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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
 1 
Search results for , issue " Vol 6, No 2 (2014)" : 9 Documents clear
Negative Labeling towards Teachers as Expression of Violence in Modern Literature Manurung, Rosida Tiurma; Suganda, Dadang; Cristiana, Davidescu
EDUCARE Vol 6, No 2 (2014)
Publisher : EDUCARE

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Abstract

ABSTRACT: Previous to 1960, the literatures recognized teachers as highly respected figures. Upon seeing a teacher from far away, a student would hurriedly run to reach him/her and would lead his/her bike. It was considered an honor to help teachers in one way or another. Time and time in the past literature, teachers are labeled in such ways that the students would kiss their teachers’ hands to show them respect. The students would not hesitate to give their selves away to help cut their teachers’ grass. However, it is no longer the case in today’ literatures. The literatures repeatedly make fun of teachers, as well harassing and paralyzing them. It is ironical. Teachers have lost their positive label and are labeled negatively as the product of indecent behavior from the part of the students. Schools are becoming the fields for channeling violent attitude and behaviors to ruin the good image of a teacher. In this work, teachers labeling in the past and today’ literature are compared. Literatures from 1960s and 2000s become the sources of data. Language expression is analyzed with the help of Critical Discourse Analysis using the method of contrasted descriptive and analysis, while data are collected by the technique of library study and interviews. It is expected that the result of the research help put the teachers’ label (already fading away, corrupted, and falling onto pieces) on its early respected place again. Teachers with positive image are always needed and cannot be compromised. With the positive label of teachers, the process of studying and teaching can be performed more conducive, effective, interactive, and optimum. Positive labeling of teachers need to be started in today literature. Poets and authors have the central role to give appreciation for the teachers.KEY WORDS: Teachers labeling, violent expression, 1960s’ literature, today’ literature, contrasted analysis, and critical discourse analysis.    About the Authors: Rosida Tiurma Manurung is a Ph.D. Student at the Postgraduate Program of Literature Science, Majoring in Linguistic UNPAD (Padjadjaran University) in Bandung, West Java, Indonesia; and Prof. Dr. Dadang Suganda and Prof. Dr. Davidescu Cristiana are the Lecturers at the Faculty of Humanities UNPAD Bandung. Corresponding author is: rosidatm@gmail.comHow to cite this article? Manurung, Rosida Tiurma, Dadang Suganda & Davidescu Cristiana. (2014). “Negative Labeling towards Teachers as Expression of Violence in Modern Literature” in EDUCARE: International Journal for Educational Studies, Vol.6(2) February, pp.161-168. 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 26, 2013); Revised (January 29, 2014); and Published (February 17, 2014).   
The Interpretation of Sundanese Educational Philosophy in Traditional Idiomatic Expressions Sudaryat, Yayat
EDUCARE Vol 6, No 2 (2014)
Publisher : EDUCARE

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Abstract

ABSTRACT: The study was aimed at exposing the result of reinterpretation and reformulation of Sundanese educational philosophy in traditional idiomatic expressions. Traditional idiomatic expressions are plastic-aesthetic words having connotative meanings. The structures and sounds of words in traditional idiomatic expressions do not change from one generation to another. This study applied descriptive method. Bibliographic study, intuition, elicitation, and questionnaires were used to get data. The data were, then, analyzed using hermeneutic method by immediate constituent analysis. This study found that traditional idiomatic expressions implied high moral values and reflected local wisdom, particularly those dealing with character building. Philosophically, character building or education process involved education trident or three education practice, i.e. planning, implementation, and evaluation. Besides, the values of Sundanese education practice consisted of the objective, methodology, teachers and students, media and learning materials, and evaluation. Education should start as early as possible, so that the result could be gained when one reached his or her adulthood (“kudu guguru ti lelembut, diajar ti bubudak, geus gede kari makena”). The teachers and students should be caring and attentive (“silih asah, silih asih, silih asuh”). Thus, it would create “jelema masagi” (complete people) who were well-rounded; and “legok tapak genteng kadek” (had a lot of experiences), and “cageur, bageur, bener, pinter, singer, tur pangger” (had the qualities of being healthy, morally-right, intellectual, skillful, and tough). KEY WORDS: Philosophy of education, traditional idiomatic expressions, Sundanese character, local wisdom, Nusantara languages, unity in diversity, and Indonesia nation-state.About the Author: Dr. Yayat Sudaryat is a Senior 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. E-mail: kisudaryat_sunda@yahoo.comHow to cite this article? Sudaryat, Yayat. (2014). “The Interpretation of Sundanese Educational Philosophy in Traditional Idiomatic Expressions” in EDUCARE: International Journal for Educational Studies, Vol.6(2) February, pp.119-128. 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 17, 2013); Revised (January 19, 2014); and Published (February 17, 2014).   
A Comparison of Factors Influencing the Job Satisfaction among Academic Members of the University of Technology and the University of Science in Vietnam Duong, Minh-Quang
EDUCARE Vol 6, No 2 (2014)
Publisher : EDUCARE

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Abstract

ABSTRACT: Since the late 1950s, a number of researchers have theorized about the nature of job satisfaction and developed models which attempt to explain differences of job satisfaction. Job satisfaction is a major concern of managers in business, executives in industry, and teachers and administration in educational organization. It is clear that very little research on university faculty job satisfaction has come from the developing world like Vietnam. This aim of this study was to determine the specific factors that affected the job satisfaction of academic members both universities. The study used a questionnaire to survey with 141 academic members from two public universities of Ho Chi Minh City in Vietnam which selected as a statistical sample. The study showed that academic members of two universities were only a moderate level of job satisfaction. However, faculty members in the University of Technology were more satisfied than faculty members in the University of Science. The present analysis found that no significant differences existed job satisfaction of academic members among the two universities; but, there were significant difference between male and female faculty. In addition, male faculty members were generally more satisfied than female colleagues. The study also recognized that job satisfaction of academic members were significantly affected by their work time and institutional characteristics. KEY WORDS: Job satisfaction, Vietnamese higher education, academic members, work time, institutional characteristics, and developing country.About the Author: Minh-Quang Duong is a Lecturer at the Faculty of Education, University of Social Sciences and Humanities VNU-HCMC (Vietnam National University – Ho Chi Minh City), 10-12 Dinh Tien Hoang Road, District 1, Ho Chi Minh City, Vietnam. E-mail: mqduong.ussh@yahoo.comHow to cite this article? Duong, Minh-Quang. (2014). “A Comparison of Factors Influencing the Job Satisfaction among Academic Members of the University of Technology and the University of Science in Vietnam” in EDUCARE: International Journal for Educational Studies, Vol.6(2) February, pp.169-178. 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 4, 2013); Revised (January 8, 2014); and Published (February 17, 2014).   
Education for Peace in the Light of National Curriculum Framework – 2005 Mondal, Ajit; Mete, Jayanta
EDUCARE Vol 6, No 2 (2014)
Publisher : EDUCARE

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Abstract

ABSTRACT: We live in an age of unprecedented levels of violence, with constant threats posed by intolerance, fanaticism, dispute, and discordance. Ethical action, peace, and welfare are facing new challenges. A strong need is being felt by educationists, philosophers, scientists, and political leaders to rejuvenate the human values, which may bring long lasting peace on this planet. The purpose of education goes beyond the propagation of knowledge. J. Delor’s Report (1996) on learning to live together as the central pillar of education proposes that education must be geared to promote a culture of peace, tolerance, democratic values, human rights, and duties among students. With the reality of the alarming increase in violence in school life, the National Curriculum Framework (NCF) – 2005 strongly advocates education for peace at all levels of schools. In this backdrop, the present paper tries to epitomise the concept of education for peace in the light of NCF – 2005. Peace and living together have been integral part of Indian way of living and manifested in its Constitution through various articles. It firmly believes that inculcation of certain values among younger generation would help them to exist in the dynamic socio-cultural fabric with peace, harmony, and prosperity. In the final section, approach, strategies, activities, and teacher’s role in education for peace in the landscape of school education are also addressed as envisaged in the NCF – 2005.KEY WORDS: Education, peace, human values, harmony, tolerance, democracy, national curriculum framework, and India’s government and society.  About the Authors: Mr. Ajit Mondal and Dr. Jayanta Mete are a Research Scholar and an Associate Professor at the Department of Education, University of Kalyani, Kalyani, West Bengal, Pin-741235, India. The authors can be contacted via their e-mail at: mondalajit.edn@gmail.com and jayanta_135@yahoo.co.inHow to cite this article? Mondal, Ajit & Jayanta Mete. (2014). “Education for Peace in the Light of National Curriculum Framework – 2005” in EDUCARE: International Journal for Educational Studies, Vol.6(2) February, pp.129-136. 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 5, 2013); Revised (January 8, 2014); and Published (February 17, 2014).   
Improving Democratic Values in Civic Education Learning through Grouped-Discussion Method for the Students in Higher Education Institution Priyanto, Eko
EDUCARE Vol 6, No 2 (2014)
Publisher : EDUCARE

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Abstract

ABSTRACT: This study was aimed at improving the students’ democratic values among the students in higher education institution through a grouped-discussion method. This was trigerred by a lack of understanding on democratic values among the students in the uniersity level. They also indicated less-democratic attitudes and behavior. This was an action reseach study following the model of Stephen Kemmis & Robin McTaggart (1988). The subject of the research was the fourth-semester students at the Study Program of Indonesia and Local Languages Education, Faculty of Education and Teacher Training UMP (Muhammadiyah University of Purwokerto) in Central Java, Indonesia. There were 60 students. The action (treatment) given was an application of grouped-discussion in the Civic Education courses. The data collection was through observation from which the results was noted in an observation guide. In addition, it was also done through testing of essay questions and an interview. Two types of data were collected, i.e. qualitative data from document, results of observation, and recorded interview; and the quantitative data were from testing of pre- and post-test. Based on the analysis, it was proved that the democratic values among the students can be improved through grouped-discussion method applied in Civic Education course. Their average learning score was 63.75 before the treatment and it increased to 72.77 after the first cycle. At the end of the second cycle, it became 80.68. Besides, another increase was indicated from their democratic attitude and behavior. They acknowledged that every individual has a freedom of giving his/her opinion, of making a group of organization, and participating in any organization, appreciating citizen and gender equity, and respecting other people’s opinion. KEY WORDS: Democratic values, grouped-discussion, civic education, students, democratic attitude and behavior, and good citizen of Indonesia.About the Author: Eko Priyanto is a Lecturer at the Faculty of Education and Teacher Training UMP (Muhammadiyah University of Purwokerto), Jalan Raya Dukuhwaluh, Purwokerto City, Central Java, Indonesia. E-mail: ahmadump@yahoo.co.id How to cite this article? Priyanto, Eko. (2014). “Improving Democratic Values in Civic Education Learning through Grouped-Discussion Method for the Students in Higher Education Institution” in EDUCARE: International Journal for Educational Studies, Vol.6(2) February, pp.179-188. 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 (December11, 2013); Revised (January 13, 2014); and Published (February17, 2014).  
Student’s Voices in Reflective Suprasegmental Features Pronunciation Teaching Suwartono, Suwartono
EDUCARE Vol 6, No 2 (2014)
Publisher : EDUCARE

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Abstract

ABSTRACT: Most of the literature on pronunciation discusses what and how to teach. The learner, that is actually the center of the teaching and learning process, remains little known or untouched. Meanwhile, suprasegmentals are of paramount importance in spoken English. The presence of suprasegmental features in speech contributes heavily to intelligibility. Suprasegmental features cover mainly stress, length, tone, and intonation. These features are essentially the same as prosodic elements of language. Perhaps, to most EFL (English as Foreign Language) learners in Indonesia, these features are complicated to master. Some teachers of English even did not seem to show interest in introducing the features to students. This article highlights the reflective process within the students learning the English pronunciation. The data were collected through diaries. The students were provided with small notebooks to write entries of reaction, perception, and learning experience when they were being taught English suprasegmental features using reflective method. Video was utilized to facilitate student engaging in reflective process through main teaching and learning activities of listening to target model, rehearsing monologue or dialogue, video-recording, and playing video clip. Overall, the majority of reflections revealed that the adoption of video as a reflective tool integrated into communicative language activities has helped the students evaluate and self-monitor their own speech performance in learning the English suprasegmental features pronunciation, which is commonly considered complicated.   KEY WORDS: Students’ voices, reflective, suprasegmental, pronunciation, evaluate, self-monitor, teaching and learning process, diary, and class-room action research.About the Author: Dr. Suwartono is a Senior Lecturer at the Department of English Language Teaching, Faculty of Education and Teacher Training UMP (Muhammadiyah University of Purwokerto), Central Java, Indonesia. The author can be reached at: suwartono2006@yahoo.co.idHow to cite this article? Suwartono. (2014). “Student’s Voices in Reflective Suprasegmental Features Pronunciation Teaching” in EDUCARE: International Journal for Educational Studies, Vol.6(2) February, pp.137-144. 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 24, 2013); Revised (January 27, 2014); and Published (February 17, 2014).   
Teaching-Learning Challenges Facing Students of English in the Preparatory Year at the Taif University, Kingdom of Saudi Arabia Tawalbeh, Thaer Issa
EDUCARE Vol 6, No 2 (2014)
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ABSTRACT: The present study aimed to investigate the teaching-learning challenges students face in the Preparatory Year Program (PYP) at Taif University from instructors and students perspectives. The first two questions were concerned with the instructors’ and students’ extent of agreement on the challenges students face while learning English in the preparatory year at Taif University from students’ and instructors’ points of view. The third question tried to answer whether there were any statistically significant differences at (a = 0.05) between instructors’ and students’ responses due to the five domains of teaching-learning challenges. Descriptive statistics were used to analyze the data related to the first two questions, and Independent t-test was used to answer the third question. The findings of the first question showed that the fifth and the first domains include most of the teaching-learning challenges facing Taif University students in the Preparatory Year Program from the instructors’ point of view. The results of the second question indicated that with the exception of the third domain, all the other domains represent teaching-learning challenges facing students from their own points of view. In addition, the results of the first two questions showed an agreement between instructors and students in terms of ranking the fifth and the first domains as having most of the teaching-learning challenges facing students. As for the third question, the findings showed that there were statistically significant differences at (a = 0.05) between instructors’ and students’ views due to the five domains of the teaching-learning challenges. These findings could be due to the fact that instructors and students are two heterogeneous groups having different mentalities, belonging to different age groups, and educational and cultural backgrounds. KEY WORDS: Instructors’ perceptions, students’ perceptions, teaching-learning challenges, Taif University students, learning EFL, and preparatory year.About the Author: Dr. Thaer Issa Tawalbeh is a Lecturer at the Testing Unit, English Language Center TU (Taif University) in Kingdom of Saudi Arabia. For academic purposes, the author can be contacted via his e-mail address at: ansathaer@hotmail.comHow to cite this article? Tawalbeh, Thaer Issa. (2014). “Teaching-Learning Challenges Facing Students of English in the Preparatory Year at the Taif University, Kingdom of Saudi Arabia” in EDUCARE: International Journal for Educational Studies, Vol.6(2) February, pp.145-160. 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, 2013); Revised (January 18, 2014); and Published (February 17, 2014).   
Full text in PDF of the EDUCARE journal, issue of February 2014 EDUCARE, Editor Journal
EDUCARE Vol 6, No 2 (2014)
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This journal was firstly published on August 17, 2008. Since issue of February 2009, the EDUCARE-IJES journal has been joining publication between Faculty of Education and Teacher Training UMP (Muhammadiyah University of Purwokerto) in Central Java and ASPENSI (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. Starting from issue of August 2013, the EDUCARE-IJES journal has been published by Minda Masagi Press as a publisher owned by ASPENSI in Bandung, West Java, Indonesia.
A Comparative Study of Muslim and Western Pedagogues’ Educational Perspectives: Contextualization of Comparative Education as a Universitys Discipline Arani, Abbas Madandar; Kakia, Lida; Moazani, Batol
EDUCARE Vol 6, No 2 (2014)
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ABSTRACT: During the two recent decades, the world has witnessed that regional conflicts are increasing because of the type of relationships among civilizations. Most of these conflicts have been resulted from political, social, and economical relations among Muslim countries and Western countries at the Middle East. In such a situation, for reducing millions of people’s sufferings, educational systems and especially higher education system surely play a vital role. Higher education system, through developing humanities-related disciplines, could increase levels of common understanding among intellectuals of the involved societies. On this score, comparative education has the power to encourage hearing other cultures out and international mutual understanding among people round the globe through educational system. Unfortunately, comparative education as a university discipline has not developed considerably at higher education systems in the Middle East countries. The present paper, first, tries to briefly explore the present situation of comparative education science in the region and, then, through comparing educational viewpoints of three Muslim pedagogues: Al-Farabi, Avicenna, and Al-Ghazali; and three famous educators of the West world: John Locke, Jean-Jacques Rousseau, and John Dewey, demonstrate the possibilities of developing comparative education science as a university discipline in the Middle East. The comparisons between Muslim educators and their counterparts in the West, however, made in this paper have bilateral benefits.KEY WORDS: Comparative education, educational perspective, Muslim, Middle East, pedagogues, Western, higher education system, and understanding.    About the Authors: Dr. Abbas Madandar Arani is an Assistant Professor at the Department of Education LU (Lorestan University) in Iran; Mrs. Lida Kakia is a Ph.D. Student in Comparative Education at SU (Sofia University) in Bulgaria and at present works as a Teacher Counselor at different schools in Tehran, Iran; and Mrs. Batol Moazani is M.A. (Master of Arts) in Islam History and at present works as a Teacher at different schools in Tehran, Iran. The authors can be contacted via their e-mails at: rie2000@gmail.com and lida.kakia@gmail.comHow to cite this article? Arani, Abbas Madandar, Lida Kakia & Batol Moazani. (2014). “A Comparative Study of Muslim and Western Pedagogues’ Educational Perspectives: Contextualization of Comparative Education as a Universitys Discipline” in EDUCARE: International Journal for Educational Studies, Vol.6(2) February, pp.111-118. 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 29, 2013); Revised (January 20, 2014); and Published (February 17, 2014).  

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