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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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Organizational Effectiveness in Educational Institutions Jacob, Namitha Elizabeth; Shari, Baby
EDUCARE Vol 6, No 1 (2013)
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Abstract

ABSTRACT: Organizational effectiveness is a concept of how effective an organization is in achieving the outcomes the organizations intends to produce. Every organization regardless of industry or country seeks to be more effective and achieve superior results. Academic organizations are not less different. The public at large has become more conscious of its institutions of higher education. And universities, as a part of its main objective, conduct several studies for the societal benefits. However, there are a very few studies conducted on these institutions themselves, even though a part of the national budget is set aside for the development of societal reforming organizations like schools and universities. In other words, though a widely used and researched area, there still exists a lack of clarity with regard to the general understanding of organizational effectiveness and this goes true for academic institutions as well. The system of education needs to conduct its own research into the identification of the variables and factors associated with effectiveness. However, the meaning of the effectiveness of an educational institution is defined as its successful operation in terms of awareness of the organizational missions by the administrator, faculty members, and the support staff. This paper attempts to understand the basis of attaining effectiveness in academic institutions and also attempts to reflect on the ways in which effectiveness can be enhanced. Finally, no single model accurately describes the conditions in an institution, instead multiple models provide a richer understanding of organizational outcomes.KEY WORDS: Organizational effectiveness, academic organizations, organized anarchy, students, faculty members, administrators, and universities.===About the Authors: Namitha Elizabeth Jacob is a Research Scholar at the Department of Psychology, University of Calicut, Kerala, India; and Dr. Baby Shari is a Reader at the same Department, University of Calicut, Kerala, India. The authors can be contacted via e-mail at: namithaej@gmail.comHow to cite this article? Jacob, Namitha Elizabeth & Baby Shari. (2013). “Organizational Effectiveness in Educational Institutions” in EDUCARE: International Journal for Educational Studies, Vol.6(1) August, pp.17-26. 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 17, 2013); Revised (July 19, 2013); and Published (August 17, 2013).  
Editorial Board and Guideline for the Authors EDUCARE, Editor Journal
EDUCARE Vol 8, No 1 (2015)
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Abstract

This journal, with ISSN 1979-7877, was firstly published on August 17, 2008, in the context to commemorate the anniversary of Indonesian Independence Day. Since issue of February 2009 to date, the EDUCARE 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 journal is published twice a year, i.e. every August and February.Dr. Haji Syamsuhadi IrsyadHonorable Patron of the EDUCARE Journal in Bandung; and Rector of UMP (Muhammadiyah University of Purwokerto) in Central Java, Indonesia. 
Verb Go (back to, on, and out) in English for TEFL in the Novel of New Moon by Stephenie Meyer: The Syntactic and Semantic Analysis Helmie, Jauhar
EDUCARE Vol 7, No 2 (2015)
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Abstract

ABSTRACT: Languages use visual symbols to represent the sounds of the spoken languages, but they still require syntactic rules that govern the production of meaning from sequences of words. While, a phrasal verb is a combination of a verb and a preposition, a verb and an adverb, or a verb with both an adverb and a preposition, any of which are part of the syntax of the sentence. Sentences may contain direct and indirect objects in addition to the phrasal verb. Phrasal verbs are particularly frequent in the English language. A phrasal verb often has a different meaning of the original verb. The purpose of study is to find and to analyze the data about the verb “go” with the particles (back to, on, and out) which are available in the novel based on semantic and syntactic analysis. The data are taken from the “New Moon” novel by Stephenie Meyer. In semantics analysis, the data of verb a “go” is analyzed both as singular verb and phrasal verb. In syntactic analysis, the data is analyzed and determined its function in phrase, clause, or sentence. When it is as phrasal verb and joins many particles, it will create new meaning and different meaning depends on the particles which are joined. When it is as phrasal verb, it has particular meaning, and it cannot be separated or omitted one another, since it will have different meaning if it is separated or omitted. The phrasal verb a “go” with its certain particle may have a different meaning; it depends on the context of the data; and after analyzing all data, the writer can conclude that the phrasal verb, when it is joined with its particles, it can be separable or non-separable.KEY WORDS: Verbs, phrasal verbs, “New Moon” novel, prepositions, particles, semantics, syntax, particles, and new meaning and different meaning.About the Author: Jauhar Helmie, M.Hum. is a Lecturer at the Department of English Education FKIP UNSUR (Faculty of Education and Teacher Training, Suryakancana University) in Cianjur, West Java, Indonesia. For academic purposes, the author can be contacted via e-mail at: jauhar_3rd@yahoo.co.idHow to cite this article? Helmie, Jauhar. (2015). “Verb Go (back to, on, and out) in English for TEFL in the Novel of New Moon by Stephenie Meyer: The Syntactic and Semantic Analysis” in EDUCARE: International Journal for Educational Studies, Vol.7(2) February, pp.123-134. 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).
Comprehension Process in Metacognitive Perspective Among University Students Othman, Yahya; Mustapha, Ghazali
EDUCARE Vol 2, No 2 (2010)
Publisher : EDUCARE

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Abstract

ABSTRACT: Reading process requires readers to think deeply on the aspects that they have read in order to achieve an effective understanding. The readers need to figure out whether they understand the content that they have read. The ability to comprehend reading text would be the major aim in reading process. For students at tertiary levels, this ability is strongly associated to one’s field of study. From the stand point of critical and creative thinking skills, especially from the metacognitive aspect, students have different perspective of comprehension. This study is conducted to examine the process opted by Malaysian university students in comprehending text using a qualitative research method. A total of eight respondents following the bachelor in education programme participated in this study. Data was obtained via interviews, document analysis, and classroom observation. The findings indicate that there is a different perspective amongst students with regards to the use of metacognitive in understanding the text. These differences were influenced by the strategies used, the level of text difficulty, types of text and students’ perception of the text read.KEY WORDS: comprehend reading text, metacognitive aspect, Malaysian university students, and different perspectives.   About the Authors: Dr. Yahya Othman is a Senior Lecturer at the Language and Literacy Academic Goup, Sultan Hassanal Bolkiah Institute of Education UBD (University of Brunei Darussalam), Jalan Tunku Link Gadong BE1410, Negara Brunei Darussalam. Dr. Ghazali Mustapha is a Senior Lecturer at the University of Putra Malaysia (UPM), Serdang, Selangor Darul Ehsan, Malaysia. They can be reached at: yahyaoth@gmail.com and gm@educ.upm.edu.my How to cite this article? Othman, Yahya & Ghazali Mustapha. (2010). “Comprehension Process in Metacognitive Perspective Among University Students” in EDUCARE: International Journal for Educational Studies, Vol.2(2) February, pp.171-184. 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 8, 2009); Revised (January 18, 2010); and Published (February 17, 2010). 
Contents and Foreword of the EDUCARE Journal, Issue of February 2017 EDUCARE, Editor Journal
EDUCARE Vol 9, No 2 (2017)
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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.Sri Redjeki Rosdianti, M.M.Pd.Director of Minda Masagi Press owned by ASPENSI (the Association of Indonesian Scholars of History Education) in Bandung; and Teacher of Social Studies Education in SPM (Junior High School) Lab-School UPI (Indonesia University of Education) Cibiru Campus in Bandung, West Java, Indonesia. 
New Models and E-Learning Trends in Teacher Education and Professional Development Wani, Hilal Ahmad
EDUCARE Vol 4, No 1 (2011)
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Abstract

ABSTRACT: With the advent of the knowledge era, teacher education needs to prepare teachers to face the changing technological contexts and to model pedagogies and tools for better forms of learning. Despite much enthusiasm about the roles of technology in education, its role in transforming teacher learning, in ways aligned with advances in the learning sciences and contemporary socio-cultural perspectives, few changes have occurred. While many teacher educators are turning away from technology after early attempts met with mitigated success, some are pushing the boundaries of teacher education and professional activity systems. This paper identifies and analyzes emerging trends and models in e-learning for teacher education and professional development from the developing research base, both international trends and current developments. As we know that globalization cannot be understood without including information and communication technology (ICT). Educational institutions and teaching staff have many benefits due to emergence of modern technology. Teachers have their own networks through which they connect themselves with other teachers across the globe. Institutions have web-supported classrooms. Similarly, it also enhanced the responsibilities of schools, colleges, universities that should have such teachers who can produce such students who after receiving their education can adjust themselves at any platform. KEY WORDS: Teacher education, technology in education, models in e-learning, and teacher professional development.About the Author: Hilal Ahmad Wani is Research Scholar at the Department of Political Science AMU (Aligarh Muslim University), Aligarh, Uttaraparadesh, India. He can be reached at: wanihilal@gmail.comHow to cite this article? Wani, Hilal Ahmad. (2011). “New Models and E-Learning Trends in Teacher Education and Professional Development” in EDUCARE: International Journal for Educational Studies, Vol.4(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 1, 2011); Revised (July 3, 2011); and Published (August 17, 2011).
Constraints and Possibilities of Good Governance in South Asia Ahmad, Peerzada Tufail; Wani, Hilal Ahmad
EDUCARE Vol 5, No 2 (2013)
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Abstract

ABSTRACT: Accountability, transparency, and participation are the central themes of good governance. Good governance can mean different things to different countries. Since each country or region has a different context of governance,which it faces unique governance challenges. Therefore, it is important that the concept of “good governance” is understood in the context of each country and region to find indigenous and pragmatic solutions to problems of governance. The application of the concept of good governance to developing countries that are at different development stages have unintended and serious consequences for the citizens, especially for poor. The issue of transferability of the notion of good governance to developing countries is not being adequately attended to, while formulating a reform agenda mostly backed by international donors, especially in the case of heavily indebted countries. Developing countries are being asked to do everything which works in developed countries and, consequently, the good governance agenda in the developing world has grown long over the years. South Asia is a region rich in culture and tradition and poor in governance and human development. This paper is an attempt to examine the possibility of South Asian model(s) of governance to capture and address the complexities and challenges of governance in this particular region.KEY WORDS: Good governance, constraints and possibilities, democracy and prosperity, and South Asian countries.  About the Authors: Peerzada Tufail Ahmad, M.Phil. is a Ph.D. Student at the Department of International Relations KU (Kirikkale University) in Turkey; and Dr. Hilal Ahmad Wani is a Post Doctoral Fellow at the Centre for Peace and Strategic Studies UOI (University of Ilorin) in Nigeria. They can be contacted via e-mail at: pztufail.kat@gmail.com and wanihilal@gmail.comHow to cite this article? Ahmad, Peerzada Tufail & Hilal Ahmad Wani. (2013). “Constraints and Possibilities of Good Governance in South Asia” in EDUCARE: International Journal for Educational Studies, Vol.5(2) February, pp.147-160. 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 22, 2012); Revised (January 23, 2013); and Published (February 17, 2013).   
Teaching Thinking Skills in Teacher Education Nur Qistina, Christina Andin @; Ambotang, Abdul Said; Mosin, Musirin
EDUCARE Vol 8, No 1 (2015)
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Abstract

ABSTRACT: The thinking skills policy in Malaysia is motivated by the aspiration of the 2020 Vision that was published in 1991. The vision states explicitly that Malaysia will become a fully developed nation by the year 2020. So, teaching the thinking skills has also been given a high priority in educational policy. However, many teachers are ill-equipped with the ability to teach thinking skills. Therefore, as the producer of current and future teacher, teacher education programme should emphasize thinking skills teaching. This study aimed at identifying the extent to which teacher educators provide an exemplary practice of thinking skills teaching to student teachers. Specifically, this study investigates whether teacher educators provide the opportunity to student teachers to engage in teaching and learning that emphasized the integration of thinking skills. This study was conducted at one teacher education programme in Malaysia. All final year student teacher (60) were selected as the samples. A set of questionnaire used as an instrument. Data were analyzed using Statistical Package for the Social Science and the findings were reported in the form of frequency and percentage. The findings indicate the lack integration of various forms of thinking skills in teaching and learning activities. The traditional approach of a one-way communication technique was more dominant compare to the teaching technique that promotes thinking skills. Hence, this study has several practical implications for teacher education programme for producing future teachers with the ability to implement thinking skills policy in schools. KEY WORDS: Thinking skills, educational policy, teacher education, teacher educator, student-teacher, teaching and learning activities, and ability to implement thinking skills policy.    About the Authors: Christina Andin @ Nur Qistina, Abdul Said Ambotang and Musirin Mosin are the Lecturers at the Faculty of Psychology and Education UMS (Malaysia University of Sabah), 88400 Kota Kinabalu, Sabah, Malaysia. For academic interests, the authors can be contacted via their e-mails at: christina@ums.edu.my, said@ums.edu.my, and m_musirin@yahoo.comHow to cite this article? Nur Qistina, Christina Andin @, Abdul Said Ambotang & Musirin Mosin. (2015). “Teaching Thinking Skills in Teacher Education” in EDUCARE: International Journal for Educational Studies, Vol.8(1) August, pp.31-44. Bandung, Indonesia: Minda Masagi Press and UMP Purwokerto, ISSN 1979-7877. Chronicle of the article: Accepted (May 14, 2015); Revised (June 29, 2015); and Published (August 25, 2015).
Digestibility of Heat Treated Barley in Blue Fox and Mink Korhonen, Hannu T; Niemelä, Paavo
EDUCARE Vol 7, No 1 (2014)
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Abstract

ABSTRACT: Carbohydrates are easy accessible raw material for fresh feed in domestic animal production. Barley, which mainly contains carbohydrates, has become more popular as an ingredient in feed for fur bearing animals in particular. The aim of the present study was to clarify the effects of heat treatment on digestibility of barley in farm-raised juvenile blue fox and mink. Two different heat treatments were compared here: (1) traditional heat treatment; and (2) specific treatment, including exposure to pressure and heat, and by gelatinization. Experimental animals were six adult males of dark standard-type mink or “neovison vison” and blue fox or “vulpes lagopus”. The digestibility was evaluated by the AIA indicator method with 0.5 silicate (celite 545) serving as an inert indicator. Main components in the study feed were slaughter-house offal, Baltic herring, barley, and water. Ash content was higher in specific than in traditional diet (p < 0.001). Crude protein content tended to be slightly higher in specific diet. In blue fox and mink, digestibility of crude protein and fat were similar in traditional and specific diet (p > 0.005). Digestibility of carbohydrates and organic matter was significantly (p < 0.01) better for specific than traditional diets. Heat treatment including gelatinization can be recommended to use for better utilization of carbohydrate stuff in the diet.KEY WORDS: Farmed furbearers, mink and blue fox, heat treatment, feed ingredients, fur farming, carbohydrate, and digestive value.  About the Authors: Prof. Hannu T. Korhonen, Ph.D. and Paavo Niemelä, Ph.D. are Principal Research Scientist and Docent in Applied Zoology at the MTT Agrifood Research Finland, Animal Production Research, Silmäjärventie 2,  FIN-69100 Kannus, Finland. For academic purposes, corresponding author is: hannut.korhonen@mtt.fiHow to cite this article? Korhonen, Hannu T. & Paavo Niemelä. (2014). “Digestibility of Heat Treated Barley in Blue Fox and Mink” in EDUCARE: International Journal for Educational Studies, Vol.7(1) August, pp.43-48. Bandung, Indonesia: Minda Masagi Press and UMP Purwokerto, ISSN 1979-7877. Chronicle of the article: Accepted (March 20, 2014); Revised (May 30, 2014); and Published (August 17, 2014).
Writing Skill Development through the Assignment of Retelling Important Events Sukristanto, Sukristanto
EDUCARE Vol 2, No 1 (2009)
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Abstract

ABSTRACT: This study was aimed at improving the writing skill through the assignment of retelling recorded important events on the 5th grade of SDN (Sekolah Dasar Negeri or Elementary School) 2 Pabuwaran in Banyumas, Central Java, Indonesia. As a classroom action research, it was done in three cycles. Each cycle consisted of three meetings. Each cycle consisted of (1) planning, (2) action, (3) observation and evaluation, and (4) reflection. The plan of each phase was based on the changes, which were known in accordance with the observed factors, namely students, teacher, and learning activity. Subjects of this study were 27 students. The analysis and test result showed that (1) there was a raising level of students activity i.e. the progressive increase of students’ participation on writing subject; (2) there was students’ sensitivity increase upon their surrounding either at school or home; (3) there was an increase on teacher activity during the learning process; and (4) as a consequence, the students’ writing skill through retelling the important event also increased. The cycle-test results showed that the mean of writing skill were as follows: 58.9 in cycle I, 67.5 in cycle II, and 79 in cycle III.KEY WORDS: writing, retelling important events, practice, three cycles, and classroom action research.  About the Author: Drs. Sukristanto, M.Hum. is a Senior Lecturer at the Department of Indonesia and Local Language Education, Faculty of Education UMP (Muhammadiyah University of Purwokerto), Jalan Raya Dukuhwaluh, PO Box 202, Purwokerto 53182, Central Java, Indonesia. He can be reached at: sukristanto@yahoo.co.id  How to cite this article? Sukristanto. (2009). “Writing Skill Development through the Assignment of Retelling Important Events” in EDUCARE: International Journal for Educational Studies, Vol.2(1) August, pp.47-54. 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 14, 2009); Revised (July 14, 2009); and Published (August 17, 2009).

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