Garuda - Garba Rujukan Digital

Article Per Year (5 Year)

All

Cakrawala Pendidikan

cp
Website

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 20 Documents

1 2

Search results for , issue "Vol 39, No 1 (2020): CAKRAWALA PENDIDIKAN, VOL. 39, NO. 1, FEBRUARY 2020" : 20 Documents clear

“I’M A SUPERHERO”: INCREASING STUDENTS’ PSYCHOLOGICAL CAPITAL THROUGH STORYTELLING Unika Prihatsanti; Ika Zenita Ratnaningsih; Anggun Resdasari Prasetyo
Jurnal Cakrawala Pendidikan Vol 39, No 1 (2020): CAKRAWALA PENDIDIKAN, VOL. 39, NO. 1, FEBRUARY 2020
Publisher : LPMPP Universitas Negeri Yogyakarta

Psychological capital as a positive psychological characteristic that reflected through several components such self-efficacy, hope, optimism, and resilience is important to adjust the changes that experienced by freshmen in a college. Storytelling is a form of communication that allows the listener to fully immerse in the content of the story and experience the emotions felt by the characters. This study aims to determine the effect of storytelling activities use “I’m a Superhero” module to increase students’ psychological capital. Quasi-experimental methods were used in the study that involving 127 first-year college students. The subjects of this study divided into two groups, 56 for the experimental group and 71 for the control group. The interventions were done for 22 days divided into six sessions and described in "I'm a Superhero" module. The analysis results using an independent sample t-test showed that there was a difference between experiment and control groups (t(125) = 5.176; p .01). It shows that the storytelling activity is the potential to be an alternative media to increasing students' psychological capital so that the freshmen more independent and quickly adjust to change.

ROLE-PLAYING MODEL: IS IT EFFECTIVE TO IMPROVE STUDENTS’ ACCOUNTING LEARNING MOTIVATION AND LEARNING ACHIEVEMENTS? Laurentius Saptono; Budi Eko Soetjipto; Wahjoedi Wahjoedi; Hari Wahyono
Jurnal Cakrawala Pendidikan Vol 39, No 1 (2020): CAKRAWALA PENDIDIKAN, VOL. 39, NO. 1, FEBRUARY 2020
Publisher : LPMPP Universitas Negeri Yogyakarta

Teachers need to organize learning that is contextual, innovative, and interesting so that students are more motivated to learn and they get better learning outcomes. The research was aimed to examine the effectiveness of role-playing model to improve the twelfth-grade social students’ learning motivation and their learning achievements on accounting subject with basic competence of practicing accounting cycles of service companies. The research was conducted with a quasi experiment for 3 public high schools in Sleman Regency. There were 206 total respondents for this research. Research data was gathered by using two methods: tests and questionnaires. Independent sample t-test was used for data analysis techniques. The result of this research showed that t-test for equality of mean of learning motivation was significant (sig. = .000 α = .05) and learning achievement was also significant (sig. = .000 α = .05). At the treatment class, students’ learning motivation was very high and their learning achievement was high. Thus, it was concluded that the role playing model was effective to improve the twelfth-grade social students’ learning motivation and their learning achievements on accounting subject with basic competence of practicing accounting cycles of service companies.

DOES THE NUMBER OF SUPERVISED COUNSELING PRACTICE EXPERIENCES MAKE DIFFERENCE IN THE WISDOM OF PRE-SERVICE COUNSELORS? Agus Taufiq; Herdi Herdi
Jurnal Cakrawala Pendidikan Vol 39, No 1 (2020): CAKRAWALA PENDIDIKAN, VOL. 39, NO. 1, FEBRUARY 2020
Publisher : LPMPP Universitas Negeri Yogyakarta

Wisdom is one of the fundamental qualities of personality, core competence, and predictors of effective counselor. The wisdom of a pre-service counselor is predicted to develop if the counselor has the opportunity to undergo, ask, reflect, and internalize his/her experiences through supervised counseling practice. The objective of the research is to compare the wisdom resulted by Indonesian pre-service counselors based on the number of supervision during counseling practices. The research used the ex post facto method. The sample of this research consisted of 489 sixth semester pre-service counselors of 11 guidance and counseling department in Indonesia, whereas 307 students only received 3x supervision, and 182 students with 3x supervision. Data were collected using Indonesian Counselor's Wisdom Scale with Cronbach’s Alpha = .92. The t-test results show that there was a significant difference in the average score of wisdom and each dimension: religious, personal, social, emotional, reflective, and ethic of the pre-service counselors based on the number of supervised counseling practice where those with less supervision had better quality of wisdom. This means that the small number of supervised counseling practice experience but with a quality of supervisory working alliance can develop the wisdom of pre-service counselors.

MULTICULTURAL EDUCATION IN SALAF PESANTREN AND PREVENTION OF RELIGIOUS RADICALISM IN INDONESIA Marzuki Marzuki; Miftahuddin Miftahuddin; Mukhamad Murdiono
Jurnal Cakrawala Pendidikan Vol 39, No 1 (2020): CAKRAWALA PENDIDIKAN, VOL. 39, NO. 1, FEBRUARY 2020
Publisher : LPMPP Universitas Negeri Yogyakarta

Islamic boarding school (pesantren) is the oldest Islamic educational institution in Indonesia. Pesantren is recognized as one of the institutions that can encourage the realization of multiculturalism amongst Muslims. However, recently pesantren has been alleged to be one of the centers for the spread of religious radicalism. This study is aimed at analyzing multicultural education in salaf (traditional) pesantren, that is appropriate and be able to prevent the growth and development of religious radicalism in Indonesia. The study is a qualitative research with a phenomenological approach involving four salaf pesantrens in Java; namely Al-Qadir Pesantren of Sleman Yogyakarta, Dar al-Tauhid of Cirebon, Roudlatuth Thalibin of Rembang, and Tebuireng of Jombang. The research data were collected by observation, interviews, documentation, and focus-group discussions (FGD). Data were analyzed using an interactive technique. Findings showed that the forms of multicultural education at the four salaf pesantrens generally have similarities in the application of multiculturalism core values. However, each pesantren has its own specific peculiarities. The various cultures built up by the four caregivers of the salaf pesantrens have been effective to prevent the growth and development of religious radicalism at the pesantren, particularly, and in the society, more generally.

VALIDATION OF THE MALAY-TRANSLATED EXPECTANCY VALUE MODEL QUESTIONNAIRE AND MULTI-DIMENSIONAL SPORTSPERSONSHIP ORIENTATIONS SCALE AMONG MALAYSIAN ADOLESCENCE FIELD HOCKEY PLAYERS Kanagarajah Rarujanai; Teo Eng Wah; Arthur Ling; Ngien Siong Chin; Mansur Mansur
Jurnal Cakrawala Pendidikan Vol 39, No 1 (2020): CAKRAWALA PENDIDIKAN, VOL. 39, NO. 1, FEBRUARY 2020
Publisher : LPMPP Universitas Negeri Yogyakarta

This study presents an overview of Malaysian adolescent field hockey players’ expectancy beliefs, subjective values and sportspersonship attitude. We aimed to translate and validate two questionnaires i.e., Expectancy Value Model Questionnaire (EVMQ) and Multi-dimensional Sportspersonship Orientations Scale (MSOS) to Malay language. The EVMQ and MSOS were translated into the Malay language using the back translation method. A total of 230 respondents (15.40 ± 2.17 years) were recruited for this study. The result of analyses are EVMQ-M (M = 5.38 ± .95) and MSOS-M (M = 3.64 ± .40) respectively. Content validity was checked by experts in the fields for content conformity and culture bias whereas face validity was confirmed by ten participants. Both questionnaires showed high internal consistency (reliability); EVMQ-M (α = .94) and MSOS-M (α = .82). Data fits were checked using the Structural Equation Model; EVMQ-M (χ² (df = 39) = 84.07, CFI = .97, GFI = .94, TLI = .95, RMSEA = .07, ChiSq/df = 2.16) and MSOS-M (χ² (df = 146) = 321.76, CFI = .92, GFI = .87, TLI = .90, RMSEA = .07, ChiSq/df = 2.20) also showed good construct validity. The translated Malay version EVMQ-M and the MSOS-M are reliable and valid instruments to assess Malaysian adolescent field hockey players.

CLASS CULTURE AND THE ACADEMIC STRESS OF DIGITAL NATIVES GENERATIONS Muchsini, Binti; Siswandari, Siswandari
Cakrawala Pendidikan Vol 39, No 1 (2020): CAKRAWALA PENDIDIKAN, VOL. 39, NO. 1, FEBRUARY 2020
Publisher : LPMPP Universitas Negeri Yogyakarta

The culture Digital Natives Generations (DNG) are important considerations for lecturers in designing their courses because they are a generation that is very familiar with the technology. The DNG will feel pressured if the learning process is similar to that of the previous generation. Therefore, the purpose of this study is to examine the effect of cultural values in the classroom that may lead to the academic stress of DNG. The research uses quantitative research methods. The instruments of cultural values in the classroom refer to Hofstede's cultural dimension, while Academic Stress (AS) refers to Gadzellaâ€™s Student-Life Stress Inventory, with 152 respondents representing students at Sebelas Maret University Indonesia. Data analysis was performed using simple regression analysis with the aid of MINITAB. The results show that there are significant influence of cultural values in the classroom Power Distance (PD), collectivism individualism (CI), feminism masculinity (FM), uncertainty avoidance (UAI), and long-term orientation (LTO) on AS (p < 0.05). The results of the study could be utilized to determine the cultural values in the classroom that could be incorporated into the design of learning models so as to minimize the AS of DNG at higher education.

MARITAL STATUS AND SUBJECTIVE WELL-BEING: DOES EDUCATION LEVEL TAKE INTO ACCOUNT? Edmond Ndayambaje; Adi Cilik Pierewan; Emmanuel Nizeyumukiza; Balthazar Nkundimana; Yulia Ayriza
Jurnal Cakrawala Pendidikan Vol 39, No 1 (2020): CAKRAWALA PENDIDIKAN, VOL. 39, NO. 1, FEBRUARY 2020
Publisher : LPMPP Universitas Negeri Yogyakarta

Following western trends besides several Asian countries, Indonesian families are experiencing an increase numbers of single men and women which seems to ignore traditional standards ages of getting married for both gentlemen and ladies. Indonesian youth in this category are subjected to social pressure to marry, and this affect their subjective well-being. Using data from Indonesian Family Life Survey (IFLS) 2014; 5th wave with 29,160 participants (15,581 women and 13,579 men) from 15,160 households and 297 Districts, This study was aimed at studying how marital status and subjective well-being are related in Indonesia, and how education take into account. Linear regression was performed to calculate the estimation correlation. After controlling confounding variables, the results show that married people are happier than singles, divorced, and widowers. In educational field, the research findings revealed that highly educated people are happier and satisfied than those who are less educated. Based on the results of this study, governments, policymakers, and their stakeholders need to encourage people to be engaged in education so that they rise their happiness. Further research orientations and recommendations were discussed for future researchers and policymakers to improve people’s well-being.

CHILDREN’S SOCIAL SKILLS THROUGH TRADITIONAL SPORT GAMES IN PRIMARY SCHOOLS Johan Irmansyah; Ria Lumintuarso; FX. Sugiyanto; Pamuji Sukoco
Jurnal Cakrawala Pendidikan Vol 39, No 1 (2020): CAKRAWALA PENDIDIKAN, VOL. 39, NO. 1, FEBRUARY 2020
Publisher : LPMPP Universitas Negeri Yogyakarta

Traditional society still perceives that physical education is ineffective in shaping children’s character and that physical education is still considered as only a playing activity without having significant effects to the development of children’s social skill. This research aims to help children shape their social skills through the traditional games provided by physical education teachers with their comprehensive playing activities. The method used in this research was a qualitative approach, by doing some observations and unstructured interviews to teachers and students. The format of the game used in this research was the modification of traditional games called ‘Gobak Sodor’ which is adapted to the multilateral development of children and the theory of sports education. The result of observation and interview shows that the modified traditional games ‘Gobak Sodor’ can help children to shape their social skills, such as personal and social responsibility, teamwork, communication and the care of each other in the game. It can be concluded that the social skills of children can not be created instantly. It requires time and continuous learning process. One of the approaches which can be used in forming children’s social skills is modified traditional sport games ‘Gobak Sodor’.

THINK-PAIR-SHARE MODEL AS SOLUTION TO DEVELOP STUDENTS’ CRITICAL THINKING IN ISLAMIC STUDIES: IS IT EFFECTIVE? Mohammad Kurjum; Abdul Muhid; Muhammad Thohir
Jurnal Cakrawala Pendidikan Vol 39, No 1 (2020): CAKRAWALA PENDIDIKAN, VOL. 39, NO. 1, FEBRUARY 2020
Publisher : LPMPP Universitas Negeri Yogyakarta

One type of cooperative learning methods is Think Pair Share (TPS). This study aimed at examining the contribution of the TPS method in increasing students' critical thinking in Islamic studies. Particularly, the study investigated the significances of the difference between learned students using TPS method and conventional method, and the effectiveness of TPS learning method. This study used an experimental group and a control group. It is a quasi-experiment with pre-test and post-tests non equivalent control group design. The population of this research are students who take courses in Islamic studies. Samples are taken randomly by taking two classes for an experimental class and a control class. The technique of collecting data was tests, while the technique of data analysis used the statistical technique of t-test (independent and paired samples) within the application of the SPSS release 24 program. The results of the study indicate that there is a significant difference (sig .000) between groups of students who are taught by the TPS Method and conventional Method. In addition, the TPS method has also proven to be effective for teaching Islamic studies which shows a significant difference (sig .000) between the pre-test and post-test.

STUDENT TEACHERS’ CONCEPTION OF FEEDBACK WITHIN AN ASSESSMENT FOR LEARNING ENVIRONMENT: LINK TO PUPIL ASPIRATION Nor Hasnida Che Md Ghazali; Norazilawati Abdullah; Syaza Hazwani Zaini; Mahizer Hamzah
Jurnal Cakrawala Pendidikan Vol 39, No 1 (2020): CAKRAWALA PENDIDIKAN, VOL. 39, NO. 1, FEBRUARY 2020
Publisher : LPMPP Universitas Negeri Yogyakarta

Teacher beliefs for conceptualisations of feedback should facilitate pupil development. However, to what extent does the conception of feedback in assessment for learning influence pupil aspirations as commanded by the Malaysian Education Development Plan? Thus, this study is conducted to explore the degree of influence of the conceptions of feedback factors on Pupil Aspiration. A survey research design is used in this study using a self-report inventory on feedback conceptions and pupil aspirations. The participants involved are 490 student teachers who have completed their teaching practical in the government schools in their previous semester. The feedback conception inventory adapted from the Teacher Conceptions of Feedback (TCoF) is used to measure the conception of feedback and the instrument for Pupil Aspiration is developed by the researchers. A structural equation modelling software, the Analysis of Moment Structures was used to test the hypothesized relationship. The analysis involves two-stage approach. Results of the study indicated that the proposed model was supported, and thus revealing that feedback conceptions was associated with Pupil Aspirations. Ten inter-correlated constructs had good psychometric properties. All the nine constructs of feedback conceptions loaded positively on pupil aspirations. The findings will give rise to further hypotheses which could close the gap of the research.

Page 1 of 2 | Total Record : 20

1 2

Filter by Year

2020 2020

Filter By Issues

All Issue Vol 42, No 3 (2023): Cakrawala Pendidikan (October 2023) Vol 42, No 2 (2023): Cakrawala Pendidikan (June 2023) Vol 42, No 1 (2023): Cakrawala Pendidikan (February 2023) Vol 41, No 3 (2022): Cakrawala Pendidikan (October 2022) Vol 41, No 2 (2022): Cakrawala Pendidikan (June 2022) Vol 41, No 1 (2022): Cakrawala Pendidikan (February 2022) Vol 40, No 3 (2021): Cakrawala Pendidikan (October 2021) Vol 40, No 2 (2021): Cakrawala Pendidikan (June 2021) Vol 40, No 1 (2021): Cakrawala Pendidikan (February 2021) Vol 39, No 3 (2020): CAKRAWALA PENDIDIKAN, VOL. 39, NO. 3, OCTOBER 2020 Vol 39, No 2 (2020): CAKRAWALA PENDIDIKAN, VOL. 39, NO. 2, JUNE 2020 Vol 39, No 1 (2020): CAKRAWALA PENDIDIKAN, VOL. 39, NO. 1, FEBRUARY 2020 CAKRAWALA PENDIDIKAN, VOL. 38, NO. 3, OCTOBER 2019 CAKRAWALA PENDIDIKAN, VOL. 38, NO. 2, JUNE 2019 CAKRAWALA PENDIDIKAN, VOL. 38, NO. 1, FEBRUARY 2019 CAKRAWALA PENDIDIKAN EDISI OKTOBER 2018, TH.XXXVII, NO.3 CAKRAWALA PENDIDIKAN EDISI JUNI 2018, TH.XXXVII, NO.2 CAKRAWALA PENDIDIKAN EDISI FEBRUARI 2018, TH.XXXVII, NO.1 CAKRAWALA PENDIDIKAN EDISI OKTOBER 2017, TH.XXXVI, NO.3 CAKRAWALA PENDIDIKAN EDISI JUNI 2017, TH. XXXVI, NO. 2 CAKRAWALA PENDIDIKAN EDISI FEBRUARI 2017, TH. XXXVI, NO. 1 CAKRAWALA PENDIDIKAN EDISI OKTOBER 2016, TH. XXXV, NO. 3 CAKRAWALA PENDIDIKAN EDISI JUNI 2016, TH. XXXV, NO. 2 CAKRAWALA PENDIDIKAN EDISI FEBRUARI 2016, TH. XXXV, NO. 1 CAKRAWALA PENDIDIKAN EDISI OKTOBER 2015, TH. XXXIV, NO. 3 CAKRAWALA PENDIDIKAN EDISI JUNI 2015, TH. XXXIV, NO. 2 CAKRAWALA PENDIDIKAN FEBRUARI 2015, TH. XXXIV, NO. 1 CAKRAWALA PENDIDIKAN OKTOBER 2014, TH. XXXIII, NO. 3 CAKRAWALA PENDIDIKAN JUNI 2014, TH. XXXIII, NO. 2 CAKRAWALA PENDIDIKAN FEBRUARI 2014, TH. XXXIII, NO. 1 No 3 (2013): CAKRAWALA PENDIDIKAN NOVEMBER 2013, TH. XXXII, NO. 3 No 2 (2013): CAKRAWALA PENDIDIKAN Juni 2013, Th. XXXII, No. 2 No 1 (2013): CAKRAWALA PENDIDIKAN Februari 2013, Th. XXXII, No. 1 No 3 (2012): Cakrawala Pendidikan edisi November 2012, Th. XXXI, No. 3 No 2 (2012): CAKRAWALA PENDIDIKAN EDISI Juni 2012, Th. XXXI, No. 2 No 1 (2012): CAKRAWALA PENDIDIKAN EDISI Februari 2012, Th. XXXI, No. 1 No 3 (2011): CAKRAWALA PENDIDIKAN EDISI NOVEMBER 2011, Th. XXX, No. 3 No 1 (2011): CAKRAWALA PENDIDIKAN EDISI Februari 2011, Th. XXX, No. 1 No 2 (2011): CAKRAWALA PENDIDIKAN Mei 2011, Th. XXX, Edisi Khusus Dies Natalis UNY No 3 (2010): Cakrawala Pendidikan, November 2010, Th. XXIX, No. 3 No 2 (2010): Cakrawala Pendidikan, Juni 2010, Th. XXIX, No. 2 No 3 (2010): Mei 2010, Th. XXIX, Edisi Khusus Dies Natalis UNY No 1 (2010): Cakrawala Pendidikan Edisi Februari 2010 No 3 (2009): Cakrawala Pendidikan, November 2009, Th. XXVIII, No. 3 No 2 (2009): Cakrawala Pendidikan, Juni 2009, Th. XXVIII, No. 2 No 1 (2009): CAKRAWALA PENDIDIKAN, Februari 2009, Th. XXVIII, No. 1 Vol 2, No 2 (2008): Cakrawala Pendidikan, Juni 2008, Th. XXVII, No. 2 Vol 1, No 1 (2008): Cakrawala Pendidikan, Februari 2008, Th. XXVII, No. 1 No 3 (2008): Cakrawala Pendidikan, November 2008, Th. XXVII, No. 3 Vol 3, No 3 (2007): Cakrawala Pendidikan, November 2007, Th. XXVI, No. 3 Vol 2, No 2 (2007): Cakrawala Pendidikan, Juni 2007, Th. XXVI, No. 2 Vol 1, No 1 (2007): Cakrawala Pendidikan, Februari 2007, Th. XXVI, No. 1 No 3 (2006): Cakrawala Pendidikan, November 2006, Th. XXV, No.3 No 2 (2006): Cakrawala Pendidikan, Juni 2006, Th. XXV, No.2 No 1 (2006): Cakrawala Pendidikan, Februari 2006, Th. XXV, No.1 No 3 (2005): Cakrawala Pendidikan, November 2005, Th. XXIV, No.3 No 2 (2005): Cakrawala Pendidikan, Juni 2005, Th. XXIV, No.2 No 1 (2005): Cakrawala Pendidikan, Edisi Februari 2005, Th. XXIV, No.1 No 3 (2004): Cakrawala Pendidikan edisi November 2004, Th. XXIII, No.3 No 2 (2004): CAKRAWALA PENDIDIKAN, EDISI JUNI 2004, TH. XXIII, NO. 2 No 1 (2004): CAKRAWALA PENDIDIKAN EDISI FEBRUARI 2004, TH. XXIII, NO. 1 No 3 (2003): Cakrawala Pendidikan edisi November 2003, Th. XXII, No. 3 No 2 (2003): CAKRAWALA PENDIDIKAN, EDISI JUNI 2003, TH. XXII, NO. 2 No 1 (2003): CAKRAWALA PENDIDIKAN EDISI FEBRUARI 2003, TH. XXII, NO. 1 No 3 (2002): CAKRAWALA PENDIDIKAN, EDISI NOVEMBER 2002, TH. XXI, NO. 3 No 2 (2002): Cakrawala Pendidikan edisi Juni 2002, Th. XXI, No. 2 No 1 (2002): CAKRAWALA PENDIDIKAN EDISI FEBRUARI 2002,TH XXI. 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

Home Page

OAI Link

Editorial Team

Contact

Reviewer

Google Scholar

Contact Name
-

Contact Email
-

Phone
-

Journal Mail Official
-

Editorial Address
-

Location
Kab. sleman,

Daerah istimewa yogyakarta

INDONESIA

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Home Page

OAI Link

Editorial Team

Contact

Reviewer

Google Scholar

Contact Name -

Contact Email -

Phone -

Journal Mail Official -

Editorial Address -

Location Kab. sleman, Daerah istimewa yogyakarta INDONESIA

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Contact Name
-

Contact Email
-

Phone
-

Journal Mail Official
-

Editorial Address
-

Location
Kab. sleman,

Daerah istimewa yogyakarta

INDONESIA