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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 9, No 2 (2017)" : 8 Documents clear
Contents and Foreword of the EDUCARE Journal, Issue of February 2017 EDUCARE, Editor Journal
EDUCARE Vol 9, No 2 (2017)
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EDUCARE journal will provide a peer-reviewed forum for the publication of thought-leadership articles, briefings, discussion, applied research, case and comparative studies, expert comment and analysis on the key issues surrounding the educational studies in general and its various aspects. Analysis will be practical and rigorous in nature. The EDUCARE journal, with Print ISSN 1979-7877, was firstly published on 17 August 2008, in the context to commemorate the Independence Day in Indonesia. Since issues of February 2009 to February 2016, EDUCARE journal was 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 an academic publishing 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.Bandung, Indonesia: February 27, 2017.Sri Redjeki Rosdianti, M.M.Pd.Director of Minda Masagi Press owned by ASPENSI (the Association of Indonesian Scholars of History Education) in Bandung; and Teacher of Social Studies Education in SPM (Junior High School) Lab-School UPI (Indonesia University of Education) Cibiru Campus in Bandung, West Java, Indonesia. 
The Evolution of Indonesian and American Science Education Curriculum: A Comparison Study Haridza, Risa; Irving, Karen E
EDUCARE Vol 9, No 2 (2017)
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ABSTRACT: Curriculum reform is an important strategy to improve the quality of education and human resources in order to increase economic development to better compete in a globalized world. This paper focuses on curriculum development in Indonesia, comparing Indonesian school curriculum to USA (United States of America) school curriculum, and analyzes several factors that strongly influenced Indonesian and American curriculum design and curriculum decision-making. Curriculum development in Indonesia, from independence in 1945 to today, is characterized by cycles of planning and revision. Currently, the goal of the new curriculum requires students to be able to appreciate and implement honesty, discipline, responsibility, compassion (tolerance and working together) and politeness, self-confidence, and effective interactions in social and natural environments. Science curriculum development in the USA schools started with private educational religious institutions. Nowadays, students are encouraged to use scientific information to make choices about issues that arise in everyday life, engage intelligently in public discourse, and debate about important issues that involve science and technology. Several aspects must be taken into account in order to reform the science education curriculum, especially in Indonesia. In designing curriculum, decision makers should involve many parties, such as higher education, researchers, politicians, scientists, teachers, parents, social and religious community leaders, and industrialists. KEY WORDS: Curriculum Development; Science Education; Indonesian and American; Curriculum Design; Curriculum Implementation.  About the Authors: Risa Haridza, M.A. is an Educational Authorities of Pontianak City, Public Middle School 3 Pontianak, Jalan Kalimantan 123, Pontianak 78116, West Borneo, Indonesia. Karen E. Irving, Ph.D. is an Associate Professor at the Department of Teaching and Learning, College of Education and Human Ecology OSU (Ohio State University), 1945 North High St Columbus, Ohio 43210, USA (United States of America). Corresponding author: haridza.1@osu.eduHow to cite this article? Haridza, Risa & Karen E. Irving. (2017). “The Evolution of Indonesian and American Science Education Curriculum: A Comparison Study” in EDUCARE: International Journal for Educational Studies, Vol.9(2), February, pp.95-110. Bandung, Indonesia: Minda Masagi Press owned by ASPENSI, ISSN 1979-7877.Chronicle of the article: Accepted (September 8, 2016); Revised (January 15, 2017); and Published (February 27, 2017).
Editorial Board and Guidelines for the Authors EDUCARE, Editor Journal
EDUCARE Vol 9, No 2 (2017)
Publisher : EDUCARE

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Abstract

EDUCARE journal will provide a peer-reviewed forum for the publication of thought-leadership articles, briefings, discussion, applied research, case and comparative studies, expert comment and analysis on the key issues surrounding the educational studies in general and its various aspects. Analysis will be practical and rigorous in nature. The EDUCARE journal, with Print ISSN 1979-7877, was firstly published on 17 August 2008, in the context to commemorate the Independence Day in Indonesia. Since issues of February 2009 to February 2016, EDUCARE journal was 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 an academic publishing 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.Bandung, Indonesia: February 27, 2017.Andi SUWIRTAChairperson of ASPENSI (the Association of Indonesian Scholars of History Education) in Bandung; and Senior Lecturer at the Department of History Education, Faculty of Social Studies Education UPI (Indonesia University of Education) in Bandung, West Java, Indonesia. 
Attitude of Post Graduate Students towards Mobile Learning Fouzdar, Kusum; Behera, Santosh Kumar
EDUCARE Vol 9, No 2 (2017)
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ABSTRACT: There are various ways to use mobile phones for enhancing learning. Mobile phones plays an important role in our day today lives in various purposes. One of the important purposes is learning. Mobile learning, as a novel educational approach, encourages flexibility; students do not need to be a specific age, gender, or member of a specific group or geography, to participate in learning opportunities. Restrictions of time, space, and place have been lifted. Mobile learning is an emerging concept as the development of an adoption rate of mobile technologies increase rapidly on a global scale. While there are as many people using mobile technologies as there are opinions on how mobile technologies will impact e-learning, the majority agrees that mobile learning will play a major role in e-learning. In the present study, the investigators made an attempt to study the attitude of PG (Post Graduate) students of Sidho-Kanho-Birsha University in Purulia District of West Bengal, India. The descriptive survey method was used. One hundred and fifty students (both male and female) reading in Semesters-2nd and 4th were taken as representative sample of the whole population. An attitude scale was used for collecting the data. The means of both groups were tested for significance of difference by using CR (Constructed-Response) test. Results indicated that the attitudes of PG male and female, rural and urban, General and SC/ST (Scheduled Castes/Scheduled Tribes), Semester-2nd and 4th students were statistically not significant. The attitude of PG Arts and Science students was statistically significant and the attitude of PG students towards mobile learning was neither more favourable nor unfavourable, but satisfactory or average.KEY WORDS: Attitude; Mobile Learning; Post Graduate Student; Satisfactory; Enhancing Learning.  About the Authors: Kusum Fouzdar is M.A. Student at the Department of Education, Sidho-Kanho-Birsha University, Purulia, West Bengal 723104, India. Dr. Santosh Kumar Behera is an Assistant Professor at the Department of Education, Sidho-Kanho-Birsha University, Purulia, West Bengal 723104, India. Email address: santoshbehera.jkc@gmail.com How to cite this article? Fouzdar, Kusum & Santosh Kumar Behera. (2017). “Attitude of Post Graduate Students towards Mobile Learning” in EDUCARE: International Journal for Educational Studies, Vol.9(2), February, pp.111-120. Bandung, Indonesia: Minda Masagi Press owned by ASPENSI, ISSN 1979-7877. Chronicle of the article: Accepted (January 8, 2017); Revised (January 20, 2017); and Published (February 27, 2017).
Confidence Judgment and Test Scores: Basis for Proposed Confidence Enhancement Eseo, Tristan M; Mangaoil, Armina B; Sedilla, Bettina M
EDUCARE Vol 9, No 2 (2017)
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ABSTRACT: One of the structured experiences of high school students is taking test. This experience is usually prepared as a regular academic activity in school. It aims to measure students’ achievement, which can be gleaned from their test score. How the students provide their impressions or predictive response before they see actual test material and after taking the test are implicit valuations. Thus, implicit valuations are the predictions that answer the question, “what will be their actual test score in mind?”. The study investigates the confidence judgment and test scores of graduating high school students by determining their differences, which are the bases for developing a program to enhance student confidence in test-taking. Its participants consist of five hundred seventy five (575) graduating students from San Pablo City National High School in the Province of Laguna, Philippines. The researchers used two instruments, which are the test prediction forms and teacher-made test. The findings showed that (1) there is a significant difference between the students’ pre-test prediction and post-test prediction; (2) there is a significant difference between the students’ pre-test prediction and actual test score; and (3) there is a significant difference between the students’ post-test prediction and actual test score. It is concluded that students’ are generally overconfident. Furthermore, it is recommended that there is a need to identify factors that affect students’ overconfidence. A module was proposed based on the findings of research.  KEY WORDS: Confidence Judgment; Test Scores; Test Prediction Forms; Teacher-Made Test; Confidence Enhancement.    About the Authors: Tristan M. Eseo is a Special Education Teacher at the Paaralang Pag-ibig at Pag-asa at San Pablo City, Laguna, Philippines. Prof. Armina B. Mangaoil and Bettina M. Sedilla, Ph.D. are the Lecturers at the Faculty of Behavioral and Social Sciences PNU (Philippine Normal University), Taft Avenue, Manila 1000, Philippines. For academic interests, the authors can be contacted via their e-mails at: tmseo77@firstasia.edu.ph, mangaoil.ab@pnu.edu.ph, and bettinasedilla@yahoo.comHow to cite this article? Eseo, Tristan M., Armina B. Mangaoil & Bettina M. Sedilla. (2017). “Confidence Judgment and Test Scores: Basis for Proposed Confidence Enhancement” in EDUCARE: International Journal for Educational Studies, Vol.9(2), February, pp.121-128. Bandung, Indonesia: Minda Masagi Press owned by ASPENSI, ISSN 1979-7877. Chronicle of the article: Accepted (October 9, 2016); Revised (January 20, 2017); and Published (February 27, 2017).
Rhetorical Structure of Introduction in Applied Linguistics Research Articles Rahman, Mizanur; Darus, Saadiyah; Amir, Zaini
EDUCARE Vol 9, No 2 (2017)
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ABSTRACT: The RA (Research Article) is considered to be the main channel of knowledge production. However, for student writers and novice scholars writing, RA is a challenging task. It is partly because of lack of exposure to and awareness of the rhetorical structure of RAs (Research Articles) in the intended discipline. The objective of this study is to identify the rhetorical moves of RAs in applied linguistics and explaining their communicative functions that can be used for pedagogic purposes for novice scholars in this discipline. Analyses of moves and their constituent steps together with their frequency count would help suggest obligatory and optional moves in the Introduction section. Also analysis of move structural patterns, which would enable to draw possible move sequencing is within the purview of this study. A corpus of 20 empirical RAs of leading and representative 4 journals in applied linguistics have been analyzed following J.M. Swales (1990 and 2004) move analysis of Introduction sections of empirical RAs. Results were obtained through software coding of moves of these 20 RAs, and through qualitative analysis of communicative functions of moves and steps. From the frequency count of moves and steps, it is found that some moves and their constituent steps are obligatory, while others are optional. Findings show they both conform to and depart from J.M. Swales’ CARS (Create-a-Research-Space) model in 1990 and 2004. The findings of the study will facilitate better understanding of RAs in applied linguistics for novice scholars and contribute to these scholars’ efforts to publish their research in this field.KEY WORDS: Introductions; Research Articles; Rhetorical Structure; Move Analysis; Genre.    About the Authors: Mizanur Rahman is a Ph.D. Candidate in English Language Studies at the UKM (National University of Malaysia); and also an Assistant Professor at the Department of Humanities BUET (Bangladesh University of Engineering and Technology) in Dhaka 1000, Bangladesh. Assoc. Prof. Dr. Saadiyah Darus and Assoc. Prof. Dr. Zaini Amir are the Lecturers at the School of Language Studies and Linguistics, Faculty of Social Sciences and Humanities UKM, 43600 UKM Bangi, Selangor, Malaysia. For academic interests, the authors can be contacted via e-mail at: m.rahman.1978@gmail.comHow to cite this article? Rahman, Mizanur, Saadiyah Darus & Zaini Amir. (2017). “Rhetorical Structure of Introduction in Applied Linguistics Research Articles” in EDUCARE: International Journal for Educational Studies, Vol.9(2), February, pp.69-84. Bandung, Indonesia: Minda Masagi Press owned by ASPENSI, ISSN 1979-7877. Chronicle of the article: Accepted (September 27, 2016); Revised (January 27, 2017); and Published (February 27, 2017).
Info and Index of the EDUCARE Journal, Issue of February 2017 EDUCARE, Editor Journal
EDUCARE Vol 9, No 2 (2017)
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Abstract

EDUCARE journal will provide a peer-reviewed forum for the publication of thought-leadership articles, briefings, discussion, applied research, case and comparative studies, expert comment and analysis on the key issues surrounding the educational studies in general and its various aspects. Analysis will be practical and rigorous in nature. The EDUCARE journal, with Print ISSN 1979-7877, was firstly published on 17 August 2008, in the context to commemorate the Independence Day in Indonesia. Since issues of February 2009 to February 2016, EDUCARE journal was 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 an academic publishing 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.Bandung, Indonesia: February 27, 2017.Prof. Dr. Haji Endang KomaraSecretary of Expert Board of ASPENSI (the Association of Indonesian Scholars of History Education) in Bandung, West Java, Indonesia. 
Gender Mainstreaming in a Teacher Education Institution in the Philippines Valencia, Minda I. Cabilao
EDUCARE Vol 9, No 2 (2017)
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ABSTRACT: This study aims to examine the gender mainstreaming efforts of the PNU (Philippine Normal University), a TEI (Teacher Education Institution) in the Philippines. It specifically looks at the experiences, challenges, and issues of PNU as it implements its gender policies and programs. Using the GMEF (Gender Mainstreaming Evaluation Framework), a gender analysis tool, the study examines the PNU’s GaD (Gender and Development) policy, enabling mechanisms, and gender projects, programs and activities. Data were gathered and analyzed through interviews with concerned university officers and personnel, faculty members, and students. A documentary analysis was also done with the GaD plans, budget, and accomplishment reports of the university, among others. The findings of this investigation show that PNU has been in the forefront of gender mainstreaming activities for several decades. Advanced works have been conducted in different areas of gender mainstreaming. The strength of the policies lies on the management pronouncements in support of gender activities, offering of a Women’s Studies Program, issuance of an anti-sexual harassment policy, establishment of the UGDO (University Gender and Development Office), and creation of the GaD Focal Point Committee, among others. In addition, the university’s GaD programs, projects and activities are reflected in its three main functions, namely: instruction, research, and extension. It is hoped that the findings of this study will serve as a guide in assessing the gender policies and programs of other education institutions and other organizations. KEY WORDS: Gender Mainstreaming; Evaluation Framework; Gender and Development; Philippine Normal University; Gender Policies and Programs.About the Author: Minda I. Cabilao Valencia is an Associate Professor of Sociology/Anthropology; former Head of the University Gender and Development Office in PNU (Philippine Normal University); and a member of the NGDRP (National Gender and Development Resource Pool) of the Philippine Commission on Women. E-mail address: valencia.mc@pnu.edu.phHow to cite this article? Valencia, Minda I. Cabilao. (2017). “Gender Mainstreaming in a Teacher Education Institution in the Philippines” in EDUCARE: International Journal for Educational Studies, Vol.9(2), February, pp.85-94. Bandung, Indonesia: Minda Masagi Press owned by ASPENSI, ISSN 1979-7877. Chronicle of the article: Accepted (October 9, 2016); Revised (January 10, 2017); and Published (February 27, 2017).

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