EDUCARE: International Journal for Educational Studies. This journal, with ISSN 1979-7877 (print) and ISSN 2621-587X (online), 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. This journal is dedicated not only for Indonesian scholars who concern about educational studies, but also welcome to the scholars of Southeast Asian countries and around the world who care and share related to the educational studies in general. 

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.

Since early 2018, the website of EDUCARE journal has been migrated from web based on WP (Word Press) program towards the web based on OJS (Open Journal System) program at: However, the conventional e-mail address for sending the articles is still able to: and

Foreword for
EDUCARE: International Journal for Educational Studies,
Volume 11, Number 2, February 2019.


Syed Ismail Syed Mustapa, Ph.D.
A Guest Editor of EDUCARE Journal in Bandung, West Java, Indonesia; and Head of Department, Department of Research and Innovation of Teaching Professionalism at the IPG (Institute of Teacher Education) Ilmu Khas Campus, 56000 Kuala Lumpur, Malaysia. E-mail:

Today's education system is different from the education that we have been through back in the 20th century. The 21st century education aims to produce a thinking and knowledgeable, action-oriented generation that is productive globally that incorporates the latest technology, this includes having the capabilities to handle the tidal development and the present changing era.

The 21st century education also empowers a person with ASK, namely: Attitude, Skill, and Knowledge, to do things that are important and need to be done in the context of a constantly changing environment. In addition, education in the 21st century is synonymous with the digital era of ICT (Information and Communication Technology) skills. Simultaneously with these changes, the professionalism of educators should also be enhanced as they are the core and pioneering skills of the 21st century in generating creative and innovative human capital.

In the 21st century, we have seen various changes that have taken place in a fast pace. In order to adapt to current changes, educators need to adapt to the reform in teaching practices in order to improve the quality of education equivalent to international level. In most countries, particularly in the Southeast Asia region, education has been identified as one of the most critical success factor. Therefore, the responsible administrators need to plan and improve the education system in their respective countries. Malaysia, for example, has taken positive steps with the introduction of the PIPP (Pelan Induk Pembangunan Pendidikan or Education Development Master Plan), 2006-2010; and the latest PPPM (Pelan Pembangunan Pendidikan Malaysia or Malaysia Education Development Plan), 2013-2025. Both development plans are designed to boost the quality of education in line with the global needs of producing competitive and highly competitive human capital.

The 21st century education should be able to meet the demands and needs of a country in the New Millenium. In line with these demands, the provision of quality human resources should be produced by the national education system. To achieve that goal, the characteristics of the 21st century generation need to be rich in information (including science and technology); has the power of mind (creative and proactive); has nobleness and noble values (includes caring); has strong self-identity and self-esteem; and entrepreneurship and also skillful.

To determine the needs of quality human characteristics in the 21st century,  educators and students need to be equipped with the necessary features, such as mastery of the subjects (curriculum content); skillful and expert  in pedagogy (teaching and learning); understand the development of the stakeholders and love them; understand the  psychology of learning (cognitive psychology); have counseling skills; capable of using the latest technology; analyse research findings and latest research; cooperate with colleagues and others; and have confidence in the role and contribution as educators.

Focusing on the curriculum is not only merely mastering basic knowledge and skills, but more importantly, to the mastery of various skills, such as critical and creative thinking skills; effective communication skills; skill of enjoying the beauty of creation and art; choice skills and decision making; search, interpretation, and application skills; interpersonal skills and cooperate with others; and leadership and management skills.

It should be emphasized that any form of curriculum transformation organised would not yield the expected results if restructuring in other related areas is not conducted, no cooperation from all relevant agents, and no serious consideration for implementation. In the pursuit of education transformation, the key focus should be on the development of technology infrastructure; the provision of teacher re-training; preparation of course materials and assessment; as well as the involvement of private sectors, parents, and communities to address this transformation.

In order to transform the 21st century curriculum, teachers need to emphasize on cooperative learning, critical thinking and reflective thinking, creativity development, generic skills, “multilingualism”, patriotism and constitutional, appreciation of noble values, various intelligence, and learning skills. In order to implement 21st century education system, “Partnership for 21st Century Skills”, in 2007, states that among the skills that must exist in 21st century students are required to have critical thinking skills; problem solving skills; communication skills; collaborative skills; life skills and career; learning and innovation skills; skills in media, information and communication technology; and skills mastering core subjects in school.

Finally, it can be concluded that the education industry sector in most countries is changing dynamically and is expected to experience many changes and reforms in the 21st century. The goal of making Malaysia a center for academic excellence in the Asian region as well as internationally in the 21st century, for example, requires the nation to upgrade the country’s image and quality of education to the world level, or gain a “World Class Education” status.

World-class education portrays the rapid development and progress of the country's education, in terms of quality, quantity, standards, and excellence recognized and accepted internationally. Seen from a broad perspective, “World Class Education” is able to boost Malaysia's outstanding achievement in developing the education sector to contribute to manpower development; the rapid growth of the economy; the improvement of social welfare and quality; modernization and social reform of society; cultural and intellectual excellence; technology and science development; and the success of increasing the literacy rate among the community. The development of the education sector in neighboring countries in the Southeast Asian region also occurs the same, with the ultimate goal of becoming a developed, modern, prosperous, and civilized nation-states.

The articles in the EDUCARE journal this time, February 2019 edition, remain concerned with education issues. Educational research and study with various aspects comes from Lecturers, not only from Indonesia, but also from Brunei Darussalam and the Philippines. From the findings of the research and study, citizens in Southeast Asia have practiced the "sharing and caring" motto, especially in the field of education as a human capital investment for the nation-state's progress and well-being.

Do enjoy reading the EDUCARE journal and hopefully you will derive much benefit from it. 

Kuala Lumpur, Malaysia: February 28, 2019.

Cover of EDUCARE Journal, Issue of February 2019:

Organized and Published by:


Minda Masagi Press owned by ASPENSI (Association of Indonesian Scholars of History Education) in Bandung, West Java, Indonesia.

The website of KEMENRISTEKDIKTI RI (Ministry of Research, Technology, and Higher Education of the Republic of Indonesia) in Jakarta related to the scholarly journals is also available online at:

Vol 11, No 2 (2019)

Table of Contents


Ronald Ganiban, Rene R Belecina, Jose M Ocampo, Jr.
Abstract views: 720       PDF downloads: 360
Syarifah Setiana Ardiati
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Abdorrakhman Gintings
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Min Shen
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Cicih Sutarsih, Udin Syaefudin Saud
Abstract views: 466       PDF downloads: 233
Editor Journal EDUCARE
Abstract views: 158       PDF downloads: 79
Editor Journal EDUCARE
Abstract views: 152       PDF downloads: 76
Editor Journal EDUCARE
Abstract views: 146       PDF downloads: 73