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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 8 Documents
 1 
Search results for , issue " Vol 3, No 1 (2010)" : 8 Documents clear
The Perception of Academic Staff in Relation to Programme Re-Accreditation in South African Higher Education Institutions Selesho, Jacob M
EDUCARE Vol 3, No 1 (2010)
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ABSTRACT: The perception held by academic staff of programme re-accreditation has been a major problem in Higher Education Institutions. Academics are concerned about the influence of the government in their daily operation, while the government claim that they want to be accountable to the public for money spent on Higher Education Institutions. To a large extent, academics believe that the role of the government amounts to interference rather than being accountable, and that the academic freedom has been violated. The participants of the study were academics from the 23 South African universities. Questionnaires, documentary analysis, and interviews were used as the main data collection instruments. The study revealed that a negative perception amongst academic staff existed with regard to programme re-accreditation. Furthermore, the study also established that it is still difficult for academic staff to identify the difference between the role played by the government (accountability) and their own role (academic freedom). It was interesting to note that although academics want to participate in the programme re-accreditation, however, they still have a fear of failure. Those fears foster a negative re-accreditation concept among academics in the HE. For that matter, academics will create a platform to hide their failure. The article further recommends that the first step in programme re-accreditation should perhaps be in the form of improvement or enhancement of quality.KEY WORDS: Programme re-accreditation and self-evaluation, academic staffs’ perception, role of the government, and improvement or enhancement of the Higher Education quality.===About the Author: Dr. Jacob M. Selesho is the Head of Postgraduate Studies in Education, Central University of Technology (CUT), Free State, Bloemfontein, Republic of South Africa. He can be reached at: jselesho@cut.ac.zaHow to cite this article? Selesho, Jacob M. (2010). “The Perception of Academic Staff in Relation to Programme Re-Accreditation in South African Higher Education Institutions” in EDUCARE: International Journal for Educational Studies, Vol.3(1) August, pp.1-10. Bandung, Indonesia: Minda Masagi Press owned by ASPENSI in Bandung, West Java; and FKIP UMP in Purwokerto, Central Java, ISSN 1979-7877.Chronicle of the article: Accepted (June 11, 2010); Revised (July 11, 2010); and Published (August 17, 2010).
Improving the Ability of Using Krama Variant of the Javanese Language through Role Play Praptanti, Isnaeni
EDUCARE Vol 3, No 1 (2010)
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Abstract

ABSTRACT: This research is aimed at knowing whether or not role play is effective in improving students’ ability in speaking with “krama” variant in Javanese language. This is developmental research taking the eighth-year students of SMP Negeri (State Junior High School) 2 in Purwokerto, Central Java, Indonesia, of the academic year of 2006/2007 as the sample. This research was done in two cycles in CAR (Classroom Action Research), each of which consisted of planning, acting, observing, and reflecting. Each acting stage took 2 x 40 minutes. The data was collected using test, observation, interview, and journal in each cycle. The data was analyzed quantitatively and qualitatively. The initial mean score of students’ ability of using “krama” variant in Javanese language was 64.5. After the first cycle, it became 67.42 which was categorized as fair. After the second, it was 73 and categorized as good, above the Minimum Competence Criterion. It can therefore be concluded that role play can improve the ability in using “krama” variant of the Javanese language of students of SMP Negeri 2 Purwokerto. Process increase can be seen from students’ skill in implementing the steps of role play to improve the ability of speaking which is increasing, while productivity improvement can be seen from the grade of role play.KEY WORDS: Role play, “krama” variant in Javanese language, CAR (Classroom Action Research), and improving the ability.About the Author: Isnaeni Praptanti, M.Pd. is a Lecturer at the Faculty of Education and Teacher Training UMP (Muhammadiyah University of Purwokerto), Jalan Raya Dukuhwaluh, Purwokerto, Central Java, Indonesia. She can be reached at: tukiranump@yahoo.comHow to cite this article? Praptanti, Isnaeni. (2010). “Improving the Ability of Using Krama Variant of the Javanese Language through Role Play” in EDUCARE: International Journal for Educational Studies, Vol.3(1) August, pp.55-68. Bandung, Indonesia: Minda Masagi Press owned by ASPENSI in Bandung, West Java; and FKIP UMP in Purwokerto, Central Java, ISSN 1979-7877.Chronicle of the article: Accepted (June 22, 2010); Revised (July 22, 2010); and Published (August 17, 2010).
The Development of Core Competencies at Higher Education: A Suggestion Model for Universities in Indonesia Hadiyanto, Hadiyanto
EDUCARE Vol 3, No 1 (2010)
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ABSTRACT: Developing graduate core competencies in higher education has been becoming an actual and trend issue due to the greatest concerns of students, governments, and employers about the quality of higher education outcomes. Higher education in Indonesia should turn the policies and the curriculum of university from conventional objective to recent contexts of global changes and employment settings. University must develop a curriculum which is not only aim to develop students’ knowledge but also to develop students’ core competencies, namely communication skill, IT (Information and Technology) skill, numeracy, learning how to learn, problem solving, working with others, and subject content competencies. The frameworks of core competencies development should be formulated and implemented and graduate “core competences” must become a measurement of quality to face the global competition. By this manner, intended outcomes of higher education namely employability, lifelong learning, and good citizenship will be attained. In other words, the universities in Indonesia should envisage that every single graduate of the university posses the seven attributes. The seven skills could be carried out in delivering course content. Finally, by equipping students with the core competencies they will succeed as professionals and responsible members of society. KEY WORDS: Core competencies, higher education in Indonesia, policies and curriculum of the university, and global competition. About the Author: Hadiyanto is a Lecturer at the Faculty of Teacher Training and Education UNJA (Universitas Negeri Jambi or State University of Jambi) in Sumatera, Indonesia. He can be reached at: hadi_tesl05@yahoo.comHow to cite this article? Hadiyanto. (2010). “The Development of Core Competencies at Higher Education: A Suggestion Model for Universities in Indonesia” in EDUCARE: International Journal for Educational Studies, Vol.3(1) August, pp.11-22. Bandung, Indonesia: Minda Masagi Press owned by ASPENSI in Bandung, West Java; and FKIP UMP in Purwokerto, Central Java, ISSN 1979-7877.Chronicle of the article: Accepted (June 9, 2010); Revised (July 17, 2010); and Published (August 17, 2010).
Teachers’ Perceptions towards the Usage of Courseware in the Teaching and Learning of Economics at Malaysian Secondary Schools Ranjit Singh, Termit Kaur; Mohamed, Abdul Rashid
EDUCARE Vol 3, No 1 (2010)
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ABSTRACT: This purpose of study was to identify teachers’ perceptions towards the usage of courseware in the teaching and learning of Economics at Form 4 and Form 5 levels at Penang secondary schools. Other aspects observed were the knowledge and basic skills of the teachers in the use of computer, the methods used in the teaching and learning of Economics and their perceptions towards the use of courseware in the teaching and learning process. In this study, 30 in-service teachers were chosen randomly as research samples, representing the teachers’ population teaching Economics in 96 schools in Penang. This study was carried out using the quantitative approach. Descriptive statistics used include frequency, %age, and min relativity index. The findings showed that teachers teaching Economics at Penang secondary schools are receptive about the usage of courseware in the teaching and learning of Economics. They also believed that the usage could also bring benefits to the students. The results of the overall relativity index show that there is readiness among the teachers in using courseware in the teaching and learning of Economics at the Form 4 and Form 5 levels. A few suggestions for improvements in the teaching and learning process have also been put forth in this paper.KEY WORDS: Teachers’ perceptions, courseware, economics, knowledge and basic skills, computer, and teaching and learning process.  About the Authors: Termit Kaur Ranjit Singh and Abdul Rashid Mohamed are the Lecturers at the School of Educational Studies USM (Science University of Malaysia), Pulau Pinang, Malaysia. One of them can be reached at: termitk@usm.myHow to cite this article? Ranjit Singh, Termit Kaur & Abdul Rashid Mohamed. (2010). “Teachers’ Perceptions towards the Usage of Courseware in the Teaching and Learning of Economics at Malaysian Secondary Schools” in EDUCARE: International Journal for Educational Studies, Vol.3(1) August, pp.23-34. Bandung, Indonesia: Minda Masagi Press owned by ASPENSI in Bandung, West Java; and FKIP UMP in Purwokerto, Central Java, ISSN 1979-7877.Chronicle of the article: Accepted (June 20, 2010); Revised (July 20, 2010); and Published (August 17, 2010).
Text-Based Modeling Strategy (TBMS) in Teaching Writing Skills: The Indonesian Context Sudaryat, Yayat
EDUCARE Vol 3, No 1 (2010)
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ABSTRACT: This study was based on the issue that the Indonesia high school student’s writing ability was still low. Therefore, it was needed to find out the factors causing the problem and solution to overcome in through the implementation of the Text-Based Modelling Strategy (TBMS). The study used the experimental methods with the Randomized Pretest-Posttest Comparison Group Design. The data were collected in the forms of essay, questionnaire, interviews result, document, and observation result. The main sources of the data were the students of SMA YAS (Sekolah Menengah Atas Yayasan Atikan Sunda or Senior High School of the Sundanese Education Foundation) in Bandung. Beside, the Indonesian teacher and some documents from the school saced as the additional source of the data. The result of this study proved that the TBMS could overcome the hindrance of writing, and it was also effective in increasing the students competence of writing an essay. The result was also valid for significance value of the essay writing aspect’s competence (substantive, textual, lexical, syntactic, and graphemic). Though they altogether increased the writing competence, it was seen that the TBMS was much better and more effectictive than the BMS (Basic Modeling Strategy) and CLS (Conventional Learning Strategy). The study found that the procedure composed and applied in the TBMS, that has never done before, contributed positively to the increasing of writing competence.KEY WORDS: Learning and teaching strategy, modeling, Text-Based Modelling Strategy, essays, and  writing competence.About the Author: Dr. Yayat Sudaryat is a Lecturer at the Department of Sundanese Language Education, Faculty of Language and Art Education UPI (Indonesia University of Education), Jalan Dr. Setiabudhi No.229, Bandung 40154, West Java, Indonesia. He can be reached at: kisudaryat_sunda@yahoo.comHow to cite this article? Sudaryat, Yayat. (2010). “Text-Based Modeling Strategy (TBMS) in Teaching Writing Skills: The Indonesian Context” in EDUCARE: International Journal for Educational Studies, Vol.3(1) August, pp.85-102. Bandung, Indonesia: Minda Masagi Press owned by ASPENSI in Bandung, West Java; and FKIP UMP in Purwokerto, Central Java, ISSN 1979-7877.Chronicle of the article: Accepted (June 25, 2010); Revised (July 25, 2010); and Published (August 17, 2010).
The Basic Design of Physical Education Instructional Model Based on Self-Regulated Learning Approach Hendrayana, Yudy
EDUCARE Vol 3, No 1 (2010)
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ABSTRACT: The purpose of this research was to produce a basic design model of physical education instructional based on Self-Regulated Learning approach. The research was carried out using qualitative and quantitative methods on thirty Elementary School students (M = 11.2) and physical educators in Bandung city, as well as some experts from the School of Physical Education and Health Education of UPI (Indonesian University of Education) as samples. The data were gathered using the techniques of document analysis, questionnaires, observation, depth interview, and focus group discussion. The result of this research was a compilation of a basic design model of physical education instructional for Elementary School based on Self-Regulated Learning approach. Generally, physical education instructional condition in the Elementary School is good enough; it is indicated by the feasibility level of 68%. However, there are four primary problems faced by physical educators, such as instructional facility, equipment, time allocation, and students engaging in instructional activities. The instructional model has been used by Elementary School physical educators is sport education instructional model.KEY WORDS: Instructional model, physical education, self-regulated learning, Elementary School, and physical educators.  About the Author: Dr. Yudy Hendrayana is a Lecturer at the School of Physical Education and Health Education UPI (Indonesian University of Education), Jalan Dr. Setiabudhi No.229 Bandung 40154, West Java, Indonesia. He can be reached at: yudy_hendrayana@upi.eduHow to cite this article? Hendrayana, Yudy. (2010). “The Basic Design of Physical Education Instructional Model Based on Self-Regulated Learning Approach” in EDUCARE: International Journal for Educational Studies, Vol.3(1) August, pp.35-44. Bandung, Indonesia: Minda Masagi Press owned by ASPENSI in Bandung, West Java; and FKIP UMP in Purwokerto, Central Java, ISSN 1979-7877.Chronicle of the article: Accepted (June 29, 2010); Revised (July 30, 2010); and Published (August 17, 2010).
The Teaching Profile of Matriculation College Science Teachers in Malaysia Yakob, Nooraida; Ahmad Rashed, Rabiatul Adawiah
EDUCARE Vol 3, No 1 (2010)
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ABSTRACT: Teaching is an important process in order to produce a meaningful learning. As an intermediate program, every teacher in Matriculation College should be able to produce an effective teaching process, particularly in teaching Science which is full with abstract concepts. To achieve that, Science teachers need the teaching profile as a guidance to develop a flexible, creative, and innovative teaching process. As a result, the learning process will meet the students’ need and the objectives of twenty-first century education. Therefore, the purpose of this study is to identify the teaching profile and sub-profile patterns of matriculation Science teachers in Malaysia. For this purpose, 344 Science teachers from eight Matriculation Colleges were selected. Data was collected by using questionnaire as a main instrument. The finding showed that the professional knowledge and the professional attitudes dominate the profile patterns. While the sub-profile patterns dominated by pedagogical content knowledge and relationship among colleagues. It is also safe to say that the professionalism profile will be the ultimate key towards upgrading teachers’ quality, the quality of the teaching process as well as the quality of the product that is the students. This study suggests that the dominated profile and sub-profile show the matriculation teachers’ strength in teaching Science.    KEY WORDS: Teaching profile, Science teacher, teacher’s knowledge, professional knowledge, professional practices, professional attitudes.  About the Authors: Nooraida Yakob and Rabiatul Adawiah Ahmad Rashed are Lecturers at the School of Educational Studies USM (Universiti Sains Malaysia or Science University of Malaysia), Pulau Pinang, Malaysia. They can be contacted via e-mails at: nooraidaya@hotmail.com and r_adawiah@usm.myHow to cite this article? Yakob, Nooraida & Rabiatul Adawiah Ahmad Rashed. (2010). “The Teaching Profile of Matriculation College Science Teachers in Malaysia” in EDUCARE: International Journal for Educational Studies, Vol.3(1) August, pp.103-114. Bandung, Indonesia: Minda Masagi Press owned by ASPENSI in Bandung, West Java; and FKIP UMP in Purwokerto, Central Java, ISSN 1979-7877.Chronicle of the article: Accepted (June 17, 2010); Revised (July 19, 2010); and Published (August 17, 2010).
Adolescence, Sense of Identity, and Female Risk Taking in a Senior Secondary School in Northern Tasmania Wood, Derris
EDUCARE Vol 3, No 1 (2010)
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ABSTRACT: This research examined risk taking with the main focus being negative risk taking and the main target adolescent females in a Senior Secondary School setting in Tasmania, Australia, using three varied methodologies and perspectives for the data collection. The first, and major method, used a questionnaire distributed to a year 11 group of females, aged sixteen to nineteen, who were just beginning their first year of non-compulsory, post secondary education. This questionnaire had the main focus of discovering their risk taking perceptions and participation rates regarding four main areas of negative risk taking, namely alcohol, and drug use and abuse, sexual activity, and the viewing of X-Rated (pornographic) videos. The socio-demographic information concentrated on the females’ sense of self, their personal goals, and positive and negative risk taking activities within the context of social capital, psychological, social, educational, risk taking, and health background theory and in the three domains of family, school, and community. To provide a wider perspective on the topic of risk taking, interviews were also conducted with those professionals and carers of adolescent children, namely School Administrators, Teachers, and Parents to provide information from the reality of adolescents’ lives. The third source of data involved a review of the Australian and State Policies impinging on aspects of the curricula suitable for these adolescents. The major findings from the questionnaire emphasised that the females’ sense of self, parental influence and, to a lesser extent, religious values will decrease negative risk taking. KEY WORDS: Negative risk taking, adolescent females, Senior Secondary School, parental influence, and religious values.About the Author: Derris Wood, Ph.D. is a Lecturer at the School of Education UTAS (University of Tasmania), Australia. She can be reached at: dwood@iinet.net.auHow to cite this article? Wood, Derris. (2010). “Adolescence, Sense of Identity, and Female Risk Taking in a Senior Secondary School in Northern Tasmania” in EDUCARE: International Journal for Educational Studies, Vol.3(1) August, pp.45-54. Bandung, Indonesia: Minda Masagi Press owned by ASPENSI in Bandung, West Java; and FKIP UMP in Purwokerto, Central Java, ISSN 1979-7877.Chronicle of the article: Accepted (June 1, 2010); Revised (July 5, 2010); and Published (August 17, 2010).

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