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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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Implementation of Competency-Based Curriculum in Bandung Natural School Destiwati, Rita; Harahap, Junardi
EDUCARE Vol 6, No 1 (2013)
Publisher : EDUCARE

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Abstract

ABSTRACT: Competency-Based Curriculum is a new curriculum in Indonesia; it is as perfecting of curriculum before. The KBK (Kurikulum Berbasis Kompetensi or Competency-Based Curriculum) mission is unifying curriculum that can touch whole aspects of children needed, one to each other is related; it is not separation but it can also reflect to skill dimension with interested theme. Meanwhile, at this time, the development of children creativity is determined by the closeness of teachers, one is determined by the applicable curriculum. In the field, the problems have also been faced by both principals or managers and teachers or educators regarding KBK socialization issues. This research tries to answer about how the implementasion of competency-based curriculum in Bandung Natural School generally as well as specifically? The research uses qualitative method through descriptive approach, observation, deep interview, and library study. The outcome of this research shows that set up of communication in KBK application at Bandung Natural School is more based on autonomy in written form and non-written; the process of communication in KBK application at Bandung Natural School is the best collaboration between theory of  learning in the class with adventure and exploration on the nature; media of communication that is used on Bandung Natural School is hand-phone, e-mail, letter, michrophone, publishing, and connecting book; and the supporting factor is the qualities of teacher, while the inhibiting factor is being act of challenging as taking care of children problem. KEY WORDS: Competency-based curriculum, media, teacher and student, professional skill, and Bandung Natural School.  About the Authors: Rita Destiwati, M.Si. is an English Lecturer at the Telkom Polytechnic, Jalan Telekomunikasi, Terusan Buah Batu, Bandung, West Java, Indonesia; and Junardi Harahap, M.Si. is a Lecturer at the Department of Anthropology, Faculty of Political and Social Sciences UNPAD (Padjadjaran University), Jalan Raya Bandung-Sumedang Km.21, Jatinangor, West Java, Indonesia. The authors can be contacted via e-mail at: ritadestiwati@gmail.com and junardi_harahap@unpad.ac.idHow to cite this article? Destiwati, Rita & Junardi Harahap. (2013). “Implementation of Competency-Based Curriculum in Bandung Natural School” in EDUCARE: International Journal for Educational Studies, Vol.6(1) August, pp.27-34. 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 25, 2013); Revised (July 29, 2013); and Published (August 17, 2013).  
Community-Based Lifelong Education in the Philippines: A Proposed Model in Grassroots Participatory Democracy in Southeast Asia Arviola, Jr., Serafin A
EDUCARE Vol 1, No 1 (2008)
Publisher : EDUCARE

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Abstract

ABSTRACT: Conflicts among family members, among different groups in the community, and among nations continue to escalate, threatening the survival of the human species. The Philippines is not an exception to these atrocious realities. In this case, Mindanao has experienced one of the most violent armed conflicts in the history of the Philippines. A series of armed confrontations between the government and various Muslim separatist groups have placed the civilian population at the mercy of conflicting parties. Various government programs and projects were initiated to address the problem of war and violence in Mindanao. The study is an attempt to evaluate an existing community-based peace-building program with the aimed to draw out insights on what kind of program suitable for culturally diverse communities that experiences protracted social conflict. The researcher recommends exploring other indicators not included in this study in order to draw out more insights on the dynamics of peace building at the grassroots level.KEY WORDS: conflicts in the Philippines, government programs and projects, community-based lifelong education, and grassroots level.About the Author: Prof. Serafin A. Arviola, Jr. is an Assistant Professor of the Philippine Normal University (PNU). He is currently a Director of Center for Linkages and Extension Services of PNU and a Human Rights Fellow of International Center for Tolerance Education based in New York City. He could be reached at: sarviola2002@yahoo.comHow to cite this article? Arviola, Jr., Serafin A. (2008). “Community-Based Lifelong Education in the Philippines: A Proposed Model in Grassroots Participatory Democracy in Southeast Asia” in EDUCARE: International Journal for Educational Studies, Vol.1(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 1, 2008); Revised (July 3, 2008); and Published (August 17, 2008).
Students’ Experience in Student-Centered Learning at Higher Education Institutions in China: A Case Study Tsegay, Samson Maekele
EDUCARE Vol 7, No 2 (2015)
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Abstract

ABSTRACT: This paper focuses on students’ experience in student-centered learning at Higher Education Institutions (HEIs) in China. Socio-economic transformation and growth in China have led to unprecedented changes in higher education in the past three decades. The notion of world class university is high on the policy agenda at governmental and institutional levels in China. As a result, Chinese higher education has expanded tremendously both in quality and quantity. However, a slow progress has been made in engaging students in the teaching-learning process, both as beneficiaries and implementers. The study found out that students’ experiences in student-centered learning at HEIs in China are characterized by different developments and challenges. Despite the different challenges, HEIs students in China are experiencing some benefits of student-centered class environment. The students are able to share ideas and experiences, learn collaboratively, and apply content-based knowledge into real world problems. However, there is still a major problem with regard to recognizing each and every student and embracing them to the class interaction equally. Some students are dominant, while others participate rarely in the class interaction. The interaction of students is highly influenced by the experience and perception of instructors towards students’ participation. The facilitation of the instructor can recognize or marginalize students in a class and could greatly affect their participation and building up of a strong student-centered learning environment. This paper contributes in making learning more participatory, enjoyable, and meaningful.KEY WORDS: Student-centered learning, students’ experience, pedagogy, higher education institutions in China, share ideas and experiences, learn collaboratively, and apply content-based knowledge.About the Author: Samson Maekele Tsegay was a Program Coordinator at the National Board for Higher Education (NBHE), Eritrea. He is currently pursuing his graduate study in comparative education at the Faculty of Education BNU (Beijing Normal University), 19 Xinjiekouwai Street, Beijing, China 100875. The author can be contacted via phone: (+86) 18813044150 or e-mails at: samex221@gmail.com and samex221@yahoo.comHow to cite this article? Tsegay, Samson Maekele. (2015). “Students’ Experience in Student-Centered Learning at Higher Education Institutions in China: A Case Study” in EDUCARE: International Journal for Educational Studies, Vol.7(2) February, pp.135-146. 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).
Resocialization Programme Evaluation of Street Children at Open House in Bandung City, Indonesia Saripudin, Didin
EDUCARE Vol 2, No 2 (2010)
Publisher : EDUCARE

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Abstract

ABSTRACT: This study aimed to evaluate resocialization programme of street children at open houses in Bandung city, Indonesia. Research design in this study was programme evaluation design using both quantitative and qualitative methods. This study used CIPP evaluation model suggested by D.L. Stufflebeam et al. (1971) by focusing on three of four components of CIPP evaluation model, which were input, process and product. Systematic random sampling was used to select respondents from 16 open houses in Bandung. The sample of this study was 522 people consisted of 36 administrators/managers, 132 facilitators and 354 street children. The questionnaires data was analyzed using descriptive analysis and inference such as frequency, percentage, min, ANOVA and multiple-regression using SPSS for Windows version 12. Interview and observation data were analyzed using R.C. Bogdan and S.K. Biklen’s analysis (1992). This study found that resocialization programme of street children at open houses in Bandung, from the aspect of input, process and product, generally in the medium level, still had some weaknesses that should be handled. Therefore, in the effort to reach the goal of street children’ resocialization programme at open houses, the improvement effort should be taken integratedly by all responsible ones. KEY WORDS: programme evaluation, resocialization, street children, open house in Bandung, and live normally as other children.About the Author: Didin Saripudin, M.Si. is a Lecturer at the Department of History Education, Faculty of Social Studies Education UPI (Indonesia University of Education), Jalan Dr. Setiabudhi No.229 Bandung 40154, West Java, Indonesia. He can be reached at: saripudinupi@yahoo.comHow to cite this article? Saripudin, Didin. (2010). “Resocialization Programme Evaluation of Street Children at Open House in Bandung City, Indonesia” in EDUCARE: International Journal for Educational Studies, Vol.2(2) February, pp.185-196. 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 11, 2009); Revised (January 11, 2010); and Published (February 17, 2010).
Editorial Board and Guidelines for the Authors EDUCARE, Editor Journal
EDUCARE Vol 9, No 2 (2017)
Publisher : EDUCARE

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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, 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 an academic publishing 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, Indonesia: February 27, 2017.Andi SUWIRTAChairperson of ASPENSI (the Association of Indonesian Scholars of History Education) in Bandung; and Senior Lecturer at the Department of History Education, Faculty of Social Studies Education UPI (Indonesia University of Education) in Bandung, West Java, Indonesia. 
Patterns of Interaction among Mono-Cultural English as Second Language Learners Arumugam, Nalini; Mello, Geraldina de; Muthusamy, Indrani
EDUCARE Vol 4, No 1 (2011)
Publisher : EDUCARE

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ABSTRACT: By exploring the educational pedagogies and classroom discourses, it is the aim of the paper to extend theoretical insights into the way ESL (English as Second Language) writing classrooms might help to make over, negotiate, and manage the linguistic, social and learning iden­tities of the mono-cultural learners in the classrooms. The basic premise of social interdependence theory is that the way interdependence among goals is structured determines how individuals interact, which in turn largely determines outcomes. Research, therefore, has focused on student–student interaction in ESL tertiary writing classroom in an institution of higher learning. The results indicated that mono-cultural learners in an ESL classroom juxtaposed two languages (L1 and L2) and appropriated their bilingualism to learn English language. The results also revealed that group discussions in ESL classrooms in institution of higher learning offered  experiential learning whereby learners became more skilled to use suitable choice of words  (at times with help of their more capable peers), specifically utilising their bilingual expertise. The end results of this study point out a favourable feature of the discourses of the ESL learners striving for mutual benefits to successfully complete the assigned tasks. KEY WORDS: Mono-cultural, English as second language, face-to-face interaction, patterns of interaction, and Malay students. About the Authors: Dr. Nalini Arumugam, Geraldina de Mello and Indrani Muthusamy are Lecturers at the Academy of Language Studies UiTM (MARA Technology University), Melaka Campus, KM 26, Jalan Lendu, 78000 Melaka, Malaysia. They can be reached at: nalini@melaka.uitm.edu.my, geraldine@melaka.uitm.edu.my, and indrani@melaka.uitm.edu.myHow to cite this article? Arumugam, Nalini, Geraldina de Mello & Indrani Muthusamy. (2011). “Patterns of Interaction among Mono-Cultural English as Second Language Learners” in EDUCARE: International Journal for Educational Studies, Vol.4(1) August, pp.11-26. 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 5, 2011); Revised (July 9, 2011); and Published (August 17, 2011).
A Study of Education History on Gifted Children: Research on Their Learning Achievement as They Started Their School Under Seven Dimyati, Johni
EDUCARE Vol 8, No 1 (2015)
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ABSTRACT: A child with a high intelligence or a talented child was deemed able to distinguish between behaviors and to have a high learning ability. In contrast, another child having a low intelligence would always fail in all areas. This conventional view believed that intelligence is an ability that can be used to solve all problems in life. Among Indonesian society, especially among those involved in the basic education, there is a questionable belief that when a young child of less than 7 years starts to enroll a primary school he/she cannot study well. Based on the theoretical frame, this research proposes a hypotheses: “A gifted child does not experience any problem of academic achievement and the disorders of mental hectic and brain fatigue when he/she starts the primary school before seven”. This is a longitudinal study using documentation and observation for the data collection. The observation carried out by following the educational experience of the subjects studied in a fairly long period of time. Three subjects were studied. All of them started their elementary education under sever years old. They joined kindergarten under 5 years, and one of them even started his experience of learning when he was still so young, 3-year-old. The method of analysis data used a qualitative descriptive. The research results prove that the hypothesis proposed is accepted or proven, meaning that gifted children starting their elementary school before seven will not have problems in the academic achievement and do not suffer the disorders of mental hectic and brain fatigue, provided they are given education appropriate to their talents.KEY WORDS: Longitudinal study, gifted children, intelligence, elementary education under sever years, and not have problems in the academic achievement.About the Author: Johni Dimyati is a Senior Lecturer at the Faculty of Letters UMP (Muhammadiyah University of Purwokerto), Jalan Raya Dukuhwaluh, Purwokerto City, Central Java, Indonesia. For academic purposes, the author can be contacted via mobile phone at: +6285643534732 or via e-mail at: kristian.topz@gmail.comHow to cite this article? Dimyati, Johni. (2015). “A Study of Education History on Gifted Children: Research on Their Learning Achievement as They Started Their School Under Seven” in EDUCARE: International Journal for Educational Studies, Vol.8(1) August, pp.45-54. Bandung, Indonesia: Minda Masagi Press and UMP Purwokerto, ISSN 1979-7877. Chronicle of the article: Accepted (July 3, 2015); Revised (August 3, 2015); and Published (August 25, 2015).
Using Data Analysis Projects to Promote Statistical Thinking in an Introductory Statistics Course: A Basis for Curriculum Materials Development Rahman, Nik Suryani Nik Abd
EDUCARE Vol 7, No 1 (2014)
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ABSTRACT: Statistical thinking has long been a topic of discussion and a generally agreed upon goal for statistics instruction. Statistics involves distinctive and powerful ways of thinking. Statistics is a general intellectual method that applies wherever data, variation, and chance appear. Any introductory course should take as its main goal helping students to learn the basic elements of statistical thinking. Many advanced courses would be improved by a more explicit emphasis on those same basic elements. Those elements were described as: the need for data; the importance of data production; the omnipresence of variability; and the quantification and explanation of variability. The use of data analysis projects provides also students with the opportunity to demonstrate their ability to apply and integrate statistical knowledge and skills in analysing information statistically. This paper will describe the projects and types of statistical analysis that had been selected by 31 counselling students enrolled in an introductory statistics course at the undergraduate level. Content analysis was carried out on their final report of the projects and survey was used to elicit their experiences of working on the projects. These findings will eventually be the basis for the development of curriculum materials to help instructors and their students implement data analysis projects in their respective classrooms.KEY WORDS: Counselling, projects, survey, statistical thinking, statistics, curriculum materials, and undergraduate students.About the Author: Assoc. Prof. Dr. Nik Suryani Nik Abd Rahman is a Senior Lecturer at the Institute of Education IIUM (International Islamic University of Malaysia) in Gombak, Kuala Lumpur, Malaysia. For academic purposes, the author can be contacted via phone: +60192244813 or e-mail: nsuryani@iium.edu.myHow to cite this article? Rahman, Nik Suryani Nik Abd. (2014). “Using Data Analysis Projects to Promote Statistical Thinking in an Introductory Statistics Course: A Basis for Curriculum Materials Development” in EDUCARE: International Journal for Educational Studies, Vol.7(1) August, pp.49-56. Bandung, Indonesia: Minda Masagi Press and UMP Purwokerto, ISSN 1979-7877. Chronicle of the article: Accepted (November 17, 2013); Revised (April 14, 2014); and Published (August 17, 2014).
Pedagogical Issues in Integrating Thinking Skills in the Classroom Noor, Abdullah Mohd
EDUCARE Vol 2, No 1 (2009)
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ABSTRACT: The importance of thinking skills in education and in the world of work cannot be denied nowadays. The present issues concerning students not be able to think systematically, less capabilities in active learning, less independent, learning through memorization are issues in this century. Some teachers and parents are worried concerning the situation. What are the views of trainee teachers concerning this matter? What are the hindrances faced by teachers in integrating thinking skills in their classrooms? Is teacher centered methodology to be blamed in not integrating thinking skills in their classroom? What are the relevant teaching strategies that can help in integrating culture of thinking in the classroom? For this study, the methodology in collecting data can be categorized into three phases: exposing trainee teachers with thinking culture in the classroom, using questionnaire to elicit necessary information such as data on trainees’ reactions concerning the research questions, and lastly conducted interviews to consolidate information and data collected through the questionnaire. Results of the study showed that difficulties in integrating thinking skills in the classrooms, thinking skills do not limit to student-centered strategies but also on teacher-centered strategies, and lastly cooperation with many sectors in schools in integrating thinking skills successfully.KEY WORDS: thinking skills, active learning, teaching strategies, and integrating thinking skills successfully.About the Author: Dr. Abdullah Mohd Noor is a Senior Lecturer at the Sultan Hassanal Bolkiah Education Institute UBD (University of Brunei Darussalam), Jalan Tungku Link, Gadong BE 1410, Bandar Seri Begawan, Brunei Darussalam. He can be contacted at: abdullahmohdnoor@yahoo.comHow to cite this article? Noor, Abdullah Mohd. (2009). “Pedagogical Issues in Integrating Thinking Skills in the Classroom” in EDUCARE: International Journal for Educational Studies, Vol.2(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 27, 2009); Revised (July 25, 2009); and Published (August 17, 2009).
Contents and Foreword of the EDUCARE Journal, Issue of August 2016 EDUCARE, Editor Journal
EDUCARE Vol 9, No 1 (2016)
Publisher : EDUCARE

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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.Sri Redjeki Rosdianti, M.M.Pd.Director of Minda Masagi Press owned by ASPENSI in Bandung, West Java, Indonesia. 

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