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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 5, No 1 (2012)" : 9 Documents clear
Strengthening the Character: Uphold Ethics in Indonesian Language Study Pass by Supplementary Books Maryam, Siti
EDUCARE Vol 5, No 1 (2012)
Publisher : EDUCARE

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ABSTRACT: Nowadays, characters reinforcement matter has been taken into account for the sake of the nation. We can learn from other countries that succeed in managing education; so that the integration of character education in our country, Indonesia, must be conducted. For that objective, the writer assumes that supplementary books are facility usable for teacher of Indonesian language and literature subject to be exploited. Meanwhile, the effort of Indonesian language study teachers in strengthening student character and upholding ethics is one of effort in improving human resource quality. This effort is very essential, considering the quality of Indonesian citizen is still unsatisfying. Through speaking and writing skills, teacher can evaluate the use of language ethics among students, both directly and indirectly. This article aims to present a study of optimizing language learning to form students’ character and ethics. By combining creativity, character, and ethics to Indonesian language and literature learning, the writer optimizes also implicitly the role and function of Indonesian language and literature learning in accordance to its target, among others for character and students language ethics reinforcement. So, students as the next generation should be prepared to socialize and live properly. Therefore, Indonesian language and literature learning should optimize the students’ role through supplementary books.   KEY WORDS: Character education, teaching and learning process, supplementary books, Indonesian language, and students as the next generation.About the Author: Dr. Hj. Siti Maryam is a Senior Lecturer at the Department of Indonesian Language Education, Faculty of Education and Teacher Training UNSUR (University of Suryakancana) in Cianjur, West Java, Indonesia. She can be reached at: yams1964@yahoo.comHow to cite this article? Maryam, Siti. (2012). “Strengthening the Character: Uphold Ethics in Indonesian Language Study Pass by Supplementary Books” in EDUCARE: International Journal for Educational Studies, Vol.5(1) August, pp.39-50. 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 18, 2012); Revised (July 20, 2012); and Published (August 17, 2012).
The Appropriate Pancasila Education Contents to Implant Lofty Values for Indonesian Students Taniredja, Tukiran; Afandi, Muhammad; Faridli, Efi Miftah
EDUCARE Vol 5, No 1 (2012)
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ABSTRACT: “Pancasila” (Five Basic Principles of the Republic of Indonesia) Education subject, which was before Reformation era (1998) known widely by Indonesian community, nowadays has undergone marginalization process in social, national, and state living. It is due to, one of the factors, that “Pancasila” Education subject has been made as indoctrination means and authority political needs in performing development in the New Order government era (1966-1998). Although “Pancasila” Education subject has not been exit in educational curriculum in Indonesia since 2003, but now it is realized the need of developing awareness about “Pancasila” lofty values toward college students as the candidate of next national leader. Of the appropriate “Pancasila” Education subject contents to implant lofty values toward Indonesian students, the study finding shows that the respondents agreed with re-emphasizing  the matters related to: (1) the foundation and aim of “Pancasila” Education; (2) “Pancasila” in historical context of Indonesian struggle; (3) “Pancasila” as philosophical system; (4) “Pancasila” as political ethic; (5) “Pancasila” as national ideology; (6) “Pancasila” in state administration of Indonesian Republic; and (7) “Pancasila” as social, national, and state living paradigm in Indonesia to be developed continuously in Indonesian community. KEY WORDS: “Pancasila” education subject, lofty values, Indonesian college students, globalization process, and national character and identity.     About the Authors: Prof. Dr. Haji Tukiran Taniredja, Muhammad Afandi, M.Pd. and Efi Miftah Faridli, M.Pd. are the Lecturers at the Faculty of Education and Teacher Training UMP (Muhammadiyah University of Purwokerto), Jalan Raya Dukuhwaluh P.O. BOX 202, Purwokerto 53182, Central Java, Indonesia. Phone: +62281 636751. E-mails: tukiranump@yahoo.com and efimiftahfaridli@yahoo.co.idHow to cite this article? Taniredja, Tukiran, Muhammad Afandi & Efi Miftah Faridli. (2012). “The Appropriate Pancasila Education Contents to Implant Lofty Values for Indonesian Students” in EDUCARE: International Journal for Educational Studies, Vol.5(1) August, pp.107-116. 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 27, 2012); Revised (July 30, 2012); and Published (August 17, 2012).
Re-Examining Implementation of Policy on Equity in Education in Malaysia Nordin, Abu Bakar
EDUCARE Vol 5, No 1 (2012)
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ABSTRACT: Democratization of education implied that all children of school age should have the right to be in schools and also have the right to be assisted to achieve as much as what their cohorts have achieved or what has been specified by the curriculum. However, owing to variations in factors such as family economic and education backgrounds, ethnicity, school locations, school and teacher distributions, allocation of school funds, diversity in the implementations of specific reforms, the presence of physically and mentally handicapped students and parent-teacher association involvement in school activity; accessibility and achievement fell short of the expectation. In examining the current forms of policy implementation and reforms discrepancies found run not only counter to the sacred doctrine of democratization of education but also work against the sacred goals of providing equal education opportunity for all children. Streaming according to performance, despite having its own advantages, does not help in either accessibility or achievement and thereby antithetical to equity. Therefore, the current practices in the implementation of the policy and reforms should be re-examined within the context of a reliable framework, so that remedial and much more innovative considerations such as purposeful distributions of teachers, making additional fund available for needy schools, streaming according to the needs of children to be able to learn effectively, and dispensing some allocation and organizational skills to educate parents to be actively involved in school activities can purposefully be undertaken.                                                            KEY WORDS: Equity in education, education policy in Malaysia, re-examining policy in education, and education and equity.===About the Author: Prof. Dr. Abu Bakar Nordin is an Emeritus Professor at the Faculty of Education UM (University of Malaya), 50603 Kuala Lumpur, Malaysia. For academic purposes, he can be reached via e-mail address at: a_bakarnordin@um.edu.my and a.bakar43@yahoo.comHow to cite this article? Nordin, Abu Bakar. (2012). “Re-Examining Implementation of Policy on Equity in Education in Malaysia” in EDUCARE: International Journal for Educational Studies, Vol.5(1) August, pp.51-64. 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 21, 2012); Revised (July 23, 2012); and Published (August 17, 2012).
Full text in PDF of the EDUCARE Journal, issue of August 2012 EDUCARE, Editor Journal
EDUCARE Vol 5, No 1 (2012)
Publisher : EDUCARE

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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. 
Bullying as Gendered Violence: Girls Talk of Their Classroom Experiences within a Heterogeneous Classroom Okeke, Chinedu I.O.
EDUCARE Vol 5, No 1 (2012)
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ABSTRACT: Bullying is a global phenomenon with devastating consequences for the victims, their families, and the societies at large. Bullying is a serious social ill; a lived experience capable of turning individuals within a given society into social misfits with long-term implications. This paper reflects on the account of the stories by some Nigerian school girls of their classroom experiences in a heterogeneous school setting. Aspects of the deliberations from among the 25 girls (and 25 boys as well) who took part in the study are employed in this paper to interrogate how gendered bullying played into the girls’ perceptions of their classroom. Results from the study show that within co-educational classroom, girls are more likely to be bully-victims than boys. Results also revealed that boys are more likely to be perpetrators of bullying than girls in a mixed-sex classroom. Bullying as lived experience, therefore, emerges in the study as a form of belligerent masculinity; and is germane to the understanding of the girl participants’ submissive posture as they struggled for space and identity within the classroom in complex and subtle ways. The implications of this for co-education and co-educational policy-making are highlighted and recommendations for changes in policy and practice are equally suggested.    KEY WORDS: Schooling, classroom bullying, girls’ participation, gender, Nigerian school girls, and co-education and co-educational policy-making.About the Author: Chinedu I.O. Okeke, Ph.D. is a Lecturer at the Department of Educational Foundations & Management, Faculty of Education UOS (University of Swaziland), Kwaluseni Campus, Private Bag 4 Kwaluseni M201, Swaziland, Africa. Phone: +26825170374. Fax: +26825185276. Email address: okekechinedu@yahoo.com and ciookeke@gmail.comHow to cite this article? Okeke, Chinedu I.O. (2012). “Bullying as Gendered Violence: Girls Talk of Their Classroom Experiences within a Heterogeneous Classroom” in EDUCARE: International Journal for Educational Studies, Vol.5(1) August, pp.1-14. 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 15, 2012); Revised (July 17, 2012); and Published (August 17, 2012).
The Influence of Teachers’ Performance Empowerment in Improving the Quality of Education in the Elementary Schools Subroto, Waspodo Tjipto
EDUCARE Vol 5, No 1 (2012)
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ABSTRACT: Teachers have importance position and roles to increase the quality of teaching and learning process, so that the performance of the teachers must also be improved. Empowering the teachers’ performance is visible to increase the quality of education in the elementary schools in Surabaya city, East Java, Indonesia. This study is intended to explore on how to implement the empowerment for teachers (education qualification, training, and briefings) related to education quality. The study was conducted to the sample of 174 small clusters by using stratified cluster sampling technique. Applying structural equation modeling analysis, the research-intensive as the findings followed. This research finding showed that education qualification of teachers influenced the teachers’ performance and also the education quality at elementary schools. Besides that, it influenced education in service training to teachers’ performance and education quality. Moreover, teachers’ professional training also influenced the performance and the education quality. The research conclusion stated that empowerment of teachers has influenced the increase of performance with indicators of knowledge, attitude, and skills to increase the education quality. So, the quality of elementary schools with value indicator increased not only the quantity but also quality of teaching and learning process.KEY WORDS: Teacher performance, empowering, Indonesia human resources, elementary schools, teaching and learning process, and quality of education.About the Author: Dr. Waspodo Tjipto Subroto is Senior Lecturer at the Faculty of Education UNESA (Universitas Negeri Surabaya or State University of Surabaya), Jalan Kentingan, Surabaya City, East Java, Indonesia. Mobile: +6281333213333. E-mail: waspodotjipto@yahoo.co.idHow to cite this article? Subroto, Waspodo Tjipto. (2012). “The Influence of Teachers’ Performance Empowerment in Improving the Quality of Education in the Elementary Schools” in EDUCARE: International Journal for Educational Studies, Vol.5(1) August, pp.65-78. 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, 2012); Revised (July 13, 2012); and Published (August 17, 2012).         
Learning Effectiveness and Satisfaction in Study Groups: A Consideration of the Moderating Factors Pang, Elvi; Hung, Humphry
EDUCARE Vol 5, No 1 (2012)
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ABSTRACT: The emerging predominance of group learning in the business world represents a significant trend of group work assignments in the context of formal education. Group learning effectiveness and satisfaction has been analyzed on the basis of traditional theories of group dynamics. However, the assessment of learning effectiveness and satisfaction has its uniqueness and requires special attention. Based upon equity theory, we propose a model to highlight the significant impact of workload equity and mutual collaboration on members’ performance and satisfaction in the group learning process. We conduct a study to validate the relationship and the results support our proposition. In addition, with reference to predicted outcome value theory, we propose that information transparency has a highly significant moderating effect in the group learning process. Hence, the findings of this study are consistent with the results of previous studies on team effectiveness that found conflicts and individual satisfaction to be negatively associated, and interpersonal understanding amongst team members to be positively correlated with team learning. On top of this observation, our study contributes to literature by highlighting the significance of information transparency in the group learning process. Finally, some implications, limitations, and recommendations of our study are discussed.KEY WORDS: Group learning, learning effectiveness and satisfaction, workload equity, mutual collaboration, and interpersonal understanding.  About the Authors: Elvi Pang is a Lecturer at the Department of Management and Marketing HKPU (Hong Kong Polytechnic University) in Hong Kong, China; and Dr. Humphry Hung is Senior Lecturer at the same Department. They can be contacted at: Department of Management and Marketing HKPU in Hong Kong, Cina. Phone: (852)-2766-7357. E-mail: mshung@polyu.edu.hkHow to cite this article? Pang, Elvi & Humphry Hung. (2012). “Learning Effectiveness and Satisfaction in Study Groups: A Consideration of the Moderating Factors” in EDUCARE: International Journal for Educational Studies, Vol.5(1) August, pp.79-94. 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 8, 2012); Revised (July 10, 2012); and Published (August 17, 2012).
The Effects of Use of Learning Strategies Training on Students Foreign Language Vocabulary Learning Fallahchai, Seyed Reza
EDUCARE Vol 5, No 1 (2012)
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ABSTRACT: Foreign language vocabulary learning, in this case is English, is not the same as memorizing words in the context of serial lists. To master a foreign language, words must be recalled and recognized in new and unexpected contexts. The paper describes a research project which investigated how vocabulary can best be learned or taught with 558 primary (6th grade)  students (four groups of from sixteen intact classes). Four approaches to vocabulary instruction: (1) Vocal rehearsal + phonological awareness training; (2) Sub-vocal rehearsal + phonological awareness training; (3) Vocal and sub-vocal rehearsal + phonological awareness training; and (4) No rehearsal and phonological awareness training were examined in this study and a comparison was made of their effects on students vocabulary acquisition. Pre-test and post-test vocabulary knowledge scales were administrated and an ANOVA analyses was conduct to identify any significant difference among four groups. The results indicate that all three methods resulted in significant vocabulary gains. Furthermore, the difference between first group, vocal rehearsal phonological awareness training; and second group, sub-vocal rehearsal phonological awareness training, was not significant; participants in the third group did significantly better than those.KEY WORDS: Learning strategies, rehearsal, phonological awareness, foreign language, teaching vocabulary, and English as second language.===About the Author: Dr. Seyed Reza Fallahchai is Assistant Professor of Psychology at the Department of Psychology HU (Hormozgan University), P.O. Box 3995, Bandar Abbas, Iran. He can be reached at: rfallahchai@yahoo.comHow to cite this article? Fallahchai, Seyed Reza. (2012). “The Effects of Use of Learning Strategies Training on Students Foreign Language Vocabulary Learning” in EDUCARE: International Journal for Educational Studies, Vol.5(1) August, pp.25-38. 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, 2012); Revised (July 30, 2012); and Published (August 17, 2012).
Relationship between Emotional Intelligence and Students Attitude towards Co-Curricular Uniform Bodies in Malaysia Yusof, Najeemah Mohd
EDUCARE Vol 5, No 1 (2012)
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ABSTRACT: The purpose of this study is to identify the relationship between emotional intelligence and students attitude towards co-curricular uniform bodies among secondary school children. The research is to determine the level of emotional intelligence, the difference between emotional intelligence based on gender and ethnicity, and relationship with students’ attitude towards uniform bodies. Sample for the study were 120 form four secondary school children from Penang, Malaysia. Emotional intelligence is measured using the Bar-On EQ-1:YV. The data were analyzed using the SPSS package version 16. The independent t-test was used to analyze whether there is any significant difference in the mean score of emotional intelligence based on gender. The one way ANOVA was used to analyze any significant difference in the mean score of emotional intelligence based on ethnicity. Pearson correlation was used to show the relationship between emotional intelligence and students’ attitude towards uniform bodies. The results show a significant difference and relationship which will be elaborated in this paper. The implication of this research is that the emotional intelligence should be emphasized in and outside the classroom as it is significant in improving students’ attitude and academic achievement.KEY WORDS: Emotional intelligence, students attitude, co-curricular activities, secondary school children in Malaysia, and human life.About the Author: Dr. Najeemah Mohd Yusof is a Senior Lecturer at the School of Educational Studies USM (Science University of Malaysia), 11800 Minden, Pulau Pinang, Malaysia. She can be contacted at: najineen@usm.myHow to cite this article? Yusof, Najeemah Mohd. (2012). “Relationship between Emotional Intelligence and Students Attitude towards Co-Curricular Uniform Bodies in Malaysia” in EDUCARE: International Journal for Educational Studies, Vol.5(1) August, pp.95-106. 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, 2012); Revised (July 30, 2012); and Published (August 17, 2012).

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