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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 165 Documents
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Constructing New Stages of Education for Muslim Children: Impacts of the Dissemination of the Iqro’ Method Textbook on Islamic Education in Indonesia and Malaysia Nakata, Yuki
EDUCARE Vol 2, No 1 (2009)
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Abstract

ABSTRACT: The dissemination of the Iqro’ method textbook through Qur’anic kindergartens and Qur’anic schools in Indonesia has encouraged the public’s interest in reconsidering teaching methods and the skill of reading and reciting the Qur’an. Moreover, it has provided a chance to reconsider pre-school education for Muslims in Indonesia from the grass-roots level. In Malaysia, both the elementary schools under the Ministry of Education and private schools are also recommended to use Iqro’ method. However, there are several private organizations in Malaysia that have attempted to maintain their originality by using alternatives to Iqro’, such as Qira’ati and Al-Barqy from Indonesia, and by trying to develop original educational services. This paper tries to explore the dissemination of the Iqro’ method textbook in which it has been revitalized and enriched educational services for Muslims in both Indonesia and Malaysia, by both the government sector and grass-roots efforts across the border.KEY WORDS: the Iqro’ method textbook, Qur’anic kindergartens and Qur’anic schools, and Muslims in both Indonesia and Malaysia.About the Author: Dr. Yuki Nakata is a Lecturer at the Faculty of Law TU (Toyo University), 5-28-20, Hakusan, Bunkyo-ku, Tokyo 112-8606, Japan. She has been conducting the research on Islamic education in Indonesia and Malaysia. For academic purposes, she can be reached at: yuki.nakata@tuba.ocn.ne.jp or nakatayuki9@gmail.comHow to cite this article? Nakata, Yuki. (2009). “Constructing New Stages of Education for Muslim Children: Impacts of the Dissemination of the Iqro’ Method Textbook on Islamic Education in Indonesia and Malaysia” in EDUCARE: International Journal for Educational Studies, Vol.2(1) August, pp.25-34. Bandung, Indonesia: Minda Masagi Press owned by ASPENSI in Bandung, West Java; and FKIP UMP in Purwokerto, Central Java, ISSN 1979-7877.Chronicle of the article: Accepted (June 23, 2009); Revised (July 25, 2009); and Published (August 17, 2009).
The Identification of the Students’ Mathematical Communication Skills Error in Form of Pictures on the Geometry of Space Subject Kusuma, Anggun Badu; Untarti, Reni
EDUCARE Vol 10, No 2 (2018)
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Abstract

ABSTRACT: The space geometry is one of the major subjects, which must be taken by the students of the mathematics education. The aim of the courses is to make students are able to master the form geometry in three dimensions. Competencies must be mastered include the ability to draw space, the ability to draw the slice field, and the ability to determine the extents of the slice field. Based on the competencies, the material of the space geometry was not an easy matter to be mastered by students. Students needed their imagination to visualize the shape, which came from the two-dimensional images shaped into a three dimensional or vice versa. These difficulties did not only occur on the students, but also the mathematics teachers, who had the learning process in the schools. This research belonged to qualitative descriptive study, in which the subject of this research was the class A second semester students of Mathematics Education Study Program of UMP (Muhammadiyah University of Purwokerto) in Central Java, Indonesia, in academic year 2015/2016, which belonged to the class of the shape geometry. The instruments which were used were the observation sheet and the documentation in the form of photographs or videos. The research procedures consisted of the steps in the lesson study in 3 cycles. Each cycle consisted of plan, do, and see steps. The result of the study was that the students’ error of mathematical communication ability was in the form of pictures on the space geometry subjects occurred on the drawing procedure in the determination of the slice field; the concept of an image in three dimensions; and the students’ concept in the fields analysis.KEY WORDS: Mathematical Communication Skill; Lesson Study; Geometry of Space; Form of Pictures; Students’ Concept.  About the Authors: Anggun Badu Kusuma and Reni Untarti are the Lecturers at the Departement of Mathematics Education, Faculty of Education and Teacher Training UMP (Muhammadiyah University of Purwokerto), Jalan Raya Dukuhwaluh, Purwokerto City, Central Java, Indonesia. E-mails: anggunbadu@ump.ac.id and reniuntarti@gmail.comSuggested Citation: Kusuma, Anggun Badu & Reni Untarti. (2018). “The Identification of the Students’ Mathematical Communication Skills Error in Form of Pictures on the Geometry of Space Subject” in EDUCARE: International Journal for Educational Studies, Volume 10(2), February, pp.87-94. Bandung, Indonesia and BS Begawan, Brunei Darussalam: Minda Masagi Press owned by ASPENSI and BRIMAN Institute, ISSN 1979-7877. Article Timeline: Accepted (December 13, 2017); Revised (January 15, 2018); and Published (February 28, 2018).
Student’s Voices in Reflective Suprasegmental Features Pronunciation Teaching Suwartono, Suwartono
EDUCARE Vol 6, No 2 (2014)
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Abstract

ABSTRACT: Most of the literature on pronunciation discusses what and how to teach. The learner, that is actually the center of the teaching and learning process, remains little known or untouched. Meanwhile, suprasegmentals are of paramount importance in spoken English. The presence of suprasegmental features in speech contributes heavily to intelligibility. Suprasegmental features cover mainly stress, length, tone, and intonation. These features are essentially the same as prosodic elements of language. Perhaps, to most EFL (English as Foreign Language) learners in Indonesia, these features are complicated to master. Some teachers of English even did not seem to show interest in introducing the features to students. This article highlights the reflective process within the students learning the English pronunciation. The data were collected through diaries. The students were provided with small notebooks to write entries of reaction, perception, and learning experience when they were being taught English suprasegmental features using reflective method. Video was utilized to facilitate student engaging in reflective process through main teaching and learning activities of listening to target model, rehearsing monologue or dialogue, video-recording, and playing video clip. Overall, the majority of reflections revealed that the adoption of video as a reflective tool integrated into communicative language activities has helped the students evaluate and self-monitor their own speech performance in learning the English suprasegmental features pronunciation, which is commonly considered complicated.   KEY WORDS: Students’ voices, reflective, suprasegmental, pronunciation, evaluate, self-monitor, teaching and learning process, diary, and class-room action research.About the Author: Dr. Suwartono is a Senior Lecturer at the Department of English Language Teaching, Faculty of Education and Teacher Training UMP (Muhammadiyah University of Purwokerto), Central Java, Indonesia. The author can be reached at: suwartono2006@yahoo.co.idHow to cite this article? Suwartono. (2014). “Student’s Voices in Reflective Suprasegmental Features Pronunciation Teaching” in EDUCARE: International Journal for Educational Studies, Vol.6(2) February, pp.137-144. Bandung, Indonesia: Minda Masagi Press owned by ASPENSI in Bandung, West Java and FKIP UMP in Purwokerto, Central Java, ISSN 1979-7877.Chronicle of the article: Accepted (December 24, 2013); Revised (January 27, 2014); and Published (February 17, 2014).   
Integrated Islamic Education in Brunei Darussalam: The Hopes and Challenges Lubis, Maimun Aqsha; Wekke, Ismail Suardi
EDUCARE Vol 1, No 2 (2009)
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Abstract

ABSTRACT: This study is a qualitative research into the implementation of integrated Islamic education in Brunei Darussalam. The Pioneer Schools (Sekolah Rintis) and the Thoughtful School (Sekolah Hatiminda) are solid evidence that Brunei has decided to settle on the integrated Islamic education for its future generations. Some problems surface later which are thought to impede a fully successful implementation of the integrated Islamic education in the country. This work aims to examine the extent of the implementation of the integrated Islamic education system and to evaluate whether there is an evident need to revise the current system. This research has identified, however, the needs to look into the implementation of three main solutions to successfully accomplish the vision of assimilating the integrated Islamic education system in the country in the light of (1) the implementation of the Thoughtful Schooling system; and (2) the Educator’s capability to prepare and practice a good lesson plan, according to the “Eight Steps of the Teaching Learning Process” in the class room.KEY WORDS: integrated Islamic education on teaching and learning, and its hopes and challenges in Brunei Darussalam educational context.  About the Authors: Dr. Maimun Aqsha Lubis is a Senior Lecturer at the Department of Educational Methodology and Practices, Faculty of Education UKM (National University of Malaysia); and Ismail Suardi Wekke is a Postgraduate Student for Ford Foundation International Fellowship Program in UKM (National University of Malaysia). They could be reached at: mal@ukm.my and iswekke@gmail.com  How to cite this article? Lubis, Maimun Aqsha & Ismail Suardi Wekke. (2009). “Integrated Islamic Education in Brunei Darussalam: The Hopes and Challenges” in EDUCARE: International Journal for Educational Studies, Vol.1(2) February, pp.141-156. Bandung, Indonesia: Minda Masagi Press owned by ASPENSI in Bandung, West Java; and FKIP UMP in Purwokerto, Central Java, ISSN 1979-7877.Chronicle of the article: Accepted (December 9, 2008); Revised (January 19, 2009); and Published (February 17, 2009).
Recognize Teachers’ Perception of the School-Based Assessment (SBA) Effectiveness in Increasing Students’ Achievement in Mathematics Radzi, Farhana Mohamad; Sawari, Siti Salwa Md
EDUCARE Vol 8, No 2 (2016)
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Abstract

ABSTRACT: In the assessment of Mathematics, the policy makers have noticed that many students were quite able to learn the necessary formula and apply them to the limited range of textbook and test situation; but when faced with novel problem, they fell short and showed that they were far from having understood the relevant concepts and conceptual relations. Therefore, an effective assessment is needed to promote students’ mastery of Mathematical thinking through SBA (School-Based Assessment). SBA is a formative assessment which provide the students’ progress from one level to another level. Teachers can create a diagnostic measure to detect the students’ progress from time to time. This provides an opportunity for teachers to correct any mistakes and improve students’ weaknesses immediately, so that these weaknesses are not accumulated. This study sought to recognize the teachers’ perception of the SBA effectiveness in increasing students’ achievement in Mathematics. A total of 50 Mathematics teachers from Secondary Schools in Kedah, Malaysia participated in the survey. A 19-items questionnaire was employed to measure teacher’s perception on the SBA effectiveness and students’ scores in Mathematics. The data were analysed quantitatively using descriptive statistics and logistic regression. The result showed that the teachers’ perception on the SBA effectiveness in school had no statistically significant relationship with the students’ achievement in Mathematics. This finding implied that the teachers’ perception on the effectiveness of SBA practiced in school didn’t affect the students’ achievement in Mathematics. KEY WORDS: Teachers’ Perception; School-Based Assessment; Mathematics; Effective Assessment; Students’ Achievement.  About the Authors: Farhana Mohamad Radzi completed her Master specialize in Educational Psychology and degree in Mathematics at IIUM (International Islamic University of Malaysia) in Gombak, Kuala Lumpur, Malaysia. Siti Salwa Md Sawari is currently Ph.D. Candidate at the Faculty of Islamic Civilization UTM (Malaysia University of Technology) in Kuala Lumpur, Malaysia. Corresponding authors are: farhana.radzi@gmail.com and salwa.sawari@gmail.comHow to cite this article? Radzi, Farhana Mohamad & Siti Salwa Md Sawari. (2016). “Recognize Teachers’ Perception of the School-Based Assessment (SBA) Effectiveness in Increasing Students’ Achievement in Mathematics” in EDUCARE: International Journal for Educational Studies, Vol.8(2) February, pp.139-146. Bandung, Indonesia: Minda Masagi Press and UMP Purwokerto, ISSN 1979-7877. Chronicle of the article: Accepted (November 27, 2015); Revised (January 27, 2016); and Published (February 28, 2016).
Text-Based Modeling Strategy (TBMS) in Teaching Writing Skills: The Indonesian Context Sudaryat, Yayat
EDUCARE Vol 3, No 1 (2010)
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Abstract

ABSTRACT: This study was based on the issue that the Indonesia high school student’s writing ability was still low. Therefore, it was needed to find out the factors causing the problem and solution to overcome in through the implementation of the Text-Based Modelling Strategy (TBMS). The study used the experimental methods with the Randomized Pretest-Posttest Comparison Group Design. The data were collected in the forms of essay, questionnaire, interviews result, document, and observation result. The main sources of the data were the students of SMA YAS (Sekolah Menengah Atas Yayasan Atikan Sunda or Senior High School of the Sundanese Education Foundation) in Bandung. Beside, the Indonesian teacher and some documents from the school saced as the additional source of the data. The result of this study proved that the TBMS could overcome the hindrance of writing, and it was also effective in increasing the students competence of writing an essay. The result was also valid for significance value of the essay writing aspect’s competence (substantive, textual, lexical, syntactic, and graphemic). Though they altogether increased the writing competence, it was seen that the TBMS was much better and more effectictive than the BMS (Basic Modeling Strategy) and CLS (Conventional Learning Strategy). The study found that the procedure composed and applied in the TBMS, that has never done before, contributed positively to the increasing of writing competence.KEY WORDS: Learning and teaching strategy, modeling, Text-Based Modelling Strategy, essays, and  writing competence.About the Author: Dr. Yayat Sudaryat is a Lecturer at the Department of Sundanese Language Education, Faculty of Language and Art Education UPI (Indonesia University of Education), Jalan Dr. Setiabudhi No.229, Bandung 40154, West Java, Indonesia. He can be reached at: kisudaryat_sunda@yahoo.comHow to cite this article? Sudaryat, Yayat. (2010). “Text-Based Modeling Strategy (TBMS) in Teaching Writing Skills: The Indonesian Context” in EDUCARE: International Journal for Educational Studies, Vol.3(1) August, pp.85-102. Bandung, Indonesia: Minda Masagi Press owned by ASPENSI in Bandung, West Java; and FKIP UMP in Purwokerto, Central Java, ISSN 1979-7877.Chronicle of the article: Accepted (June 25, 2010); Revised (July 25, 2010); and Published (August 17, 2010).
School Leadership in Global Perspective: A Study of the Influence of Organizational Culture, Ability, and Motivation Based on Geoleadership Model towards Leadership Capacity in Realizing Intelligent School at Catholic Junior High Schools in West Java, Indonesia Iskandar, Sherly Iliana
EDUCARE Vol 4, No 2 (2012)
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Abstract

ABSTRACT: Indonesia is a part of the world in the process of globalization. Ready or not, Indonesia is involved in the changing of competition paradigm, from material to knowledge competition. This demands the government and educational institution to be ready with strategy and global vision in taking needed steps for adjustments and changes. This quantitative study on 130 Catholic Junior High Schools Leaders in West Java area in Indonesia, about the influence of organizational culture, ability, and motivation based on geoleadership model towards leadership capacity, is conducted in responding to the radical impact of globalization to all aspect of life, including education in Indonesia. It is urgently needed to find a model of educational leadership to create intelligent school as an appropriate school for this situation. The result of the study showed that ability has the strongest influence (48.23%) to leadership capacity, followed by motivation (32.37%), and organizational culture (16.34%). Recommendation for Catholic Junior High Schools Leaders in West Java area in Indonesia is improving ability, motivation by training, and improving organizational culture by creating a conducive working climate to develop leadership capacity in realizing intelligent school.KEY WORDS: Organizational culture, ability, motivation, geoleadership model, leadership capacity, and intelligent school.About the Author: Dr. Ir. Sherly Iliana Iskandar is a Cum Laude Ph.D. Graduan of the Educational Administration Program at School of Postgraduate UPI (Indonesia University of Education), Jalan Dr. Setiabudhi No.229 Bandung 40154, West Java, Indonesia. She can be reached at: shc@melsa.net.idHow to cite this article? Iskandar, Sherly Iliana. (2012). “School Leadership in Global Perspective: A Study of  the Influence of Organizational Culture, Ability, and Motivation Based on Geoleadership Model towards Leadership Capacity in Realizing Intelligent School at Catholic Junior High Schools in West Java, Indonesia” in EDUCARE: International Journal for Educational Studies, Vol.4(2) February, pp.137-154. Bandung, Indonesia: Minda Masagi Press owned by ASPENSI in Bandung, West Java; and FKIP UMP in Purwokerto, Central Java, ISSN 1979-7877.Chronicle of the article: Accepted (December 25, 2011); Revised (January 29, 2012); and Published (February 17, 2012).
How Students Make Meaning from Literary Text? Heryatun, Yayu
EDUCARE Vol 6, No 1 (2013)
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ABSTRACT: This research was intended to explore how students make meaning whenever they read a literary text. It employed a qualitative method to find out how students responded to literary text in meaning making, type of responses produced by students after reading a literary text, and condition where students produced those responses. It was a case study involving seven students who were taking a course of Prose and their teacher. Classroom observation, questionnaire, and interview served as the data collection method. The result of this research indicated that students responded to literary text in making meaning through multiple reading with different purposes ranging from reading for gaining general idea, reading for learning from the text to reading for searching information. In addition, the way students read a literary text was through the continuum from aesthetic reading to efferent reading. The process of making meaning was demonstrated by most students through questioning about text itself and bringing the text to their lives. Students posed questions dealing with the element of story. Responses that students produced after reading a literary text was different, vary from restatement, associative, figurative, and emotional responses. Based on these findings, it is recommended for teachers that they should be explicit in stating their expectation on what students should achieve. Meanwhile, although students themselves who provide and choose literary text, they should select literary text based on their reading skills, in case of choosing the easy ones. KEY WORDS: Meaning, reader response, literary text, aesthetic reading, efferent reading, and interaction of students and teachers in the classroom.About the Author: Yayu Heryatun, M.Pd. is a Lecturer at the English Department IAIN (Institut Agama Islam Negeri or State Islamic Religion Institute) “Sultan Maulana Hasanuddin” in Banten, Indonesia.  For academic purposes, the author is able to be contacted via her e-mail at: yayuheryatun@yahoo.comHow to cite this article? Heryatun, Yayu. (2013). “How Students Make Meaning from Literary Text?” in EDUCARE: International Journal for Educational Studies, Vol.6(1) August, pp.43-54. Bandung, Indonesia: Minda Masagi Press owned by ASPENSI in Bandung, West Java; and FKIP UMP in Purwokerto, Central Java, ISSN 1979-7877.Chronicle of the article: Accepted (June 15, 2013); Revised (July 17, 2013); and Published (August 17, 2013).  
An Exposition of Constructivism Account to Construct Knowledge and to Create Meaningful Learning Environment for Teacher Education Rahman, Fadzilah Abd; Jalil, Habibah Abd; Hassan, Aminuddin
EDUCARE Vol 1, No 1 (2008)
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ABSTRACT: Since last ten years, it becomes indispensable to talk about constructivism in relation to the teaching and learning process. Yet the term of constructivism is still not well defined and contradicts. Generally constructivism refers to a set of views about how individuals learn and about how those who help them to learn ought to facilitate, which in this paper referred as Constructivist Learning Account (CLA). CLA holds an assumption that learners actively construct their own sets of meanings and understandings; knowledge is not a mere copy of the external world, nor is knowledge acquired by passive absorption or by simple transference from one person (educator) to another (a learner or knower). Clearly, knowledge is constructed not acquired. CLA also stresses that we cannot be certain that any two individuals will construct the same understandings. Even if they use the same linguistic formulations to express what they have learned, their deep understandings might be quite different. Hence, a better understanding of constructive learning accounts as a component of a long life learning process and how teacher education programme should engage with it is needed to create a meaningful learning environment.KEY WORDS: Constructivist Learning Account, knowledge is constructed, and meaningful learning.    About the Authors: Dr. Fadzilah Abd Rahman, Dr. Habibah Abd Jalil, and Dr. Aminuddin Hassan are lecturers at the Faculty of Educational Studies, Universiti Putra Malaysia (UPM), 43400 Serdang, Malaysia. One of them could be reached at: fadzilah@educ.upm.edu.myHow to cite this article? Rahman, Fadzilah Abd, Habibah Abd Jalil & Aminuddin Hassan. (2008). “An Exposition of Constructivism Account to Construct Knowledge and to Create Meaningful Learning Environment for Teacher Education” in EDUCARE: International Journal for Educational Studies, Vol.1(1) August, pp.17-30. Bandung, Indonesia: Minda Masagi Press owned by ASPENSI in Bandung, West Java; and FKIP UMP in Purwokerto, Central Java, ISSN 1979-7877.Chronicle of the article: Accepted (June 17, 2008); Revised (July 17, 2008); and Published (August 17, 2008).
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).

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