cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Andi Suwirta
Contact Email
aspensi@yahoo.com
Phone
-
Journal Mail Official
aspensi@yahoo.com
Editorial Address
-
Location
Kota bandung,
Jawa barat
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.
Arjuna Subject : -
Articles 165 Documents
 1   2   3   4   5 
The Effects of Teacher Professional Development on Teaching Practice and Student Learning Outcome Duy, Truong Bao
EDUCARE Vol 7, No 2 (2015)
Publisher : EDUCARE

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (176.155 KB)

Abstract

ABSTRACT: Professional development is of great importance not only for teachers but also for administrators and leaders. It helps teachers improve or change their teaching behaviors and make their lessons more interesting and effective. To meet the academic needs of learners, it is clear that schools need to build seasoned and well-qualified teaching staff. It is commonly agreed that with the same modern facilities, only the upgrade of teaching quality sets themselves apart from any other schools. The purpose of this study was to investigate the effects of teacher professional development activities attributed to teaching and learning skills acquired as well as to determine teacher attitude toward their participation in these activities. About 114 teachers participated in the study. The data collected from the returned questionnaires were entered into the computer file using Microsoft Excel for the analysis. The study answered the following research questions: (1) What are the teachers’ perceptions toward professional development activities they have participated in?; (2) To what extent do trained teachers implement what they have learned?; and (3) What do teachers suggest for professional development training activities? The findings show that teachers have positive perceptions toward professional development training and they hope to attend more trainings in the future. Regarding teachers’ application of new learning in the classrooms, school leaders should invite facilitators who are experienced in teaching the same materials that respondents teach. The facilitators can take examples from the materials. In this way, respondents can find skills and techniques applicable. They also can change their teaching behaviors and classroom activities.KEY WORDS: Professional development, teaching activities, teaching capacity, teachers’ perception, teaching practice, training program, and student learning outcome.About the Author: Truong Bao Duy is a Manager, Department of International Development SEAMEO RETRAC (South-East Asian Ministers of Education Organization, Regional Training Center), 35 Le Thanh Ton Street, District 1, Ho Chi Minh City, Vietnam. For academic intetests, the author can be contacted via phone at: (84.8) 38245618 or via e-mail at: tbduy@vnseameo.orgHow to cite this article? Duy, Truong Bao. (2015). “The Effects of Teacher Professional Development on Teaching Practice and Student Learning Outcome” in EDUCARE: International Journal for Educational Studies, Vol.7(2) February, pp.181-188. Bandung, Indonesia: Minda Masagi Press and UMP Purwokerto, ISSN 1979-7877. Chronicle of the article: Accepted (November 21, 2014); Revised (December 29, 2014); and Published (February 28, 2015).
The Perception of Academic Staff in Relation to Programme Re-Accreditation in South African Higher Education Institutions Selesho, Jacob M
EDUCARE Vol 3, No 1 (2010)
Publisher : EDUCARE

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (103.71 KB)

Abstract

ABSTRACT: The perception held by academic staff of programme re-accreditation has been a major problem in Higher Education Institutions. Academics are concerned about the influence of the government in their daily operation, while the government claim that they want to be accountable to the public for money spent on Higher Education Institutions. To a large extent, academics believe that the role of the government amounts to interference rather than being accountable, and that the academic freedom has been violated. The participants of the study were academics from the 23 South African universities. Questionnaires, documentary analysis, and interviews were used as the main data collection instruments. The study revealed that a negative perception amongst academic staff existed with regard to programme re-accreditation. Furthermore, the study also established that it is still difficult for academic staff to identify the difference between the role played by the government (accountability) and their own role (academic freedom). It was interesting to note that although academics want to participate in the programme re-accreditation, however, they still have a fear of failure. Those fears foster a negative re-accreditation concept among academics in the HE. For that matter, academics will create a platform to hide their failure. The article further recommends that the first step in programme re-accreditation should perhaps be in the form of improvement or enhancement of quality.KEY WORDS: Programme re-accreditation and self-evaluation, academic staffs’ perception, role of the government, and improvement or enhancement of the Higher Education quality.===About the Author: Dr. Jacob M. Selesho is the Head of Postgraduate Studies in Education, Central University of Technology (CUT), Free State, Bloemfontein, Republic of South Africa. He can be reached at: jselesho@cut.ac.zaHow to cite this article? Selesho, Jacob M. (2010). “The Perception of Academic Staff in Relation to Programme Re-Accreditation in South African Higher Education Institutions” in EDUCARE: International Journal for Educational Studies, Vol.3(1) August, pp.1-10. 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 11, 2010); Revised (July 11, 2010); and Published (August 17, 2010).
Teachers’ Perceptions on the Process of Genre-Based Approach in Teaching Writing Ardiansah, Dian
EDUCARE Vol 10, No 1 (2017)
Publisher : EDUCARE

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (799.969 KB)

Abstract

ABSTRACT: Despite the process of writing, which needs times to generate the ideas, plan what they are going to write, what they want to share, and their weaknesses in writing, is made the implementation of genre based in writing activity can be one of teaching methods which can be used by the teachers in order to improve students’ proficiency and their interesting in English writing. Furthermore, the actual implementation of genre-based approach in teaching writing also helps students to operate within writing rules, knowing different style in writing, and producing their good writing. This study was employed descriptive qualitative design since this study focuses on which is the implementing of genre-based approach in teaching writing covering the perspectives, problems, and solutions toward the implementation of genre-based approach in teaching writing. The data were obtained by using two techniques, namely open ended questionnaire and semi-structured interview. The participants of the study are two teachers at one of private Islamic senior high school in Kawali, Ciamis, West Java, Indonesia. The data were collected and analyzed using model of triangulation process by M.B. Miles & A.M. Huberman (1994) consisting of data reduction, data display, and conclusion. The findings showed that the English teachers faced several problems in implementing an approach in teaching writing based a genre. They felt difficult to assess a big number of students with several domains in limited creativity in their thinking. The main suggestion that the teachers are suggested to apply an approach based on genre in teaching English, not only in teaching writing but in teaching listening, reading, and speaking since this method can improve students’ proficiency in learning English as a foreign language.KEY WORDS: Teaching Writing; Implementation Process; Genre-Based Approach; English Teachers; Secondary School Students.About the Author: Dian Ardiansah is a Postgraduate Student at the SPs UPI (School of Postgraduate, Indonesia University of Education), Jalan Dr. Setiabudhi No.229 Bandung 40154, West Java, Indonesia. For academic interests, the author is able to be contacted via e-mail at: ardhy079@gmail.comSuggested Citation: Ardiansah, Dian. (2017). “Teachers’ Perceptions on the Process of Genre-Based Approach in Teaching Writing” in EDUCARE: International Journal for Educational Studies, Volume 10(1), August, pp.33-42. Bandung, Indonesia: Minda Masagi Press owned by ASPENSI, ISSN 1979-7877. Article Timeline: Accepted (September 29, 2016); Revised (March 2, 2017); and Published (August 30, 2017).
School Principals Leadership and Teachers’ Stress Level in Malaysian Primary Schools Yusof, Najeemah Mohd
EDUCARE Vol 4, No 1 (2011)
Publisher : EDUCARE

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (245.832 KB)

Abstract

ABSTRACT: Teaching is a profession that needs knowledge and the practice of psychological knowledge because this career relates directly to human. It is said that a long condition of stress could cause an individual to retreat from his/her work whether in physical or psychological way. Thus, a step to control the emotion was necessary for every individual. The purpose of this research was to investigate the leadership style of principals in relation to the stress level of teachers. The Leader Behaviour Description Questionnaire (LBDQ) measuring instrument was applied to measure the dimensions of principals’ leadership style, initiating structure, and consideration. The teachers’ stress measuring instrument was used to measure the stress level of teachers based on principal leadership style. Sample consists of 200 teachers from Primary Schools in Malaysia. The data was analysed based on descriptive and inferential statistics. The findings showed that teachers had high opinion of principals. Moreover, there was a significant relationship between teachers’ stress level and the structural and consideration dimensions of the principals’ leadership style. It was also discovered that the teacher’s stress level had an influence with the style of headmaster’s leadership. The factor that was identified as the main factor for work stress among the respondents was the discipline problem among student, this was followed by the factors of the restriction of time and source, appreciation factor, and interpersonal factor.KEY WORDS: School principal leadership, teachers, stress level, school leadership management, and human capital development.About the Author: Najeemah Mohd Yusof is a Lecturer at the School of Educational Studies USM (Science University of Malaysia), USM Campus, 1180 Minden, Pulau Penang, Malaysia. She can be reached at: najineen@usm.myHow to cite this article? Yusof, Najeemah Mohd. (2011). “School Principals Leadership and Teachers’ Stress Level in Malaysian Primary Schools” in EDUCARE: International Journal for Educational Studies, Vol.4(1) August, pp.63-82. 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, 2011); Revised (July 19, 2011); and Published (August 17, 2011).
The Kadtabanga Foundation for Peace and Development Advocates Incorporated (KFPDAI): A Peace-Building Exemplar Usop, Annierah M
EDUCARE Vol 5, No 2 (2013)
Publisher : EDUCARE

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (171.184 KB)

Abstract

ABSTRACT: The purpose of this study is to find out whether or not the programs and activities employed by the Kadtabanga Foundation for Peace and Development Incorporated (KFPDAI) is a peace-building exemplar. The study may provide valuable information to the Philippine Government and the United Nations Development Program on the specific programs and projects that have been implemented in the conflict affected communities so as to realize one of the provisions of the 1996 GRP-MNLF (Government of the Republic of Philippines – Moro National Liberation Front) Final Peace Agreement which is on the “extensive peace and development efforts in Southern Philippines”. The study may make them aware that the processes and means of Non-Governmental Organizations are rigid and they could assure success. Furthermore, there is still a dearth of materials regarding interventions for the purpose of rebuilding communities affected by armed conflict, especially in the Philippines. This study is hoped to contribute something. Whereas based on the major findings, the researcher concluded that the KFPDAI is a peace-building exemplar. However, there are still challenges, but challenge does not mean they have failed to be a model. When the challenges are known, that is where enhancement begins. KEY WORDS: Kadtabanga foundation, development, Philippine government, Bangsamoro, peace-building, and organizational exemplar.About the Author: Annierah M. Usop is a Ph.D. Student at the School of Social Sciences USM (Science University of Malaysia), USM Campus, 1800 Minden, Pulau Pinang, Malaysia. She can be contacted via her e-mail address at: asiyyahusop@yahoo.comHow to cite this article? Usop, Annierah M. (2013). “The Kadtabanga Foundation for Peace and Development Advocates Incorporated (KFPDAI): A Peace-Building Exemplar” in EDUCARE: International Journal for Educational Studies, Vol.5(2) February, pp.223-240. 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 7, 2012); Revised (January 15, 2013); and Published (February 17, 2013).  
Fish Community in Serayu River, Banyumas Residency, Central Java, Indonesia Susanto, Susanto
EDUCARE Vol 8, No 1 (2015)
Publisher : EDUCARE

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (607.093 KB)

Abstract

ABSTRACT: This research was purposed to reveal and discover fish community in Serayu river at Banyumas Residency, Central Java, Indonesia. Research was done in two years which replicated each 3 months, since October 2009 till July 2011. Data analysis including: aquatic physical and chemical parameter and plankton species variation, fish abundance, fish species diversity and domination, age structure, condition factor, fecundity, Gonade Growth Level (GGL), Gonade Growth Index (GGI), and environmental factor and fish community structure relationship. Analysis done in this research were diverse analysis with software: Plymouth Routines in Multivariate Ecological Research (Primer), Cluster, and Multi Dimensional Scalling (MDS). During research fishes caught were as many as 3,871 fishes divided to 29 species, 20 families, and 11 ordos. Aquatic qualities factor including aquatic physical and chemical parameters and plankton species variation in Serayu river at Banyumas Residency were in good condition and suitable for fishes life. Cyprinidae family found as most varied species and most founded species in individual number at Serayu river in Banyumas Residency. There were low species diversity, but there weren’t found any dominance. Fish abundance in Serayu river increasing toward downstream, but discovered otherwise with fish diversity. Fish community in area toward upstream from Serayu Adjustable Dam differs with fish community in area toward downstream from Serayu Adjustable Dam. Serayu Adjustable Dam existence causing on decreasing fish species abundance and diversity in Serayu river at Banyumas Residency; thus, decrease fish community quality both in area before and after the dam. Fish growth pattern and reproduction profile in Banyumas Residency are not ideal.KEY WORDS: Fish community, abundance, diversity, domination, upstream and downstream, Serayu river, Serayu Adjustable Dam, and pattern and reproduction.About the Author: Dr. Susanto is a Senior Lecturer at the FKIP UMP (Faculty of Education and Teacher Training, Muhammadiyah University of Purwokerto), Jalan Raya Dukuhwaluh, Purwokerto City, Central Java, Indonesia. For academic purposes, the author can be contacted via e-mail at: susanto280266@gmail.comHow to cite this article? Susanto. (2015). “Fish Community in Serayu River, Banyumas Residency, Central Java, Indonesia” in EDUCARE: International Journal for Educational Studies, Vol.8(1) August, pp…. Bandung, Indonesia: Minda Masagi Press and UMP Purwokerto, ISSN 1979-7877. Chronicle of the article: Accepted (July 15, 2015); Revised (August 3, 2015); and Published (August 25, 2015).
Full text in PDF of the EDUCARE journal, issue of August 2014 EDUCARE, Editor Journal
EDUCARE Vol 7, No 1 (2014)
Publisher : EDUCARE

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (3692.697 KB)

Abstract

This journal was firstly published on August 17, 2008. Since issue of February 2009, the EDUCARE-IJES 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-IJES journal is published twice a year i.e. every August and February.
Proposing a New Model of Knowledge Innovation for Research University Based on Entrepreneurial Paradigm Mustapha, Ramlee
EDUCARE Vol 2, No 2 (2010)
Publisher : EDUCARE

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (181.556 KB)

Abstract

ABSTRACT: The emergent entrepreneurial paradigm has led to the increasing role of the research university in knowledge innovation, hence making entrepreneurial research university a global phenomenon. Research universities are expected to provide intellectual innovations for the economic and societal advancement. It is argued that to ensure an effective achievement of research university’s objectives, appropriate definition and model must be identified. This article attempts to propose a generic model of knowledge innovation for the research university. It identifies the definitions of the research university, knowledge innovation, and best practices of the established research universities. It then looks into the process of knowledge creation and innovation in research universities. Based on the review of literature, this article proposes a model of knowledge innovation for the research university by integrating knowledge innovation framework and the simplified Triple Helix Model. The focus of this article, however, is on the knowledge innovation. Knowledge innovation is most relevant in the context of research university. Literature also indicates that there are two forms of innovation, namely, incremental and radical innovations.KEY WORDS: knowledge innovation, research university, Triple Helix Model, and entrepreneurial paradigm.About the Author: Professor Dr. Ramlee B. Mustapha is a Lecturer at the Faculty of Education UKM (National University of Malaysia); and also as the Director of the Centre of Excellence for Learner Diversity (CELD) at the Faculty of Education UKM, 43600 Bangi, Selangor Darul Ehsan, Malaysia. He can be reached at: drramlee@yahoo.comHow to cite this article? Mustapha, Ramlee B. (2010). “Proposing a New Model of Knowledge Innovation for Research University Based on Entrepreneurial Paradigm” in EDUCARE: International Journal for Educational Studies, Vol.2(2) February, pp.111-130. 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, 2009); Revised (January 25, 2010); and Published (February 17, 2010).
The Evolution of Indonesian and American Science Education Curriculum: A Comparison Study Haridza, Risa; Irving, Karen E
EDUCARE Vol 9, No 2 (2017)
Publisher : EDUCARE

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (531.977 KB)

Abstract

ABSTRACT: Curriculum reform is an important strategy to improve the quality of education and human resources in order to increase economic development to better compete in a globalized world. This paper focuses on curriculum development in Indonesia, comparing Indonesian school curriculum to USA (United States of America) school curriculum, and analyzes several factors that strongly influenced Indonesian and American curriculum design and curriculum decision-making. Curriculum development in Indonesia, from independence in 1945 to today, is characterized by cycles of planning and revision. Currently, the goal of the new curriculum requires students to be able to appreciate and implement honesty, discipline, responsibility, compassion (tolerance and working together) and politeness, self-confidence, and effective interactions in social and natural environments. Science curriculum development in the USA schools started with private educational religious institutions. Nowadays, students are encouraged to use scientific information to make choices about issues that arise in everyday life, engage intelligently in public discourse, and debate about important issues that involve science and technology. Several aspects must be taken into account in order to reform the science education curriculum, especially in Indonesia. In designing curriculum, decision makers should involve many parties, such as higher education, researchers, politicians, scientists, teachers, parents, social and religious community leaders, and industrialists. KEY WORDS: Curriculum Development; Science Education; Indonesian and American; Curriculum Design; Curriculum Implementation.  About the Authors: Risa Haridza, M.A. is an Educational Authorities of Pontianak City, Public Middle School 3 Pontianak, Jalan Kalimantan 123, Pontianak 78116, West Borneo, Indonesia. Karen E. Irving, Ph.D. is an Associate Professor at the Department of Teaching and Learning, College of Education and Human Ecology OSU (Ohio State University), 1945 North High St Columbus, Ohio 43210, USA (United States of America). Corresponding author: haridza.1@osu.eduHow to cite this article? Haridza, Risa & Karen E. Irving. (2017). “The Evolution of Indonesian and American Science Education Curriculum: A Comparison Study” in EDUCARE: International Journal for Educational Studies, Vol.9(2), February, pp.95-110. Bandung, Indonesia: Minda Masagi Press owned by ASPENSI, ISSN 1979-7877.Chronicle of the article: Accepted (September 8, 2016); Revised (January 15, 2017); and Published (February 27, 2017).
The Impact of DELIKAN Learning towards Mathematics Achievement in Terms of Students Motivation: An Experiment at the State Elementary Schools of Banyumas, Central Java, Indonesia Irianto, Sony; Eka, Karma Iswasta
EDUCARE Vol 3, No 2 (2011)
Publisher : EDUCARE

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (31.12 KB)

Abstract

ABSTRACT: This research is aimed at finding out the difference between the Mathematics achievement of the students taught using DELIKAN (Dengar, Lihat, Kerjakan or Listening, Looking, Doing) learning and those taught using Conventional one; the difference in Mathematics due to the difference in the level of motivation; and the interrelationship of Mathematics achievement as caused by DELIKAN learning, conventional learning, and motivation. This research was carried out in State Elementary School of Pasir Wetan and State Elementary School 2 of Kecila in the even semester of the academic year of 2009/2010. The method used was experiment with factorial design of 2 x 2. The population was the fourth year students of both Elementary Schools. Data was collected through multiple choice objective test and questionnaire to measure motivation. The result of the analysis showed that the there was a significant difference in the mathematics achievement of students taught using DELIKAN and those taught with conventional learning; there was not significant difference in mathematics achievement as a result of difference in motivation; and there was not significant interrelationship in mathematics achievement as caused by DELIKAN, conventional learning, and motivation.KEY WORDS: DELIKAN learning, conventional, motivation, Elementary Schools, and Mathematics achievement.  About the Authors: Sony Irianto and Karma Iswasta Eka are the Lecturers at the Faculty of Education and Teacher Training UMP (Muhammadiyah University of Purwokerto), Jalan Raya Dukuhwaluh PO Box 202, Purwokerto 53182, Central Java, Indonesia. They can be reached at: tukiranump@yahoo.comHow to cite this article? Irianto, Sony & Karma Iswasta Eka. (2011). “The Impact of DELIKAN Learning towards Mathematics Achievement in Terms of Students Motivation: An Experiment at the State Elementary Schools of Banyumas, Central Java, Indonesia” in EDUCARE: International Journal for Educational Studies, Vol.3(2) February, pp.187-194. 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 18, 2011); and Published (February 17, 2011).

Page 3 of 17 | Total Record : 165

 1   2   3   4   5 

Filter by Year

2008 2018


Reset
Filter By Issues
All Issue Vol 10, No 2 (2018) Vol 10, No 1 (2017) Vol 9, No 2 (2017) Vol 9, No 1 (2016) Vol 8, No 2 (2016) Vol 8, No 1 (2015) Vol 7, No 2 (2015) Vol 7, No 1 (2014) Vol 6, No 2 (2014) Vol 6, No 1 (2013) Vol 5, No 2 (2013) Vol 5, No 1 (2012) Vol 4, No 2 (2012) Vol 4, No 1 (2011) Vol 3, No 2 (2011) Vol 3, No 1 (2010) Vol 2, No 2 (2010) Vol 2, No 1 (2009) Vol 1, No 2 (2009) Vol 1, No 1 (2008) More Issue