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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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Consciousness of Political Correctness in Gender Matters: A Transitivity Analysis of Reading Texts in Two English Textbooks Published in Great Britain and Malaysia in 1970s Damayanti, Ika Lestari
EDUCARE Vol 2, No 2 (2010)
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Abstract

ABSTRACT: There has been awareness of gender asymmetry in some texts including those in ELT materials. This paper, in compliance to augmenting awareness of gender asymmetry, attempts to discuss gender representations in ELT textbooks. I will look at the representations of females and males by using transitivity analysis of functional linguistics within both the clause and the sentence. Two ELT textbooks published in Great Britain and Malaysia in 1970s were chosen in order to see how females and males were portrayed in the early era of language awareness. From the findings, it is revealed that both ELT textbooks from different cultures were not conscious enough of “political correctness” in gender matters. The number of female-male participants was unequal. Some males were described as being more active and competent whilst females being more passive and less competent than males. In some cases, females’ jobs were also represented as being less desirable. However, texts within Western culture represent females better than those within Eastern culture in terms of visibility and variety of job collocated to females. Hopefully, the present finding, from data in the 1970s, can be used as a gauge to measure progression of the use of language within educational material.   KEY WORDS: ELT textbooks, transitivity, gender asymmetry, and the Great Britain and Malaysia in 1970s.About the Author: Ika Lestari Damayanti, M.A. is a Lecturer at the Department of English Education, Faculty of Art and Language Education UPI (Indonesia University of Education), Jalan Dr. Setiabudhi No.229 Bandung 40154, West Java, Indonesia. She can be reached at: ikadlovely@hotmail.com or ikadlovely@yahoo.com.sg How to cite this article? Damayanti, Ika Lestari. (2010). “Consciousness of Political Correctness in Gender Matters: A Transitivity Analysis of Reading Texts in Two English Textbooks Published in Great Britain and Malaysia in 1970s” in EDUCARE: International Journal for Educational Studies, Vol.2(2) February, pp.211-222. 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 5, 2009); Revised (January 5, 2010); and Published (February 17, 2010).
The Curriculum Implementation for Cross-Cultural and Global Citizenship Education in Indonesia Schools Wahyudin, Dinn; Suwirta, Andi
EDUCARE Vol 10, No 1 (2017)
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ABSTRACT: The CCE (Cross-Cultural Education) and GCE (Global Citizenship Education) are two issues now newly attracting attention with the focus on universal human rights and global issues. If the first is a process of education by which individuals and groups can learn to internalize the facts of cultural pluralism to bring about a society that recognizes cultural diversity; while the later is about educating the qualifications, qualities, rights, and responsibilities of global citizens. Many efforts have been made by MoEC (Ministry of Education and Culture) of the Republic of Indonesia to reform the education system and redesign system of curriculum. One of hot issue is concerning with cross culture and global citizenship that can be implemented in primary school as well as secondary school curriculum, as it is one of the requirements in implementing the SDGs (Sustainable Development Goals). The paper, by using the qualitative method and explanation descriptively, discussed some topics concerning CCE and GCE. They are: (1) informing policies and programs lead by MoEC of the Republic of Indonesia in redesigning of new curriculum that give more spaces for increasing the CCE and GCE; (2) identifying general trends as well as indigenous aspects in supporting and enriching teaching-learning activities related to cross-cultural and global education for heterogeneous students; (3) presenting best practices created by schools in developing school culture and global citizenship that empowering students from diverse races, religions, ethnics, and cultural groups; and (4) identifying  schools efforts in developing cross-cultural and global citizenship curriculum as meaningful learning experience for students.KEY WORDS: Cross-Cultural Education; Global Citizenship Education; Curriculum Development; Education Sustainable Development; Indonesia Schools.  About the Authors: Prof. Dr. Dinn Wahyudin is a Lecturer at the Faculty of Education UPI (Indonesia University of Education), Jalan Dr. Setiabudhi No.229 Bandung 40154, West Java, Indonesia. Andi Suwirta, M.Hum. is a Lecturer at the Faculty of Social Studies Education UPI in Bandung, West Java, Indonesia. For academic interests, the authors can be contacted via their e-mails at: dinn_wahyudin@upi.edu and suciandi@upi.eduSuggested Citation: Wahyudin, Dinn & Andi Suwirta. (2017). “The Curriculum Implementation for Cross-Cultural and Global Citizenship Education in Indonesia Schools” in EDUCARE: International Journal for Educational Studies, Volume 10(1), August, pp.11-22. Bandung, Indonesia: Minda Masagi Press owned by ASPENSI, ISSN 1979-7877. Article Timeline: Accepted (March 2, 2017); Revised (June 1, 2017); and Published (August 30, 2017).
Problem-Based Learning in Malaysian Technical School Mustapha, Ramlee; Abdul Rahim, Zaharatul Laila
EDUCARE Vol 4, No 1 (2011)
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Abstract

ABSTRACT: The purpose of this action research was to identify the problems faced by electrical and electronic engineering or PKEE (Pelajaran Kejuruteraan Eelektronik dan Elektrik) students studying a difficult topic – transistor. This study was also aimed at examining students’ attitude towards Problem-based Learning (PBL). PBL is said to enhance students’ understanding and make the learning more meaningful. This action research was based on Kemmis and McTaggart (1998) model. Jigsaw technique was also used in the first and second rounds of the study whereas the discussion technique was used in the third round. A sample of 30 Form 5 students from a Technical School Melaka, Malaysia was selected. The treatment was given for a nine-weeks duration. Data were obtained from peer assessment, observation, and pre- and post-tests. Descriptive statistics used in this study, include frequency, mean, and standard deviation. The study found that the collaboration skill of the students increases in each round and their achievements also show better results. Students’ attitude became more positive with regard to PBL. In the open-ended questions, the respondents said that they like collaborative and problem-solving activities. Thus, teachers are suggested to use this method. However, for those who are not confident or do not have the skills to use the PBL method, it is advised that training and guidance be given to them. PBL workshops and short courses should be offered to them.KEY WORDS: Action research, problem-based learning, jigsaw technique, electrical and electronic engineering, and technical school.About the Authors: Prof. Dr. Ramlee Mustapha and Zaharatul Laila Abdul Rahim are Lecturers at the Faculty of Technical and Vocational Education UPSI (Sultan Idris University of Education), Tanjong Malim, Perak Darul Ridzuan, Malaysia. One of the authors can be reached at: drramlee@yahoo.comHow to cite this article? Mustapha, Ramlee & Zaharatul Laila Abdul Rahim. (2011). “Problem-Based Learning in Malaysian Technical School” in EDUCARE: International Journal for Educational Studies, Vol.4(1) August, pp.41-54. 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 1, 2011); Revised (July 2, 2011); and Published (August 17, 2011).
Reformulating the Educational Philosophy and Aim of LPTK (Teacher Training Institutions) in Indonesia Suwirta, Andi; Purwanto, Joko
EDUCARE Vol 5, No 2 (2013)
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ABSTRACT: Entering the 21st century, there was a new phenomenon in higher education world in Indonesia, especially for institution of education and teacher training. In 2000, for example, ten IKIPs (Institut Keguruan dan Ilmu Pendidikan or Institute of Education and Teacher Training) in Indonesia changed their names into university. Accordingly, discussing critically educational philosophy and aim in a nation-state is very important and should always be sought for in order to realize the critical society, especially related to the question of how this nation-state will be built. Every nation-state has contextual education philosophy and aim, which is particular in its own historical and social context. Indonesia, as a nation-state, has unique educational philosophy and aim, and it is the next generation’s job to revitalize and implement it in the real educational praxis. This paper tries to discuss the position and role of LPTK (Lembaga Pendidikan Tenaga Kependidikan or Teacher Training Institutions) as one of higher educational institutions that is responsible to educate the professional teachers in Indonesia. It is imperative to reformulate and revitalize the educational philosophy and aim of LPTK, especially related to preparing the candidate of such institution participants – who will be the teachers and educators in the future – in order that educational development in Indonesia can educate the people in one side, and can strengthen self identity in other side as civilized, advanced, modern, prosperous, and social justice nation. KEY WORDS: National philosophy, educational aim, teacher training institutions, and reformulate the position and role of institution.   About the Authors: Andi Suwirta, M.Hum. is a Senior Lecturer at the Faculty of Social Studies Education UPI (Indonesia University of Education), Jalan Dr. Setiabudhi No.229 Bandung 40154, West Java; and Joko Purwanto, M.Pd. is a Senior Lecturer at the Faculty of Education and Teacher Training UMP (Muhammadiyah University of Purwokerto), Jalan Raya Dukuh Waluh, Purwokerto, Central Java, Indonesia. They can be reached at: aspensi@yahoo.comHow to cite this article? Suwirta, Andi & Joko Purwanto. (2013). “Reformulating the Educational Philosophy and Aim of LPTK (Teacher Training Institutions) in Indonesia” in EDUCARE: International Journal for Educational Studies, Vol.5(2) February, pp.191-200. 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 27, 2012); Revised (January 30, 2013); and Published (February 17, 2013).   
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).
A Comparative Study of the Attitudes of Muslim and Non-Muslim Prospective Teachers towards Teaching Profession” Parvez, Mohammad; Shakir, Mohd
EDUCARE Vol 7, No 1 (2014)
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ABSTRACT: Securing the right type of prospective teachers for training is very crucial. Unless such prospective teachers are found our secondary schools cannot deliver as per our expectations. Therefore, for the professional preparation of prospective teachers, the study of attitudes held by them is very important. This study was conducted to study the attitudes of Muslim and Non-Muslim prospective teachers towards teaching profession. A sample of 360 prospective teachers i.e. 200 Muslim and 160 Non-Muslim prospective teachers was taken through purposive sampling technique. Teacher Attitude Inventory (TAI) developed by S.P. Ahluwalia (2007) was used to collect the data. Mean, SD (Standard Deviation), and t-test were used for the analysis of the data. Research findings revealed not significant differences in the attitudes of Muslim and Non-Muslim prospective teachers; Muslim and Non-Muslim male prospective teachers; Muslim and Non-Muslim female prospective teachers; Muslim and Non-Muslim Science prospective teachers; Muslim and Non-Muslim Social Science prospective teachers; Muslim and Non-Muslim prospective teachers studying in public B.Ed. (Bachelor of Education) institutions; whereas a significant difference was found between the attitudes of Muslim and Non-Muslim prospective teachers studying in private B.Ed. institutions towards teaching profession. Muslim prospective teachers studying in private B.Ed. institutions had a more favourable attitude towards teaching profession as compared to Non-Muslim prospective teachers studying in private B.Ed. institutions.KEY WORDS: Prospective teachers, Muslim and Non-Muslim teachers, teaching profession, favourable and unfavourable attitudes, and public and private B.Ed. institutions.  About the Authors: Dr. Mohammad Parvez is an Associate Professor at the Department of Education AMU (Aligarh Muslim University), Aligarh, 202002 Uttar Pradesh, India; and Dr. Mohd Shakir is an Assistant Professor at the Department of Education AMU, Murshidabad Centre, 742223 West Bengal, India. For academic purposes, the authors can be contacted via e-mails at: mparvez9@yahoo.co.in and  aligarhshakir@gmail.comHow to cite this article? Parvez, Mohammad & Mohd Shakir. (2014). “A Comparative Study of the Attitudes of Muslim and Non-Muslim Prospective Teachers towards Teaching Profession” in EDUCARE: International Journal for Educational Studies, Vol.7(1) August, pp.67-74. Bandung, Indonesia: Minda Masagi Press and UMP Purwokerto, ISSN 1979-7877. Chronicle of the article: Accepted (April 15, 2014); Revised (June 1, 2014); and Published (August 17, 2014).
The Model of Environmental Education Management in Indonesia through Extracurricular Activity Mihardja, Tumisem T
EDUCARE Vol 2, No 1 (2009)
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ABSTRACT: Indonesia government realizes that the formula of an effective environment policy is based on scientific information. This research mainly discusses how to develop the model of environmental education management and how to manage it in order to be continued and applicable. In the formal education in Indonesia, extracurricular activity aims to support the understanding material where the implementing done out of the class. The type of extracurricular which has direct relationship with environment is Scout Movement. The application of environmental education model through the Scout Movement activity can enhance the conservation of forest by doing reforesting. This activity is done by applying some steps there are: introduction, collection and selection of seeds, breeding, and plantation. The Scout Movement activity, however, becomes one of the education activities which is suitable for getting experience, keeping and preventing environment, and the last doing conservation. The result also shows that the application this model which is followed by a direct action to rehabilitate the damaged area is able to broaden and develop conservation area continuously in its region around the school. KEY WORDS: the model of preservation, environmental education, extra curricular activity, and the Scout movement in Indonesia.About the Author: Dr. Tumisem T. Mihardja is a Lecturer at the Faculty of Education and Teacher Training UMP (Muhammadiyah University of Purwokerto); and Head of Institute for Research and Community Developement in UMP, Jalan Raya Dukuhwaluh, PO Box 202, Purwokerto 53182, Central Java, Indonesia. She can be reached at: umiump@yahoo.comHow to cite this article? Mihardja, Tumisem T. (2009). “The Model of Environmental Education Management in Indonesia through Extracurricular Activity” in EDUCARE: International Journal for Educational Studies, Vol.2(1) August, pp.83-92. 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 10, 2009); Revised (July 20, 2009); and Published (August 17, 2009).
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).
Learning Effectiveness and Satisfaction in Study Groups: A Consideration of the Moderating Factors Pang, Elvi; Hung, Humphry
EDUCARE Vol 5, No 1 (2012)
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ABSTRACT: The emerging predominance of group learning in the business world represents a significant trend of group work assignments in the context of formal education. Group learning effectiveness and satisfaction has been analyzed on the basis of traditional theories of group dynamics. However, the assessment of learning effectiveness and satisfaction has its uniqueness and requires special attention. Based upon equity theory, we propose a model to highlight the significant impact of workload equity and mutual collaboration on members’ performance and satisfaction in the group learning process. We conduct a study to validate the relationship and the results support our proposition. In addition, with reference to predicted outcome value theory, we propose that information transparency has a highly significant moderating effect in the group learning process. Hence, the findings of this study are consistent with the results of previous studies on team effectiveness that found conflicts and individual satisfaction to be negatively associated, and interpersonal understanding amongst team members to be positively correlated with team learning. On top of this observation, our study contributes to literature by highlighting the significance of information transparency in the group learning process. Finally, some implications, limitations, and recommendations of our study are discussed.KEY WORDS: Group learning, learning effectiveness and satisfaction, workload equity, mutual collaboration, and interpersonal understanding.  About the Authors: Elvi Pang is a Lecturer at the Department of Management and Marketing HKPU (Hong Kong Polytechnic University) in Hong Kong, China; and Dr. Humphry Hung is Senior Lecturer at the same Department. They can be contacted at: Department of Management and Marketing HKPU in Hong Kong, Cina. Phone: (852)-2766-7357. E-mail: mshung@polyu.edu.hkHow to cite this article? Pang, Elvi & Humphry Hung. (2012). “Learning Effectiveness and Satisfaction in Study Groups: A Consideration of the Moderating Factors” in EDUCARE: International Journal for Educational Studies, Vol.5(1) August, pp.79-94. 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 8, 2012); Revised (July 10, 2012); and Published (August 17, 2012).
Jigsaw Type of Cooperative Learning as a Means of Improving High School-Students’ Mathematical Communication Ability Ahmad, Ahmad; Jazuli, Akhmad
EDUCARE Vol 1, No 2 (2009)
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ABSTRACT: The mathematical communication is the basic ability which must be possessed by mathematics practitioners and users during teaching-learning process and assessing mathematics. By using Jigsaw technique as a part of cooperative learning, this technique considers students to work interdependently in a group of four to six but at the same time have individual responsibility. Every group is responsible for the mastery of the learning material. The aim of this research, however, was to examine the quality of mathematical communication ability between students who were treated with cooperative learning model and those with conventional model. The population of this study were second grade students of SMUN Banyumas in the academic year 2005/2006. Two classes were taken as sample, each of them had thirty students. Data were collected by means of communication ability test that had satistactory face and content validity and had reliability of 0.5335 (high reliability). Based on analisys result using t-test, it was concluded that the cooperative learning model gave better result to the students communication ability than the conventional one.KEY WORDS: jigsaw, cooperative learning model, conventional learning model, mathematical communication ability.  About the Authors: Drs. Ahmad, M.Pd. and Drs. H. Akhmad Jazuli, M.Si. are Lecturers at the Faculty of Education and Teacher Training UMP (Muhammadiyah University of Purwokerto) in Central Java, Indonesia. They can be reached at: ahmadump@yahoo.co.id and jazuli_akhmad@yahoo.comHow to cite this article? Ahmad & Akhmad Jazuli. (2009). “Jigsaw Type of Cooperative Learning as a Means of Improving High School-Students’ Mathematical Communication Ability” in EDUCARE: International Journal for Educational Studies, Vol.1(2) February, pp.207-218. 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 3, 2008); Revised (January 15, 2009); and Published (February 17, 2009).

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