos and optimizing creativity development athome and at school areof utmost importance because both workethos and creativity are social assets that children need to developtheir various life skills.Life skills are broader in sense than skills for work because theyare at the other endof the continuum starting with the knowledgeand capability one needsto function independently in life. Bypossessing the life skills one will confidently face life and itsproblems withoutany feeling of extreme pressure, proactively andcreatively find solutionsto various problems in life, and becomemore successful in life
WAHYU, ILMU, dan LAKU Husain Haikal
Jurnal Cakrawala Pendidikan No 1 (2003): CAKRAWALA PENDIDIKAN EDISI FEBRUARI 2003, TH. XXII, NO. 1
Publisher : LPMPP Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (288.525 KB) | DOI: 10.21831/cp.v1i1.8679

Abstract

Pesan-pesan pendidikan yang disajikan Aa Gym, atau Aa,panggilan akrab dai dambaan umat, dalam buku yang diresensiini terasa bermakna. Benar-benar lebih bermakna saat bangsa inidilanda krisis multi dimensi. Krisis semakin mengakar dan melebartanpa ada tanda-tanda akan berakhir sekalipun telah menginjak tahunkeenam. Sementara itu, keadaan semakin bertambah memprihatin­kan karena perilaku para elit semakin gegabah, sedangkan merekayang tergolongwong alit, orang keeil, sesemakin ditimpa berbagaibeban yang berupa kenaikan listrik dan berkurangnya subsidiminyak, sementara para penguasa dapat berpesta pora dengan berbagai penghasilan tarnbahan yang tak terhitung jumlahnya, baiksebagai pelindung, penanggung jawab dan sejenisnya. Tak terhitunglagi beragarn musibah yang silih berganti datang menimpa, sepertitanah longsordi berbagai daerah, kebakarandi Kalijodo, Manggarai,dan Tanah Abang serta berbagai penggusuran. Sebagian musibahtadi sesemakin terasa berbau rekayasanya karena sikap kritis rakyatdan semakin bermaknanya peran mass media. Benar prosentasemereka yang miskin semakin 'berkurang', tetetapi mereka bukanbertambah sejahtera, justrusebaliknyamef.eka 'semakin terpuruksebab mereka hidup di bawahgaris kemiskinan. Dengan berdasarkan wahyu, Aa mencoba melakukan beberapatero bosan dalam ilmu, khususnya lagi dalam bidang pendidikan. Daiini tidak terpaku pada berbagai bingkai yang telah menjebak parapemain utama dunia pendidikan sehingga sebagian mereka semakinbeku. Mereka merasa mantap dan tenggelarn dalarn berbagairutinitas yangada. Setelah melakukan berbagai penyesuaian dalammengatasi berbagai kendala, tarnpak berbagai hasil yang meng­gembirakan dari jerih payahAa. Semua ini diwujudkan dalamberbagai aktivitasdi Pesantren Darut Tauhid, atau DT, sepertibroadcasting, penyelenggaraan haji, pelayanan jasa, koperasi, media,manufaktur, perdagangan, penerbitan, serta sejenisnya. Semuanyarelatif berjalan lancar, sekalipun awalnya agak tertatih-tatih karenabelum terdidiknya SDM yang terlibat. Sebagian SDM yang tersediaberasal dari masyarakat sekeliling. Umumnya mereka adalahtergolong kurang mampu, baik dari segi finansial, ilmu, atauberbagai ketrarnpilan lainnya. Melihat'dinarnika pesantren ini, wa­jarlah apabila Pesantren Daarut Tauhid disebut sebagai sejenisCommunity Development
EMPATI DAN KETERAMPILAN SOSIAL Zuchdi, Darmiyati
Cakrawala Pendidikan No 1 (2003): CAKRAWALA PENDIDIKAN EDISI FEBRUARI 2003, TH. XXII, NO. 1
Publisher : LPMPP Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (368.851 KB) | DOI: 10.21831/cp.v1i1.8671

Abstract

Empathy can only be developed if we understand ourselves.Empathy makes it possible for oneto be involved in a good socialrelationship. There are three methodsto increase empathy, i.e., self­introspection and theuse of an intimate friend for self- reflection,asking for help from professional people, and interacting withsomegroups of people who are participating in emotional sensitivitytraining.Wholeheartedness, doing something without an eye to reward,and empathy are the main human qualitiesto improve socialinteraction. A good communication skill without these three qualitieswillbe worth nothing. So these three aspects should be integrated inone in orderto create a satisfactory relationship.Thereare two polarities in every person; the first one makes onehave a desireto affiliate and the other makes one wish to isolateoneself. A leaderof every institution, including an educationalinstitution, should place thetwo. motives in proportion. Humanorientation, rather than jobor commodity orientation, makes itpossiblefor a leader to see others' perspectives as considerations inreaching a certain goal. This will leadto the development of ahumanistic social interaction
SURVEY KE,illAAN GIZI DAN TINGKAT KESEGARAN JASMANI SISWA SEKOLAH DASAR DI DAERAH ISTIMEWA YOGYAKARTA Suharjana Suharjana
Jurnal Cakrawala Pendidikan No 1 (2003): CAKRAWALA PENDIDIKAN EDISI FEBRUARI 2003, TH. XXII, NO. 1
Publisher : LPMPP Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (404.035 KB) | DOI: 10.21831/cp.v1i1.8673

Abstract

This article is based on a research whose objective was toinvestigate the nutritional state and physical fitnessof elementaryschool children. For that a survey employing tests and measurementson a sampleof over 500 children obtained through quota randomsampling from a populationoffourth, fifth, and sixth graders at stateelementary schools' in the Yogyakarta Special Province wasconducted. Their nutritional state was establishedby means of theDavenport-Koup formula (Hasnan Said, 1979)and measurementstandardby Sarjono (I 992) while their physical fitness wasdeterminedby means of theTKJI (Tes Kesegaran Jasmani Indonesiaor Indonesian Physical Fitness Test)of 1999. The data wereanalyzed descriptively using percentages.The resultsshow that 2670r 51.4 % ofthese children are in theirnutritional state categorized good, with51 or 10.2 % of this groupcategorized fat and the remaining 2I6 or 41.2 % categorized normal,while 294 or 48.6% of the sample group are categorized sufferingmalnutrition, with 47 or 9.4% of them categorized very fat (oroverweight),184 or 36.8 % of them categorized thin, and 12 or 2.4% of them categorized very thin (or. nutritionally deficit orundernourished). Meanwhile, mostof the children in the sample, 312or 62.4% ofthem, are categorized bad in physical fitness, with 278
PENULISAN SASTRA ANAK Enny Zubaidah
Jurnal Cakrawala Pendidikan No 1 (2003): CAKRAWALA PENDIDIKAN EDISI FEBRUARI 2003, TH. XXII, NO. 1
Publisher : LPMPP Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/cp.v1i1.8672

Abstract

Any effort to develop human beings with a sensitive, self­dependent, and responsible character could start from the time theyare still atan early age and even from the time they are still in theirmother's womb. After a childis born, such an effort can be doneboth in the home environment and outside it, including the timewhen the child gains education at school and outside it because therethe child getsmodels. At school it can be done by making the childlistento a story read' or retold by the teacher. Therefore, the teacherhad better have a motivation andan ability to write a story forchildren. Because the story, as a part of children's literature, ispresented to children, its elements should be chosen from objectsfound around children and events usually experiencedby children.The language used shouldbe in accordance with the child's age andpsychological development. The writing technique should involvethe story-building elements, or the story's mental structures, whichinclude its(I) plot, (2) characterization, (3) story-telling style, (4)setting, and(5) theme. Besides that, attention should also be paid tophysical elements in the sense that (I) the text in the storybookshouldbe accompanied with attractive pictures; (2) the form and sizeof the letters should make them easily perceived by children who arestill learning to read, and (3) the paper should be sufficiently thickandofgood quality.

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