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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 8, No 1 (2015)" : 12 Documents clear
Editorial Board and Guideline for the Authors EDUCARE, Editor Journal
EDUCARE Vol 8, No 1 (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 the EDUCARE Journal in Bandung; and Rector of UMP (Muhammadiyah University of Purwokerto) in Central Java, Indonesia. 
Teaching Thinking Skills in Teacher Education Nur Qistina, Christina Andin @; Ambotang, Abdul Said; Mosin, Musirin
EDUCARE Vol 8, No 1 (2015)
Publisher : EDUCARE

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Abstract

ABSTRACT: The thinking skills policy in Malaysia is motivated by the aspiration of the 2020 Vision that was published in 1991. The vision states explicitly that Malaysia will become a fully developed nation by the year 2020. So, teaching the thinking skills has also been given a high priority in educational policy. However, many teachers are ill-equipped with the ability to teach thinking skills. Therefore, as the producer of current and future teacher, teacher education programme should emphasize thinking skills teaching. This study aimed at identifying the extent to which teacher educators provide an exemplary practice of thinking skills teaching to student teachers. Specifically, this study investigates whether teacher educators provide the opportunity to student teachers to engage in teaching and learning that emphasized the integration of thinking skills. This study was conducted at one teacher education programme in Malaysia. All final year student teacher (60) were selected as the samples. A set of questionnaire used as an instrument. Data were analyzed using Statistical Package for the Social Science and the findings were reported in the form of frequency and percentage. The findings indicate the lack integration of various forms of thinking skills in teaching and learning activities. The traditional approach of a one-way communication technique was more dominant compare to the teaching technique that promotes thinking skills. Hence, this study has several practical implications for teacher education programme for producing future teachers with the ability to implement thinking skills policy in schools. KEY WORDS: Thinking skills, educational policy, teacher education, teacher educator, student-teacher, teaching and learning activities, and ability to implement thinking skills policy.    About the Authors: Christina Andin @ Nur Qistina, Abdul Said Ambotang and Musirin Mosin are the Lecturers at the Faculty of Psychology and Education UMS (Malaysia University of Sabah), 88400 Kota Kinabalu, Sabah, Malaysia. For academic interests, the authors can be contacted via their e-mails at: christina@ums.edu.my, said@ums.edu.my, and m_musirin@yahoo.comHow to cite this article? Nur Qistina, Christina Andin @, Abdul Said Ambotang & Musirin Mosin. (2015). “Teaching Thinking Skills in Teacher Education” in EDUCARE: International Journal for Educational Studies, Vol.8(1) August, pp.31-44. Bandung, Indonesia: Minda Masagi Press and UMP Purwokerto, ISSN 1979-7877. Chronicle of the article: Accepted (May 14, 2015); Revised (June 29, 2015); and Published (August 25, 2015).
Fish Community in Serayu River, Banyumas Residency, Central Java, Indonesia Susanto, Susanto
EDUCARE Vol 8, No 1 (2015)
Publisher : EDUCARE

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Abstract

ABSTRACT: This research was purposed to reveal and discover fish community in Serayu river at Banyumas Residency, Central Java, Indonesia. Research was done in two years which replicated each 3 months, since October 2009 till July 2011. Data analysis including: aquatic physical and chemical parameter and plankton species variation, fish abundance, fish species diversity and domination, age structure, condition factor, fecundity, Gonade Growth Level (GGL), Gonade Growth Index (GGI), and environmental factor and fish community structure relationship. Analysis done in this research were diverse analysis with software: Plymouth Routines in Multivariate Ecological Research (Primer), Cluster, and Multi Dimensional Scalling (MDS). During research fishes caught were as many as 3,871 fishes divided to 29 species, 20 families, and 11 ordos. Aquatic qualities factor including aquatic physical and chemical parameters and plankton species variation in Serayu river at Banyumas Residency were in good condition and suitable for fishes life. Cyprinidae family found as most varied species and most founded species in individual number at Serayu river in Banyumas Residency. There were low species diversity, but there weren’t found any dominance. Fish abundance in Serayu river increasing toward downstream, but discovered otherwise with fish diversity. Fish community in area toward upstream from Serayu Adjustable Dam differs with fish community in area toward downstream from Serayu Adjustable Dam. Serayu Adjustable Dam existence causing on decreasing fish species abundance and diversity in Serayu river at Banyumas Residency; thus, decrease fish community quality both in area before and after the dam. Fish growth pattern and reproduction profile in Banyumas Residency are not ideal.KEY WORDS: Fish community, abundance, diversity, domination, upstream and downstream, Serayu river, Serayu Adjustable Dam, and pattern and reproduction.About the Author: Dr. Susanto is a Senior Lecturer at the FKIP UMP (Faculty of Education and Teacher Training, Muhammadiyah University of Purwokerto), Jalan Raya Dukuhwaluh, Purwokerto City, Central Java, Indonesia. For academic purposes, the author can be contacted via e-mail at: susanto280266@gmail.comHow to cite this article? Susanto. (2015). “Fish Community in Serayu River, Banyumas Residency, Central Java, Indonesia” in EDUCARE: International Journal for Educational Studies, Vol.8(1) August, pp…. Bandung, Indonesia: Minda Masagi Press and UMP Purwokerto, ISSN 1979-7877. Chronicle of the article: Accepted (July 15, 2015); Revised (August 3, 2015); and Published (August 25, 2015).
A Study of Education History on Gifted Children: Research on Their Learning Achievement as They Started Their School Under Seven Dimyati, Johni
EDUCARE Vol 8, No 1 (2015)
Publisher : EDUCARE

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Abstract

ABSTRACT: A child with a high intelligence or a talented child was deemed able to distinguish between behaviors and to have a high learning ability. In contrast, another child having a low intelligence would always fail in all areas. This conventional view believed that intelligence is an ability that can be used to solve all problems in life. Among Indonesian society, especially among those involved in the basic education, there is a questionable belief that when a young child of less than 7 years starts to enroll a primary school he/she cannot study well. Based on the theoretical frame, this research proposes a hypotheses: “A gifted child does not experience any problem of academic achievement and the disorders of mental hectic and brain fatigue when he/she starts the primary school before seven”. This is a longitudinal study using documentation and observation for the data collection. The observation carried out by following the educational experience of the subjects studied in a fairly long period of time. Three subjects were studied. All of them started their elementary education under sever years old. They joined kindergarten under 5 years, and one of them even started his experience of learning when he was still so young, 3-year-old. The method of analysis data used a qualitative descriptive. The research results prove that the hypothesis proposed is accepted or proven, meaning that gifted children starting their elementary school before seven will not have problems in the academic achievement and do not suffer the disorders of mental hectic and brain fatigue, provided they are given education appropriate to their talents.KEY WORDS: Longitudinal study, gifted children, intelligence, elementary education under sever years, and not have problems in the academic achievement.About the Author: Johni Dimyati is a Senior Lecturer at the Faculty of Letters UMP (Muhammadiyah University of Purwokerto), Jalan Raya Dukuhwaluh, Purwokerto City, Central Java, Indonesia. For academic purposes, the author can be contacted via mobile phone at: +6285643534732 or via e-mail at: kristian.topz@gmail.comHow to cite this article? Dimyati, Johni. (2015). “A Study of Education History on Gifted Children: Research on Their Learning Achievement as They Started Their School Under Seven” in EDUCARE: International Journal for Educational Studies, Vol.8(1) August, pp.45-54. Bandung, Indonesia: Minda Masagi Press and UMP Purwokerto, ISSN 1979-7877. Chronicle of the article: Accepted (July 3, 2015); Revised (August 3, 2015); and Published (August 25, 2015).
Attitude of Rural and Urban Undergraduate Students of Aligarh Muslim University towards Computer Varshney, Anant Kumar
EDUCARE Vol 8, No 1 (2015)
Publisher : EDUCARE

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Abstract

ABSTRACT: Technology is the main support for the students learning developments nowadays. With shifting from the teacher-centred instruction to child-centred instruction, the role, activities, attitudes, reflections of the students become more important concern to overlook the effectiveness of technology in instruction. Computers are the main technology support as a tool for effective learning and teaching process. Computer based instruction and computers programs, tools as itself, provides much facilities and supports to students’ educational life. Computers are update mechanism for the education and it is not only for education, these developments affect all global, cultural and economical life standards as well. The computer as productivity tool has great role in education. So, computers have become a necessary part of our life. We are using computers in every aspect of our life. But, there are many villages in India which are very much far from computers. How this absence of computer technology affects attitude of students of rural background? This study strives to find answer of this question. A sample consisting of 50 male and 50 female undergraduate students of AMU (Aligarh Muslim University) was selected. Their attitude was assessed through computer attitude scale constructed by T. Khatoon & M. Sharma (2011). After analysis of data, it was found that rural and urban students, both rural and urban undergraduate students, have favourable attitude towards computer, but rural girls showed less favourable attitude than urban girls.KEY WORDS: Computer, students learning, attitude towards computer, undergraduate students, rural and urban students, gender, and favourable and less favourable attitudes.About the Author: Anant Kumar Varshney is a Research Scholar at the Department of Education AMU (Aligarh Muslim University) in Aligarh, Uttar Pradesh, India. For academic interests, the author can be contacted via e-mail at: anant.0148@gmail.comHow to cite this article? Varshney, Anant Kumar. (2015). “Attitude of Rural and Urban Undergraduate Students of Aligarh Muslim University towards Computer” in EDUCARE: International Journal for Educational Studies, Vol.8(1) August, pp.97-104. Bandung, Indonesia: Minda Masagi Press and UMP Purwokerto, ISSN 1979-7877. Chronicle of the article: Accepted (May 13, 2015); Revised (June 29, 2015); and Published (August 25, 2015).
Reconceptualization of the Relationship between Formative Assessment and Summative Assessment Jian, Huang
EDUCARE Vol 8, No 1 (2015)
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Abstract

ABSTRACT: Formative Assessment (FA) and Summative Assessment (SA) constitute two indispensable parts of any effective assessment system. As FA was proposed as an alternative to SA, there has been an academic concern about their relationship since the birth of these two concepts. Although many well-known studies have been carried out for FA, or, SA, or both, there has been contrasting views and misunderstandings about the relationship between FA and SA. It is argued in this paper that the confused relationship between FA and SA stems from the fact that it is either conceptualized from the perspective of function or from the perspective of process alone. The relation between FA and SA is very fine, far from clear-cut and a clarified relation between them is necessary for both our right understanding of FA and SA as well as the realization of the balance between FA and SA in practice as advocated by many educational policies. This paper aims to: (1) carry out an analysis of the function-based perspective and process-based perspective; and (2) re-conceptualize the relationship between them by combining the two perspectives together. The study results suggest that: (1) both FA and SA are, first of all, assessment and therefore share the same neutral assessment processes of elicitation of learning evidence, interpretation of evidence, and use of assessment results; (2) the purpose governs the how each process should be carried out and the extent to which summative or formative function is performed depends the how the processes are carried out; and (3) formative use of SA is more feasible than summative use of FA in practice.KEY WORDS: Relationship between formative assessments, function perspective, process perspective, contrasting views, misunderstandings, and re-conceptualize.About the Author: Huang Jian is a Lecturer at the School of Foreign Studies CUFE (Central University of Finance and Economics) in Beijing, China. Address: 39 South College Road, Haidian District, Beijing, People Republic of China, 100081. E-mail: summerofhj@sina.comHow to cite this article? Jian, Huang. (2015). “Reconceptualization of the Relationship between Formative Assessment and Summative Assessment” in EDUCARE: International Journal for Educational Studies, Vol.8(1) August, pp.1-10. Bandung, Indonesia: Minda Masagi Press and UMP Purwokerto, ISSN 1979-7877. Chronicle of the article: Accepted (February 16, 2015); Revised (April 21, 2015); and Published (August 25, 2015).
A Study of the Impact of Qualification and Salary on the Attitude of Primary School Teachers towards the Teaching Profession Sharma, Neha
EDUCARE Vol 8, No 1 (2015)
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Abstract

ABSTRACT: The education at the primary level is the platform, where we prepare the knowledge base in the mind of the students; so, it is essential that the instructions given to them should be such which help them to internalize the concept to the optimum level possible, and the teacher is the one who can do this task efficiently. This study examined the attitude of primary school teachers towards the teaching profession. The sample was drawn with the help of Simple Random Sampling and Incidental Sampling. Firstly, the 14 primary schools were selected with the help of Simple Random Sampling and 201 teachers from these schools were selected with the help of Incidental Sampling from Aligarh City, Uttar Pradesh, India. The sample consisted of 201 primary school teachers selected from 14 primary schools of Aligarh City. Out of total sampled teachers 117 were trained and 84 were untrained. The distribution of total sampled teachers according to their salaries, 92 were found above INR (Rupee India) 5,000; and 109 were found below INR 5,000. The investigator used attitude scale developed by M.R. Verma (1972) to assess the attitude of primary school teachers towards teaching profession. The obtained data were analyzed by calculating mean, standard deviation, and two-way ANOVA (Analysis of Variance). The result indicated that salary have a significant impact on the attitude of teachers towards teaching profession, whereas the qualification does not bring any impact on the same and the interaction effect of qualification and salary on the attitude of primary school teachers found to be non-significant.KEY WORDS: Attitude, primary level, aims of education, teaching profession, teaching practice, salary, qualification, and significant and non-significant impact.About the Author: Neha Sharma is a Research Scholar at the Department of Education AMU (Aligarh Muslim University) in Aligarh, Uttar Pradesh, India. For academic purposes, the author are able to be contacted via phone at: 91-9456242258 or via e-mail at: nehaasharma123@gmail.comHow to cite this article? Sharma, Neha. (2015). “A Study of the Impact of Qualification and Salary on the Attitude of Primary School Teachers towards the Teaching Profession” in EDUCARE: International Journal for Educational Studies, Vol.8(1) August, pp.55-62. Bandung, Indonesia: Minda Masagi Press and UMP Purwokerto, ISSN 1979-7877. Chronicle of the article: Accepted (June 21, 2015); Revised (July 23, 2015); and Published (August 25, 2015).
Scheme Implementation as an Effort to Build Originality in Writing Maryam, Siti
EDUCARE Vol 8, No 1 (2015)
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Abstract

ABSTRACT: Both on the objective and subjective writing, charts/schemes can be used as a means for the (potential) authors to deliver originality. Loading sources and a list of questions on the data chart useful to preserve the objectivity in scientific writing. Materials contained in the scheme need to be processed and lexicalized through varied language. With its potential, if a person continues to practice, he/she will gain the skills , such as writing. Humans can create meanings in the new contexts and situations that can bring something new that commonly called originality. This study was motivated by the importance of originality in writing. Originality is the crown of the creative process; and as a creative product, writing requires creative process. How to build originality in objective and subjective nature of writing? Both of scientific work as an objective writing and writing essays as subjective writing require specific strategies to maintain its originality. The strategies are implemented in different way, because of the natural difference of those writings. The finding of the strategies are based on the results of experimental study carried out on students of Indonesian Language and Literature Department, Faculty of Education and Teacher Training UNSUR (University of Suryakancana) in Cianjur, West Java, Indonesia in different time. This study is expected to provide reference to the author, the writing training instructors, teachers, and lecturers, who develop writing skills. KEY WORDS: Academic writing, essay, originality, objective and subjective writing, schemes, create meanings, creative process, creative product, and develop writing skills.About the Author: Dr. Siti Maryam is a Senior Lecturer at the Faculty of Education and Teacher Training UNSUR (University of Suryakancana) Cianjur, Jalan Dr. Muwardi, Komp Pasirgede Raya, Belakang RS Sayang, Cianjur, West Java, Indonesia. E-mail: yams1964@yahoo.comHow to cite this article? Maryam, Siti. (2015). “Scheme Implementation as an Effort to Build Originality in Writing” in EDUCARE: International Journal for Educational Studies, Vol.8(1) August, pp.11-22. Bandung, Indonesia: Minda Masagi Press and UMP Purwokerto, ISSN 1979-7877. Chronicle of the article: Accepted (July 6, 2015); Revised (August 6, 2015); and Published (August 25, 2015).
Predicting the Priorities of Multicultural Education in a Philippine Teacher Education Institution: An Exploratory Study Palces, Krizna Rei M.; Abulencia, Arthur S; Reyes, Wensley M
EDUCARE Vol 8, No 1 (2015)
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ABSTRACT: Multicultural education is a contemporary pedagogy, which prepares academic institutions to combat discrimination and oppression. It also aims to maximize learning by creating an environment that is safe and productive. International academic institutions as well as national institutions must take multicultural pedagogy as the best perspective in handling the reality of a pluralistic society. Multicultural education is quite literally the pedagogy of the oppressed. It is a pedagogy that was born out of the struggle of the oppressed sectors in the West such as the African-Americans, women, homosexuals, religious minorities, atheists, indigenous people, the differently-abled, and others. This is the embodiment of the dreams of those who fought for equality and respect. Since many forms of oppression are still existent in various societies, multicultural education continues to receive support from education sectors in many free countries. This paper describes the diversity of learners in a Philippine Teacher Education institution according to classifications of race, ethnicity, class, religion, and gender with the goal of predicting the priorities of multicultural education. The project started with profiling students using a specialized tool beyond demographics. The diagnostic tool identified categories significant for multicultural education. From the demographic, the researchers analyzed various aspects of multicultural education. The researchers identified the levels of diversity and made necessary recommendations needed for multicultural education.KEY WORDS: Multicultural education, race, ethnicity, class, religion, gender, contemporary pedagogy, diversity of learners, Philippine Teacher Education institution, and levels of diversity.    About the Authors: Krizna Rei M. Palces, Ph.D., Prof. Arthur S. Abulencia and Prof. Wensley M. Reyes are the Lecturers at the Faculty of Behavioral and Social Sciences PNU (Philippine Normal University), Taft Avenue, Manila 1000, the Philippines. For academic interests, the author can be contacted via e-mail at: abulencia.as@pnu.edu.phHow to cite this article? Palces, Krizna Rei M., Arthur S. Abulencia & Wensley M. Reyes. (2015). “Predicting the Priorities of Multicultural Education in a Philippine Teacher Education Institution: An Exploratory Study” in EDUCARE: International Journal for Educational Studies, Vol.8(1) August, pp.63-72. Bandung, Indonesia: Minda Masagi Press and UMP Purwokerto, ISSN 1979-7877. Chronicle of the article: Accepted (June 4, 2015); Revised (July 6, 2015); and Published (August 25, 2015).
Contents and Foreword of the EDUCARE Journal, Issue of August 2015 EDUCARE, Editor Journal
EDUCARE Vol 8, No 1 (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 the EDUCARE Journal in Bandung; and Rector of UMP (Muhammadiyah University of Purwokerto) in Central Java, Indonesia. 

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