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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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The Appropriate Pancasila Education Contents to Implant Lofty Values for Indonesian Students Taniredja, Tukiran; Afandi, Muhammad; Faridli, Efi Miftah
EDUCARE Vol 5, No 1 (2012)
Publisher : EDUCARE

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Abstract

ABSTRACT: “Pancasila” (Five Basic Principles of the Republic of Indonesia) Education subject, which was before Reformation era (1998) known widely by Indonesian community, nowadays has undergone marginalization process in social, national, and state living. It is due to, one of the factors, that “Pancasila” Education subject has been made as indoctrination means and authority political needs in performing development in the New Order government era (1966-1998). Although “Pancasila” Education subject has not been exit in educational curriculum in Indonesia since 2003, but now it is realized the need of developing awareness about “Pancasila” lofty values toward college students as the candidate of next national leader. Of the appropriate “Pancasila” Education subject contents to implant lofty values toward Indonesian students, the study finding shows that the respondents agreed with re-emphasizing  the matters related to: (1) the foundation and aim of “Pancasila” Education; (2) “Pancasila” in historical context of Indonesian struggle; (3) “Pancasila” as philosophical system; (4) “Pancasila” as political ethic; (5) “Pancasila” as national ideology; (6) “Pancasila” in state administration of Indonesian Republic; and (7) “Pancasila” as social, national, and state living paradigm in Indonesia to be developed continuously in Indonesian community. KEY WORDS: “Pancasila” education subject, lofty values, Indonesian college students, globalization process, and national character and identity.     About the Authors: Prof. Dr. Haji Tukiran Taniredja, Muhammad Afandi, M.Pd. and Efi Miftah Faridli, M.Pd. are the Lecturers at the Faculty of Education and Teacher Training UMP (Muhammadiyah University of Purwokerto), Jalan Raya Dukuhwaluh P.O. BOX 202, Purwokerto 53182, Central Java, Indonesia. Phone: +62281 636751. E-mails: tukiranump@yahoo.com and efimiftahfaridli@yahoo.co.idHow to cite this article? Taniredja, Tukiran, Muhammad Afandi & Efi Miftah Faridli. (2012). “The Appropriate Pancasila Education Contents to Implant Lofty Values for Indonesian Students” in EDUCARE: International Journal for Educational Studies, Vol.5(1) August, pp.107-116. 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 27, 2012); Revised (July 30, 2012); and Published (August 17, 2012).
Exploring the Link between Moral Reasoning and Behavioral Action among Young Children in Zimbabwean Mbokochena, Edmore; Mudzengerere, Fungai Hamilton; Chikwiri, Elizabeth
EDUCARE Vol 7, No 1 (2014)
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Abstract

ABSTRACT: This study explored the link between moral reasoning and behavioral action among young Zimbabwean children aged between 9 and 13 years (grade 3 – grade 7). The ultimate aim of the study was to see if sound moral reasoning leads to sound behavioral action. Such a study takes lofty significance given moral ills, such as child sexual abuse currently pervading and disintegrating the Zimbabwean society. The survey research design was used. Participants, who completed a questionnaire on moral reasoning and behavioral action, were 120 at grade 3 – grade 7 pupils randomly selected from one school in one of Harare’s high density suburbs. The results of this study showed that for the majority of the pupils (83.3%), moral reasoning was not linked to behavioral action. While the majority (90%) reported that it was strong to talk during the teacher’s absence, most of the pupils (83.3%) said that they would not tell the teacher the truth, arguing that it was wrong to betray fellow pupils. More 12-13 years old (20.8%) than 9-11 years old (9.7%) felt it is necessary to tell the teacher the truth. The study helps those individuals and institutions dealing with children to be cautious about children’s testimonies since some of them lie. Furthermore, the results of this study task the society with the responsibility of ensuring that high moral values such as justice, fairness, truthfulness, trustworthiness, and so on are not only understood by children, but are also practiced by children if society is to remain habitable.KEY WORDS: Moral, children, teacher, behavioral, reasoning, justice, fairness, truthfulness, trustworthiness, action, and Zimbabwean society.    About the Authors: Edmore Mbokochena is a Lecturer at the Department of Psychology, Women’s University in Africa, Harare, Zimbabwe; Fungai Hamilton Mudzengerere is a Research Fellow at the National University of Science and Technology, Bulawayo, Zimbabwe; and Elizabeth Chikwiri is a Dean of Studies at the Women’s University in Africa, Harare, Zimbabwe. Corresponding e-mail: eddiembok@gmail.comHow to cite this article? Mbokochena, Edmore, Fungai Hamilton Mudzengerere & Elizabeth Chikwiri. (2014). “Exploring the Link between Moral Reasoning and Behavioral Action among Young Children in Zimbabwean” in EDUCARE: International Journal for Educational Studies, Vol.7(1) August, pp.1-6. Bandung, Indonesia: Minda Masagi Press and UMP Purwokerto, ISSN 1979-7877.Chronicle of the article: Accepted (June 27, 2014); Revised (July 14, 2014); and Published (August 17, 2014).
The Experiences with Qualitative Validity in a Classroom Research: Issues Pertaining to Value Claims Okeke, Chinedu I.O.
EDUCARE Vol 2, No 1 (2009)
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Abstract

ABSTRACT: In this paper, the writer calls into question the yet to be resolved epistemological issues about the way researchers make value claims in support of the authenticity of their research discoveries. The writer offers recognition to existing paradigmatic duality as a necessity for the third wave expressed by proponents of triangulation. Such dichotomy offers room for continuous divergence of opinions on the ways researchers perceive the empirical social world. The paper supports on-going argument that any discussion of the criteria for judging social and educational research findings must confront the issue of relativism. This position resonates through the writer’s encounter and experience with qualitative validity during a classroom study. The conclusion drawn through this encounter is that a research design is not made valid or reliable by the user’s ability to apply many verbose or exoteric terms. Instead such claim is made by the meanings, which the designs and the final report make to those for whom the study is conducted in terms of policy and practice.      KEY WORDS: epistemology, quantitative methods, qualitative research, validity, reliability, and generalisability.About the Author: Dr. Chinedu I.O. Okeke is a Lecturer at the Department of Educational Foundations and Management UNISWA (University of Swaziland) in Africa. His contact address is Department of Educational Foundations and Management, University of Swaziland, Private Bag 4 Kwaluseni, Swaziland M201. His e-mail addresses are: ochinedu@uniswacc.uniswa.sz and okekechinedu@yahoo.comHow to cite this article? Okeke, Chinedu I.O. (2009). “The Experiences with Qualitative Validity in a Classroom Research: Issues Pertaining to Value Claims” in EDUCARE: International Journal for Educational Studies, Vol.2(1) August, pp.1-16. 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, 2009); Revised (July 17, 2009); and Published (August 17, 2009).
Cooperative Learning Strategy for Improving Students’ Critical Reading Ability: A Case Study in English Study Program of Brawijaya University Sudarwati, Emy; Manipuspika, Yana Shanti
EDUCARE Vol 9, No 1 (2016)
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Abstract

ABSTRACT: This study deals with a strategy named GD (Group Discussion) model of cooperative learning strategy applied in the teaching of critical reading course at English Study Program at the UNIBRAW (Brawijaya University) in Malang City, East Java, Indonesia. By using that strategy, it is expected that the problem in Critical Reading class can be solved and students’ ability in critical reading will, in turn, be improved. The design of the study is CAR (Classroom Action Research), since the study is aimed at improving the students’ critical reading ability and solving the classroom’s problems on the teaching of reading. Based on its characteristics, the CAR is done repeatedly until those problems can be solved. Dealing with the classroom setting, the study is directed to develop the teaching strategy in order to find out a solution to the classroom’s problem in the teaching of reading. This study reveals that cooperative learning strategy has successfully improved students’ critical reading ability. In doing so, there are stages conducted, namely: having cooperative work organization, using appropriate media, having creativity (for teachers), monitoring teaching and learning processes closely, and giving students feedback on their work. In conclusion, cooperative learning can be beneficial for students’ learning in critical reading as it can make students active and enjoy the classroom activities. However, it also has weaknesses, such as time consuming and less appropriate for classes with bigger number of students. Despite the weaknesses, teachers are still recommended to apply this strategy in Critical Reading classes.KEY WORDS: Critical Reading; Students’ Ability; Cooperative Learning; Group Discussion; Classroom Action Research.  About the Authors: Emy Sudarwati and Yana Shanti Manipuspika are the Lecturers at the Study Program of English, Faculty of Humanities UNIBRAW (Brawijaya University) in Malang City, East Java, Indonesia. For academic interests, the authors can be contacted via e-mail at: yana.manipuspika@gmail.comHow to cite this article? Sudarwati, Emy & Yana Shanti Manipuspika. (2016). “Cooperative Learning Strategy for Improving Students’ Critical Reading Ability: A Case Study in English Study Program of Brawijaya University” in EDUCARE: International Journal for Educational Studies, Vol.9(1) August, pp.13-28. Bandung, Indonesia: Minda Masagi Press owned by ASPENSI, ISSN 1979-7877. Chronicle of the article: Accepted (January 22, 2016); Revised (May 20, 2016); and Published (August 30, 2016).
Effect of Student Evaluation of Teacher Based Feedback on Self-Disclosure of Secondary School Teachers Patel, Nilesh Kumar; Awasthi, Poonam
EDUCARE Vol 10, No 2 (2018)
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Abstract

ABSTRACT: Self-evaluation of teachers can be considered as a process of looking at teachers’ owns progress, development, and learning to determine what has improvement and what areas still need improvement. The research is aimed at finding out the effect of student evaluation of teacher based feedback on self-disclosure of secondary school teachers. This research is experimental in nature. Non-equivalent control group design, suggested by Donald T. Campbell & Julian C. Stanley (1963), was used for the experiment. Student evaluation of teacher based feedback was treatment and independent variable; self-disclosure of teachers was dependent variable; and pre – self-disclosure, pre-teaching effectiveness, and intelligence were considered as covariates. The sample of the study comprised of 70 secondary school teachers, and 220 students studying in secondary classes from purposively selected four schools of Indore city, India. The data for self-disclosure, teaching effectiveness, and intelligence were collected through standardized tools. One-way ANCOVA (Analysis of Covariance) and 2x2 factorial design ANCOVA were used for data analysis. Hypotheses were tested at level of significance with α = 0.05. It was found that the treatment has significant effect over self-disclosure of secondary school teachers when pre – self-disclosure was taken as covariate. The results also shown that self-disclosure was independent of the treatment, when intelligence and pre-teaching effectiveness was separately considered as covariates. In addition, the study of self-disclosure was also found independent of interaction between feedback and intelligence, when pre – self-disclosure was taken as covariate.KEY WORDS: Student Evaluation of Teachers; Assessment of Teaching; Assessment of Instruction; Self-Disclosure; Secondary School Teachers.  About the Authors: Nilesh Kumar Patel is Principal at the Vidyasagar College, Indore City, India; Head of Department at the IGNOU (Indira Gandhi National Open University) Study Center 1558 (P); and VT (Visiting Team) member in NCTE (National Council for Teacher Education): A Statutory Body of Government of India, in New Delhi, India. Poonam Awasthi is M.Ed. Student at the Vidyasagar College DAU (Devi Ahilya University), Indore City, India. E-mail address: nktp12374@gmail.com and poonamt06@gmail.comSuggested Citation: Patel, Nilesh Kumar & Poonam Awasthi. (2018). “Effect of Student Evaluation of Teacher Based Feedback on Self-Disclosure of Secondary School Teachers” in EDUCARE: International Journal for Educational Studies, Volume 10(2), February, pp.63-74. Bandung, Indonesia and BS Begawan, Brunei Darussalam: Minda Masagi Press owned by ASPENSI and BRIMAN Institute, ISSN 1979-7877. Article Timeline: Accepted (December 28, 2017); Revised (January 28, 2018); and Published (February 28, 2018).
Full text in PDF of the EDUCARE Journal, issue of February 2012 EDUCARE, Editor Journal
EDUCARE Vol 4, No 2 (2012)
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Abstract

This journal was firstly published on August 17, 2008 by Association of Indonesian Scholars of History Education (ASPENSI) in Bandung, West Java, Indonesia in collaboration – for the period of 2008 to 2011 and 2011 to 2013 – with Muhammadiyah University of Purwokerto (UMP) in Central Java, Indonesia. This journal is published twice a year i.e. August and February. 
The Interpretation of Sundanese Educational Philosophy in Traditional Idiomatic Expressions Sudaryat, Yayat
EDUCARE Vol 6, No 2 (2014)
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ABSTRACT: The study was aimed at exposing the result of reinterpretation and reformulation of Sundanese educational philosophy in traditional idiomatic expressions. Traditional idiomatic expressions are plastic-aesthetic words having connotative meanings. The structures and sounds of words in traditional idiomatic expressions do not change from one generation to another. This study applied descriptive method. Bibliographic study, intuition, elicitation, and questionnaires were used to get data. The data were, then, analyzed using hermeneutic method by immediate constituent analysis. This study found that traditional idiomatic expressions implied high moral values and reflected local wisdom, particularly those dealing with character building. Philosophically, character building or education process involved education trident or three education practice, i.e. planning, implementation, and evaluation. Besides, the values of Sundanese education practice consisted of the objective, methodology, teachers and students, media and learning materials, and evaluation. Education should start as early as possible, so that the result could be gained when one reached his or her adulthood (“kudu guguru ti lelembut, diajar ti bubudak, geus gede kari makena”). The teachers and students should be caring and attentive (“silih asah, silih asih, silih asuh”). Thus, it would create “jelema masagi” (complete people) who were well-rounded; and “legok tapak genteng kadek” (had a lot of experiences), and “cageur, bageur, bener, pinter, singer, tur pangger” (had the qualities of being healthy, morally-right, intellectual, skillful, and tough). KEY WORDS: Philosophy of education, traditional idiomatic expressions, Sundanese character, local wisdom, Nusantara languages, unity in diversity, and Indonesia nation-state.About the Author: Dr. Yayat Sudaryat is a Senior Lecturer at the Department of Sundanese Language Education, Faculty of Language and Art Education UPI (Indonesia University of Education), Jalan Dr. Setiabudhi No.229 Bandung 40154, West Java, Indonesia. E-mail: kisudaryat_sunda@yahoo.comHow to cite this article? Sudaryat, Yayat. (2014). “The Interpretation of Sundanese Educational Philosophy in Traditional Idiomatic Expressions” in EDUCARE: International Journal for Educational Studies, Vol.6(2) February, pp.119-128. 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, 2013); Revised (January 19, 2014); and Published (February 17, 2014).   
Indigenous Utilization of Resources and Conservation Practices of the Agta of Lupigue, Ilagan City, Isabela, Philippines Geronimo, Marites C; Cabansag, Marie Grace S; Reyes, Agnes S
EDUCARE Vol 8, No 2 (2016)
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ABSTRACT: Indigenous environmental management for sustainability is about the particularity of place, cultural, and spiritual values woven through knowledge of wildlife, forest trees, water, and land. Indigenous values associated with natural resources utilization and conservation might defy some scientific standards as they emphasize symbolic values to indigenous identity, customary law, and environmental philosophy. Symbolic values strengthen belief to indigenous knowledge, which are priceless and are handed down from one generation to the next through apprenticeship or direct participation. Beliefs and knowledge systems require an indigenous perspective to be relevant for use, so databases from every indigenous peoples group need to be appropriately designed for specific users. This study aimed to ascertain how the Agta of Lupigue, Ilagan City, Isabela in the Philippines utilize and conserve the natural resources in their domain. The ethnographic research was used to realize the purpose of this study. In-depth interview and participant observation were rendered to gather information. A review of documentary materials and readings was done to enrich the researchers’ knowledge of the culture, knowledge systems, and practices of the respondents. Findings revealed that the Agta are consistent with their home-grown ways of using, protecting, and managing sustainably the ancestral lands and resources that have prevailed upon their identity as a people, despite the onset of science and technology. Indigenous environmental management for sustainability could be achieved by recognizing and understanding indigenous knowledge of natural resources.KEY WORDS: Indigenous Peoples; Environmental Management; Cultural and Spiritual Values; Sustainability; Indigenous Knowledge of Natural Resources.    About the Authors: Marites C. Geronimo is a Lecturer at the PNU (Philippine Normal University) in Visayas, Cabahug St., Cadiz City, Negros Occidental, Philippines. Marie Grace S. Cabansag and Agnes S. Reyes are the Lecturers at the PNU (Philippine Normal University) in North Luzon, Aurora, Alicia, Isabela, Philippines. Corresponding authors is: cardona.rs@pnu.edu.phHow to cite this article? Geronimo, Marites C., Marie Grace S. Cabansag & Agnes S. Reyes. (2016). “Indigenous Utilization of Resources and Conservation Practices of the Agta of Lupigue, Ilagan City, Isabela, Philippines” in EDUCARE: International Journal for Educational Studies, Vol.8(2) February, pp.115-128. Bandung, Indonesia: Minda Masagi Press and UMP Purwokerto, ISSN 1979-7877. Chronicle of the article: Accepted (January 12, 2016); Revised (January 22, 2016); and Published (February 28, 2016).
Improving the Ability of Using Krama Variant of the Javanese Language through Role Play Praptanti, Isnaeni
EDUCARE Vol 3, No 1 (2010)
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ABSTRACT: This research is aimed at knowing whether or not role play is effective in improving students’ ability in speaking with “krama” variant in Javanese language. This is developmental research taking the eighth-year students of SMP Negeri (State Junior High School) 2 in Purwokerto, Central Java, Indonesia, of the academic year of 2006/2007 as the sample. This research was done in two cycles in CAR (Classroom Action Research), each of which consisted of planning, acting, observing, and reflecting. Each acting stage took 2 x 40 minutes. The data was collected using test, observation, interview, and journal in each cycle. The data was analyzed quantitatively and qualitatively. The initial mean score of students’ ability of using “krama” variant in Javanese language was 64.5. After the first cycle, it became 67.42 which was categorized as fair. After the second, it was 73 and categorized as good, above the Minimum Competence Criterion. It can therefore be concluded that role play can improve the ability in using “krama” variant of the Javanese language of students of SMP Negeri 2 Purwokerto. Process increase can be seen from students’ skill in implementing the steps of role play to improve the ability of speaking which is increasing, while productivity improvement can be seen from the grade of role play.KEY WORDS: Role play, “krama” variant in Javanese language, CAR (Classroom Action Research), and improving the ability.About the Author: Isnaeni Praptanti, M.Pd. is a Lecturer at the Faculty of Education and Teacher Training UMP (Muhammadiyah University of Purwokerto), Jalan Raya Dukuhwaluh, Purwokerto, Central Java, Indonesia. She can be reached at: tukiranump@yahoo.comHow to cite this article? Praptanti, Isnaeni. (2010). “Improving the Ability of Using Krama Variant of the Javanese Language through Role Play” in EDUCARE: International Journal for Educational Studies, Vol.3(1) August, pp.55-68. 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 22, 2010); Revised (July 22, 2010); and Published (August 17, 2010).
The Use of Quality Pedagogic Language in the Teaching of English in Indonesian Setting Suherdi, Didi
EDUCARE Vol 4, No 2 (2012)
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ABSTRACT: The implementation of new curriculum into the teaching of English in Indonesia requires new ways of doing classroom practices. This article is intended to prtesent the result of a research conducted by a team of researchers (Suherdi, Yusuf & Muslim, 2007) in an SMA (Sekolah Menengah Atas or Senior High School) in Bandung, West Java, Indonesia to ascertain the effectiveness of the use of quality pedagogic language in improving students’ achievement in English. For that purpose, an experiment has bee done in a first grade class. Using a quasi-experimental design, the class has been taught using the language thus far used by the teacher in the first six meetings, and using the quality pedagogic language in the following six meetings. Prior to the first meetings, a pre-test was conducted to ascertain students’ learning achivement before the treatment. Then, a post-test was conducted at the end of the experiment. The result of the data analysis showed that there was a significant difference between the pre-test and post-test means in the English competence, and no difference in those of their effective factors. Possible explanations to these unlinear patterns of findings have been presented and relevant recommendations have been given both for theoretical and practical aspects of English teaching, especially in schooling system.KEY WORDS: Pedagogic language, teachers’ questions, feedback, pauses, discourse analysis, affective factors, and teaching of English.About the Author: Prof. Dr. H. Didi Suherdi is a Senior Lecturer at the Department of English Education, Faculty of Language and Art Education UPI (Indonesia University of Education), Jalan Dr. Setiabudhi No.229 Bandung 40154, West Java, Indonesia. He can be reached at: suherdi_d@yahoo.comHow to cite this article? Suherdi, Didi. (2012). “The Use of Quality Pedagogic Language in the Teaching of English in Indonesian Setting” in EDUCARE: International Journal for Educational Studies, Vol.4(2) February, pp.111-124. 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 12, 2011); Revised (January 23, 2012); and Published (February 17, 2012).

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