EDUCARE: International Journal for Educational Studies, Volume 10(1), August 2017 i© 2017 by Minda Masagi Press in Bandung, West Java, Indonesia ISSN 1979-7877 and www.mindamas-journals.com/index.php/educare IKID AD NN E SP E JA AN R A AJ HR A INS DI OS NAI ES SO IAS A Volume 10(1), August 2017 Print ISSN 1979-7877 Contents Foreword. [ii] OLUSOLA ANGELINA THOMAS & MARUFF AKINWALE OLADEJO, Teacher-Trainees’ Perceptions of ICT (Information Communication Technology) Integration in Nigerian Teacher Education Programme. [1-10] DINN WAHYUDIN & ANDI SUWIRTA, The Curriculum Implementation for Cross-Cultural and Global Citizenship Education in Indonesia Schools. [11-22] ENDANG KOMARA, Curriculum and Civic Education Teaching in Indonesia. [23-32] DIAN ARDIANSAH, Teachers’ Perceptions on the Process of Genre-Based Approach in Teaching Writing. [33-42] ROLDAN S. CARDONA, Teachers and Students’ Knowledge, Beliefs, and Observations on the Implementation of Grades 7 and 8 K-12 Mathematics Program. [43-52] Info-edu-tainment. [53-62] EDUCARE: International Journal for Educational Studies 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 and managed 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. Website: www.mindamas-journals.com/index.php/educare EDUCARE: International Journal for Educational Studies, Volume 10(1), August 2017 ii © 2017 by Minda Masagi Press in Bandung, West Java, Indonesia ISSN 1979-7877 and www.mindamas-journals.com/index.php/educare FOREWORD Assalamu’alaikum Wr. Wbr. (Peace be upon you). Let us thanks to our Almighty, Allah SWT (Subhanahu Wa-Ta’ala), Who has bestowed us all the best blessings and prosperity. Peace may be upon to our Great Prophet Muhammad SAW (Salallahu ‘Alaihi Wassalam or peace be upon him), his companions, his family, and his faithful and dutiful followers until the end of the world. Amien. In every country, higher education institution plays an essential role in society by creating new knowledge, transmitting it to students and community, and fostering innovation in all fields of science for the benefit of the country. In Indonesia, for example, the role of higher education institution is represented by “Tri Dharma” (Three Obligations) of Higher Education: applying education, conducting research, and serving community. In the last two decades, a great deal of attention has been directed towards developing research in higher education institution, included in pre service teacher education in Indonesia, and in all over the world. Teacher education is clearly an essential element for the improvement of education by producing highly future qualified teachers. Many countries identify the production of high quality of future teachers as the goal and focus of their teacher education programs. Quality teaching in higher education matters has impacts for improving student learning outcomes. But fostering quality teaching can be influenced by many factors. One among important factors is how teacher education institutions can take benefit of the product of educational research. Research in education is necessary in order to provide basis for educational planning as well as curriculum implementation in the classroom. I believe that it is one of the main things that should be done by teachers and all educators in curriculum implementation. In this case, it means that all educators, included lecturers in higher education institution, shall possess ability in planning and conducting research, and use it for the benefit of education program. It is called research based education. As a result, I think, research in higher education institution, especially in TEIs (Teachers Higher Education Institutions) in Indonesia, have taken a lead to promote and encourage all academic faculty members to conduct researches as tools for improving output of education. Research on education has become one of the most important fields in education in Indonesia. In general, research, included research in education, is a systematic process of collecting and analyzing information and related data to increase understanding of a phenomenon of study, especially in teaching-learning activities. It is believed as basically a vehicle or tools in order to produce systematic and analytical knowledge and information designed to aid the understanding of educational phenomena. It means the essence of research of education is intended for decision making in planning and practices of educational changes essential for educational reform. It is called a research based education that the findings of research as basis for improving of instruction. It is now well established that the quality of teacher education is perhaps the most important factor for improving educational outcomes for students. Increasing academic requirements for higher levels of learning necessitate better qualified teachers. High quality teachers are described as having some combination of the following attributes: pedagogical knowledge, subject area content knowledge, skills and attitudes necessary for effective teaching, strong understanding of human growth and child development, effective communication skills, strong sense of ethics, and capacity for renewal and ongoing learning. In this case, it is obvious that a qualified teachers as well as lecturers are those who have fulfilled several competencies, included academic competencies, professional competencies, social competencies, and personal competencies. Having capability of educational research for teachers and lecturers are compulsory. It is a passport to be a high quality of teachers and lecturers. They have succeed combining research based education with pedagogical knowledge, subject content knowledge for the benefit of curriculum implementation or teaching learning activities in his or her own classroom activities. This new edition of EDUCARE journal publication provides all readers concerning some topics or articles related to the essence of research on education. It is intended that hopefully, all readers have same perception concerning to the importance of research. The essence of research based education is actually how teachers and faculty members take benefit for their research they have conducted as basis for improving of instruction. The article written by scholars of Nigeria, for example, discusses pertaining the teacher-trainees’ perceptions of ICT (Information Communication Technology)’s integration. The scholars of Indonesia ownself discourse not only on teachers’ perceptions on the process of genre-based approach in teaching writing; and the curriculum implementation for cross-cultural and global citizenship education in Indonesia schools; but also related to curriculum and civic education teaching in Indonesia. While a scholar of the Philippines is concerning on teachers and students’ knowledge, beliefs, and observations on the implementation of grades 7 and 8 K-12 Mathematics program. In this context, I think, all articles are very valuables for sharing and caring among the teachers as well as the lecturers in Southeast Asian countries. Do enjoy reading the EDUCARE journal and hopefully you will derive much benefit from it. Wassalamu’alaikum Wr. Wbr. (peace be also upon you). Bandung, Indonesia: August 30, 2017. Prof. Dr. Dinn Wahyudin A Guest Editor of EDUCARE Journal; and Lecturer at the Studi Program of Curriculum Development SPs UPI (School of Postgraduate Studies, Indonesia University of Education) in Bandung, West Java, Indonesia.