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INDONESIA
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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Indonesian Gramatical Interference towards the Students’ Spoken and Written English Pudiyono, Pudiyono
EDUCARE Vol 4, No 2 (2012)
Publisher : EDUCARE

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Abstract

ABSTRACT: This research aimed to find out: (1) interference forms of Indonesian grammar towards the students’s spoken and written English competence; and (2) grammatical factors influencing grammatical Indonesian interference towards the students’s spoken and written English competence. The research method used was “metode simak dan catat” or observation and note taking mathod. This method was applied by notifying any expressions being interferenced from any academic activities. Therefore, the data were collected from students’ academic activities such as writing practices, reports, structured academic assignments, and also from discussion, seminars, and presentations. After the data had been collected and analyzed, they went into two main classifications. Those were sentencial interference (63.16%) and phrasal interference (36.84%). Further analyses showed that sentencial interfernce came into several sub-classifications such as the following: (1) sentence pattern S +  Very + Verb + Object, 31.21%; (2) sentence pattern of  Noun + Adjective, 12.2%; (3) sentence pattern of unapppropriate form, 6.57%; (4) sentence pattern of unintended or “ketidaksengajaan”, 5.3%; (5) impersonal it sentence pattern, 3.94%; and (6) active-passive sentence pattern, 3.94%. Meanwhile, phrasal interference came with 36.84% data and was classified into the following: (1) unorderly arrangement, 11.84%; (2) adverb formation, 5.3%; (3) inappropriate number, 9.2%; and (4) miscellaneous, 5%. Furthermore, the grammatical factor which influenced the Indonesian interference towards the English learning, both spoken and written, was the fact that the English language learners had little imposure and practice which made them difficult to internalize English linguistic knowledge they learned. KEY WODS: Sentencial interference, phrasal interference, linguistic environtment, grammatical patterns, acceptable patterns,”bahasa” Indonesia, and English language.About the Author: Pudiyono, M.Hum. is a Lecturer at the Department of English Education, Faculty of Education and Teacher Training UMP (Muhammadiyah University of Purwokerto), Jalan Raya Dukuhwaluh, Purwokerto, Central Java, Indonesia. He can be reached at: pudiyono_12@yahoo.co.idHow to cite this article? Pudiyono. (2012). “Indonesian Gramatical Interference towards the Students’ Spoken and Written English” in EDUCARE: International Journal for Educational Studies, Vol.4(2) February, pp.229-244. 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, 2011); Revised (January 16, 2012); and Published (February 17, 2012).
A Comparative Study of Muslim and Western Pedagogues’ Educational Perspectives: Contextualization of Comparative Education as a Universitys Discipline Arani, Abbas Madandar; Kakia, Lida; Moazani, Batol
EDUCARE Vol 6, No 2 (2014)
Publisher : EDUCARE

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Abstract

ABSTRACT: During the two recent decades, the world has witnessed that regional conflicts are increasing because of the type of relationships among civilizations. Most of these conflicts have been resulted from political, social, and economical relations among Muslim countries and Western countries at the Middle East. In such a situation, for reducing millions of people’s sufferings, educational systems and especially higher education system surely play a vital role. Higher education system, through developing humanities-related disciplines, could increase levels of common understanding among intellectuals of the involved societies. On this score, comparative education has the power to encourage hearing other cultures out and international mutual understanding among people round the globe through educational system. Unfortunately, comparative education as a university discipline has not developed considerably at higher education systems in the Middle East countries. The present paper, first, tries to briefly explore the present situation of comparative education science in the region and, then, through comparing educational viewpoints of three Muslim pedagogues: Al-Farabi, Avicenna, and Al-Ghazali; and three famous educators of the West world: John Locke, Jean-Jacques Rousseau, and John Dewey, demonstrate the possibilities of developing comparative education science as a university discipline in the Middle East. The comparisons between Muslim educators and their counterparts in the West, however, made in this paper have bilateral benefits.KEY WORDS: Comparative education, educational perspective, Muslim, Middle East, pedagogues, Western, higher education system, and understanding.    About the Authors: Dr. Abbas Madandar Arani is an Assistant Professor at the Department of Education LU (Lorestan University) in Iran; Mrs. Lida Kakia is a Ph.D. Student in Comparative Education at SU (Sofia University) in Bulgaria and at present works as a Teacher Counselor at different schools in Tehran, Iran; and Mrs. Batol Moazani is M.A. (Master of Arts) in Islam History and at present works as a Teacher at different schools in Tehran, Iran. The authors can be contacted via their e-mails at: rie2000@gmail.com and lida.kakia@gmail.comHow to cite this article? Arani, Abbas Madandar, Lida Kakia & Batol Moazani. (2014). “A Comparative Study of Muslim and Western Pedagogues’ Educational Perspectives: Contextualization of Comparative Education as a Universitys Discipline” in EDUCARE: International Journal for Educational Studies, Vol.6(2) February, pp.111-118. 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 29, 2013); Revised (January 20, 2014); and Published (February 17, 2014).  
Exploring Challenges in PhD Studies: A Case of Science Student Abiddin, Norhasni Zainal
EDUCARE Vol 1, No 1 (2008)
Publisher : EDUCARE

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Abstract

ABSTRACT: PhD students have to take responsibility managing their own learning and getting a PhD. They are also responsible for determining what is required as well as for carrying it out, and must always keep in touch in regular meetings with the supervisor. The student is the main person responsible for his/her PhD research. Doing a PhD clearly indicates that this is a student’s own research and work. The objective of this research is to provide better guidelines for effective roles of a PhD science student, especially the foreign student. The actual research to be reported used the case study method. Three Malaysian PhD students from three major disciplines of study i.e. arts, science and social science, were interviewed in depth several times within a year. All three case studies would make the present article too long. Therefore, only one case study which focusing on science student will be presented in this article in order to achieve a better understanding of the story. As a result, the research had developed the best effective guidelines in order for students to success in their study.KEY WORDS: foreign student, PhD research student, and roles of supervision in the university.About the Author: Dr. Norhasni Zainal Abiddin is a lecturer at the Department of Professional Development and Continuing Education, Faculty of Educational Studies, Universiti Putra Malaysia (UPM). She could be reached at: nonie@ace.upm.edu.myHow to cite this article? Abiddin, Norhasni Zainal. (2008). “Exploring Challenges in PhD Studies: A Case of Science Student” in EDUCARE: International Journal for Educational Studies, Vol.1(1) August, pp.103-116. 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 9, 2008); Revised (July 10, 2008); and Published (August 17, 2008).
Editorial Board and Guideline for the Authors, EDUCARE Journal, issue of February 2015 EDUCARE, Editor Journal
EDUCARE Vol 7, No 2 (2015)
Publisher : EDUCARE

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Abstract

This journal, with ISSN 1979-7877, was firstly published on August 17, 2008, in the context to commemorate the anniversary of Indonesian Independence Day. Since issue of February 2009 to date, the EDUCARE journal has been organized by the Lecturers of FKIP UMP (Faculty of Education and Teacher Training, Muhammadiyah University of Purwokerto) in Central Java; and published by Minda Masagi Press, as a publisher owned by ASPENSI (the Association of Indonesian Scholars of History Education) in Bandung, West Java, Indonesia. The EDUCARE journal is published twice a year, i.e. every August and February.Dr. Haji Syamsuhadi IrsyadHonorable Patron of EDUCARE Journal in Bandung;and Rector of UMP (Muhammadiyah University of Purwokerto) in Central Java, Indonesia. 
Adolescence, Sense of Identity, and Female Risk Taking in a Senior Secondary School in Northern Tasmania Wood, Derris
EDUCARE Vol 3, No 1 (2010)
Publisher : EDUCARE

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Abstract

ABSTRACT: This research examined risk taking with the main focus being negative risk taking and the main target adolescent females in a Senior Secondary School setting in Tasmania, Australia, using three varied methodologies and perspectives for the data collection. The first, and major method, used a questionnaire distributed to a year 11 group of females, aged sixteen to nineteen, who were just beginning their first year of non-compulsory, post secondary education. This questionnaire had the main focus of discovering their risk taking perceptions and participation rates regarding four main areas of negative risk taking, namely alcohol, and drug use and abuse, sexual activity, and the viewing of X-Rated (pornographic) videos. The socio-demographic information concentrated on the females’ sense of self, their personal goals, and positive and negative risk taking activities within the context of social capital, psychological, social, educational, risk taking, and health background theory and in the three domains of family, school, and community. To provide a wider perspective on the topic of risk taking, interviews were also conducted with those professionals and carers of adolescent children, namely School Administrators, Teachers, and Parents to provide information from the reality of adolescents’ lives. The third source of data involved a review of the Australian and State Policies impinging on aspects of the curricula suitable for these adolescents. The major findings from the questionnaire emphasised that the females’ sense of self, parental influence and, to a lesser extent, religious values will decrease negative risk taking. KEY WORDS: Negative risk taking, adolescent females, Senior Secondary School, parental influence, and religious values.About the Author: Derris Wood, Ph.D. is a Lecturer at the School of Education UTAS (University of Tasmania), Australia. She can be reached at: dwood@iinet.net.auHow to cite this article? Wood, Derris. (2010). “Adolescence, Sense of Identity, and Female Risk Taking in a Senior Secondary School in Northern Tasmania” in EDUCARE: International Journal for Educational Studies, Vol.3(1) August, pp.45-54. 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, 2010); Revised (July 5, 2010); and Published (August 17, 2010).

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