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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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Education for Peace in the Light of National Curriculum Framework – 2005 Mondal, Ajit; Mete, Jayanta
EDUCARE Vol 6, No 2 (2014)
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Abstract

ABSTRACT: We live in an age of unprecedented levels of violence, with constant threats posed by intolerance, fanaticism, dispute, and discordance. Ethical action, peace, and welfare are facing new challenges. A strong need is being felt by educationists, philosophers, scientists, and political leaders to rejuvenate the human values, which may bring long lasting peace on this planet. The purpose of education goes beyond the propagation of knowledge. J. Delor’s Report (1996) on learning to live together as the central pillar of education proposes that education must be geared to promote a culture of peace, tolerance, democratic values, human rights, and duties among students. With the reality of the alarming increase in violence in school life, the National Curriculum Framework (NCF) – 2005 strongly advocates education for peace at all levels of schools. In this backdrop, the present paper tries to epitomise the concept of education for peace in the light of NCF – 2005. Peace and living together have been integral part of Indian way of living and manifested in its Constitution through various articles. It firmly believes that inculcation of certain values among younger generation would help them to exist in the dynamic socio-cultural fabric with peace, harmony, and prosperity. In the final section, approach, strategies, activities, and teacher’s role in education for peace in the landscape of school education are also addressed as envisaged in the NCF – 2005.KEY WORDS: Education, peace, human values, harmony, tolerance, democracy, national curriculum framework, and India’s government and society.  About the Authors: Mr. Ajit Mondal and Dr. Jayanta Mete are a Research Scholar and an Associate Professor at the Department of Education, University of Kalyani, Kalyani, West Bengal, Pin-741235, India. The authors can be contacted via their e-mail at: mondalajit.edn@gmail.com and jayanta_135@yahoo.co.inHow to cite this article? Mondal, Ajit & Jayanta Mete. (2014). “Education for Peace in the Light of National Curriculum Framework – 2005” in EDUCARE: International Journal for Educational Studies, Vol.6(2) February, pp.129-136. 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 5, 2013); Revised (January 8, 2014); and Published (February 17, 2014).   
The History of Education in West Java, Indonesia: From Traditional Era toward Modern Era Suwirta, Andi
EDUCARE Vol 1, No 2 (2009)
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ABSTRACT: The history of education in West Java, Indonesia has been so long. If it is begun with informal education in family life, then its history can be started since people have been familiar with family life, a period of time that has never ended its beginning (time of immemorial) and its ending. Meanwhile, non-formal education is acquired from social interaction between an individual and another, between an individual and his community, and between a community and its surrounding community. The true formal education was gained since Sundanese people in West Java interacted with the great tradition, from the religion and civilization of Hinduism-Buddhist, Islam and Western. These three waves of civilization had influenced our national life, from old times up to recent times, included education sector. This paper, however, tried to discuss the history of education in West Java, its growth and development which had been existed since its earliest time – as long as the existing sources were possible – until the latest education development. Therefore, this paper tried to study the history of education in West Java, starting from Hinduism-Buddhist, Islam, Dutch and Japanese colonial, national independence and up to this recent development period.KEY WORDS: history of education, West Java, Sundanese people and three waves of civilization in Indonesia.About the Author: Andi Suwirta, M.Hum. is a Lecturer at the Department of History Education of UPI (Indonesia University of Education) in Bandung and Chairperson of ASPENSI (Association of Indonesian Scholars of History Education). He can be reached at: andisuwirta@yahoo.comHow to cite this article? Suwirta, Andi. (2009). “The History of Education in West Java, Indonesia: From Traditional Era toward Modern Era” in EDUCARE: International Journal for Educational Studies, Vol.1(2) February, pp.129-140. 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, 2008); Revised (January 17, 2009); and Published (February 17, 2009).
Developing a Simulation of Transformation Geometry by Using Flash Ahmad, Ahmad; Jaelani, Anton
EDUCARE Vol 8, No 2 (2016)
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ABSTRACT: The development of science and technology stimulates the rise of effort to make use of all facilities in all fields. One of the results is increasing number of computer use in Indonesia. This condition encourages educational practitioners to develop several models of learning media by using computers with purposes of tutorial, exercises, simulations, and games. Meanwhile, learning process which applies some media of simulation provides some benefits as they are realistic, secure, and simple. This simulation will lead students into a visualization of real life condition. Without media, students will usually imagine what they learn. It later exposes them with some problems that influence their abstractions. If a lecturer only explains about Transformation Geometry without using simulation, there is a big opportunity that students will yield misconception or they will only remember it with little understanding. This research aims to develop a valid and practical the Transformation Geometry simulation. The method in this research is a design research from a technology perspective that uses a preliminary stage and evaluation stage. The result presented the simulation of the definition of reflection, rotation, rotation half-round, and translations that have been made are in accordance with the curriculum and the existing concepts. Try-out result shows that the simulation can help students find their own concepts of reflection, rotation, rotation half-round, and translation; and sets up students to communicate. The conclusion of this research is that the result of simulation design that has been created has to be valid and practical.KEY WORDS: Development of Science and Technology; Computer Use; Transformation Geometry; Learning Process; Understanding of Concepts.  About the Authors: Ahmad and Anton Jaelani are the Lecturers at the Department of Mathematics Education, Faculty of Education and Teacher Training UMP (Muhammadiyah University of Purwokerto), Jalan Raya Dukuhwaluh, Purwokerto, Central Java, Indonesia. Corresponding authors is: ahmadump@yahoo.co.idHow to cite this article? Ahmad & Anton Jaelani. (2016). “Developing a Simulation of Transformation Geometry by Using Flash” in EDUCARE: International Journal for Educational Studies, Vol.8(2) February, pp.129-138. Bandung, Indonesia: Minda Masagi Press and UMP Purwokerto, ISSN 1979-7877. Chronicle of the article: Accepted (January 17, 2016); Revised (February 1, 2016); and Published (February 28, 2016).
The Use of ICT and Communication Effectiveness among Secondary School Administrators Etudor-Eyo, Eno; Emah, Ime Effiong; Ante, Helen Anthony
EDUCARE Vol 4, No 2 (2012)
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ABSTRACT: Humanity is currently in an electronic age which is characterized by bridging the gap between distance and time, giving way to information revolution built around information and communication. Therefore, this study obtained data from 396 secondary school administrators through the Administrators’ Use of ICT Questionnaire (AUIQ) and Administrators’ Communication Questionnaire (ACQ) to investigate how the use of ICT (Information and Communication Technology) predicts communication effectiveness among secondary school administrators in Akwa Ibom State, Nigeria. The findings were that the extent of administrators’ use of ICT and the extent of administrators’ effectiveness in communication are high; there is a significant positive relationship between administrators’ use of ICT and administrators’ effectiveness in communication; the effectiveness of secondary school administrators in communication is significantly predicted by the use of ICT. Based on the findings, conclusions were drawn and recommendations made that Government should make ICT tools available in all secondary schools for the administrators; workshops on the use of ICT should be organized from time to time by the Governments and NGOs (Non-Governmental Organizations) for school administrators who are not yet ICT literate; and skilled man-power should be employed to teach those administrators who are still illiterate in this regard by NGOs, the government, and individuals.KEY WORDS: Use of ICT, communication effectiveness, secondary school administrators; and skilled man-power in Nigeria.About the Authors: Dr. Eno Etudor-Eyo and Dr. Ime Effiong Emah are Senior Lecturer at the Faculty of Education UOU (University of Uyo), Nigeria; and Mrs. Helen Anthony Ante is a Researcher at the Ministry of Education, Akwa Ibom State, Uyo, Nigeria. They can be reached at: enoetudor@gmail.com, i.emah001@yahoo.com, and adiahamkara@yahoo.comHow to cite this article? Etudor-Eyo, Eno, Ime Effiong Emah & Helen Anthony Ante. (2012). “The Use of ICT and Communication Effectiveness among Secondary School Administrators” in EDUCARE: International Journal for Educational Studies, Vol.4(2) February, pp.125-136. 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, 2011); Revised (January 10, 2012); and Published (February 17, 2012).
Higher Education System in India: Are We Heading towards Right Direction? Parvez, Mohammad; Shakir, Mohd
EDUCARE Vol 6, No 1 (2013)
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Abstract

ABSTRACT: Education is power.  It is empowerment. The dictums such as Aristotle’s “Education is the best provision for old age”; Francis Bacon’s “Knowledge is power”; Edward Bulwer-Lytton’s “Pen is mightier than sword”; and many others are well known. They unveil the fact that education is a tool by which we can change our life as well as the life of others. Better the education in the society, more developed the society will be. In fact, education of a country in general and higher education in particular is very important for the growth and development of the society. India is now considered to be one of the most promising economies of the world. It is evident by the fact that India’s Higher Education system is third largest in the world after China and United States of America (USA).Only quantity is not enough, quality is also very important; there are some issues and impediments which need immediate attention, like shortage of teachers, poor access to higher education. This paper is an attempt to discuss the issues in the higher education system of India, and also suggest some ways to cope up with these issues. We concluded that higher education system in India is not heading towards right direction; rather, it is heading towards wrong direction. If it wants to head towards right direction, then, the problems and issues should be taken seriously and solved on priority basis and then only our India’s higher education system can come on the right track and consequently can compete with the world’s best higher education system.KEY WORDS: Education, higher education, relevance, right direction, publication or multiplication, plagiarism, quality and quantity, and India’s nation-state.  About the Authors: Dr. Mohammad Parvez is an Associate Professor at the Department of Education AMU (Aligarh Muslim University), Aligarh 202002, UP (Uttar Pradesh), India; and Mohd Shakir is a Research Scholar at the Department of Education AMU, Aligarh, 202002, UP, India. The authors can be contacted via their e-mail at: mparvez9@yahoo.co.in and aligarhshakir@gmail.comHow to cite this article? Parvez, Mohammad & Mohd Shakir. (2013). “Higher Education System in India: Are We Heading towards Right Direction?” in EDUCARE: International Journal for Educational Studies, Vol.6(1) August, pp.35-42. Bandung, Indonesia: Minda Masagi Press owned by ASPENSI in Bandung, West Java; and FKIP UMP in Purwokerto, Central Java, ISSN 1979-7877.Chronicle of the article: Accepted (June 9, 2013); Revised (July 20, 2013); and Published (August 17, 2013).  
Is the Younger the Better? Teaching English to Young Learners in the Indonesian Context Damayanti, Ika Lestari
EDUCARE Vol 1, No 1 (2008)
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ABSTRACT: It is universally acknowledged that learning a second/foreign language, e.g. English, since early childhood would contribute positively to the child’s language acquisition. Native-like pronunciation is one of the favored results gained from this process. This assumption is strongly supported by the Critical Period Hypothesis i.e. a biologically determined period of life when language can be acquired more easily. However, many studies indicate that “the younger the better” in learning English is not necessarily true. Native-like pronunciation and proficiency have been found to be acquired by a learner who started learning English in his adulthood. In regard to this matter, this paper attempts to review a belief “the younger the better” in learning English in the Indonesian context by looking at issues related to optimal age, factors contributing to the success of L2 acquisition, and current practices of teaching English to Young Learners (TEYL) in the Indonesian context.  KEY WORDS: second language, teaching English to young learners, critical period hypothesis, optimal age, psychosocial context, and learning condition.About the Author: Ika Lestari Damayanti, M.A. is a Lecturer at English Department, Faculty of Art and Language Education (FPBS), Indonesia University of Education (UPI) in Bandung. She could be reached at ikadlovely@yahoo.com.sgHow to cite this article? Damayanti, Ika Lestari. (2008). “Is the Younger the Better? Teaching English to Young Learners in the Indonesian Context” in EDUCARE: International Journal for Educational Studies, Vol.1(1) August, pp.31-38. 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, 2008); Revised (July 27, 2008); and Published (August 17, 2008).
Testing Generative Thinking among Swazi Children Mushoriwa, T.D.; Sibanda, J; Nkambule, H.Z.
EDUCARE Vol 2, No 2 (2010)
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ABSTRACT: This study tested and compared the generative thinking of second graders (7-8-year olds) and fifth graders (10-11-year olds) as a means to assess how generative thinking develops among children. Results from this study were compared with results obtained by Mushoriwa (2003) in a similar study in Zimbabwe in order to see if the development of generative thinking follows a similar pattern in different environments. Data were sourced from 40 second-graders and 40 fifth graders randomly selected from schools around Manzini. The survey research design was used, with interviews employed to collect the data. Crosstabs and a two-sample t-test were used to analyse the data. The study found no significant differences in generative thinking between second and fifth graders in the Swazi sample. In the comparative analyses, while significant differences in eye placements were observed between second graders in Swaziland and second graders in Zimbabwe, no significant differences in eye placements were observed between fifth graders in Swaziland and fifth graders in Zimbabwe. As for reasons/explanations for eye placements, significant differences between Swazi and Zimbabwean children were noted at both second grade and fifth grade levels. The study recommended the use, by teachers, of pedagogy that is promotive of generative thinking as well as the need for further research in the area focusing on environmental factors influencing the nature and developmental pattern of generative thinking. KEY WORDS: generative thinking, among children, comparative study, different environments, and Swazi children sample.About the Authors: T.D. Mushoriwa, Ph.D. is Senior Lecturer at the Department of Educational Foundations and Management UNISWA (University of Swaziland), Private Bag 4 Kwaluseni, Swaziland M201, Southern Africa; Mr. J. Sibanda is Lecturer at the Department of Primary Education UNISWA; and Ms. H.Z. Nkambule is Lecturer at the Department of Statistics and Demography UNISWA. One of them can be reached at: mushoriwa@yahoo.com How to cite this article? Mushoriwa, T.D., J. Sibanda & H.Z. Nkambule. (2010). “Testing Generative Thinking among Swazi Children” in EDUCARE: International Journal for Educational Studies, Vol.2(2) February, pp.197-210. 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 4, 2009); Revised (January 14, 2010); and Published (February 17, 2010).  
Teacher-Trainees’ Perceptions of ICT (Information Communication Technology) Integration in Nigerian Teacher Education Programme Thomas, Olusola Angelina; Oladejo, Maruff Akinwale
EDUCARE Vol 10, No 1 (2017)
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ABSTRACT: Teaching nowadays is fast expanding rapidly and it requires modern technologies to provide more flexible and effective ways of improving teacher education, and connecting teachers to the global community. ICT (Information and Communication Technology) integration into teacher education, therefore, is the key to equipping and producing professional teachers as well as improved pedagogy. However, there is the need to consider the type and nature of teacher trainees before integrating ICT in teacher education programmes, because their perceptions are likely to differ. This study, therefore, focuses on the perceptions of teacher trainees (regular and sandwich students) regarding the integration of ICT in teacher education programme at the UNILAG (University of Lagos) in Akoka, Nigeria. It adopted the descriptive research design. Two hundred and fifty participants were involved. One research question and two hypotheses, based on the specific purposes, were raised and answered in the study. A self-constructed validated and reliable instrument was used to collect data. Results revealed that teacher trainees are favourably disposed to the integration of ICT into teacher education as indicated by the grand mean and standard deviation (M = 3.22; SD = 12.22). Significant differences in the perceptions of teacher-trainees regarding the integration of ICT in teacher education programme based on type of the programme was also discovered (t-cal = -2.315; df = 98; P < .05). Teacher-trainees have to realise that ICT has come to stay in their programme. They need to develop more confidence in their individual ability at becoming computer literate teachers in order to remain relevant in the modern day information age. KEY WORDS: Teacher Education; Information and Communication Technology; Teacher-Trainees; Perceptions; Computer Literate Teachers.  About the Authors: Dr. Olusola Angelina Thomas is an Academic Staff at the Department of Educational Administration UNILAG (University of Lagos) in Akoka, Nigeria; and Dr. Maruff Akinwale Oladejo is currently a Lecturer at the Department of Educational Administration UNILAG in Akoka, Nigeria. For academic interests, the authors can be contacted via their e-mails at: soowler@yahoo.com and maoladejo@unilag.edu.ngSuggested Citation: Thomas, Olusola Angelina & Maruff Akinwale Oladejo. (2017). “Teacher-Trainees’ Perceptions of ICT (Information Communication Technology) Integration in Nigerian Teacher Education Programme” in EDUCARE: International Journal for Educational Studies, Volume 10(1), August, pp.1-10. Bandung, Indonesia: Minda Masagi Press owned by ASPENSI, ISSN 1979-7877. Article Timeline: Accepted (February 22, 2017); Revised (May 20, 2017); and Published (August 30, 2017).
Al-Tarbiyah Meaning in Al-Qur’an and its Implication in Learning and Commentary Education Major in Arabic FPBS UPI Rosidin, Dedeng
EDUCARE Vol 4, No 1 (2011)
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ABSTRACT: In repertory Arabic, the term usually translated education with some vocabulary words, including “tarbiyah”, study groups, “tadris”, “tadib”, and “tahdib”. The vocabulary of popular and commonly used to express terms of education. And the fifth is the vocabulary of the most popular and most widely used is “al-tarbiyah” word. Semantic approach is commonly used to study more about this problem. This problem is studied from the aspect of language, how the term is used in a variety of lexical dictionary, and then how it is used in a variety of contexts in the Al-Quran. In the end result of the nature of meaning and pronunciation led to the concept of education in Islam. Based on the analysis and discussion of the meaning of the word “al-tarbiyah” with its derivation, it is concluded that “al-tarbiyah” is the process of development, maintenance, preservation, management, delivery of science, giving instructions, guidance, improvement, and sense of belonging for students both body, mind, soul, talent, potential, sense, on an ongoing basis, gradually, loving, caring, gentleness, good, wise, easily tolerated, thus forming the perfection of human nature, pleasure, glory, and live independently to achieve the pleasure of Allah SWT. The implications of the study results is that any interpretation of “al-tarbiyah”, it should be explained by the semantic approach and perspective.KEY WORDS: Al-tarbiyah, semantic perspective, Al-Qur’an, teaching and learning process, and implication in Islamic education.About the Author: Dr. H. Dedeng Rosidin is a Lecturer at the Department of Arabic Language Education, Faculty of Arts and Language Education UPI (Indonesia University of Education), Jalan Dr. Setiabudhi No.229 Bandung 40154, West Java, Indonesia. He can be reached at: anti.bandang@gmail.comHow to cite this article? Rosidin, Dedeng. (2011). “Al-Tarbiyah Meaning in Al-Qur’an and its Implication in Learning and Commentary Education Major in Arabic FPBS UPI” in EDUCARE: International Journal for Educational Studies, Vol.4(1) August, pp.27-40. 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 10, 2011); Revised (July 26, 2011); and Published (August 17, 2011).
Teachers’ Education Curriculum towards Establishment of Patriotism in Malaysia Ismail, Ramli; Wahab, Norwaliza Abdul
EDUCARE Vol 5, No 2 (2013)
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ABSTRACT: This study aims to identify and analyse the elements contained in the objectives of academic curriculum and co-curricular content in terms of differences, relationships, influences, and understanding of learning skills, thinking skills as a mediator to the confidence to apply the elements of patriotism among students of Post-Graduate Teaching Course for Primary School (PGTC PS) and Bachelor of Teaching for Primary Schools (BT PS) in Institute of Teachers Education (ITE) in Malaysia. This survey study used questionnaires on 289 PGTC PS and BT PS students of the North Zone and East Zone ITE in Peninsular Malaysia. The t-test results showed that there was a significant difference between PGTC PS and BT PS students in terms of understanding on learning skills and thinking skills, but do not have any significant difference in terms of confidence to implement the elements of patriotism. Pearson correlation analysis shows that there was a moderate relationship between the variables of learning skills, thinking skills, academic curriculum, co-curriculum, and the confidence to apply the elements of patriotism among PGTC PS and BT PS students. These findings serve as evidence to the Ministry of Education (MOE) in Malaysia to make recommendations to the ITE to serve as a guide in improving the confidence of trainee students in applying the elements of patriotism.KEY WORDS: Teaching the patriotism, learning skills, thinking skills, mediator, students, and Institute of Teachers Education in Malaysia.   About the Authors: Dr. Ramli Ismail is a Lecturer at the Social Studies Department, Institute of Teachers Training, Sultan Mizan Campus, Besut, Terengganu, Malaysia; and Norwaliza Abdul Wahab is a Counsellor at the SMK (State Senior High School) Seri Pagi, Seremban, Negeri Sembilan, Malaysia. They can be reached at: rameysyis@gmail.com and lyzaalogan@gmail.comHow to cite this article? Ismail, Ramli & Norwaliza Abdul Wahab. (2013). “Teachers’ Education Curriculum towards Establishment of Patriotism in Malaysia” in EDUCARE: International Journal for Educational Studies, Vol.5(2) February, pp.173-190. 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 7, 2012); Revised (January 12, 2013); and Published (February 17, 2013).   

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