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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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Info and Subscribes the EDUCARE Journal, Issue of August 2016 EDUCARE, Editor Journal
EDUCARE Vol 9, No 1 (2016)
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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, the 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 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.Bandung, West Java, Indonesia: August 30, 2016.Andi SUWIRTAChairperson of ASPENSI; and a Senior Lecturer at the Department of History Education FPIPS UPI (Faculty of Social Studies Education, Indonesia University of Education) in Bandung, West Java, Indonesia. 
Effecting Change on Students’ Critical Thinking in Problem Solving Belecina, Rene R; Ocampo, Jr., Jose M
EDUCARE Vol 10, No 2 (2018)
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ABSTRACT: Critical thinking is the intellectually disciplined process of actively and skillsfully conceptualizing, applying, analyzing, synthesizing, and/or evaluating information gathered from, or generated by, observation, experience, reflection, reasoning, or communication, as a guide to belief and action. Most formal definitions of critical thinking characterize critical thinking as the intentional application of rational, higher order thinking skills, such as analysis, synthesis, problem recognition and problem solving, inference, and evaluation. Critical thinking and problem solving have long been important terminologies in the context of education, but within the framework of the 21st century classroom, they take on very specific definitions. Critical thinking employs higher level analytical skills to understand a problem and to work toward a means by which it can be solved, that word implies an answer. This study investigated the effect of using problem situations on the critical thinking of graduate students in solving problems. The study utilized the experimental design participated by a group of graduate students enrolled in Educational Statistics. Four problem situations were utilized that aimed to develop critical thinking of students in problem solving. Students’ critical thinking was measured before and after giving them the problem situations. Results revealed that students’ critical thinking in problem solving significantly improved after using problem situations. The students also expressed positive attitude and sentiments towards the used of these problem situations. It is recommended that these problems situations be used in other topics and areas in mathematics.        KEY WORDS: Problem Situation; Critical Thinking; Problem Solving; Graduate Students; Positive Attitude and Sentiments.  About the Authors: Rene R. Belecina, Ph.D. is a Full Professor at the CGSTER PNU (College of Graduate Studies and Teacher Education Research, Philippine Normal University) in Manila, Philippines. Jose M. Ocampo, Jr., Ph.D. is a Full Professor at the Faculty of Education Sciences PNU in Manila, the Philippines. The authors are able to be contacted via their e-mails at: rrbelecina@yahoo.com and juno_6970@yahoo.comSuggested Citation: Belecina, Rene R. & Jose M. Ocampo, Jr. (2018). “Effecting Change on Students’ Critical Thinking in Problem Solving” in EDUCARE: International Journal for Educational Studies, Volume 10(2), February, pp.109-118. Bandung, Indonesia and BS Begawan, Brunei Darussalam: Minda Masagi Press owned by ASPENSI and BRIMAN Institute, ISSN 1979-7877. Article Timeline: Accepted (December 19, 2017); Revised (January 20, 2018); and Published (February 28, 2018).
Strengthening the Character: Uphold Ethics in Indonesian Language Study Pass by Supplementary Books Maryam, Siti
EDUCARE Vol 5, No 1 (2012)
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Abstract

ABSTRACT: Nowadays, characters reinforcement matter has been taken into account for the sake of the nation. We can learn from other countries that succeed in managing education; so that the integration of character education in our country, Indonesia, must be conducted. For that objective, the writer assumes that supplementary books are facility usable for teacher of Indonesian language and literature subject to be exploited. Meanwhile, the effort of Indonesian language study teachers in strengthening student character and upholding ethics is one of effort in improving human resource quality. This effort is very essential, considering the quality of Indonesian citizen is still unsatisfying. Through speaking and writing skills, teacher can evaluate the use of language ethics among students, both directly and indirectly. This article aims to present a study of optimizing language learning to form students’ character and ethics. By combining creativity, character, and ethics to Indonesian language and literature learning, the writer optimizes also implicitly the role and function of Indonesian language and literature learning in accordance to its target, among others for character and students language ethics reinforcement. So, students as the next generation should be prepared to socialize and live properly. Therefore, Indonesian language and literature learning should optimize the students’ role through supplementary books.   KEY WORDS: Character education, teaching and learning process, supplementary books, Indonesian language, and students as the next generation.About the Author: Dr. Hj. Siti Maryam is a Senior Lecturer at the Department of Indonesian Language Education, Faculty of Education and Teacher Training UNSUR (University of Suryakancana) in Cianjur, West Java, Indonesia. She can be reached at: yams1964@yahoo.comHow to cite this article? Maryam, Siti. (2012). “Strengthening the Character: Uphold Ethics in Indonesian Language Study Pass by Supplementary Books” in EDUCARE: International Journal for Educational Studies, Vol.5(1) August, pp.39-50. 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 18, 2012); Revised (July 20, 2012); and Published (August 17, 2012).
Negative Labeling towards Teachers as Expression of Violence in Modern Literature Manurung, Rosida Tiurma; Suganda, Dadang; Cristiana, Davidescu
EDUCARE Vol 6, No 2 (2014)
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ABSTRACT: Previous to 1960, the literatures recognized teachers as highly respected figures. Upon seeing a teacher from far away, a student would hurriedly run to reach him/her and would lead his/her bike. It was considered an honor to help teachers in one way or another. Time and time in the past literature, teachers are labeled in such ways that the students would kiss their teachers’ hands to show them respect. The students would not hesitate to give their selves away to help cut their teachers’ grass. However, it is no longer the case in today’ literatures. The literatures repeatedly make fun of teachers, as well harassing and paralyzing them. It is ironical. Teachers have lost their positive label and are labeled negatively as the product of indecent behavior from the part of the students. Schools are becoming the fields for channeling violent attitude and behaviors to ruin the good image of a teacher. In this work, teachers labeling in the past and today’ literature are compared. Literatures from 1960s and 2000s become the sources of data. Language expression is analyzed with the help of Critical Discourse Analysis using the method of contrasted descriptive and analysis, while data are collected by the technique of library study and interviews. It is expected that the result of the research help put the teachers’ label (already fading away, corrupted, and falling onto pieces) on its early respected place again. Teachers with positive image are always needed and cannot be compromised. With the positive label of teachers, the process of studying and teaching can be performed more conducive, effective, interactive, and optimum. Positive labeling of teachers need to be started in today literature. Poets and authors have the central role to give appreciation for the teachers.KEY WORDS: Teachers labeling, violent expression, 1960s’ literature, today’ literature, contrasted analysis, and critical discourse analysis.    About the Authors: Rosida Tiurma Manurung is a Ph.D. Student at the Postgraduate Program of Literature Science, Majoring in Linguistic UNPAD (Padjadjaran University) in Bandung, West Java, Indonesia; and Prof. Dr. Dadang Suganda and Prof. Dr. Davidescu Cristiana are the Lecturers at the Faculty of Humanities UNPAD Bandung. Corresponding author is: rosidatm@gmail.comHow to cite this article? Manurung, Rosida Tiurma, Dadang Suganda & Davidescu Cristiana. (2014). “Negative Labeling towards Teachers as Expression of Violence in Modern Literature” in EDUCARE: International Journal for Educational Studies, Vol.6(2) February, pp.161-168. 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 26, 2013); Revised (January 29, 2014); and Published (February 17, 2014).   
Job Satisfaction Among Vocational Teachers in Malaysia Mustapha, Ramlee
EDUCARE Vol 1, No 2 (2009)
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Abstract

ABSTRACT:  The effect of globalisation on human capital development is decisive. A country that lacks the means to compete in global market is often left behind. Competitiveness is based on a countrys capacity to add value to global economic products, services and processes. A key contributor in this regard is the knowledge and skills of the workforce. The education and skills of the workforce will be the key competitive weapon for the 21st century. Thus, the purpose of this study was to explore the career satisfaction among vocational teachers in the selected technical secondary schools in Malaysia. The aspects that were studied include the job domain, the work environment and the flow of information within the organisation. A sample of 101 vocational teachers in Technical Secondary Schools in Negeri Sembilan and Melaka was selected. The questionnaire contained three sections: (1) profile of the respondents; (2) job satisfaction; and (3) open-ended questions. Descriptive statistics in the forms of frequency, percentage, mean and standard deviation were used for the data analysis. The study found that the environmental and job factors are the aspects which bestow job satisfaction to vocational teachers, while the aspect of flow of information within the organisation was rated low. Therefore, the school administrators need to improve the flow of information in the organisation especially between the administrators and vocational teachers in order to enhance job satisfaction among vocational educators.KEYWORDS: job satisfaction, vocational teachers, human resource development, and Job Descriptive Index in Malaysia.About the Author: Professor Dr. Ramlee Mustapha is the Director of the Centre for Learner Diversity, Faculty of Education UKM (National University of Malaysia) in Bangi, Selangor Darul Ehsan, Malaysia. He can be reached at: drramlee@yahoo.comHow to cite this article? Mustapha, Ramlee. (2009). “Job Satisfaction Among Vocational Teachers in Malaysia” in EDUCARE: International Journal for Educational Studies, Vol.1(2) February, pp.169-186. 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 (November 25, 2008); Revised (January 3, 2009); and Published (February 17, 2009).
Developing Effective Workforce via Industrial Based Project Supervision: A Case in Malaysian Technical and Vocational Education and Training Institutions Ismail, Affero; Abiddin, Norhasni Zainal; Suwirta, Andi
EDUCARE Vol 8, No 2 (2016)
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ABSTRACT: The industrial based project has become a compulsory assessment for those who enrol in the TVET (Technical and Vocational Education and Training). The attributes in TVET require a student to be competent in the field to ensure it is comply with the industry’s demands of skilled workforce. During the industrial based project development, an effective supervision that involves the both student and supervisor are greatly needed. Thus, this paper will discuss the implementation of industrial based project in Malaysian TVET and explains the importance of effective supervision in project completion. The content is based on the literature review of previous researches from several sources, including documents, papers, and journals, which aimed to explore the best concept of effective supervision. The main concern is regarding the implementation of industrial based project in Malaysian TVET system, as well as clarifying the importance of effective supervision in students’ industrial based project completion. An EFA (Exploratory Factor Analysis) was conducted over 360 respondents to discover the factors in SIS (Supervisory Input Support). Then, CFA (Confirmatory Factor Analysis) was conducted to determine the AVE (Average Variance Extracted) and GoF (Goodness of Fit) model. The data regarding supervisory input is also discussed. It is hoped to provide a holistic view of effective supervision in developing skilled workforce. The ability to develop effective supervision in TVET should be catered in many ways which reflect the needs of students, for example by providing training to new supervisors. KEY WORDS: Industrial Based Project; Technical and Vocational Education and Training; Student; Skilled Workforce; Effective Supervision.    About the Authors: Dr. Affero Ismail is a Lecturer at the Faculty of Technical and Vocational Education UTHM (Malaysia University of Tun Hussein Onn) in Johor, Malaysia. Assoc. Prof. Dato’ Dr. Norhasni Zainal Abiddin is a Lecturer at the Department of Professional Development and Continuing Education, Faculty of Education Studies UPM (University of Putra Malaysia) in Serdang, Selangor, Malaysia. Andi Suwirta, M.Hum. is a Lecturer at the Faculty of Social Studies Education UPI (Indonesia University of Education) in Bandung, West Java, Indonesia. Corresponding author is: nonieza99@gmail.com and suwirta.sahaja@upi.eduHow to cite this article? Ismail, Affero, Norhasni Zainal Abiddin & Andi Suwirta. (2016). “Developing Effective Workforce via Industrial Based Project Supervision: A Case in Malaysian Technical and Vocational Education and Training Institutions” in EDUCARE: International Journal for Educational Studies, Vol.8(2) February, pp.159-168. Bandung, Indonesia: Minda Masagi Press and UMP Purwokerto, ISSN 1979-7877. Chronicle of the article: Accepted (November 19, 2015); Revised (January 19, 2016); and Published (February 28, 2016).
Attitudes of Primary School Teachers towards Early Childhood Development in Zimbabwean Primary Schools Mushoriwa, Taruvinga D; Muzembe, Hannah P
EDUCARE Vol 3, No 2 (2011)
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ABSTRACT: This study explored the attitudes of Zimbabwean primary school teachers towards the recently introduced Early Childhood Development (ECD) A and B classes, with the ultimate goal of assessing the acceptability, or otherwise, of the ECD. The survey research design was used to source data from 200 teachers comprising 100 infant and 100 junior teachers recruited from urban and rural primary schools. Overall, the study established that the majority of teachers (60%) in the study sample had a positive attitude towards the introduction of the ECD classes. There was no significant difference between rural and urban teachers but between infant and junior teachers. All in all, in the present writers’ view, the research outcomes from this study, indeed, hold promise for the ECD and tentatively provide mandate to the Zimbabwean government to go ahead with the idea of the ECD A and B classes. Based on these findings, the study strongly recommended that the Zimbabwean government should ensure that both human and material resources for the ECD classes are put in place urgently to capture, maintain, and increase the enthusiasm generated by its introduction.KEY WORDS: The attitudes, Zimbabwean primary school teachers, Early Childhood Development, and assessing the acceptability. About the Authors: Taruvinga D. Mushoriwa is a Lecturer at the Department of Educational Foundations and Management UNISWA (University of Swaziland), Private Bag 4 Kwaluseni, Swaziland M201, Southern Africa. Hannah P. Muzembe is a Lecturer at the Department of Educational Foundations UOZ (University of Zimbabwe), Harare, Zimbabwe, Africa. One of them can be reached at: tdmushoriwa@uniswacc.uniswa.szHow to cite this article? Mushoriwa, Taruvinga D. & Hannah P. Muzembe. (2011). “Attitudes of Primary School Teachers towards Early Childhood Development in Zimbabwean Primary Schools” in EDUCARE: International Journal for Educational Studies, Vol.3(2) February, pp.117-128. 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 17, 2010); Revised (January 17, 2011); and Published (February 17, 2011).
The Effect of Contextual Learning in Civic Education on Students’ Civic Skills Komalasari, Kokom
EDUCARE Vol 4, No 2 (2012)
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ABSTRACT: The development of Civic Education cannot be isolated from globalization tendency that influences the students’ life. However, the recent fact in Indonesia is that learning is still dominated by conventional system. Thus, the implementation of learning oriented to “contextualized multiple intelligences” concept is still far away from its wish. This study aimed to describe the effect of contextual learning in Civic Education on students’ civic skills. The process of study used quantitative approach with survey method. The population of study was Junior High School students in West Java, Indonesia, taught by Civic Education teachers who had followed Competence-Based Integrated Training. The total sample was 1,004 students based on cluster, proportional, and systematic random sampling. The result of study showed that contextual learning in West Java Junior High Schools belonged to average category. The civic skills of Junior High School students in West Java were belonged to high category. There was significant effect of contextual learning on students’ civic skills, which was shown with correlation by 0.48 and contribution by 23%. Therefore, teachers should apply contextual learning, the government should develop effective training system to improve the teachers’ competence in contextual learning and teacher education institution  should develop innovation of learning model involving school. KEY WORDS: Contextual learning, civic education, students’ civic skills, thinking skill and participative skill, and good and democratic citizens. About the Author: Dr. Hj. Kokom Komalasari is a Lecturer at the Department of Civic Education, Faculty of Social Studies Education UPI (Indonesia University of Education), Jalan Dr. Setiabudhi No.229 Bandung 40154, West Java, Indonesia. She can be reached at: komsari36@yahoo.co.idHow to cite this article? Komalasari, Kokom. (2012). “The Effect of Contextual Learning in Civic Education on Students’ Civic Skills” in EDUCARE: International Journal for Educational Studies, Vol.4(2) February, pp.179-190. 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 15, 2011); Revised (January 20, 2012); and Published (February 17, 2012).
Contemporary Fiqh Learning Module at Mosques in Malaysia Azhar, Alias
EDUCARE Vol 6, No 1 (2013)
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ABSTRACT: This paper focuses on the module development model for “tafaqquh” at the mosque. The “tafaqquh” programme has been systematically conducted jointly by Malaysia Islamic Development Department, the State Islamic Affairs Department and mosques’ management committees. The programme has been made successful and effective by the contribution and cooperation of “takmir” teachers who  have been  appointed and trained intensively. These “takmir” teachers play very significant roles in the realisation of the aspiration and the scheme in developing knowledgeable society through the involvement of the mosque. To get the holistic view of the theme and subject of the study, focus is made on several key elements: the history of the development of Islamic studies module in the societies of the Muslim civilization; Islamic education theory which correlates to the National Philosophy of Islamic Education; “fiqh” learning method from the current methodology and pedagogy; and finally the presentation of the current “tafaqquh” module of alternative Islam in Malaysia. The learning of “fiqh” must be viewed from a broad context and it should be able to have an influence on the life of human beings from all living aspects.The philosophy of Islamic education, which is based on Al-Qur’an and Al-Sunnah, should be able to be implemented realistically. The modification and upgrade of  the “fiqh” learning syllabus in mosques require a drastic approach, besides practical module construction. Through these, it is hoped that the learning of “fiqh” through the “tafaqquh” program in mosques will progress on par with modernisation and current “’urf” awareness in the society.KEY WORDS: “Tafaqquh” programme, “fiqh” learning, Islamic education, national philosophy, Muslim society, and mosques in Malaysia.About the Author: Dr. Alias Azhar is a Senior Lecturer at the School of Law, College of Law, Government, and International Studies UUM (University of Utara Malaysia), 06010 Sintok, Kedah Darul Aman, Malaysia. For academic purposes, the author can be contacted via: Phone: +6012-5898510 or +604-9284953. Fax: +604-9286563/6565. E-mail: az.alias@uum.edu.myHow to cite this article? Azhar, Alias. (2013). “Contemporary Fiqh Learning Module at Mosques in Malaysia” in EDUCARE: International Journal for Educational Studies, Vol.6(1) August, pp.69-80. 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 19, 2013); Revised (July 23, 2013); and Published (August 17, 2013).  
The Development of Integrative Model for the Teaching of Indonesian Technical Vocabulary Aziez, Furqanul
EDUCARE Vol 1, No 1 (2008)
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ABSTRACT: The main concern of this research is to develop a teaching model which can promote students’ vocabulary knowledge, especially the qualitative knowledge of the technical vocabulary. The problems underlying the research is that, despite its significance in language learning,  vocabulary is methodologically neglected.This is especially true to the teaching of teachnical words. On that basis, this study sets out to generate a teaching model which is effective in boosting students’ qualitative knowledge of technical vocabulary through a set of learning activities commensurate with the curricular requirements, namely, which deems language as a means of communication, which puts students in the core of all concerns and activities, and above all which is applicable for any classroom settings. Another result shows that despite its curricular demand, vocabulary is not taught by the teachers, while the teaching practice for other language areas is still dominated with the teacher-centered activities. The validation test results in significant finding: the model proves effective in evolving students’ qualitative vocabulary knowledge in the experimental class. In other words, the model is effective in teaching the Indonesian technical vocabulary.KEY WORDS: integrative, model, technical vocabulary, qualitative knowledge, and quantitative knowledge.About the Author: Dr. Furqanul Aziez is a lecturer at the Muhammadiyah University of Purwokerto (UMP) in Central Java; and also at Pasundan University (UNPAS) in Bandung. He is interested in education and applied linguistics. His email address is: furqonaziez2007@yahoo.co.id How to cite this article? Aziez, Furqanul. (2008). “The Development of Integrative Model for the Teaching of Indonesian Technical Vocabulary” in EDUCARE: International Journal for Educational Studies, Vol.1(1) August, pp.53-66. 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 7, 2008); Revised (July 17, 2008); and Published (August 17, 2008).

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