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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 7, No 1 (2014)" : 9 Documents clear
Digestibility of Heat Treated Barley in Blue Fox and Mink Korhonen, Hannu T; Niemelä, Paavo
EDUCARE Vol 7, No 1 (2014)
Publisher : EDUCARE

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Abstract

ABSTRACT: Carbohydrates are easy accessible raw material for fresh feed in domestic animal production. Barley, which mainly contains carbohydrates, has become more popular as an ingredient in feed for fur bearing animals in particular. The aim of the present study was to clarify the effects of heat treatment on digestibility of barley in farm-raised juvenile blue fox and mink. Two different heat treatments were compared here: (1) traditional heat treatment; and (2) specific treatment, including exposure to pressure and heat, and by gelatinization. Experimental animals were six adult males of dark standard-type mink or “neovison vison” and blue fox or “vulpes lagopus”. The digestibility was evaluated by the AIA indicator method with 0.5 silicate (celite 545) serving as an inert indicator. Main components in the study feed were slaughter-house offal, Baltic herring, barley, and water. Ash content was higher in specific than in traditional diet (p < 0.001). Crude protein content tended to be slightly higher in specific diet. In blue fox and mink, digestibility of crude protein and fat were similar in traditional and specific diet (p > 0.005). Digestibility of carbohydrates and organic matter was significantly (p < 0.01) better for specific than traditional diets. Heat treatment including gelatinization can be recommended to use for better utilization of carbohydrate stuff in the diet.KEY WORDS: Farmed furbearers, mink and blue fox, heat treatment, feed ingredients, fur farming, carbohydrate, and digestive value.  About the Authors: Prof. Hannu T. Korhonen, Ph.D. and Paavo Niemelä, Ph.D. are Principal Research Scientist and Docent in Applied Zoology at the MTT Agrifood Research Finland, Animal Production Research, Silmäjärventie 2,  FIN-69100 Kannus, Finland. For academic purposes, corresponding author is: hannut.korhonen@mtt.fiHow to cite this article? Korhonen, Hannu T. & Paavo Niemelä. (2014). “Digestibility of Heat Treated Barley in Blue Fox and Mink” in EDUCARE: International Journal for Educational Studies, Vol.7(1) August, pp.43-48. Bandung, Indonesia: Minda Masagi Press and UMP Purwokerto, ISSN 1979-7877. Chronicle of the article: Accepted (March 20, 2014); Revised (May 30, 2014); and Published (August 17, 2014).
Full text in PDF of the EDUCARE journal, issue of August 2014 EDUCARE, Editor Journal
EDUCARE Vol 7, No 1 (2014)
Publisher : EDUCARE

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Abstract

This journal was firstly published on August 17, 2008. Since issue of February 2009, the EDUCARE-IJES journal has been organized by the Lecturers of FKIP UMP (Faculty of Education and Teacher Training, Muhammadiyah University of Purwokerto) in Central Java; and published by Minda Masagi Press as a publisher owned by ASPENSI (the Association of Indonesian Scholars of History Education) in Bandung, West Java, Indonesia. The EDUCARE-IJES journal is published twice a year i.e. every August and February.
Exploring the Link between Moral Reasoning and Behavioral Action among Young Children in Zimbabwean Mbokochena, Edmore; Mudzengerere, Fungai Hamilton; Chikwiri, Elizabeth
EDUCARE Vol 7, No 1 (2014)
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Abstract

ABSTRACT: This study explored the link between moral reasoning and behavioral action among young Zimbabwean children aged between 9 and 13 years (grade 3 – grade 7). The ultimate aim of the study was to see if sound moral reasoning leads to sound behavioral action. Such a study takes lofty significance given moral ills, such as child sexual abuse currently pervading and disintegrating the Zimbabwean society. The survey research design was used. Participants, who completed a questionnaire on moral reasoning and behavioral action, were 120 at grade 3 – grade 7 pupils randomly selected from one school in one of Harare’s high density suburbs. The results of this study showed that for the majority of the pupils (83.3%), moral reasoning was not linked to behavioral action. While the majority (90%) reported that it was strong to talk during the teacher’s absence, most of the pupils (83.3%) said that they would not tell the teacher the truth, arguing that it was wrong to betray fellow pupils. More 12-13 years old (20.8%) than 9-11 years old (9.7%) felt it is necessary to tell the teacher the truth. The study helps those individuals and institutions dealing with children to be cautious about children’s testimonies since some of them lie. Furthermore, the results of this study task the society with the responsibility of ensuring that high moral values such as justice, fairness, truthfulness, trustworthiness, and so on are not only understood by children, but are also practiced by children if society is to remain habitable.KEY WORDS: Moral, children, teacher, behavioral, reasoning, justice, fairness, truthfulness, trustworthiness, action, and Zimbabwean society.    About the Authors: Edmore Mbokochena is a Lecturer at the Department of Psychology, Women’s University in Africa, Harare, Zimbabwe; Fungai Hamilton Mudzengerere is a Research Fellow at the National University of Science and Technology, Bulawayo, Zimbabwe; and Elizabeth Chikwiri is a Dean of Studies at the Women’s University in Africa, Harare, Zimbabwe. Corresponding e-mail: eddiembok@gmail.comHow to cite this article? Mbokochena, Edmore, Fungai Hamilton Mudzengerere & Elizabeth Chikwiri. (2014). “Exploring the Link between Moral Reasoning and Behavioral Action among Young Children in Zimbabwean” in EDUCARE: International Journal for Educational Studies, Vol.7(1) August, pp.1-6. Bandung, Indonesia: Minda Masagi Press and UMP Purwokerto, ISSN 1979-7877.Chronicle of the article: Accepted (June 27, 2014); Revised (July 14, 2014); and Published (August 17, 2014).
Using Data Analysis Projects to Promote Statistical Thinking in an Introductory Statistics Course: A Basis for Curriculum Materials Development Rahman, Nik Suryani Nik Abd
EDUCARE Vol 7, No 1 (2014)
Publisher : EDUCARE

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Abstract

ABSTRACT: Statistical thinking has long been a topic of discussion and a generally agreed upon goal for statistics instruction. Statistics involves distinctive and powerful ways of thinking. Statistics is a general intellectual method that applies wherever data, variation, and chance appear. Any introductory course should take as its main goal helping students to learn the basic elements of statistical thinking. Many advanced courses would be improved by a more explicit emphasis on those same basic elements. Those elements were described as: the need for data; the importance of data production; the omnipresence of variability; and the quantification and explanation of variability. The use of data analysis projects provides also students with the opportunity to demonstrate their ability to apply and integrate statistical knowledge and skills in analysing information statistically. This paper will describe the projects and types of statistical analysis that had been selected by 31 counselling students enrolled in an introductory statistics course at the undergraduate level. Content analysis was carried out on their final report of the projects and survey was used to elicit their experiences of working on the projects. These findings will eventually be the basis for the development of curriculum materials to help instructors and their students implement data analysis projects in their respective classrooms.KEY WORDS: Counselling, projects, survey, statistical thinking, statistics, curriculum materials, and undergraduate students.About the Author: Assoc. Prof. Dr. Nik Suryani Nik Abd Rahman is a Senior Lecturer at the Institute of Education IIUM (International Islamic University of Malaysia) in Gombak, Kuala Lumpur, Malaysia. For academic purposes, the author can be contacted via phone: +60192244813 or e-mail: nsuryani@iium.edu.myHow to cite this article? Rahman, Nik Suryani Nik Abd. (2014). “Using Data Analysis Projects to Promote Statistical Thinking in an Introductory Statistics Course: A Basis for Curriculum Materials Development” in EDUCARE: International Journal for Educational Studies, Vol.7(1) August, pp.49-56. Bandung, Indonesia: Minda Masagi Press and UMP Purwokerto, ISSN 1979-7877. Chronicle of the article: Accepted (November 17, 2013); Revised (April 14, 2014); and Published (August 17, 2014).
BIPA Learning Material Development for Empowering Thailand Students’ Writing Competence Nurlina, Laily; Israhayu, Eko Sri
EDUCARE Vol 7, No 1 (2014)
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Abstract

Abstract: Thai students have come and studied at the UMP (Muhammadiyah University of Purwokerto) in Central Java, Indonesia. So, “Bahasa” Indonesia (Indonesia language) is needed as a communicative language to deliver lecture. “Bahasa” Indonesia has important role, either nationally or internationally, because foreign students are interested in studying here. The foreign learners study the “Bahasa” Indonesia as second language (foreign language) with the academic and practical purposes. BIPA stands for “Bahasa Indonesia untuk Penutur Asing” (Teaching Indonesian Language for Non-Native Speaker) develops in UMP to fulfill the need of foreign students. The study was aimed at analyzing language aspect difficulties on writing paper and developing BIPA material to improve students’ writing competence. This article highlight the process nine Thai students on their writing process. The data were collected through paper and writing task in first semester. The mistake classifications are word reduplication, the usage of “n”, “m”, “f”, and “v”, English word, the confusing between “ng” and “g”, the affix mistakes, the mistakes of “a”, “i”, “u”, “e”, and “o”. Syllabus and BIPA learning material to support them understanding “Bahasa” Indonesia well. Most Thai students tried hard to master “Bahasa” Indonesia for their study here.There are two suggestions to develop BIPA learning material: it needs a good methodology and learning material; so, the teacher can manage it well and a further research beside the writing skill itself.KEY WORDS: Thai students, Indonesian language, difficulties, foreign language, writing skill, syllabus development, and learning material.  About the Authors: Laily Nurlina and Eko Sri Israhayu are Lecturers at the Faculty of Education and Teacher Training UMP (Muhammadiyah University of Purwokerto), Jalan Raya Dukuhwaluh, Purwokerto City, Central Java, Indonesia. For academic purposes, the authors can be contacted via e-mails at: march_nur@yahoo.co.id and ayuisrahayu@yahoo.co.idHow to cite this article? Nurlina, Laily & Eko Sri Israhayu. (2014). “BIPA Learning Material Development for Empowering Thailand Students’ Writing Competence” in EDUCARE: International Journal for Educational Studies, Vol.7(1) August, pp.57-66. Bandung, Indonesia: Minda Masagi Press and UMP Purwokerto, ISSN 1979-7877. Chronicle of the article: Accepted (March 20, 2014); Revised (May 30, 2014); and Published (August 17, 2014).
The Effect of Self-Concept, Learning Habit, and Motive of Achievement toward the Learning Achievement Pamujo, Pamujo
EDUCARE Vol 7, No 1 (2014)
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Abstract

ABSTRACT: This research is aimed at finding out the effect of self-concept, learning habit, and achievement motivation toward the students learning achievement at the six-grade of Elementary Schools in the Kebasen District of the Banyumas Regency in Central Java, Indonesia, both individually and wholly. This research belongs to ex-post facto type with descriptive-quantitative approach. The sample, a cluster one, was 20% of the population which was 150 students of the six grade or two classes of each category. The data for the learners’ self-concept, learning habit, and achievement motivation was collected through questionnaire based on Likert scale with four options of answer, while that of the students learning achievement was taken from the list of scores of the National Examination. The correlation between the independent and dependent variable was analyzed using correlational statistics and multiple regression. Hypothesis was tested at the level of significance with α = 0.05. The result was that the mean score of the self concept was 3.175, the learning habit 3.311, and the achievement motivation 2.973, which belong to the category “high, very high, and high” respectively. The mean score of the learning achievement was 22.09, which was categorized as “fair”. Individually, the self-concept (t = 3.512, p = 0.001), learning habit (t = 2.603, p = 0.010), and achievement motivation (t = 2.679, 0 = 0.008) gave positive and significant effect toward learning achievement. Simultaneously, the three variables X1 (the self-concept), X2 (the learning habit), and X3 (the achievement motive) showed significant effect, the F count being 12.789 with p at 0.000.KEY WORDS: Self-concept, learning habit, motive of achievement, learning achievement, elementary schools, and national examination.About the Author: Pamujo, M.Pd. is a Lecturer at Study Program of Elementary-School Teacher Education UMP (Muhammadiyah University of Purwokerto), Jalan Raya Dukuhwaluh, P.O. Box 202, Purwokerto 53182, Central Java, Indonesia. He can be reached at: pam@ump.ac.idHow to cite this article? Pamujo. (2014). “The Effect of Self-Concept, Learning Habit, and Motive of Achievement toward the Learning Achievement” in EDUCARE: International Journal for Educational Studies, Vol.7(1) August, pp.19-26. Bandung, Indonesia: Minda Masagi Press and UMP Purwokerto, ISSN 1979-7877. Chronicle of the article: Accepted (July 23, 2014); Revised (July 30, 2014); and Published (August 17, 2014).
A Comparative Study of the Attitudes of Muslim and Non-Muslim Prospective Teachers towards Teaching Profession” Parvez, Mohammad; Shakir, Mohd
EDUCARE Vol 7, No 1 (2014)
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ABSTRACT: Securing the right type of prospective teachers for training is very crucial. Unless such prospective teachers are found our secondary schools cannot deliver as per our expectations. Therefore, for the professional preparation of prospective teachers, the study of attitudes held by them is very important. This study was conducted to study the attitudes of Muslim and Non-Muslim prospective teachers towards teaching profession. A sample of 360 prospective teachers i.e. 200 Muslim and 160 Non-Muslim prospective teachers was taken through purposive sampling technique. Teacher Attitude Inventory (TAI) developed by S.P. Ahluwalia (2007) was used to collect the data. Mean, SD (Standard Deviation), and t-test were used for the analysis of the data. Research findings revealed not significant differences in the attitudes of Muslim and Non-Muslim prospective teachers; Muslim and Non-Muslim male prospective teachers; Muslim and Non-Muslim female prospective teachers; Muslim and Non-Muslim Science prospective teachers; Muslim and Non-Muslim Social Science prospective teachers; Muslim and Non-Muslim prospective teachers studying in public B.Ed. (Bachelor of Education) institutions; whereas a significant difference was found between the attitudes of Muslim and Non-Muslim prospective teachers studying in private B.Ed. institutions towards teaching profession. Muslim prospective teachers studying in private B.Ed. institutions had a more favourable attitude towards teaching profession as compared to Non-Muslim prospective teachers studying in private B.Ed. institutions.KEY WORDS: Prospective teachers, Muslim and Non-Muslim teachers, teaching profession, favourable and unfavourable attitudes, and public and private B.Ed. institutions.  About the Authors: Dr. Mohammad Parvez is an Associate Professor at the Department of Education AMU (Aligarh Muslim University), Aligarh, 202002 Uttar Pradesh, India; and Dr. Mohd Shakir is an Assistant Professor at the Department of Education AMU, Murshidabad Centre, 742223 West Bengal, India. For academic purposes, the authors can be contacted via e-mails at: mparvez9@yahoo.co.in and  aligarhshakir@gmail.comHow to cite this article? Parvez, Mohammad & Mohd Shakir. (2014). “A Comparative Study of the Attitudes of Muslim and Non-Muslim Prospective Teachers towards Teaching Profession” in EDUCARE: International Journal for Educational Studies, Vol.7(1) August, pp.67-74. Bandung, Indonesia: Minda Masagi Press and UMP Purwokerto, ISSN 1979-7877. Chronicle of the article: Accepted (April 15, 2014); Revised (June 1, 2014); and Published (August 17, 2014).
Principals’ Leadership Style and Stress with Teacher’s Intention of Leaving the Teaching Profession Din, Anuar; Alipin, Sabdin Hussin; Ambotang, Abdul Said
EDUCARE Vol 7, No 1 (2014)
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Abstract

ABSTRACT: The principal plays an important entity in the schools success. In order to produce an excellent school, the principal must pay attention to good working conditions for teachers. Factors of the principal’s school management and leadership greatly affects aspects of teachers satisfaction and their comfort in handling their jobs as a teacher in the school. This study aims to investigate the leadership style and stress among teachers with the intention of leaving the teaching profession. A total of 165 respondents were involved in this study. This study is a survey using quantitative methods. The questionnaire used in this study. Data were analyzed by computer software Statistical Package for the Social Sciences (SPSS) version 20.0 using t-test, one way ANOVA, and Pearson correlation analysis; and the data obtained are described through descriptive statistics and inferential statistics. The results showed a significant relationship (r = .195, p < 0.05) between the style of leadership with the intention of leaving the teaching profession. The results also showed a significant correlation (r = .293, p < 0.01) between teacher stress with the intention to leave the teaching profession among teachers. In addition, the study also showed that the intention to leave the teaching profession based on demographic factors of gender, age, education level, job category, and length of service among teachers is simple. At the end of the discussion, the researchers expressed some implications of the study and further research recommendations.KEY WORDS: Leadership style, stress, intention of leaving the teaching profession, the role of teacher in Malaysia, and demographic factors.    About the Authors: Dr. Anuar Din is a Senior Lecturer at the School of Education and Social Development UMS (Malaysia University of Sabah), 88400 Kota Kinabalu, Sabah, Malaysia; Sabdin Hussin Alipin is a Teacher at Sabah Education Department, Kota Kinabalu, Sabah, Malaysia and Graduate Master of Education (Education Management) from UMS; and Dr. Abdul Said Ambotang is a Senior Lecturer at the School of Education and Social Development UMS in Kota Kinabalu, Sabah, Malaysia. The authors can be contacted via e-mails address at: anudin@ums.edu.my, sabdyn_81@yahoo.com, and said@ums.edu.myHow to cite this article? Din, Anuar, Sabdin Hussin Alipin & Abdul Said Ambotang. (2014). “Principals’ Leadership Style and Stress with Teacher’s Intention of Leaving the Teaching Profession” in EDUCARE: International Journal for Educational Studies, Vol.7(1) August, pp.27-42. Bandung, Indonesia: Minda Masagi Press and UMP Purwokerto, ISSN 1979-7877. Chronicle of the article: Accepted (March 20, 2014); Revised (May 30, 2014); and Published (August 17, 2014).
The Geography Teacher Practices in Implementation of Formative Assessment: A Case Study Mutalib, Suzana Abd; Ahmad, Jamil
EDUCARE Vol 7, No 1 (2014)
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Abstract

ABSTRACT: Teachers need the necessary skills and further awareness and understanding in order to implement formative assessment activities effectively in their T&L (Teaching & Learning) process. Formative assessment is an ongoing process during the process of teaching and learning.  A proper implementation of the true concept of formative assessment will have positive impacts on students’ learning and motivation. This paper reports the findings of a qualitative study undertaken to determine whether formative assessment is accurately implemented as per recommendation of experts in the teaching and learning process of the subject of geography. Data was obtained through classroom observations and interviews with two Geography teachers. Fieldwork was done at a secondary school in the state of Perak, Malaysia. Overall, the findings of the study show both teachers practises formative assessment as recommended by experts. Both teachers also displayed outstanding performance in their application of some of the concept of formative assessment. However, there are also rooms for improvements especially in the area of implementation of formative assessment activities. Therefore, all concerned parties must sit together to discuss necessary steps that must be taken to ensure the implementation of high quality formative assessment. Efforts must be undertaken to ensure that teachers are properly educated of the proper concept of formative assessment and its implementation in the classroom.KEY WORDS: Formative assessment, the implementation of formative assessment in teaching and learning process, formative assessment in geography.About the Authors: Suzana Abd Mutalib is a Student at the Faculty of Education UKM (National University of Malaysia); and Dr. Jamil Ahmad is a Lecturer at the Faculty of Education UKM, Bangi, Selangor Darul Ehsan, Malaysia. For academic purposes, the authors can be contacted via e-mails at: suzanaalea@yahoo.com.my and jamil3191@yahoo.co.ukHow to cite this article? Mutalib, Suzana Abd & Jamil Ahmad. (2014). “The Geography Teacher Practices in Implementation of Formative Assessment: A Case Study” in EDUCARE: International Journal for Educational Studies, Vol.7(1) August, pp.75-84. Bandung, Indonesia: Minda Masagi Press and UMP Purwokerto, ISSN 1979-7877.Chronicle of the article: Accepted (November 23, 2013); Revised (April 1, 2014); and Published (August 17, 2014).

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