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All Journal International Journal of Educational Best Practices
Fadly Azhar
Faculty of Teachers Training and Education, Universitas Riau
Education Social Sciences Other

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ACCELERATING STUDENTS’ CAPABILITIES IN ACCOMPLISHING FINAL PAPERS: AN EVALUATION Fadly Azhar; Putri Yuanita; Erni Erni; Novitri Novitri
International Journal of Educational Best Practices Vol 5, No 1 (2021)
Publisher : Education Administration Study Program, School of Postgraduate Studies, Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/ijebp.v5n1.p1-15

Abstract

This paper aimed at evaluating such aspects as self-efficacy, research methodology, types of supervisor, and academic writing ability in accelerating students accomplishing final papers. 214 students of bachelor and master programs at Universitas Riau - Indonesia were selected through purposive sampling technique as the participants. This research used Context, Input, Process, and Product Evaluation Model to evaluate those variables. The research findings revealed that (a) there was no significant difference in self-efficacy on the aspects of gender ((sig. 0.219 > p 0.05) and learning support facilities ((sig. 0.073 > p  0.05); (b) in research methodology on the aspect of gender ((sig. 0.508 > p 0.05); (c) in academic writing ability on the aspects of gender (sig. 0.939 > p 0.05); and (d) in types of supervisors on the aspects of gender (sig.0.618 > p 0.05), sources of educational cost (sig. 0.474 > p 0.05), and learning support facilities (sig. 0.773 > p 0.05). However, (a) there was a significant difference in self-efficacy on the aspects of profession (sig. 0.000 < p 0.05), and sources of educational cost (sig. 0.014 < p 0.05); (b) in research methodology on the aspects of profession (sig. 0.000 < p 0.05), sources of educational cost (sig. 0.004 < p 0.05), and learning support facilities (sig. 0.001 < p 0.05); (c) in academic writing ability on the aspects of profession (sig. 0.013 < p 0.05 ), sources of educational support (sig. 0.014 < p 0.05), and learning support facilities (sig. 0.000 < p 0.05); and (d) in types of supervisors on the aspect of profession (sig. 0.022 < p 0.05). Partially, self-efficacy contributed 59.7%; research methodology (10.4%) and types of supervisor (0.1%) ---- which is totally 70.2% towards the students’ academic writing ability in accelerating students accomplishing final papers.      
TEACHERS’ PROFILES AFTER THE IMPLEMENTATION OF TEACHER CERTIFICATION PROGRAM: AN EVALUATION Fadly Azhar
International Journal of Educational Best Practices Vol 4, No 1 (2020)
Publisher : Education Administration Study Program, School of Postgraduate Studies, Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/ijebp.v4n1.p64-76

Abstract

This research aimed at evaluating the profile of teachers after the implementation of the certification program within the periods of 2006 – 2015. The sample of this research was 367 teachers in Riau Province–Indonesia. Since this research evaluated input, process, and inhibiting factors in conducting pedagogy, professional, and the combination of pedagogy & professional competencies; the Context, Input, Process, and Product (CIPP) evaluation model was used. The research findings revealed that in the input factor, the aspects of knowledge on technology, information & communication (2.8856) and materials, structure, concept, & professional mindset (2.9319) were at a moderate level. Meanwhile, in the process factor, the aspects of reflective action for the improvement of learning quality (2.7036); and use of technology, information, communication dealing with self-improvement (2.8283) were also in moderate level; but in low level for the aspect of creativity in material development  In case of inhibiting factors, teachers have problems with copying facilities of learning materials, test, & quiz (65.7%); compulsory teaching load per week (73.0%); activities of classroom and subject teachers working group (67.6%); the utilization of school operation fund (76.3%); the process of promotion (65.4%); appointed to have additional jobs (95.6%); certification fund (50.1%); school library (22.9%); workshop, training, upgrading for teachers (43.6%); and reduction of certification fund (31.6%). However, there was no significant difference in the factors of input and process viewed from the aspects of types of teachers, academic qualification, teaching experience, and gender.
Co-Authors Erni Erni Novitri Novitri Putri Yuanita