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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 9 Documents
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Search results for , issue " Vol 4, No 2 (2012)" : 9 Documents clear
The Effect of Contextual Learning in Civic Education on Students’ Civic Skills Komalasari, Kokom
EDUCARE Vol 4, No 2 (2012)
Publisher : EDUCARE

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ABSTRACT: The development of Civic Education cannot be isolated from globalization tendency that influences the students’ life. However, the recent fact in Indonesia is that learning is still dominated by conventional system. Thus, the implementation of learning oriented to “contextualized multiple intelligences” concept is still far away from its wish. This study aimed to describe the effect of contextual learning in Civic Education on students’ civic skills. The process of study used quantitative approach with survey method. The population of study was Junior High School students in West Java, Indonesia, taught by Civic Education teachers who had followed Competence-Based Integrated Training. The total sample was 1,004 students based on cluster, proportional, and systematic random sampling. The result of study showed that contextual learning in West Java Junior High Schools belonged to average category. The civic skills of Junior High School students in West Java were belonged to high category. There was significant effect of contextual learning on students’ civic skills, which was shown with correlation by 0.48 and contribution by 23%. Therefore, teachers should apply contextual learning, the government should develop effective training system to improve the teachers’ competence in contextual learning and teacher education institution  should develop innovation of learning model involving school. KEY WORDS: Contextual learning, civic education, students’ civic skills, thinking skill and participative skill, and good and democratic citizens. About the Author: Dr. Hj. Kokom Komalasari is a Lecturer at the Department of Civic Education, Faculty of Social Studies Education UPI (Indonesia University of Education), Jalan Dr. Setiabudhi No.229 Bandung 40154, West Java, Indonesia. She can be reached at: komsari36@yahoo.co.idHow to cite this article? Komalasari, Kokom. (2012). “The Effect of Contextual Learning in Civic Education on Students’ Civic Skills” in EDUCARE: International Journal for Educational Studies, Vol.4(2) February, pp.179-190. 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 (December 15, 2011); Revised (January 20, 2012); and Published (February 17, 2012).
Full text in PDF of the EDUCARE Journal, issue of February 2012 EDUCARE, Editor Journal
EDUCARE Vol 4, No 2 (2012)
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This journal was firstly published on August 17, 2008 by Association of Indonesian Scholars of History Education (ASPENSI) in Bandung, West Java, Indonesia in collaboration – for the period of 2008 to 2011 and 2011 to 2013 – with Muhammadiyah University of Purwokerto (UMP) in Central Java, Indonesia. This journal is published twice a year i.e. August and February. 
The Use of Quality Pedagogic Language in the Teaching of English in Indonesian Setting Suherdi, Didi
EDUCARE Vol 4, No 2 (2012)
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ABSTRACT: The implementation of new curriculum into the teaching of English in Indonesia requires new ways of doing classroom practices. This article is intended to prtesent the result of a research conducted by a team of researchers (Suherdi, Yusuf & Muslim, 2007) in an SMA (Sekolah Menengah Atas or Senior High School) in Bandung, West Java, Indonesia to ascertain the effectiveness of the use of quality pedagogic language in improving students’ achievement in English. For that purpose, an experiment has bee done in a first grade class. Using a quasi-experimental design, the class has been taught using the language thus far used by the teacher in the first six meetings, and using the quality pedagogic language in the following six meetings. Prior to the first meetings, a pre-test was conducted to ascertain students’ learning achivement before the treatment. Then, a post-test was conducted at the end of the experiment. The result of the data analysis showed that there was a significant difference between the pre-test and post-test means in the English competence, and no difference in those of their effective factors. Possible explanations to these unlinear patterns of findings have been presented and relevant recommendations have been given both for theoretical and practical aspects of English teaching, especially in schooling system.KEY WORDS: Pedagogic language, teachers’ questions, feedback, pauses, discourse analysis, affective factors, and teaching of English.About the Author: Prof. Dr. H. Didi Suherdi is a Senior Lecturer at the Department of English 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: suherdi_d@yahoo.comHow to cite this article? Suherdi, Didi. (2012). “The Use of Quality Pedagogic Language in the Teaching of English in Indonesian Setting” in EDUCARE: International Journal for Educational Studies, Vol.4(2) February, pp.111-124. 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 (December 12, 2011); Revised (January 23, 2012); and Published (February 17, 2012).
Interactive Activities as an Alternative to Encourage Students Involvement in English Reading Class Kusrini, Endang
EDUCARE Vol 4, No 2 (2012)
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Abstract

ABSTRACT: The common problem found in reading was the students could not comprehend the text easily, because the students were passive. They never worked together in discussion or presentation. When the teacher asked them to read some texts and to find out the main ideas from the texts, most of the student could not or it easily. An interactive activity as a technique that is possible for them to improve their involvement in learning English, especially in reading class. This technique can help the students to comprehend the content of reading text in group; beside that, they can share, cooperate, and support each other, achive learning objective, and make the learning enjoyable. Interactive activities will help the teacher to engage the students. Teacher can use interactive activities in classrooms from high school to university. The choice of strategies is affected by a number of considerations: the level of the objectives, the abilities of the students, teacher teaching skills and preferences, the size of the class, and many other factors. However, since school is supposed to help students sharpen their higher-order thinking skills, strategies that promote active involvement in learning should be the goal of every teacher. Interactive lecturing and structured discussions are methods that promote a degree of student involvement. KEY WORDS: Interactive activities, teaching-learning process, involvement the student, and reading comprehension in English.About the Author: Endang Kusrini, M.Hum. is a Lecturer at the Department of English Education, Faculty of Education and Teacher Training UMP (Muhammadiyah University of Purwokerto), Jalan Raya Dukuhwaluh, P.O. Box 202, Purwokerto, Central Java, Indonesia. She can be reached at: endang_kusrini@yahoo.comHow to cite this article? Kusrini, Endang. (2012). “Interactive Activities as an Alternative to Encourage Students Involvement in English Reading Class” in EDUCARE: International Journal for Educational Studies, Vol.4(2) February, pp.191-200. 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 (December 11, 2011); Revised (January 24, 2012); and Published (February 17, 2012).
The Use of ICT and Communication Effectiveness among Secondary School Administrators Etudor-Eyo, Eno; Emah, Ime Effiong; Ante, Helen Anthony
EDUCARE Vol 4, No 2 (2012)
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Abstract

ABSTRACT: Humanity is currently in an electronic age which is characterized by bridging the gap between distance and time, giving way to information revolution built around information and communication. Therefore, this study obtained data from 396 secondary school administrators through the Administrators’ Use of ICT Questionnaire (AUIQ) and Administrators’ Communication Questionnaire (ACQ) to investigate how the use of ICT (Information and Communication Technology) predicts communication effectiveness among secondary school administrators in Akwa Ibom State, Nigeria. The findings were that the extent of administrators’ use of ICT and the extent of administrators’ effectiveness in communication are high; there is a significant positive relationship between administrators’ use of ICT and administrators’ effectiveness in communication; the effectiveness of secondary school administrators in communication is significantly predicted by the use of ICT. Based on the findings, conclusions were drawn and recommendations made that Government should make ICT tools available in all secondary schools for the administrators; workshops on the use of ICT should be organized from time to time by the Governments and NGOs (Non-Governmental Organizations) for school administrators who are not yet ICT literate; and skilled man-power should be employed to teach those administrators who are still illiterate in this regard by NGOs, the government, and individuals.KEY WORDS: Use of ICT, communication effectiveness, secondary school administrators; and skilled man-power in Nigeria.About the Authors: Dr. Eno Etudor-Eyo and Dr. Ime Effiong Emah are Senior Lecturer at the Faculty of Education UOU (University of Uyo), Nigeria; and Mrs. Helen Anthony Ante is a Researcher at the Ministry of Education, Akwa Ibom State, Uyo, Nigeria. They can be reached at: enoetudor@gmail.com, i.emah001@yahoo.com, and adiahamkara@yahoo.comHow to cite this article? Etudor-Eyo, Eno, Ime Effiong Emah & Helen Anthony Ante. (2012). “The Use of ICT and Communication Effectiveness among Secondary School Administrators” in EDUCARE: International Journal for Educational Studies, Vol.4(2) February, pp.125-136. 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 (December 7, 2011); Revised (January 10, 2012); and Published (February 17, 2012).
School Leadership in Global Perspective: A Study of the Influence of Organizational Culture, Ability, and Motivation Based on Geoleadership Model towards Leadership Capacity in Realizing Intelligent School at Catholic Junior High Schools in West Java, Indonesia Iskandar, Sherly Iliana
EDUCARE Vol 4, No 2 (2012)
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Abstract

ABSTRACT: Indonesia is a part of the world in the process of globalization. Ready or not, Indonesia is involved in the changing of competition paradigm, from material to knowledge competition. This demands the government and educational institution to be ready with strategy and global vision in taking needed steps for adjustments and changes. This quantitative study on 130 Catholic Junior High Schools Leaders in West Java area in Indonesia, about the influence of organizational culture, ability, and motivation based on geoleadership model towards leadership capacity, is conducted in responding to the radical impact of globalization to all aspect of life, including education in Indonesia. It is urgently needed to find a model of educational leadership to create intelligent school as an appropriate school for this situation. The result of the study showed that ability has the strongest influence (48.23%) to leadership capacity, followed by motivation (32.37%), and organizational culture (16.34%). Recommendation for Catholic Junior High Schools Leaders in West Java area in Indonesia is improving ability, motivation by training, and improving organizational culture by creating a conducive working climate to develop leadership capacity in realizing intelligent school.KEY WORDS: Organizational culture, ability, motivation, geoleadership model, leadership capacity, and intelligent school.About the Author: Dr. Ir. Sherly Iliana Iskandar is a Cum Laude Ph.D. Graduan of the Educational Administration Program at School of Postgraduate UPI (Indonesia University of Education), Jalan Dr. Setiabudhi No.229 Bandung 40154, West Java, Indonesia. She can be reached at: shc@melsa.net.idHow to cite this article? Iskandar, Sherly Iliana. (2012). “School Leadership in Global Perspective: A Study of  the Influence of Organizational Culture, Ability, and Motivation Based on Geoleadership Model towards Leadership Capacity in Realizing Intelligent School at Catholic Junior High Schools in West Java, Indonesia” in EDUCARE: International Journal for Educational Studies, Vol.4(2) February, pp.137-154. 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 (December 25, 2011); Revised (January 29, 2012); and Published (February 17, 2012).
Practical Teaching Model with Lesson Study Based: An Effort in Increasing Future Arabic Language Teacher Professionalism Abdurahman, Maman
EDUCARE Vol 4, No 2 (2012)
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ABSTRACT: Practical Teaching Program (PTP) is a program which must be taken by all university students in the education program. The purpose of PTP is, for the students (practitioners), to gain educational experience factually in the field, both with the school administration and its teaching-learning process. But in reality, there are numerous of students, who have finished their teaching exam in school who said that there are still confuse if they are going to be a professional teacher in the future. This research tries to explore the implementation of PTP based on Lesson Study (LS) principal and procedure. The method use is qualitative descriptive. This study conducted by Class Action Research: planning, action, observation, and reflection. The subjects of this research are 5 Arabic language students who are undergone PTP in the MAN (Madrasah Aliyah Negeri or State Senior High School for Islamic Education) 1 in Bandung, West Java, Indonesia. The instrument used to measures the professionalism of future Arabic language teacher are test, interview, observation, and direct supervision during the lesson study activity. The result shows that the PTP model of guidance and evaluation process with LS based can increase the professionalism of future Arabic language teacher which related to the pedagogic, professional, social, and personality of the teacher competencies. KEY WORDS: Practical teaching, lesson study, main supervisor, vice supervisor, Arabic language teacher, and professional competencies.About the Author: Dr. H. Maman Abdurahman is a Senior Lecturer at the Department of Arabic 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: marahman_180661@yahoo.co.idHow to cite this article? Abdurahman, Maman. (2012). “Practical Teaching Model with Lesson Study Based: An Effort in Increasing Future Arabic Language Teacher Professionalism” in EDUCARE: International Journal for Educational Studies, Vol.4(2) February, pp.215-228. 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 (December 22, 2011); Revised (January 27, 2012); and Published (February 17, 2012).
The Influence of Transformational Leadership on Teacher Commitment towards Organization, Teaching Profession, and Student Learning in Secondary Schools in Miri, Sarawak, Malaysia Mee Ling, Sii Ling @
EDUCARE Vol 4, No 2 (2012)
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ABSTRACT: A principal’s role is critical in sustaining or diminishing teacher commitment. Teacher commitment recorded only average in Malaysia. Accordingly, the researcher is interested in studying the relationship between transformational leadership and teacher commitment in the educational institution, exclusively in the government secondary schools in Miri, Sarawak, Malaysia. The survey instrument was developed based on conceptual framework on transformational leadership, teacher commitment, and literature review. Quantitative survey method was applied and four broadly hypothesized relationships were tested with a sample of 1,014 trained teachers serving in twenty-seven secondary schools in Miri, Sarawak. The findings showed either direct or indirect relationship between transformational leadership, teacher commitment, and moderators. They offer insights on how leadership practices affect teachers’ commitment and sense of teaching efficacy. It also necessitates for leadership development of school leaders to acquire transformational leadership qualities that are crucial in changing teachers’ attitude and improving their commitment level. Future endeavors should compare these findings with similar predictors, criterion, and moderators in other areas.KEY WORDS: School leadership, principal’s role, teacher commitment, transformational leadership, and educational institution in Sarawak, Malaysia.  About the Author: Sii Ling @ Mee Ling is a Ph.D. Student at the Faculty of Education UM (University of Malaya), Kuala Lumpur, Malaysia. For academic purposes, she can be contacted at: Lot 822, Bunga Raya 4, Taman Bumiko, 98000 Miri, Sarawak, Malaysia. E-mail: me2867sl@yahoo.comHow to cite this article? Mee Ling, Sii Ling @. (2012). “The Influence of Transformational Leadership on Teacher Commitment towards Organization, Teaching Profession, and Student Learning in Secondary Schools in Miri, Sarawak, Malaysia” in EDUCARE: International Journal for Educational Studies, Vol.4(2) February, pp.155-178. 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 (December 9, 2011); Revised (January 10, 2012); and Published (February 17, 2012).
Indonesian Gramatical Interference towards the Students’ Spoken and Written English Pudiyono, Pudiyono
EDUCARE Vol 4, No 2 (2012)
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Abstract

ABSTRACT: This research aimed to find out: (1) interference forms of Indonesian grammar towards the students’s spoken and written English competence; and (2) grammatical factors influencing grammatical Indonesian interference towards the students’s spoken and written English competence. The research method used was “metode simak dan catat” or observation and note taking mathod. This method was applied by notifying any expressions being interferenced from any academic activities. Therefore, the data were collected from students’ academic activities such as writing practices, reports, structured academic assignments, and also from discussion, seminars, and presentations. After the data had been collected and analyzed, they went into two main classifications. Those were sentencial interference (63.16%) and phrasal interference (36.84%). Further analyses showed that sentencial interfernce came into several sub-classifications such as the following: (1) sentence pattern S +  Very + Verb + Object, 31.21%; (2) sentence pattern of  Noun + Adjective, 12.2%; (3) sentence pattern of unapppropriate form, 6.57%; (4) sentence pattern of unintended or “ketidaksengajaan”, 5.3%; (5) impersonal it sentence pattern, 3.94%; and (6) active-passive sentence pattern, 3.94%. Meanwhile, phrasal interference came with 36.84% data and was classified into the following: (1) unorderly arrangement, 11.84%; (2) adverb formation, 5.3%; (3) inappropriate number, 9.2%; and (4) miscellaneous, 5%. Furthermore, the grammatical factor which influenced the Indonesian interference towards the English learning, both spoken and written, was the fact that the English language learners had little imposure and practice which made them difficult to internalize English linguistic knowledge they learned. KEY WODS: Sentencial interference, phrasal interference, linguistic environtment, grammatical patterns, acceptable patterns,”bahasa” Indonesia, and English language.About the Author: Pudiyono, M.Hum. is a Lecturer at the Department of English Education, Faculty of Education and Teacher Training UMP (Muhammadiyah University of Purwokerto), Jalan Raya Dukuhwaluh, Purwokerto, Central Java, Indonesia. He can be reached at: pudiyono_12@yahoo.co.idHow to cite this article? Pudiyono. (2012). “Indonesian Gramatical Interference towards the Students’ Spoken and Written English” in EDUCARE: International Journal for Educational Studies, Vol.4(2) February, pp.229-244. 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 (December 9, 2011); Revised (January 16, 2012); and Published (February 17, 2012).

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