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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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Search results for , issue " Vol 7, No 2 (2015)" : 10 Documents clear
Verb Go (back to, on, and out) in English for TEFL in the Novel of New Moon by Stephenie Meyer: The Syntactic and Semantic Analysis Helmie, Jauhar
EDUCARE Vol 7, No 2 (2015)
Publisher : EDUCARE

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Abstract

ABSTRACT: Languages use visual symbols to represent the sounds of the spoken languages, but they still require syntactic rules that govern the production of meaning from sequences of words. While, a phrasal verb is a combination of a verb and a preposition, a verb and an adverb, or a verb with both an adverb and a preposition, any of which are part of the syntax of the sentence. Sentences may contain direct and indirect objects in addition to the phrasal verb. Phrasal verbs are particularly frequent in the English language. A phrasal verb often has a different meaning of the original verb. The purpose of study is to find and to analyze the data about the verb “go” with the particles (back to, on, and out) which are available in the novel based on semantic and syntactic analysis. The data are taken from the “New Moon” novel by Stephenie Meyer. In semantics analysis, the data of verb a “go” is analyzed both as singular verb and phrasal verb. In syntactic analysis, the data is analyzed and determined its function in phrase, clause, or sentence. When it is as phrasal verb and joins many particles, it will create new meaning and different meaning depends on the particles which are joined. When it is as phrasal verb, it has particular meaning, and it cannot be separated or omitted one another, since it will have different meaning if it is separated or omitted. The phrasal verb a “go” with its certain particle may have a different meaning; it depends on the context of the data; and after analyzing all data, the writer can conclude that the phrasal verb, when it is joined with its particles, it can be separable or non-separable.KEY WORDS: Verbs, phrasal verbs, “New Moon” novel, prepositions, particles, semantics, syntax, particles, and new meaning and different meaning.About the Author: Jauhar Helmie, M.Hum. is a Lecturer at the Department of English Education FKIP UNSUR (Faculty of Education and Teacher Training, Suryakancana University) in Cianjur, West Java, Indonesia. For academic purposes, the author can be contacted via e-mail at: jauhar_3rd@yahoo.co.idHow to cite this article? Helmie, Jauhar. (2015). “Verb Go (back to, on, and out) in English for TEFL in the Novel of New Moon by Stephenie Meyer: The Syntactic and Semantic Analysis” in EDUCARE: International Journal for Educational Studies, Vol.7(2) February, pp.123-134. Bandung, Indonesia: Minda Masagi Press and UMP Purwokerto, ISSN 1979-7877. Chronicle of the article: Accepted (November 21, 2014); Revised (December 29, 2014); and Published (February 28, 2015).
The Effects of Teacher Professional Development on Teaching Practice and Student Learning Outcome Duy, Truong Bao
EDUCARE Vol 7, No 2 (2015)
Publisher : EDUCARE

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Abstract

ABSTRACT: Professional development is of great importance not only for teachers but also for administrators and leaders. It helps teachers improve or change their teaching behaviors and make their lessons more interesting and effective. To meet the academic needs of learners, it is clear that schools need to build seasoned and well-qualified teaching staff. It is commonly agreed that with the same modern facilities, only the upgrade of teaching quality sets themselves apart from any other schools. The purpose of this study was to investigate the effects of teacher professional development activities attributed to teaching and learning skills acquired as well as to determine teacher attitude toward their participation in these activities. About 114 teachers participated in the study. The data collected from the returned questionnaires were entered into the computer file using Microsoft Excel for the analysis. The study answered the following research questions: (1) What are the teachers’ perceptions toward professional development activities they have participated in?; (2) To what extent do trained teachers implement what they have learned?; and (3) What do teachers suggest for professional development training activities? The findings show that teachers have positive perceptions toward professional development training and they hope to attend more trainings in the future. Regarding teachers’ application of new learning in the classrooms, school leaders should invite facilitators who are experienced in teaching the same materials that respondents teach. The facilitators can take examples from the materials. In this way, respondents can find skills and techniques applicable. They also can change their teaching behaviors and classroom activities.KEY WORDS: Professional development, teaching activities, teaching capacity, teachers’ perception, teaching practice, training program, and student learning outcome.About the Author: Truong Bao Duy is a Manager, Department of International Development SEAMEO RETRAC (South-East Asian Ministers of Education Organization, Regional Training Center), 35 Le Thanh Ton Street, District 1, Ho Chi Minh City, Vietnam. For academic intetests, the author can be contacted via phone at: (84.8) 38245618 or via e-mail at: tbduy@vnseameo.orgHow to cite this article? Duy, Truong Bao. (2015). “The Effects of Teacher Professional Development on Teaching Practice and Student Learning Outcome” in EDUCARE: International Journal for Educational Studies, Vol.7(2) February, pp.181-188. Bandung, Indonesia: Minda Masagi Press and UMP Purwokerto, ISSN 1979-7877. Chronicle of the article: Accepted (November 21, 2014); Revised (December 29, 2014); and Published (February 28, 2015).
Students’ Experience in Student-Centered Learning at Higher Education Institutions in China: A Case Study Tsegay, Samson Maekele
EDUCARE Vol 7, No 2 (2015)
Publisher : EDUCARE

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Abstract

ABSTRACT: This paper focuses on students’ experience in student-centered learning at Higher Education Institutions (HEIs) in China. Socio-economic transformation and growth in China have led to unprecedented changes in higher education in the past three decades. The notion of world class university is high on the policy agenda at governmental and institutional levels in China. As a result, Chinese higher education has expanded tremendously both in quality and quantity. However, a slow progress has been made in engaging students in the teaching-learning process, both as beneficiaries and implementers. The study found out that students’ experiences in student-centered learning at HEIs in China are characterized by different developments and challenges. Despite the different challenges, HEIs students in China are experiencing some benefits of student-centered class environment. The students are able to share ideas and experiences, learn collaboratively, and apply content-based knowledge into real world problems. However, there is still a major problem with regard to recognizing each and every student and embracing them to the class interaction equally. Some students are dominant, while others participate rarely in the class interaction. The interaction of students is highly influenced by the experience and perception of instructors towards students’ participation. The facilitation of the instructor can recognize or marginalize students in a class and could greatly affect their participation and building up of a strong student-centered learning environment. This paper contributes in making learning more participatory, enjoyable, and meaningful.KEY WORDS: Student-centered learning, students’ experience, pedagogy, higher education institutions in China, share ideas and experiences, learn collaboratively, and apply content-based knowledge.About the Author: Samson Maekele Tsegay was a Program Coordinator at the National Board for Higher Education (NBHE), Eritrea. He is currently pursuing his graduate study in comparative education at the Faculty of Education BNU (Beijing Normal University), 19 Xinjiekouwai Street, Beijing, China 100875. The author can be contacted via phone: (+86) 18813044150 or e-mails at: samex221@gmail.com and samex221@yahoo.comHow to cite this article? Tsegay, Samson Maekele. (2015). “Students’ Experience in Student-Centered Learning at Higher Education Institutions in China: A Case Study” in EDUCARE: International Journal for Educational Studies, Vol.7(2) February, pp.135-146. Bandung, Indonesia: Minda Masagi Press and UMP Purwokerto, ISSN 1979-7877. Chronicle of the article: Accepted (November 21, 2014); Revised (December 29, 2014); and Published (February 28, 2015).
Changing Dynamics of Good Governance in Africa Wani, Hilal Ahmad; Suwirta, Andi
EDUCARE Vol 7, No 2 (2015)
Publisher : EDUCARE

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Abstract

ABSTRACT: The desire for freedom and justice, the political fallouts from the structural adjustment programmes, and the entrenched autocratic and repressive political institutions dominant in the most of the parts of Africa. Since 1980s, Africa has been in the process of establishing the principles of good governance for making African institutions and authorities accountable enough to run their own state affairs. Research shows that the continent has made some progress in this area, but more still needs to be achieved.  In this paper, we will examine the recent developments in the field of good governance and consider what is still needed in order to achieve a prosperous and progressive Africa. The research data has been taken from UNDP (United Nations Development Programme), AU (African Union), UNCTAD (United Nations Conference on Trade and Development), WB (World Bank), UNESCO (United Nations on Education, Scientific, and Cultural Organization), and AfDB (African Development Bank) research reports. We have tried to highlight the positive aspects of recent developments, and also the transitional aspect of good governance in the African continent. We have also tried to avoid negative dimensions on the basis research data, which definitely shows over the last two decades Africa has made real progress and is still moving towards sustainable development, effective governance, and stable growth. And it is also predicted, at some time in the near future, Africa will have achieved significant growth and economic progress, and will have effective political institutions and better leaders.  KEY WORDS: Good governance, changing dynamics, African continent, sustainable development, stable growth in economic, and better political prospect.  About the Authors: Dr. Hilal Ahmad Wani is an Assistant Professor at the Department of Political Science and Strategic Studies, College of Law and Governance MU (Mekelle University) in Mekelle, Tigray, Ethiopia; and Andi Suwirta, M.Hum. is a Senior Lecturer at the Department of History Education UPI (Indonesia University of Education) in Bandung, West Java, Indonesia. Corresponding authors are: wanihilal@gmail.com and andisuwirta@yahoo.com  How to cite this article? Wani, Hilal Ahmad & Andi Suwirta. (2015). “Changing Dynamics of Good Governance in Africa” in EDUCARE: International Journal for Educational Studies, Vol.7(2) February, pp.189-202. Bandung, Indonesia: Minda Masagi Press and UMP Purwokerto, ISSN 1979-7877. Chronicle of the article: Accepted (January 17, 2015); Revised (January 29, 2015); and Published (February 28, 2015).
Info-EDUCARE-tainment, issue of February 2015 EDUCARE, Editor Journal
EDUCARE Vol 7, No 2 (2015)
Publisher : EDUCARE

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Abstract

This journal, with ISSN 1979-7877, was firstly published on August 17, 2008, in the context to commemorate the anniversary of Indonesian Independence Day. Since issue of February 2009 to date, the EDUCARE 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 journal is published twice a year, i.e. every August and February.Dr. Haji Syamsuhadi IrsyadHonorable Patron of EDUCARE Journal in Bandung;and Rector of UMP (Muhammadiyah University of Purwokerto) in Central Java, Indonesia. 
Does School Type Matter in Academic Achievement in Regional Examination? Comparative Study of Private and Government Schools in Dessie Administrative Town, North Central Ethiopia Eshetu, Amogne Asfaw
EDUCARE Vol 7, No 2 (2015)
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Abstract

ABSTRACT: Academic achievement is a cumulative outcome of different factors. School type has a paramount effect on students’ performance in regional examination. This study was conducted to critically examine the effect of school type on students result in regional examination. An ex-post facto research design was employed to look into the impacts of school type on academic achievement in regional examination. Data analyses were undertaken using chi-square test, t-test, and ANOVA (Analysis of Variance). Independent sample t-test was used to test mean differences between private and government schools. ANOVA test was used to analyze mean differences based on level of satisfaction in school services. Chi-square test was used to see associations between school types with facilities and activities. Key informant interview and observation were also undertaken to substantiate the quantitative results. The t-test results revealed that private schools have scored statistically better than government ones. Students from private schools were highly satisfied with their school services. Private schools were found better equipped in library and laboratory facilities than government schools. Student centered method of teaching and tutorial classes have been more applied in private schools. Parents’ involvement in school related affairs were better in private schools. Based on the findings, the recommendations that experience sharing between private and government schools as well as among schools should be organized by Dessie town administration educational office. More effort has to been done by concerned bodies so as to narrow the performance gab between private and government schools. In addition, government schools should be equipped with facilities as of the private schools.KEY WORDS: Academic achievement, regional examination, private/government schools, school services, library and laboratory facilities, and method of teaching and tutorial classes.About the Author: Amogne Asfaw Eshetu is a Lecturer at the Department of Geography and Environmental Studies WU (Wollo University), Dessie, P.O. Box 1145, North Central Ethiopia. For academic interests, the author can be contacted via phone at: +251913423595 or via e-mail at: amuvenu@yahoo.comHow to cite this article? Eshetu, Amogne Asfaw. (2015). “Does School Type Matter in Academic Achievement in Regional Examination? Comparative Study of Private and Government Schools in Dessie Administrative Town, North Central Ethiopia” in EDUCARE: International Journal for Educational Studies, Vol.7(2) February, pp.161-170. Bandung, Indonesia: Minda Masagi Press and UMP Purwokerto, ISSN 1979-7877. Chronicle of the article: Accepted (December 5, 2014); Revised (January 15, 2015); and Published (February 28, 2015).
Contents and Foreword of the EDUCARE Journal, Issue of February 2015 EDUCARE, Editor Journal
EDUCARE Vol 7, No 2 (2015)
Publisher : EDUCARE

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Abstract

This journal, with ISSN 1979-7877, was firstly published on August 17, 2008, in the context to commemorate the anniversary of Indonesian Independence Day. Since issue of February 2009 to date, the EDUCARE 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 journal is published twice a year, i.e. every August and February.Dr. Haji Syamsuhadi IrsyadHonorable Patron of EDUCARE Journal in Bandung;and Rector of UMP (Muhammadiyah University of Purwokerto) in Central Java, Indonesia. 
Pre-Service Teachers Reasons and Beliefs about Teaching as a Profession Alshraideh, Mohamed Khaliefeh
EDUCARE Vol 7, No 2 (2015)
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ABSTRACT: Teaching is a main goal of teacher education students. Teacher education students must be well prepared in order to be ready for their future career as teachers. The study aimed at examining pre-service teachers’ reasons and beliefs about teaching in Umm-Alqura University as a profession. The study attempted to answer the following research questions: (1) What are the type of reasons that influenced the pre-service teachers decisions to become teachers?; (2) What are the types of beliefs that influenced the pre-service teachers’ decisions to become teachers?; (3) Is there statistical significant difference between pre-service teachers’ reasons and beliefs to become teachers?; (4) Is there statistical significant difference, α ≤ 0.05, on reasons that influenced the pre-service teachers’ decisions to become teachers?; and (5) Is there statistical significant difference, α ≤ 0.05, on beliefs that influenced the pre-service teachers’ decisions to become teachers? The participants were 321 male and female students enrolled in the fall semester of the academic year 2013 in Umm-Alqura University, in both the education and scientific colleges. About 187 participants were from the college of education and 134 participants were from the college of science. The data were collected by distributing three questionnaires. One for demographic characteristics, another one for the students’ reasons behind choosing teaching as a career, and a third one was for the students’ beliefs about choosing teaching as a career. Results showed significant differences between gender, major, and the interaction between them regarding their reasons and beliefs about teaching as a career. KEY WORDS: Reasons, beliefs, teaching, teacher education students, pre-service teachers’ reasons and beliefs, Umm-Alqura University, and teaching as a career.About the Author: Dr. Mohamed Khaliefeh Alshraideh is an Associate Professor at the Curriculum and Instruction Department, College of Education, Umm-Alqura University, Mecca, Saudi Arabia. For academic interests, the author can be contacted via e-mail at: shraideh@yahoo.comHow to cite this article? Alshraideh, Mohamed Khaliefeh. (2015). “Pre-Service Teachers Reasons and Beliefs about Teaching as a Profession” in EDUCARE: International Journal for Educational Studies, Vol.7(2) February, pp.111-122. Bandung, Indonesia: Minda Masagi Press and UMP Purwokerto, ISSN 1979-7877. Chronicle of the article: Accepted (November 21, 2014); Revised (December 29, 2014); and Published (February 28, 2015).
Students’ Perspective on the Domains of Teaching Quality Suarman, Suarman
EDUCARE Vol 7, No 2 (2015)
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ABSTRACT: This study is aimed to evaluate the teaching and learning quality at the UNRI (University of Riau), which currently ranked at the top 21 best Indonesian universities and ranked at the 2,185 of the world universities ranking. The UNRI was chosen because it is the top university at the Riau Province and it offers various fields of study. The research population is all registered students for the year 2010 academic session. The instrument to test the teaching quality is adapted from a study conducted by M.D. Toland & R.J. de Ayala (2005). In overall, it was found that the lecturers’ teaching and learning quality is at the low level for the domain of course subject. Students reported that the teaching and learning dynamic is also very low, particularly due to the lecturers’ failures in integrating various methods. In addition, the absence of active interaction process is because it is very exam oriented and the lessons are normally conducted one way with only a little option for question and answer session. This result shows that students prefer to find other sources of information regarding the content of the course, instead of meeting and consulting the lecturers. In overall, the lecturers’ quality is only average which needs improvement in the aspects of teaching motivation, teaching approaches, maintaining relationship with students, efficiency, assessment, and assignments. Other than that, the result also shows the quality is at the low level for the list of courses and students relationship in the context of academic development. Obviously, the teaching and learning quality of lecturers in the UNRI needs to be upgraded in order to improve the image of the university and to attract more new students domestically, regionally, and internationally.KEY WORDS: Educational service quality, student satisfaction, quality teaching, motivation, teaching approach, academic development, and image of the university.About the Author: Dr. Suarman is a Senior Lecturer at the Faculty of Education UNRI (University of Riau), Kampus Bina Widya Km. 12,5 Simpang Baru, Pekanbaru 28293, Riau, Indonesia. For academic purposes, the author can be contacted via e-mail at: suarman6688@gmail.comHow to cite this article? Suarman. (2015). “Students’ Perspective on the Domains of Teaching Quality” in EDUCARE: International Journal for Educational Studies, Vol.7(2) February, pp.171-180. Bandung, Indonesia: Minda Masagi Press and UMP Purwokerto, ISSN 1979-7877. Chronicle of the article: Accepted (January 22, 2015); Revised (February 2, 2015); and Published (February 28, 2015).
Editorial Board and Guideline for the Authors, EDUCARE Journal, issue of February 2015 EDUCARE, Editor Journal
EDUCARE Vol 7, No 2 (2015)
Publisher : EDUCARE

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Abstract

This journal, with ISSN 1979-7877, was firstly published on August 17, 2008, in the context to commemorate the anniversary of Indonesian Independence Day. Since issue of February 2009 to date, the EDUCARE 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 journal is published twice a year, i.e. every August and February.Dr. Haji Syamsuhadi IrsyadHonorable Patron of EDUCARE Journal in Bandung;and Rector of UMP (Muhammadiyah University of Purwokerto) in Central Java, Indonesia. 

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