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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 6 Documents
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Search results for , issue " Vol 10, No 2 (2018)" : 6 Documents clear
Effecting Change on Students’ Critical Thinking in Problem Solving Belecina, Rene R; Ocampo, Jr., Jose M
EDUCARE Vol 10, No 2 (2018)
Publisher : EDUCARE

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Abstract

ABSTRACT: Critical thinking is the intellectually disciplined process of actively and skillsfully conceptualizing, applying, analyzing, synthesizing, and/or evaluating information gathered from, or generated by, observation, experience, reflection, reasoning, or communication, as a guide to belief and action. Most formal definitions of critical thinking characterize critical thinking as the intentional application of rational, higher order thinking skills, such as analysis, synthesis, problem recognition and problem solving, inference, and evaluation. Critical thinking and problem solving have long been important terminologies in the context of education, but within the framework of the 21st century classroom, they take on very specific definitions. Critical thinking employs higher level analytical skills to understand a problem and to work toward a means by which it can be solved, that word implies an answer. This study investigated the effect of using problem situations on the critical thinking of graduate students in solving problems. The study utilized the experimental design participated by a group of graduate students enrolled in Educational Statistics. Four problem situations were utilized that aimed to develop critical thinking of students in problem solving. Students’ critical thinking was measured before and after giving them the problem situations. Results revealed that students’ critical thinking in problem solving significantly improved after using problem situations. The students also expressed positive attitude and sentiments towards the used of these problem situations. It is recommended that these problems situations be used in other topics and areas in mathematics.        KEY WORDS: Problem Situation; Critical Thinking; Problem Solving; Graduate Students; Positive Attitude and Sentiments.  About the Authors: Rene R. Belecina, Ph.D. is a Full Professor at the CGSTER PNU (College of Graduate Studies and Teacher Education Research, Philippine Normal University) in Manila, Philippines. Jose M. Ocampo, Jr., Ph.D. is a Full Professor at the Faculty of Education Sciences PNU in Manila, the Philippines. The authors are able to be contacted via their e-mails at: rrbelecina@yahoo.com and juno_6970@yahoo.comSuggested Citation: Belecina, Rene R. & Jose M. Ocampo, Jr. (2018). “Effecting Change on Students’ Critical Thinking in Problem Solving” in EDUCARE: International Journal for Educational Studies, Volume 10(2), February, pp.109-118. Bandung, Indonesia and BS Begawan, Brunei Darussalam: Minda Masagi Press owned by ASPENSI and BRIMAN Institute, ISSN 1979-7877. Article Timeline: Accepted (December 19, 2017); Revised (January 20, 2018); and Published (February 28, 2018).
Effect of Student Evaluation of Teacher Based Feedback on Self-Disclosure of Secondary School Teachers Patel, Nilesh Kumar; Awasthi, Poonam
EDUCARE Vol 10, No 2 (2018)
Publisher : EDUCARE

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Abstract

ABSTRACT: Self-evaluation of teachers can be considered as a process of looking at teachers’ owns progress, development, and learning to determine what has improvement and what areas still need improvement. The research is aimed at finding out the effect of student evaluation of teacher based feedback on self-disclosure of secondary school teachers. This research is experimental in nature. Non-equivalent control group design, suggested by Donald T. Campbell & Julian C. Stanley (1963), was used for the experiment. Student evaluation of teacher based feedback was treatment and independent variable; self-disclosure of teachers was dependent variable; and pre – self-disclosure, pre-teaching effectiveness, and intelligence were considered as covariates. The sample of the study comprised of 70 secondary school teachers, and 220 students studying in secondary classes from purposively selected four schools of Indore city, India. The data for self-disclosure, teaching effectiveness, and intelligence were collected through standardized tools. One-way ANCOVA (Analysis of Covariance) and 2x2 factorial design ANCOVA were used for data analysis. Hypotheses were tested at level of significance with α = 0.05. It was found that the treatment has significant effect over self-disclosure of secondary school teachers when pre – self-disclosure was taken as covariate. The results also shown that self-disclosure was independent of the treatment, when intelligence and pre-teaching effectiveness was separately considered as covariates. In addition, the study of self-disclosure was also found independent of interaction between feedback and intelligence, when pre – self-disclosure was taken as covariate.KEY WORDS: Student Evaluation of Teachers; Assessment of Teaching; Assessment of Instruction; Self-Disclosure; Secondary School Teachers.  About the Authors: Nilesh Kumar Patel is Principal at the Vidyasagar College, Indore City, India; Head of Department at the IGNOU (Indira Gandhi National Open University) Study Center 1558 (P); and VT (Visiting Team) member in NCTE (National Council for Teacher Education): A Statutory Body of Government of India, in New Delhi, India. Poonam Awasthi is M.Ed. Student at the Vidyasagar College DAU (Devi Ahilya University), Indore City, India. E-mail address: nktp12374@gmail.com and poonamt06@gmail.comSuggested Citation: Patel, Nilesh Kumar & Poonam Awasthi. (2018). “Effect of Student Evaluation of Teacher Based Feedback on Self-Disclosure of Secondary School Teachers” in EDUCARE: International Journal for Educational Studies, Volume 10(2), February, pp.63-74. Bandung, Indonesia and BS Begawan, Brunei Darussalam: Minda Masagi Press owned by ASPENSI and BRIMAN Institute, ISSN 1979-7877. Article Timeline: Accepted (December 28, 2017); Revised (January 28, 2018); and Published (February 28, 2018).
Teaching Arabic in the Dormitory of Ma’had Jami’i of State Islamic University in Bandung: Toward a Total Immersion Abdurahman, Maman; Rahman, Rahman; Sa’diah, Ely
EDUCARE Vol 10, No 2 (2018)
Publisher : EDUCARE

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Abstract

ABSTRACT: Arabic is indispensably necessary, especially in the Muslim-majority in Indonesia. However, it takes a lot of time to acquire Arabic, since there are various linguistic branches to learn for anyone who wishes to fluently understand it. On the top of that, Arabic has different characteristics from those of the Indonesian language. The present study was based on the results of a preliminary study that show a significant lack of Arabic teaching innovation, when compared with the teaching of other foreign languages, especially English. The purpose was to figure out the concept of Arabic teaching in the “Ma’had Jami’i” in terms of its objective, process, evaluation, issues, and challenges. To this end, an embedded case study was carried out. The data sources included informants, teaching activities, and documents. The data were analyzed using data source triangulation and an interactive model of method triangulation. The results show that the objective of Arabic teaching was to equip students with Arabic knowledge and skills in order for them to be able to keep up with the lesson and practice Arabic in university classrooms; the teaching process was theory and practice-oriented to create a conducive language learning environment; the evaluation was conducted through written and performance tests during the placement test, midterm test, and final test; and the teaching challenges lay in the psychological, educational, and social aspects. It is recommended that further studies deal with students’ interactions, second language acquisition, interference problem, and teaching components, specifically in the context of language dormitory.KEY WORDS:  Second Language Acquisition; “Ma’had Jami’i” Dormitory; Arabic Teaching Innovation; Students of Islamic State University; Total Immersion.  About the Authors: Prof. Dr. Maman Abdurahman, Prof. Dr. Rahman, and Dr. Ely Sa’diah are the Lecturers at the Faculty of Language and Literature Education UPI (Indonesia University of Education), Jalan Dr. Setiabudhi No.229 Bandung 40154, West Java, Indonesia. For academic interests, corresponding author is: mamanabdurrahman@upi.eduSuggested Citation: Abdurahman, Maman, Rahman & Ely Sa’diah. (2018). “Teaching Arabic in the Dormitory of Ma’had Jami’i of State Islamic University in Bandung: Toward a Total Immersion” in EDUCARE: International Journal for Educational Studies, Volume 10(2), February, pp.75-86. Bandung, Indonesia and BS Begawan, Brunei Darussalam: Minda Masagi Press owned by ASPENSI and BRIMAN Institute, ISSN 1979-7877. Article Timeline: Accepted (November 16, 2017); Revised (January 5, 2018); and Published (February 28, 2018).
Contents and Forewords of the EDUCARE Journal, Issue of February 2018 EDUCARE, Editor Journal
EDUCARE Vol 10, No 2 (2018)
Publisher : EDUCARE

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Abstract

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 and BRIMAN (Brunei-Indonesia-Malaysia Academic Network) Institute in Bandar Seri Begawan, Brunei Darussalam, since 2018 to date. The EDUCARE journal is published twice a year, i.e. every August and February.Manila, Philippines: February 28, 2018.Prof. Dr. Jose M. Ocampo, Jr.A Guest Editor of EDUCARE Journal in Bandung, West Java, Indonesia; and a Full Professor at the Faculty of Education Sciences PNU (Philippine Normal University) in Manila, Philippines. 
The Identification of the Students’ Mathematical Communication Skills Error in Form of Pictures on the Geometry of Space Subject Kusuma, Anggun Badu; Untarti, Reni
EDUCARE Vol 10, No 2 (2018)
Publisher : EDUCARE

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Abstract

ABSTRACT: The space geometry is one of the major subjects, which must be taken by the students of the mathematics education. The aim of the courses is to make students are able to master the form geometry in three dimensions. Competencies must be mastered include the ability to draw space, the ability to draw the slice field, and the ability to determine the extents of the slice field. Based on the competencies, the material of the space geometry was not an easy matter to be mastered by students. Students needed their imagination to visualize the shape, which came from the two-dimensional images shaped into a three dimensional or vice versa. These difficulties did not only occur on the students, but also the mathematics teachers, who had the learning process in the schools. This research belonged to qualitative descriptive study, in which the subject of this research was the class A second semester students of Mathematics Education Study Program of UMP (Muhammadiyah University of Purwokerto) in Central Java, Indonesia, in academic year 2015/2016, which belonged to the class of the shape geometry. The instruments which were used were the observation sheet and the documentation in the form of photographs or videos. The research procedures consisted of the steps in the lesson study in 3 cycles. Each cycle consisted of plan, do, and see steps. The result of the study was that the students’ error of mathematical communication ability was in the form of pictures on the space geometry subjects occurred on the drawing procedure in the determination of the slice field; the concept of an image in three dimensions; and the students’ concept in the fields analysis.KEY WORDS: Mathematical Communication Skill; Lesson Study; Geometry of Space; Form of Pictures; Students’ Concept.  About the Authors: Anggun Badu Kusuma and Reni Untarti are the Lecturers at the Departement of Mathematics Education, Faculty of Education and Teacher Training UMP (Muhammadiyah University of Purwokerto), Jalan Raya Dukuhwaluh, Purwokerto City, Central Java, Indonesia. E-mails: anggunbadu@ump.ac.id and reniuntarti@gmail.comSuggested Citation: Kusuma, Anggun Badu & Reni Untarti. (2018). “The Identification of the Students’ Mathematical Communication Skills Error in Form of Pictures on the Geometry of Space Subject” in EDUCARE: International Journal for Educational Studies, Volume 10(2), February, pp.87-94. Bandung, Indonesia and BS Begawan, Brunei Darussalam: Minda Masagi Press owned by ASPENSI and BRIMAN Institute, ISSN 1979-7877. Article Timeline: Accepted (December 13, 2017); Revised (January 15, 2018); and Published (February 28, 2018).
Character Education in the Perspective of Humanistic Theory: A Case Study in Indonesia Hartono, Yudi; Haryanto, Samsi; Asrowi, Asrowi
EDUCARE Vol 10, No 2 (2018)
Publisher : EDUCARE

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ABSTRACT: Character education has been an important agenda since the beginning of Indonesian independence. This article, based on the qualitative study and historical approach, tries to elaborate the character education in Indonesia. Findings show that the government policy in later periods affects the character education models in the schools. In the Old Order era, 1959-1966, especially in the Guided Democracy era, the character education had tended to be indoctrinated. Similarly, during the New Order era, 1966-1998, tend to be indoctrinated too. During the Reform era, 1998 to date, the character education is integrated into every lesson, self-development activities, and school culture. The learning model is given to the teachers. Teachers can develop innovative learning models according to student characteristics and learning needs. In the perspective of character education as a process of values education, the concept is initially a component that touches the philosophy of educational objectives of humanizing humans or humanistic learning. The learning models relevant to the concept are constructivist learning. With these models, students will discover and understand the values of the nations character as the basis for taking certain attitudes and actions through internalization process, i.e. the developmental change from externally controlled behavior to internally controlled behavior. Indoctrination models, such as in the Old Order era and New Order era in Indonesia, did not suitable with the humanistic philosophy of value education.KEY WORDS: Character Education; Indoctrination; Humanistic Theory; Indonesian Governments Policy; Learning Models.    About the Authors: Yudi Hartono, M.Pd. is a Doctoral Student at the Study Program of Education Science FKIP UNS (Faculty of Teacher Training and Education, Sebelas Maret University), Jalan Ir. Sutami No.36-A Kentingan, Surakarta 57126, Central Java, Indonesia. Prof. Dr. Samsi Haryanto is a Professor Emeritus at the Departement of History FKIP UNS in Kentingan, Surakarta 57126, Central Java, Indonesia. Dr. Asrowi is a Lecturer at the FKIP UNS in Kentingan, Surakarta 57126, Central Java, Indonesia. Corresponding author is: yudihartono@student.uns.ac.idSuggested Citation: Hartono, Yudi, Samsi Haryanto & Asrowi. (2018). “Character Education in the Perspective of Humanistic Theory: A Case Study in Indonesia” in EDUCARE: International Journal for Educational Studies, Volume 10(2), February, pp.95-108. Bandung, Indonesia and BS Begawan, Brunei Darussalam: Minda Masagi Press owned by ASPENSI and BRIMAN Institute, ISSN 1979-7877. Article Timeline: Accepted (December 19, 2017); Revised (January 20, 2018); and Published (February 28, 2018).

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