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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 9 Documents
 1 
Search results for , issue "Vol 1, No 1 (2007): Cakrawala Pendidikan, Februari 2007, Th. XXVI, No. 1" : 9 Documents clear
HARMONISASI PERAN PELAKU PENDIDlKAN SEBAGAI UPAYA UNTUK MENGOPTIMALISASlKAN FUNGSI PENDIDlKAN Bambang Syaeful Hadi
Jurnal Cakrawala Pendidikan Vol 1, No 1 (2007): Cakrawala Pendidikan, Februari 2007, Th. XXVI, No. 1
Publisher : LPMPP Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (1203.806 KB) | DOI: 10.21831/cp.v1i1.8543

Abstract

While education has broad and complex dimensions with eachhaving its own problems, the problem-solving should becomprehensive. A disorder in the Indonesian educational world hasbeen caused by, among others, a disharmony among the roles of theagents of education (i.e., the family, society, and school). Eachperforms with no coordination with any other of the agents. Theresult is that the education has not produced human individuals whoare intellectually, socially, and religiously mature. Rather,oppositely, it has become counterproductive. A segregation of theroles has to be mapped clearly to avoid role overlaps which canmake some important roles left unperformed.The school, as a formal educational institution, is ideally theinstrument enabling the maturation of students' intellectuality, theirmoral attitudes and behaviors, and their contextual skills so thatwhat they obtain from school could be implemented in the societywhere they live. Society, as the environment where studentsassociate with others, is ideally to give them enough room of trust inthe course of motivating them for self-actualization, to restrain fromdemanding too much of them, to take part in monitoring andevaluating them, and to give material and non-material support. Thefamily is a very central place for students' education, where certainother family members become role models and influence theirpsychological growth. The family condition becomes a determiningfactor of the success in their education at school and in society
PEMUTAKHIRAN KURIKULUM DI PERGURUAN TINGGI Anik Ghufron
Jurnal Cakrawala Pendidikan Vol 1, No 1 (2007): Cakrawala Pendidikan, Februari 2007, Th. XXVI, No. 1
Publisher : LPMPP Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (592.356 KB) | DOI: 10.21831/cp.v1i1.8550

Abstract

Lately there has been a strong trend at higher educationalinstitutions to update their curriculum. This phenomenon shows thatthe activity of curriculum development in such institutions is highlydynamic. It is quite reasonable because the curriculum is, after all,the very substance of schooling and the raison d 'etre for teachers atschools. The updating can be done totally or partially.Higher education curriculum updating is not a routine activitydone periodically. It is to be done when necessary and if possibleimmediately. And it needs to be perceived positively to improve thequality of instruction. Without it, instructional activity in highereducation becomes out of date.There are four steps in higher education curriculum updating: (1)reviewing the formulations of competencies, (2) reviewing thesubstance and format of the syllabus, (3) reviewing the model ofcurriculum implementation, and (4) reviewing the system ofevaluation
PEMBELAJARANBERBASIS MASALAH UNTUK MENINGKATKAN KEMAMPUAN PENALARAN MATEMATIS SISWA SMP Herman, Tatang
Jurnal Cakrawala Pendidikan Vol 1, No 1 (2007): Cakrawala Pendidikan, Februari 2007, Th. XXVI, No. 1
Publisher : LPMPP Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (1566.93 KB) | DOI: 10.21831/cp.v1i1.8544

Abstract

_ .... JI..\\..Il'-'.llAII,A,.ll learning of mathematics, generally learners...... _Jl..Jl..Jl..lI,A..... JI.. ...........' ....... to ask questions and argunlents throug11a process in-group negotiation, and reflection so thatthey could formulate conjectures and conclusions.collaborative research conducted throughproblem-based and focused onmathematical reasoning ability of junior high school-.'L' .....· .......... _' ...... U ...ALLJI ...... _ .......:J were forty-six students of Grade 2BBandung, a state junior higl1 school. Thethe research were tests on reasoning ability,sheets, students' diaries/journals, andresearch results indicate that the learning
STRATEGI INTEGRASI PENDIDIKAN BUDI PEKERTI DALAM PEMBELAJARAN BERBASIS KOMPETENSI Suwarna Suwarna
Jurnal Cakrawala Pendidikan Vol 1, No 1 (2007): Cakrawala Pendidikan, Februari 2007, Th. XXVI, No. 1
Publisher : LPMPP Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (1620.274 KB) | DOI: 10.21831/cp.v1i1.8553

Abstract

Character education represents one of the principal loads in theimplementation of the Competency-Based Curriculum (Balitbang,2002) and it is carried out by means of an integrated learningapproach, i.e., by integrating it into all class subjects. Problems arisebecause not all teachers possess the potential sensitivity adequate foridentifying and analyzing materials for character education in thelearning materials or lesson books used. The teachers tend to merelyteach whatever is explicit in the learning materials while thematerials for character education implicit in the learning materialsare not perceived and revealed. As a result, the character educationimplied is not worked out and does not reach the learner.To solve the problem, certain strategies need to be employed incarrying out character education integrated in the competency-basedclass subjects. The strategies cover presentation and learningstrategies, the former further covering implicit and explicit strategiesand the latter further covering deductive and inductive strategies.The strategies could also be combined into implicit-deductive,implicit-inductive, explicit-deductive, and explicit-inductive ones.The identification, interpretation, and analysis of materials forcharacter education should be made to fit the local cultural context(implying Contextual Teaching and Learning or CTL).
KEMANDIRIAN BELAJAR MAHASISWA PENDIDlKAN TEKNIK MESIN DITINJAU DAR! ASAL SEKOLAH, TEMPAT TINGGAL, DAN LAMA STUDI Pardjono, Pardjono
Jurnal Cakrawala Pendidikan Vol 1, No 1 (2007): Cakrawala Pendidikan, Februari 2007, Th. XXVI, No. 1
Publisher : LPMPP Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (10436.369 KB) | DOI: 10.21831/cp.v1i1.8590

Abstract

he system employing semester credit units requires students'good self-regulated learning in order that they attain learning goalssuccessfully. The present article concerns a research aimed atknowing(l) of what level mechanical engineering students' self­dependence in learning was as seen from both their self-stated viewsabout their self-regulated learning and their self-regulated learningin practice; (2) whether there was any difference in levelof self­regulated learning among those having different typesof high schooleducational background; (3) whether there was any differenceinlevel of self-regulated learning among those having studied fordifferent numbersof semesters; and (4) whether the environmentwhere they live influences their self-dependence in learning,or, inother words, their self-regulated learning.The research employed a positivistic approach which wasexploratory in nature. The population consistedof 254 students ofthe Mechanical Engineering Education Study Program, Faculty ofEngineering, State University of Yogyakarta, who were takingcourses in one even-numbered semester or another in the academicyearof 2005/2006. The sample size was 228 and the researchsubjects were randomly selected. The data were compiled by using aclosed self-report typeof questionnaire using a Linkert-type scalemodel. The data were analyzed by meansof non-parametricstatistics using the Kruskal-Wallis Test and the Mann-Whitney UTest since the data distribution did not fulfill the inferentialparametric analysis assumption The research findings indicate that (1) the level of the students'self-regulated learning was very good though the mean score fortheir self-regulated learning in practice is lower than that for theirself-stated views about their self-regulated learning; (2) there is nodifference in levelof self-regulated learning between those with ageneral high school educational background and those with avocational high school educational background, accordingto boththeir self-stated views on it and their self-regulated learning inpractice; (3) there is no difference in levelof self-regulated learningbetween those who live with their family and those who live at someoff-campus housing, accordingto both their self-stated views on itand their self-regulated learning in practice; and (4) there is nodifference in levelof self-regulated learning among those havingstudied for different numbersof semesters, according to both theirself-stated views on it and their self-regulated learningin practice,excluding the viewsof those in their second semester on their self­regulated learning
PERANAN KEYAKINAN GURU TERHADAP HAKIKAT DAN BELAJAR MENGAJAR SAINS DALAM PENGEMBANGAN PROFESIONALISME Iceng Hidayat
Jurnal Cakrawala Pendidikan Vol 1, No 1 (2007): Cakrawala Pendidikan, Februari 2007, Th. XXVI, No. 1
Publisher : LPMPP Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/cp.v1i1.8551

Abstract

This article is a study aiming at developing a professionalismenhancingsystem that can bridge the gap between the curriculumthat prepares teachers and the teaching they practice at schools. Anunderstanding of the system of teachers' beliefs will assist inenhancing the effectiveness of the teaching of science and representsa significant indicator of teachers' behavior in the classroom. Inrelation to science, teachers believe that it is manmade so that it isimperfect and must be continuously developed. They also realizethat science is part of daily life. In teaching science, emphasis shouldbe on exploratory learning with little instruction but with a provisionof structured materials. Teachers' beliefs have important roles ininstructional reformation. Beliefs could be constructed throughactive participation and collaborative partnership so that belief andknowledge transformation can occur. Transformational andcontinuous professional development is needed to align teachers'beliefs with reformation recommendations. Successful reform inscience teaching and true implementation by the teachers as intendedwill need some kind of enabling condition. The PPGS (short forPenugasan Pendidikan Guru ke Sekolah or School AssignedTeacher Education) program is a system to accommodate thetransformational professional development of science teachers andexpected to be an agent of change in science teaching. Every reformor innovation in science teaching could be validated by being putinto practice in PPGS forums first.
PEMBELAJARAN MELALUI OBSERVASI UNTUK MENGEMBANGKAN KETERAMPILAN FISIK DAN TANGGAPAN PSIKOLOGIS DALAM OLAHRAGA Suharjana Suharjana
Jurnal Cakrawala Pendidikan Vol 1, No 1 (2007): Cakrawala Pendidikan, Februari 2007, Th. XXVI, No. 1
Publisher : LPMPP Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/cp.v1i1.8547

Abstract

Observational learning is one of the activating methods tochange ideas, emotions, and actions in various sports. Lately,observational learning for the sake of the appeal of a psychologicalmethod in sports has been ignored by teachers of physical educationand coaches. This article is hopefully to help convince researchersand practitioners not to forget observational learning as an effectivemethod for the development of skills and psychological responses insports. For that purpose, the article will discuss respectively casestudies in sport activities, the theoretical approach to observationallearning, motor skills and psychological responses, developmentalissues, and possible interventions for Makaila, Harrison, and Feliciaas individuals who have problems in sports.Modeling interventions are highly effective as methods ofdeveloping skills and psychological responses in physical activities.Theories, researches, and applications have given teachers ofphysical education and coaches convincing reasons for the reuse ofobservational learning as a learning method that could developphysical skills and psychological responses in sports. Modelstudying, self-observation techniques, peer models, and imitativemodels are part of the intervention types available that could be usedon children and adults in sport practices, sport competitions, andrehabilitative situations.
PERLUNYA MEMAHAMI PENDIDIKAN SECARA KRITIS Ahmad Dardiri
Jurnal Cakrawala Pendidikan Vol 1, No 1 (2007): Cakrawala Pendidikan, Februari 2007, Th. XXVI, No. 1
Publisher : LPMPP Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/cp.v1i1.8552

Abstract

Kurikulum sebagai alat dalam proses pembelajaran tidak dapatmempunyai basis atau dasar. Yang ada ialah kurikulum yang bertujuankompetensi, yang harus memungkinkan untuk meluluskanpara pelajar yang memang kompeten. Itulah mengapa ia memberikepanjangan KBK, bukan Kurikulum Berbasis Kompetensi, melainkanKurikulum Bertujuan Kompetensi (hal 3). Kompetensi macamapa? Apa yang disampaikan penulis lebih diarahkan pada satuanpendidikan SD, SLTP dan SMU, satuan-satuan pendidikan inimenghasilkan kompetensi apa? Lebih-Iebih SD dan SLTP. Untuksemua SMK sudah jelas, lulusannya harus kompeten dalam kejuruanyang diajarkan kepada mereka.
STUDI ETNOGRAFI PENDIDIKAN PADA SMA NEGERI 1 UBUD BALI: KONSEP AJEG BALI (HINDU) BERBASIS IDEOLOGI TRI HITA KARANA Sukadi Sukadi
Jurnal Cakrawala Pendidikan Vol 1, No 1 (2007): Cakrawala Pendidikan, Februari 2007, Th. XXVI, No. 1
Publisher : LPMPP Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/cp.v1i1.8554

Abstract

This article concerns a research aimed at explainingideology was ......._A................'.......a staterelevant educational programs in the course shaping ageneration of modern students still retaining the Balinese character.The research was an educational ethnographical one, llSillginformants selected purposively by means of a snowball samplingtechnique. The data, collected by making observationsinterviews, studying compiled documents, and giving tests tostudents, were analyzed qualitatively. The results of the researchindicate that the school above is a school with Hindu nuances and,relevant with its vision, mission, and goal, has developed certaineducational programs to participate in making a success of the moralmovement in the Balinese society to actualize a Bali remainingBalinese.The movement to remain Balinese was defined by theteachers and students as a moral one made to retain the Balinesepeople's characteristic religious and socio-cultural living, preservedon the basis of the implementation of tri hita karana values.Accordingly, the school has developed educational programsempowering students in taking part in actualizing those values atschool, not meaning that the school has abandoned the nationaleducational vision, mission, and goal.

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