Enhancing teaching competence of prospective physical education teachers with integrated learning model
Downloads
Learning continuously evolves, propelled by advancements in science and technology as well as the shifting needs and preferences of students. A critical question arises: Are prospective teachers adequately prepared to adapt to these evolving demands with the necessary competencies? This study addresses this question by investigating the effectiveness of an Integrated Learning Model (ILM) in enhancing key teaching competencies. The research focuses on teaching skills, analytical thinking abilities, academic integrity, and transformational leadership qualities among prospective teachers. The study employs an experimental research design, utilizing a one-group pre-test-post-test methodology to assess the impact of the ILM on 35 students selected through cluster sampling. Data collection instruments included the TPOG for evaluating teaching skills, the ATSI for assessing analytical thinking, the PAAIS-24 for measuring academic integrity, and the GTLS for gauging transformational leadership abilities. The data analysis involved descriptive statistics, paired samples t-tests, and N-gain score analysis. The results indicate a significant positive effect of the ILM on all measured competencies: teaching skills, analytical thinking skills, academic integrity, and transformational leadership. These findings underscore the ILM's potential as a robust framework for developing the competencies necessary for prospective teachers to meet the challenges of modern education. The study suggests that future research should explore the application of ILM in various social contexts, examine its effectiveness in fostering additional relevant competencies, and compare its outcomes with those of other instructional models. Such investigations will contribute to a deeper understanding of ILM's role in preparing teachers for the demands of 21st-century education.
Aga, A. H. (2022). Teacher's competence on attitude of high school students towards physical education in a Kellem Wollega Zone, Ethiopia. International Journal of Health Sciences, 6(1), 3671–3678. https://doi.org/10.53730/ijhs.v6nS1.5589
Aindra, A. D., Wibawa, A. P., & Nurhadi, D. (2022). Teacher's competence and performance: A systematic theoretical study. International Journal of Education and Learning, 4(1), 65–80. https://doi.org/10.31763/ijele.v4i1.397
Anderson, H. J., Baur, J. E., Griffith, J. A., & Buckley, M. R. (2017). What works for you may not work for (Gen)Me: Limitations of present leadership theories for the new generation. The Leadership Quarterly, 28(1), 245–260. https://doi.org/10.1016/j.leaqua.2016.08.001
Arban, J., Domdom, V., Aliazas, J. V., & Gimpaya, R. (2023). Competency assessment of physical education teachers and its influence on students' cognitive learning. International Journal of Scientific and Management Research, 6(6), 28–44. https://doi.org/10.37502/IJSMR.2023.6603
Arifmiboy, Jamna, J., Iswari, M., & Agustina. (2018). TADALURING microteaching learning model (TMLM): Preparing professional teacher by pre-service training. SHS Web of Conferences, 42, 42. https://doi.org/10.1051/shsconf/20184200007
ArwaArna'out. (2016). Academic integrity issues: Benefits, challenges, initiatives and practices. International Journal of Social Sciences & Education, 6(1), 8–21. http://ijsse.com/sites/default/files/issues/2016/v6i1/paper-02.pdf
Ballová MikuÅ¡ková, E., VereÅ¡ová, M., & Gatial, V. (2024). Antecedents of teachers' professional competencies. Cogent Education, 11(1), 2286813. https://doi.org/10.1080/2331186X.2023.2286813
Barineka Nbina, J. (2012). Teachers competence and students academic performance in senior secondary schools chemistry: Is there any relationship? Global Journal of Educational Research, 11(1), 15–18. https://doi.org/10.4314/gjedr.v11i1.3
Baumgartner, M. (2022). Professional competence(s) of physical education teachers: Terms, traditions, modelling and perspectives. German Journal of Exercise and Sport Research, 52(4), 550–557. https://doi.org/10.1007/s12662-022-00840-z
Blegur, J., & Lumba, A. J. F. (2019). Improving teaching skills of the prospective physical education teachers through drill guide method. Jurnal Pendidikan Jasmani dan Olahraga, 4(2), 178–188. https://doi.org/10.17509/jpjo.v4i2.19171
Blegur, J., & Lumba, A. J. F. (2022). Teaching skills of the prospective physical education teachers based on group learning commitment. JPI (Jurnal Pendidikan Indonesia), 11(1), 107–116. https://doi.org/10.23887/jpi-undiksha.v11i1.34739
Blegur, J., Lumba, A. J. F., & Ngongo, M. (2023). Tracing physical education teachers' teaching difficulties in online era using teaching skill indicators. Pegem Journal of Education and Instruction, 13(1), 125–134. https://doi.org/10.47750/pegegog.13.01.15
Blegur, J., Mahendra, A., Mahardika, I. M. S., Lumba, A. J. F., & Rajagukguk, C. P. M. (2023). Construction of analytical thinking skills instruments for micro teaching courses. Journal of Education Research and Evaluation, 7(2), 184–196. https://doi.org/10.23887/jere.v7i2.57025
Blegur, J., Ma'mun, A., Berliana, Mahendra, A., Alif, M. N., Juliantine, T., & Lumba, A. J. F. (2024). Integrated learning models for micro-teaching course. Emerging Science Journal, 8(6).
Blegur, J., Ma'mun, A., Berliana, Mahendra, A., & Layao, M. M. (2024). Need analysis for innovation in integrated learning models for micro-teaching course: Explanatory sequential design. Jurnal Keolahragaan, 12(1), 50–66. https://doi.org/10.21831/jk.v12i1.71950
Blegur, J., Masi, P. W., & Haq, A. H. B. (2021). Memupuk kejujuran calon guru pendidikan jasmani melalui peer-assessment dalam praktik micro teaching. In A. J. F. Lumba, A. D. N. Rupidara, J. A. Jacob, & J. Blegur (Eds.), Menggagas asa dharma perguruan tinggi di era pandemi (pp. 53–71). Klaten: Lakeisha.
Blegur, J., Subarjah, H., Hidayat, Y., Ma'mun, A., Mahendra, A., Mahardika, I. M. S., & Hardiansyah, S. (2024). Peer-assessment academic integrity scale (PAAIS-24). Emerging Science Journal, 8(2), 513–526. https://doi.org/10.28991/ESJ-2024-08-02-09
Blegur, J., Wasak, M. R. P., & Manu, L. (2017). Penilaian formatif peserta didik atas kompetensi pendidik dalam proses pembelajaran. Satya Widya, 33(2), 117–127. https://doi.org/10.24246/j.sw.2017.v33.i2.p117-127
Blí¶meke, S., Jentsch, A., Ross, N., Kaiser, G., & Kí¶nig, J. (2022). Opening up the black box: Teacher competence, instructional quality, and students' learning progress. Learning and Instruction, 79, 101600. https://doi.org/10.1016/j.learninstruc.2022.101600
Boulter, N., Daziel, M., & Hill, J. (2003). People and competencies. London: Biddles, Ltd.
Brown, T., Isbel, S., Logan, A., & Etherington, J. (2020). Predictors of academic integrity in undergraduate and graduate-entry masters occupational therapy students. Hong Kong Journal of Occupational Therapy, 33(2), 42–54. https://doi.org/10.1177/1569186120968035
Burbidge, T., & Hamer, R. (2020). Academic honesty in the international baccalaureate diploma programme. Journal of International Students, 10(2), 265–285. https://doi.org/10.32674/jis.v10i2.667
Carless, S. A., Wearing, A. J., & Mann, L. (2000). Short measure of transformational leadership. Journal of Business and Psychology, 14(3), 389–405. https://doi.org/10.1023/A:1022991115523
Chauhan, P. K., Wood, E., Plummer, T., & Forsyth, G. (2018). Peer-based interventions on academic integrity: Assessing immediate and long term learning. Journal of Academic Ethics, 16(2), 133–149. https://doi.org/10.1007/s10805-017-9296-8
Chitiga, M., Adeyemo, K. S., & Wade, C. (2023). The disruption of black history and critical pedagogy in international higher education curriculum. In R. J. Tierney, F. Rizvi, & K. Ercikan (Eds.), International Encyclopedia of Education (4th ed., pp. 350–355). Amsterdam: Elsevier. https://doi.org/10.1016/B978-0-12-818630-5.02145-X
Cho, K., Tsuda, E., & Ward, P. (2024). Developing adaptive teaching competence in preservice physical education teachers. European Physical Education Review, 0(0), 1–12. https://doi.org/10.1177/1356336X241240621
Chuang, S. (2021). The applications of constructivist learning theory and social learning theory on adult continuous development. Performance Improvement, 60(3), 6–14. https://doi.org/10.1002/pfi.21963
Cruz, R. B. (2022). Teaching competence and students' performance in sports class in physical education. International Journal of Advanced Multidisciplinary Studies, 2(6), 48–61. https://www.ijams-bbp.net/wp-content/uploads/2022/07/1-IJAMS-JUNE-ISSUE-48-61.pdf
Culajara, C. J. (2023). Improving learning performance in physical education through Video-Based Presentations (VBP) approach. Physical Education and Sports: Studies and Research, 2(2), 100–115. https://doi.org/10.56003/pessr.v2i2.251
Daga, A. T., Wahyudin, D., & Susilana, R. (2023). Students' perception of elementary school teachers' competency: Indonesian education sustainability. Sustainability, 15(2), 919. https://doi.org/10.3390/su15020919
Davis, A. (2023). Academic integrity in the time of contradictions. Cogent Education, 10(2), 2289307. https://doi.org/10.1080/2331186X.2023.2289307
Devika, S., & Sheela, P. (2020). Perception of prospective teachers on academic integrity. In P. Saravanan (Ed.), Innovations in the designing and marketing of information services (pp. 135–147). Pennsylvania: IGI Global. https://doi.org/10.4018/978-1-7998-1482-5.ch010
Fauth, B., Decristan, J., Decker, A.-T., Bí¼ttner, G., Hardy, I., Klieme, E., & Kunter, M. (2019). The effects of teacher competence on student outcomes in elementary science education: The mediating role of teaching quality. Teaching and Teacher Education, 86, 102882. https://doi.org/10.1016/j.tate.2019.102882
Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (2011). How to design and evaluate research in education (8th ed.). New York: McGraw-Hill Education.
Francesco, C., Coco, D., Frattini, G., Vago, P., & Andrea, C. (2019). Effective teaching competences in physical education. Journal of Physical Education and Sport, 19, 1806–1813. https://doi.org/10.7752/jpes.2019.s5265
Gao, Z., Xiang, P., Chen, S., & Mcbride, R. (2013). The influence of student teaching on physical education student teachers' self-efficacy and outcome expectancy beliefs. Journal of Teaching, Research, and Media in Kinesiology, 2, 1–15. https://files.eric.ed.gov/fulltext/EJ1053425.pdf
Gillanders, R., Karazi, S., & O'Riordan, F. (2020). Loss aversion as a motivator for engagement with peer assessment. Innovations in Education and Teaching International, 57(4), 424–433. https://doi.org/10.1080/14703297.2020.1726203
Gilley, A., Gilley, J. W., Quatro, S. A., & Dixon, P. (2009). The praeger handbook of human resource management (1st ed.). Westport: Praeger.
Gogus, A. (2012). Constructivist learning. In Encyclopedia of the sciences of learning (pp. 783–786). Boston: Springer. https://doi.org/10.1007/978-1-4419-1428-6_142
Guerrero-Dib, J. G., Portales, L., & Heredia-Escorza, Y. (2020). Impact of academic integrity on workplace ethical behaviour. International Journal for Educational Integrity, 16(1), 2. https://doi.org/10.1007/s40979-020-0051-3
Hake, R. R. (1999). Analyzing change/gain scores. Washington, DC: American Educational Research Association's, Measurement and Research Methodology.
Hastuti, T. A., Soegiyanto, Suherman, W. S., Rahayu, S., & Utami, N. S. (2022). Improving the pedagogic competence of physical education teachers. Jurnal Cakrawala Pendidikan, 41(2), 377–387. https://doi.org/10.21831/cp.v41i2.48231
Holzberger, D., Philipp, A., & Kunter, M. (2013). How teachers' self-efficacy is related to instructional quality: A longitudinal analysis. Journal of Educational Psychology, 105(3), 774–786. https://doi.org/10.1037/a0032198
Huang, H. (2002). Toward constructivism for adult learners in online learning environments. British Journal of Educational Technology, 33(1), 27–37. https://doi.org/10.1111/1467-8535.00236
Huang, Y., An, L., Liu, L., Zhuo, Z., & Wang, P. (2020). Exploring factors link to teachers' competencies in entrepreneurship education. Frontiers in Psychology, 11, 563381. https://doi.org/10.3389/fpsyg.2020.563381
International Centre for Academic Integrity. (2021). Fundamental values of academic integrity (3rd ed.). Albany: International Centre for Academic Integrity.
Jemberie, L. W. (2021). Teachers' perception and implementation of constructivist learning approaches: Focus on Ethiopian Institute of textile and fashion technology, Bahir Dar. Cogent Education, 8(1), 1907955. https://doi.org/10.1080/2331186X.2021.1907955
Julia, Subarjah, H., Maulana, Sujana, A., Isrokatun, Nugraha, D., & Rachmatin, D. (2020). Readiness and competence of new teachers for career as professional teachers in primary schools. European Journal of Educational Research, 9(2), 655–673. https://doi.org/10.12973/eu-jer.9.2.655
Kaiser, G., & Kí¶nig, J. (2020). Analyses and validation of central assessment instruments of the research program TEDS-M. In O. Zlatkin-Troitschanskaia, H. A. Pant, M. Toepper, & C. Lautenbach (Eds.), Student learning in German higher education: Innovative measurement approaches and research results (pp. 29–51). Wiesbaden: Springer Fachmedien Wiesbaden. https://doi.org/10.1007/978-3-658-27886-1_3
Khan, H., Rehmat, M., Butt, T. H., Farooqi, S., & Asim, J. (2020). Impact of transformational leadership on work performance, burnout and social loafing: A mediation model. Future Business Journal, 6(1), 40. https://doi.org/10.1186/s43093-020-00043-8
Kieu Oanh, P. T., & Hong Nhung, N. T. (2022). Constructivism learning theory: A paradigm for teaching and learning English in secondary education in Vietnam. International Journal of Scientific and Research Publications, 12(12), 93–98. https://doi.org/10.29322/IJSRP.12.12.2022.p13211
Kilií§, A. (2010). Learner-centered micro teaching in teacher education. International Journal of Instruction, 3(1), 77–100. www.e-iji.net
Kitchenham, A. (2008). The evolution of John Mezirow's transformative learning theory. Journal of Transformative Education, 6(2), 104–123. https://doi.org/10.1177/1541344608322678
Laka, L., & Paska, P. E. I. N. (2023). Academic integrity model development to improve psychological well-being. Indonesian Journal of Multidisciplinary Science, 2(6), 2645–2655. https://ijoms.internationaljournallabs.com/index.php/ijoms/article/view/457
Locke, E. A., & Latham, G. P. (1990). A theory of goal setting and task performance. Engewood Cliffs, NJ: Prentice Hall.
Locke, E. A., & Latham, G. P. (1991). Self-regulation through goal setting. Organizational Behavior and Human Decision Processes, 50(2), 212–247. https://doi.org/10.2307/258875
Locke, E. A., & Latham, G. P. (2002). Building a practically useful theory of goal setting and task motivation: A 35-year odyssey. American Psychologist, 57(9), 705–717. https://doi.org/10.1037/0003-066X.57.9.705
Locke, E. A., & Latham, G. P. (2006). New directions in goal-setting theory. Current Directions in Psychological Science, 15(5), 265–268. https://doi.org/10.1111/j.1467-8721.2006.00449.x
Locke, E. A., & Latham, G. P. (2019). The development of goal setting theory: A half century retrospective. Motivation Science, 5(2), 93–105. https://doi.org/10.1037/mot0000127
Lumba, A. J. F., Blegur, J., & Bayu, W. I. (2021). Teaching performance instruments of physical education teachers. Journal of Educational Research and Evaluation, 5(3), 436–442. https://doi.org/10.23887/jere.v5i3.33893
Mahardika, I. M. S., Blegur, J., Berliana, Anaktotoy, J., Boleng, L. M., & Arhesa, S. (2024). Global transformational leadership scale: Cross-cultural adaptation of Indonesian sports science student context. International Journal of Evaluation and Research in Education (IJERE), 13(5), 3068–3080. https://doi.org/10.11591/ijere.v13i5.29122
Makorohim, M. F., Yulianti, M., Alficandra, Henjilito, R., Abdullah, N. M., & Lobo, J. (2022). Readiness to become a physical education teacher: An analysis of the four teacher competencies. Journal Sport Area, 7(3), 485–497. https://doi.org/10.25299/sportarea.2022.vol7(3).9269
Maksum, A. (2012). Metodologi penelitian dalam olahraga. Surabaya: Unesa University Press.
Mayombe, C. (2020). Adult learners' perception on the use of constructivist principles in teaching and learning in non-formal education centres in South Africa. International Journal of Lifelong Education, 39(4), 402–418. https://doi.org/10.1080/02601370.2020.1796834
Mezirow, J. (1997). Transformative learning: Theory to practice. New Directions for Adult and Continuing Education, 74, 5–12. https://doi.org/https://doi.org/10.1002/ace.7401
Mezirow, J. (2018). An overview on transformative learning. In K. Illeris (Ed.), Contemporary theories of learning: Learning theorists ... in their own words (2nd ed., pp. 90–105). London: Routledge. https://doi.org/10.4324/9781315147277
Morris, E. J. (2016). Academic integrity: A teaching and learning approach. In T. Bretag (Ed.), Handbook of Academic Integrity (pp. 1037–1053). Singapore: Springer. https://doi.org/10.1007/978-981-287-098-8_11
Morris, E. J. (2018). Academic integrity matters: Five considerations for addressing contract cheating. International Journal for Educational Integrity, 14(1), 15. https://doi.org/10.1007/s40979-018-0038-5
Nasar, A., & Kaleka, M. B. U. (2020). The effect of distance learning with learner center micro teaching model on student' teaching confidence and teaching skills. JIPF (Jurnal Ilmu Pendidikan Fisika), 5(3), 159. https://doi.org/10.26737/jipf.v5i3.1834
Nasar, A., Kaleka, M. B. U., & Alung, H. V. (2020). Applying the learner-centered micro teaching model for improving teaching confidence, attitudes toward teaching profession, and pedagogical content knowledge (PCK) of physics education students. Jurnal Pendidikan Fisika, 8(3), 235–248. https://doi.org/10.26618/jpf.v8i3.3607
Neophytou, L., & Valiandesb, S. (2013). Critical literacy needs teachers as transformative leaders. reflections on teacher training for the introduction of the (new) modern greek language curriculum in Cyprus. Curriculum Journal, 24(3), 412–426. https://doi.org/10.1080/09585176.2012.744331
Safi'i, I., Wahdini, L., & Warpitasari, R. (2023). Measuring teacher's competency in describing student activities in learning with Problem Based Learning. JPI (Jurnal Pendidikan Indonesia), 12(1), 89–96. https://doi.org/10.23887/jpiundiksha.v12i1.51910
Salamah, I., & Kusumanto, R. (2022). Factors influencing academic dishonesty among Sriwijaya State Polytechnic students. International Journal of Science, Technology & Management, 3(2), 357–362. https://doi.org/10.46729/ijstm.v3i2.491
Sarimanah, E. (2018). Developing ERIES learning model to improve students-teacher basic teaching skills through the implementation of lesson study. International Journal of Multi Discipline Science (IJ-MDS), 1(1), 29–35. https://doi.org/10.26737/ij-mds.v1i1.417
Selvi, K. (2010). Teachers' competencies. Cultura: International Journal of Philosophy of Culture and Axiology, 7(1), 167–175. https://doi.org/10.5840/cultura20107133
Simatupang, H., & Aryeni. (2018). Model pendekatan lesson study untuk meningkatkan keterampilan mengajar mahssiwa pada mata kuliah microteaching. Jurnal Biolukus, 1(2), 77–83. https://doi.org/10.30821/biolokus.v1i2.347
Siri, A., Supartha, I. W. G., Sukaatmadja, I. P. G., & Rahyuda, A. G. (2020). Does teacher competence and commitment improve teacher's professionalism. Cogent Business & Management, 7(1), 1781993. https://doi.org/10.1080/23311975.2020.1781993
Solmon, M. A. (2018). Promoting academic integrity in the context of 21st century technology. Kinesiology Review, 7(4), 314–320. https://doi.org/10.1123/kr.2018-0042
Sophuan. (2018). Peningkatkan keterampilan mengajar guru SMP mata pelajaran IPA dalam menerapkan pendekatan saintifik. Tadrib: Jurnal Pendidikan Agama Islam, 4(2), 335–355. https://doi.org/10.19109/tadrib.v4i2.2860
Sotiriadou, P., Logan, D., Daly, A., & Guest, R. (2020). The role of authentic assessment to preserve academic integrity and promote skill development and employability. Studies in Higher Education, 45(11), 2132–2148. https://doi.org/10.1080/03075079.2019.1582015
Suarniti, L. (2023). Supervisi akademik untuk meningkatkan keterampilan mengajar guru SD. Journal of Education Action Research, 7(2), 280–287. https://doi.org/10.23887/jear.v7i2.59474
Sugihartini, N., Sindu, G. P., Dewi, K. S., Zakariah, M., & Sudira, P. (2020). Improving teaching ability with eight teaching skills. Proceedings of the 3rd International Conference on Innovative Research Across Disciplines (ICIRAD 2019), 306–310. https://doi.org/10.2991/assehr.k.200115.050
Sulaiman, J., & Ismail, S. N. (2020). Teacher competence and 21st century skills in transformation schools 2025 (TS25). Universal Journal of Educational Research, 8(8), 3536–3544. https://doi.org/10.13189/ujer.2020.080829
Suparmi, P. (2023). Supervisi klinis untuk meningkatkan keterampilan mengajar guru SD. Journal of Education Action Research, 7(2), 207–214. https://doi.org/10.23887/jear.v7i2.59483
Supiyanto, Y., Sulistyaningrum, H., & Astuty, H. S. (2021). Developmental of microteaching learning model based on experiential learning through role of models and groups. Vidya Karya, 36(1), 25–34. https://doi.org/10.20527/jvk.v35i1.10281
Tai, J., & Adachi, C. (2019). The transformative role of self-and peer-assessment in developing critical thinkers. In C. Bryan & K. Clegg (Eds.), Innovative assessment in higher education: A handbook for academic practitioners (2nd ed., pp. 64–74). London: Routledge.
Tambak, S., & Sukenti, D. (2024). Case-based learning method in learning: Is it effective to improve teaching skills of madrasa teachers in Indonesia? Journal of Learning for Development, 11(1), 151–164. https://doi.org/10.56059/jl4d.v11i1.763
Varas, D., Santana, M., Nussbaum, M., Claro, S., & Imbarack, P. (2023). Teachers' strategies and challenges in teaching 21st century skills: Little common understanding. Thinking Skills and Creativity, 48, 101289. https://doi.org/10.1016/j.tsc.2023.101289
Wang, J., & Wang, Y. (2023). Investigating the authenticity of "students" in microteaching for science pre-service teacher education. Research in Science & Technological Education. https://doi.org/10.1080/02635143.2023.2264194
Wang, S. (2019). School heads' transformational leadership and students' modernity: The multiple mediating effects of school climates. Asia Pacific Education Review, 20(3), 329–341. https://doi.org/10.1007/s12564-019-09575-3
York-Barr, J., & Duke, K. (2004). What do we know about teacher leadership? Findings from two decades of scholarship. Review of Educational Research, 74(3), 255–316. https://doi.org/10.3102/0034654307400325
Yusof, Y., Roddin, R., & Awang, H. (2015). What students need, and what teacher did: The impact of teacher's teaching approaches to the development of students' generic competences. Procedia - Social and Behavioral Sciences, 204, 36–44. https://doi.org/10.1016/j.sbspro.2015.08.107
Yusuf, H. T., Odutayo, A. O., & Tuoyo, A. O. (2022). Effectiveness of teaching practice supervision as perceived by student-teachers in Ilorin Metropolis, Nigeria. Journal of Educational Sciences, 6(3), 312. https://doi.org/10.31258/jes.6.3.p.312-319
Zamora, J. T., & Zamora, J. J. M. (2022). 21st century teaching skills and teaching standards competence level of teacher. International Journal of Learning, Teaching and Educational Research, 21(5), 220–238. https://doi.org/10.26803/ijlter.21.5.12
Zhang, S., & Cheng, Q. (2011). Learning to teach through a practicum-based microteaching model. Action in Teacher Education, 33(4), 343–358. https://doi.org/10.1080/01626620.2011.620523
Zulaeha, I., & Luriawati, D. (2010). Pengembangan model pembelajaran mikro inovatif bagi peningkatan kompetensi pedagogik calon guru bahasa Indonesia. Lingua: Jurnal Bahasa dan Sastra, 6(2), 1–6. https://doi.org/10.15294/lingua.v6i2.873
Jurnal Cakrawala Pendidikan, Jurnal Ilmiah Pendidikan, with ISSN: 0216-1370, is published by the Institute of Education Development and Quality Assurance (LPPMP UNY). Cakrawala Pendidikan has been recently has been re-accredited by Indonesian Ministry of Education and Culture decision Number 51/E/KPT/2017 which is valid for five years since enacted on 4 December 2017.
