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INDONESIA
EDUCARE
Published by Minda Masagi Press
ISSN : 19797877     EISSN : -     DOI : -
Core Subject : Humanities, Education, Art, Social,
Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences
EDUCARE: International Journal for Educational Studies. This journal, with ISSN 1979-7877, was firstly published on August 17, 2008, in the context to commemorate the Independence Day in Indonesia. The EDUCARE journal was managed and organized by the Lecturers of FKIP UMP (Faculty of Education and Teacher Training, Muhammadiyah University of Purwokerto) in Central Java, Indonesia, since issue of February 2009 to issue of February 2016; and published by Minda Masagi Press, a publishing house owned by ASPENSI (the Association of Indonesian Scholars of History Education) in Bandung, West Java, Indonesia and BRIMAN (Brunei-Indonesia-Malaysia Academic Network) Institute in Bandar Seri Begawan, Brunei Darussalam, since issue of February 2018 to date. The EDUCARE journal is published every February and August. The EDUCARE journal is devoted, but not limited to, primary education, secondary education, higher education, teacher education, special education, adult education, non-formal education, and any new development and advancement in the field of education. The scope of our journal includes: (1) Language and literature education; (2) Social science education; (3) Sports and health education; (4) Economy and business education; (5) Math and natural science education; (6) Vocational and engineering education; and (7) Visual arts, dance, music, and design education.
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Articles 7 Documents
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Search results for , issue " Vol 10, No 1 (2017)" : 7 Documents clear
Teachers’ Perceptions on the Process of Genre-Based Approach in Teaching Writing Ardiansah, Dian
EDUCARE Vol 10, No 1 (2017)
Publisher : EDUCARE

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Abstract

ABSTRACT: Despite the process of writing, which needs times to generate the ideas, plan what they are going to write, what they want to share, and their weaknesses in writing, is made the implementation of genre based in writing activity can be one of teaching methods which can be used by the teachers in order to improve students’ proficiency and their interesting in English writing. Furthermore, the actual implementation of genre-based approach in teaching writing also helps students to operate within writing rules, knowing different style in writing, and producing their good writing. This study was employed descriptive qualitative design since this study focuses on which is the implementing of genre-based approach in teaching writing covering the perspectives, problems, and solutions toward the implementation of genre-based approach in teaching writing. The data were obtained by using two techniques, namely open ended questionnaire and semi-structured interview. The participants of the study are two teachers at one of private Islamic senior high school in Kawali, Ciamis, West Java, Indonesia. The data were collected and analyzed using model of triangulation process by M.B. Miles & A.M. Huberman (1994) consisting of data reduction, data display, and conclusion. The findings showed that the English teachers faced several problems in implementing an approach in teaching writing based a genre. They felt difficult to assess a big number of students with several domains in limited creativity in their thinking. The main suggestion that the teachers are suggested to apply an approach based on genre in teaching English, not only in teaching writing but in teaching listening, reading, and speaking since this method can improve students’ proficiency in learning English as a foreign language.KEY WORDS: Teaching Writing; Implementation Process; Genre-Based Approach; English Teachers; Secondary School Students.About the Author: Dian Ardiansah is a Postgraduate Student at the SPs UPI (School of Postgraduate, Indonesia University of Education), Jalan Dr. Setiabudhi No.229 Bandung 40154, West Java, Indonesia. For academic interests, the author is able to be contacted via e-mail at: ardhy079@gmail.comSuggested Citation: Ardiansah, Dian. (2017). “Teachers’ Perceptions on the Process of Genre-Based Approach in Teaching Writing” in EDUCARE: International Journal for Educational Studies, Volume 10(1), August, pp.33-42. Bandung, Indonesia: Minda Masagi Press owned by ASPENSI, ISSN 1979-7877. Article Timeline: Accepted (September 29, 2016); Revised (March 2, 2017); and Published (August 30, 2017).
Teachers and Students’ Knowledge, Beliefs, and Observations on the Implementation of Grades 7 and 8 K-12 Mathematics Program Cardona, Roldan S
EDUCARE Vol 10, No 1 (2017)
Publisher : EDUCARE

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ABSTRACT: Education at all levels is an avenue for economic, political, social, and cultural mobility. The Education for All movement, having the education for all and millennium development goals, has the ultimate aim of sustainable development. Hence, teachers and students are some of the keys to achieve the vision of K (Kindergarten) to 12 years education program from the Department of Education in the Philippines. This descriptive study sets out an initial attempt to investigate teachers and students’ knowledge, observations, beliefs on the benefits, and the potential threats in the implementation of grades 7 and 8 Mathematics program. From 29 selected high schools in the province of Isabela, a total of 60 Math teachers and 265 randomly selected grades 7 and 8 students participated in the study during November 2013 to May 2014. A 4-point Likert questionnaire consisting of impact statements was prepared, developed, thematically analyzed and validated. Findings revealed that Math teachers and students have equally agreed on dimensions knowledge, observations, and benefits. Teachers claimed greater potential threats of the program than students. Students and teachers’ knowledge about the program largely influences its level of implementation. The result of this study points out two relevant directions: firstly, the need for program’s regular monitoring and continuous professional training to enhance students and teachers’ understanding of the K-12 Mathematics program; and, secondly, the need to conduct related studies, explore factors of K-12 program implementation through exploratory factor analyses, and relate it to national performance through path analyses.KEY WORDS: Education for All; Knowledge, Observations, Benefits, and Potential Threats; K-12 Math Program; Level of Implementation; National Performance.===About the Author: Roldan S. Cardona is a Faculty Member at the PNU (Philippine Normal University) in North Luzon, Philippines. For academic interests, the author is able to be contacted via e-mail at: cardona.rs@pnu.edu.phSuggested Citation: Cardona, Roldan S. (2017). “Teachers and Students’ Knowledge, Beliefs, and Observations on the Implementation of Grades 7 and 8 K-12 Mathematics Program” in EDUCARE: International Journal for Educational Studies, Volume 10(1), August, pp.43-52. Bandung, Indonesia: Minda Masagi Press owned by ASPENSI, ISSN 1979-7877. Article Timeline: Accepted (December 19, 2016); Revised (April 20, 2017); and Published (August 30, 2017).
Teacher-Trainees’ Perceptions of ICT (Information Communication Technology) Integration in Nigerian Teacher Education Programme Thomas, Olusola Angelina; Oladejo, Maruff Akinwale
EDUCARE Vol 10, No 1 (2017)
Publisher : EDUCARE

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ABSTRACT: Teaching nowadays is fast expanding rapidly and it requires modern technologies to provide more flexible and effective ways of improving teacher education, and connecting teachers to the global community. ICT (Information and Communication Technology) integration into teacher education, therefore, is the key to equipping and producing professional teachers as well as improved pedagogy. However, there is the need to consider the type and nature of teacher trainees before integrating ICT in teacher education programmes, because their perceptions are likely to differ. This study, therefore, focuses on the perceptions of teacher trainees (regular and sandwich students) regarding the integration of ICT in teacher education programme at the UNILAG (University of Lagos) in Akoka, Nigeria. It adopted the descriptive research design. Two hundred and fifty participants were involved. One research question and two hypotheses, based on the specific purposes, were raised and answered in the study. A self-constructed validated and reliable instrument was used to collect data. Results revealed that teacher trainees are favourably disposed to the integration of ICT into teacher education as indicated by the grand mean and standard deviation (M = 3.22; SD = 12.22). Significant differences in the perceptions of teacher-trainees regarding the integration of ICT in teacher education programme based on type of the programme was also discovered (t-cal = -2.315; df = 98; P < .05). Teacher-trainees have to realise that ICT has come to stay in their programme. They need to develop more confidence in their individual ability at becoming computer literate teachers in order to remain relevant in the modern day information age. KEY WORDS: Teacher Education; Information and Communication Technology; Teacher-Trainees; Perceptions; Computer Literate Teachers.  About the Authors: Dr. Olusola Angelina Thomas is an Academic Staff at the Department of Educational Administration UNILAG (University of Lagos) in Akoka, Nigeria; and Dr. Maruff Akinwale Oladejo is currently a Lecturer at the Department of Educational Administration UNILAG in Akoka, Nigeria. For academic interests, the authors can be contacted via their e-mails at: soowler@yahoo.com and maoladejo@unilag.edu.ngSuggested Citation: Thomas, Olusola Angelina & Maruff Akinwale Oladejo. (2017). “Teacher-Trainees’ Perceptions of ICT (Information Communication Technology) Integration in Nigerian Teacher Education Programme” in EDUCARE: International Journal for Educational Studies, Volume 10(1), August, pp.1-10. Bandung, Indonesia: Minda Masagi Press owned by ASPENSI, ISSN 1979-7877. Article Timeline: Accepted (February 22, 2017); Revised (May 20, 2017); and Published (August 30, 2017).
The Curriculum Implementation for Cross-Cultural and Global Citizenship Education in Indonesia Schools Wahyudin, Dinn; Suwirta, Andi
EDUCARE Vol 10, No 1 (2017)
Publisher : EDUCARE

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ABSTRACT: The CCE (Cross-Cultural Education) and GCE (Global Citizenship Education) are two issues now newly attracting attention with the focus on universal human rights and global issues. If the first is a process of education by which individuals and groups can learn to internalize the facts of cultural pluralism to bring about a society that recognizes cultural diversity; while the later is about educating the qualifications, qualities, rights, and responsibilities of global citizens. Many efforts have been made by MoEC (Ministry of Education and Culture) of the Republic of Indonesia to reform the education system and redesign system of curriculum. One of hot issue is concerning with cross culture and global citizenship that can be implemented in primary school as well as secondary school curriculum, as it is one of the requirements in implementing the SDGs (Sustainable Development Goals). The paper, by using the qualitative method and explanation descriptively, discussed some topics concerning CCE and GCE. They are: (1) informing policies and programs lead by MoEC of the Republic of Indonesia in redesigning of new curriculum that give more spaces for increasing the CCE and GCE; (2) identifying general trends as well as indigenous aspects in supporting and enriching teaching-learning activities related to cross-cultural and global education for heterogeneous students; (3) presenting best practices created by schools in developing school culture and global citizenship that empowering students from diverse races, religions, ethnics, and cultural groups; and (4) identifying  schools efforts in developing cross-cultural and global citizenship curriculum as meaningful learning experience for students.KEY WORDS: Cross-Cultural Education; Global Citizenship Education; Curriculum Development; Education Sustainable Development; Indonesia Schools.  About the Authors: Prof. Dr. Dinn Wahyudin is a Lecturer at the Faculty of Education UPI (Indonesia University of Education), Jalan Dr. Setiabudhi No.229 Bandung 40154, West Java, Indonesia. Andi Suwirta, M.Hum. is a Lecturer at the Faculty of Social Studies Education UPI in Bandung, West Java, Indonesia. For academic interests, the authors can be contacted via their e-mails at: dinn_wahyudin@upi.edu and suciandi@upi.eduSuggested Citation: Wahyudin, Dinn & Andi Suwirta. (2017). “The Curriculum Implementation for Cross-Cultural and Global Citizenship Education in Indonesia Schools” in EDUCARE: International Journal for Educational Studies, Volume 10(1), August, pp.11-22. Bandung, Indonesia: Minda Masagi Press owned by ASPENSI, ISSN 1979-7877. Article Timeline: Accepted (March 2, 2017); Revised (June 1, 2017); and Published (August 30, 2017).
Contents and Foreword of the EDUCARE Journal, Issue of August 2017 Journal, Editor EDUCARE
EDUCARE Vol 10, No 1 (2017)
Publisher : EDUCARE

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EDUCARE: International Journal for Educational Studies. This journal, with ISSN 1979-7877, was firstly published on August 17, 2008, in the context to commemorate the anniversary of Indonesian Independence Day. Since issues of February 2009 to February 2016, the EDUCARE journal was organized and managed by the Lecturers of FKIP UMP (Faculty of Education and Teacher Training, Muhammadiyah University of Purwokerto) in Central Java; and published by Minda Masagi Press, as a publisher owned by ASPENSI (the Association of Indonesian Scholars of History Education) in Bandung, West Java, Indonesia. The EDUCARE journal is published twice a year, i.e. every August and February.Bandung, Indonesia: August 30, 2017.Prof. Dr. Dinn WahyudinA Guest Editor of EDUCARE Journal; and Lecturer at the Studi Program of Curriculum Development SPs UPI (School of Postgraduate Studies, Indonesia University of Education) in Bandung, West Java, Indonesia.  
Curriculum and Civic Education Teaching in Indonesia Komara, Endang
EDUCARE Vol 10, No 1 (2017)
Publisher : EDUCARE

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ABSTRACT: The curriculum is a set of plans and arrangements concerning objectives, content and instructional materials, and ways used as guidelines for the implementation of learning activities to achieve certain educational goals. The purpose of Indonesian national education is to develop the potential of learners to become human beings, who believe and fear to Allah as One God, have a noble character, healthy, knowledgeable, capable, creative, independent, and become a democratic and responsible citizen. Indonesia has incorporated Civic Education programs in the school curriculum about a decade after the proclamation of independence in August 1945. This article, by using the qualitative method and descriptive approach, tries to explore the curriculum and Civic Education teaching in Indonesia. The findings show that more than half a century of educational education, even at all levels of education from elementary, secondary to higher education, still leaves the general and classical issues of low levels of political literate, moreover to achieve the goal of creating intelligent and skilled Indonesian citizens. Political literacy is not only political knowledge, but the ability of citizens who qualified both in aspects of knowledge, skills, and values and attitudes. In learning of Civic Education, teachers are required to develop an interesting learning process, fun, challenging, and forming learners to be able to think critically and constructively. Civics teachers should be able to present contextual learning materials, relate subject matter with real conditions in the field, set theory with practice, between expectations and reality, identify problems, and encourage learners to come up with alternative problem solving.KEY WORDS: Curriculum Development; Teaching-Learning Process; Social Life; Citizenship Education; Teachers of Civics Education.About the Author: Prof. Dr. Haji Endang Komara is a Full Professor in Sociology of Education and as Head of STKIP (College of Education and Teacher Training) Pasundan in Cimahi, West Java, Indonesia. For academic interests, the author is able to be contacted via his e-mail address at: endang_komara@yahoo.co.id How to cite this article? Komara, Endang. (2017). “Curriculum and Civic Education Teaching in Indonesia” in EDUCARE: International Journal for Educational Studies, Volume 10(1), August, pp.23-32. Bandung, Indonesia: Minda Masagi Press owned by ASPENSI, ISSN 1979-7877. Chronicle of the article: Accepted (May 20, 2017); Revised (July 3, 2017); and Published (August 30, 2017).
Editors and Guidelines of the EDUCARE Journal, Issue of August 2017 Journal, Editor EDUCARE
EDUCARE Vol 10, No 1 (2017)
Publisher : EDUCARE

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EDUCARE: International Journal for Educational Studies. This journal, with ISSN 1979-7877, was firstly published on August 17, 2008, in the context to commemorate the anniversary of Indonesian Independence Day. Since issues of February 2009 to February 2016, the EDUCARE journal was organized and managed by the Lecturers of FKIP UMP (Faculty of Education and Teacher Training, Muhammadiyah University of Purwokerto) in Central Java; and published by Minda Masagi Press, as a publisher owned by ASPENSI (the Association of Indonesian Scholars of History Education) in Bandung, West Java, Indonesia. The EDUCARE journal is published twice a year, i.e. every August and February.Bandung, Indonesia: August 30, 2017.Sri Redjeki Rosdianti, M.M.Pd.Director of Minda Masagi Press in Bandung, West Java, Indonesia.

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