International Journal of Educational Best Practices
International Journal of Educational Best Practices (IJEBP) is a peer-reviewed academic journal of studies in educational issues, both theories and practices, published biannually by the School of Postgraduate Studies of Universitas Riau, Indonesia, every April and October. The journal prioritizes research reports on educational theories and practices. However, viewpoint and conceptual articles in the field of education will also be considered for publication. The scope includes theories and practices in the field of education: educational management, language education, science education, art education, civic education, history education, and other related fields. The Articles submitted should follow the Author Guidelines.
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<![CDATA[THE TEACHERS’ MOTIVATING FACTORS IN TEACHING TOEFL AND IELTS TEST PREPARATION IN A PRIVATE INSTITUTION IN PEKANBARU, INDONESIA ]]>
<![CDATA[Delvia Roza]]>
<![CDATA[ International Journal of Educational Best Practices Vol 7, No 2 (2023) ]]>
Publisher : <![CDATA[Education Administration Study Program, School of Postgraduate Studies, Universitas Riau ]]>
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DOI: 10.31258/ijebp.v7n2.p217-234
<![CDATA[Many studies concentrate on the motivations of teachers in educational settings and with regard to teaching English as a foreign language. The motivations of teachers in a privatized environment like an English language centre would thus be interesting to research. The aim of the study was to investigate the teachers’ motivations in teaching TOEFL and IELTS test preparation by employing a qualitative approach with a case study. The purposive sampling method was used to recruit 10 teachers who had been instructing TOEFL and IELTS for more than ten years in one of the language training institutions in Pekanbaru. Four of the teachers had master's degrees in education and TESOL, while the others had bachelor's degrees with majors in English education. The data were gathered in person via audiotaped semi-structured interviews, and thematic analysis, as described by Braun & Clarke (2012), was used to examine the data. It was discovered that the factors that drove teachers to teach TOEFL and IELTS were: 1) their passion for teaching; 2) their test score improvement; 3) their self-development; 4) their satisfaction in helping students; 5) no required lesson plans; and 6) salary and career building.]]>
<![CDATA[IMPLEMENTING THE PEER RESPONSE TECHNIQUE TO IMPROVE THE STUDENTS’ WRITING OF A PERSONAL RECOUNT TEXT ]]>
<![CDATA[Linda Budiarsih]]>;
<![CDATA[Yohanes Gatot Sutapa Yuliana]]>;
<![CDATA[Clarry Sada]]>
<![CDATA[ International Journal of Educational Best Practices Vol 7, No 2 (2023) ]]>
Publisher : <![CDATA[Education Administration Study Program, School of Postgraduate Studies, Universitas Riau ]]>
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DOI: 10.31258/ijebp.v7n2.p253-272
<![CDATA[This classroom Action Research aims to observe the implementation of the Peer Response Technique to improve the students’ writing personal recount text and their behaviour in writing activity. The participants were the students in class VIII A of SMPN 2 Sungai Raya which consisted of 31 students. Based on the teacher’s direct observation, the students in this class faced some problems in writing a personal recount text. A mixed-method approach was used to collect the data. The observation sheet, field notes, and focus group interview were used to collect the qualitative data and the writing test was used to collect the students’ writing score as the quantitative data. Three cycles were conducted in this research where each cycle consisted of three meetings. The findings of this research have shown that the implementation of the Peer Response Technique in the writing process was effective in improving not only the students’ behaviour in writing activity but also the students’ scores in writing personal recount text. The writing activities that were done in pairs could boost the students’ confidence in writing. They could also have good communication and cooperation in every writing stage that they have to do. The feedback that the students gave to each other’s writing improved their trust and their ability to learn from others’ writing. Ultimately, the peer response could improve the students’ writing personal recount text that was proved by the improvement of the student’s writing score from cycle 1 to cycle 3. ]]>
<![CDATA[STUDENTS’ MOBILE TECHNOLOGY USAGE AND THEIR TOEFL LISTENING PROFICIENCY: A CORRELATIONAL STUDY ]]>
<![CDATA[Wuri Alfi Nurwulandari]]>;
<![CDATA[Afrianto Daud]]>;
<![CDATA[Atni Prawati]]>
<![CDATA[ International Journal of Educational Best Practices Vol 7, No 2 (2023) ]]>
Publisher : <![CDATA[Education Administration Study Program, School of Postgraduate Studies, Universitas Riau ]]>
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DOI: 10.31258/ijebp.v7n2.p189-202
<![CDATA[This research aimed to find out the correlation between students’ mobile technology usage and TOEFL listening proficiency in the sixth semester of the English Study Program of FKIP Universitas Riau. The sample of this study was 36 students in the sixth semester of the English Study Program of FKIP Universitas Riau. The Cluster Random sampling technique was utilized to choose the sample for this research. This study used two data instruments, a mobile technology usage questionnaire and TOEFL listening proficiency gained by collecting students’ TOEFL listening scores. The instruments were distributed to the respondents online through Google Forms. The mobile technology usage questionnaire was an adaptation of a questionnaire by Grenier. The respondents submitted the TOEFL listening score after finishing the questionnaire. The students’ mobile technology usage was analyzed using a Likert scale in the form of positive questions. The students’ proficiency levels were categorized using ETS Performance Descriptors for TOEFL. The researcher used the Pearson Product Moment formula to determine the correlation coefficient value. The result of this study shows that most respondents’ listening proficiency is categorized at the elementary level with a range score of the listening section 31-46. Moreover, this study revealed a moderate correlation between students’ mobile technology usage and their TOEFL listening proficiency, with a 36% determinant score. In other words, mobile technology usage is not the main factor in determining students’ TOEFL listening proficiency. ]]>
<![CDATA[STUDENTS’ PERCEPTION TOWARD TOEFL PREDICTION TEST AS ONE OF THE GRADUATION REQUIREMENTS FROM UNIVERSITY ]]>
<![CDATA[Azra Zakiah]]>;
<![CDATA[Dahnilsyah Dahnilsyah]]>;
<![CDATA[Masyhur Masyhur]]>
<![CDATA[ International Journal of Educational Best Practices Vol 7, No 2 (2023) ]]>
Publisher : <![CDATA[Education Administration Study Program, School of Postgraduate Studies, Universitas Riau ]]>
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DOI: 10.31258/ijebp.v7n2.p273-286
<![CDATA[The students at the university under investigation are required to successfully complete the TOEFL Prediction test in order to be eligible for graduation. This study was conducted to assess the perceptions of these students regarding the TOEFL Prediction test as one of the graduation requirements. The research employed a descriptive-quantitative methodology and involved 171 English Study Program students from three different academic batches. A questionnaire served as the primary instrument for data collection, with data analysis carried out using Microsoft Excel and SPSS statistics version 26. The results of the data analysis indicated that the mean scores for most items in the questionnaire were in the high range. Specifically, 25 out of the 29 questionnaire items obtained mean scores above 3.40, demonstrating that students' perceptions in this study leaned positively toward the TOEFL Prediction test policy. However, it's important to note that nearly half of the students recognized that the TOEFL Prediction test is not an easy test. Furthermore, there is room for improvement in terms of students' understanding of the type of TOEFL test provided by the language centre at the university and the benefits of the TOEFL certificate. These findings can provide valuable input for the university's policymakers and administrators. They can use this information to design new initiatives and strategies aimed at assisting students in improving their test-taking skills and their understanding of the TOEFL Prediction test's structure. Such efforts can contribute to enhancing students' overall readiness for this requirement.]]>
<![CDATA[STUDENTS’ RESPONSES TOWARDS TEACHER’S IMPLEMENTATION OF TPACK IN SENIOR HIGH SCHOOL AFTER PANDEMIC ]]>
<![CDATA[Beatrice Ellen Taufik]]>;
<![CDATA[Sudarsono Sudarsono]]>;
<![CDATA[Ikhsanudin Ikhsanudin]]>;
<![CDATA[Yanti Sri Rezeki]]>
<![CDATA[ International Journal of Educational Best Practices Vol 7, No 2 (2023) ]]>
Publisher : <![CDATA[Education Administration Study Program, School of Postgraduate Studies, Universitas Riau ]]>
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DOI: 10.31258/ijebp.v7n2.p203-216
<![CDATA[Technological Pedagogical and Content Knowledge TPACK) is the knowledge that should be mastered by the teacher nowadays. The primary objective of this research is to investigate students' perceptions and reactions regarding the integration of Technological Pedagogical and Content Knowledge (TPACK) in a Senior High School setting. The study specifically targets twelfth-grade students enrolled in the Science Class at a selected Senior High School in Pontianak. The participants consist of a cohort of XII-grade students who provided their feedback by responding to a set of 35 statements pertaining to the teacher's utilization of TPACK. The collected data were subjected to analysis using SPSS Statistics 16.0. The findings reveal that the mean score for the teacher's TPACK is 3.57, with scores for Pedagogical Content Knowledge (PCK) at 3.75, instructional objectives content at 3.66, instructional representations and strategies at 3.62, and knowledge of students' understanding at 3.50. Additionally, nearly 100% of the students expressed strong agreement with statements highlighting the teacher's proficient pedagogical knowledge in implementing TPACK within the classroom. Consequently, the data analysis demonstrates a positive response towards the implementation of TPACK, indicating the successful integration of each element of TPACK among the XII Grade MIPA students.]]>
<![CDATA[USING GOOGLE SITE-BASED LEARNING MEDIA FOR ENHANCING STUDENTS' INTERESTS IN ENTREPRENEURIAL LEARNING ]]>
<![CDATA[Eli Yusnita]]>;
<![CDATA[Sri Kartikowati]]>;
<![CDATA[Hendripedes Hendripedes]]>
<![CDATA[ International Journal of Educational Best Practices Vol 7, No 2 (2023) ]]>
Publisher : <![CDATA[Education Administration Study Program, School of Postgraduate Studies, Universitas Riau ]]>
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DOI: 10.31258/ijebp.v7n2.p287-302
<![CDATA[This study aims to ascertain the efficacy of employing Google site-based instructional materials in enhancing the students' interest in entrepreneurial education at the school under investigation. The research cohort comprised all twelfth-grade students of the school under investigation, with a sample of 30 students specifically from grade XII TKJ 2 at the school under investigation. Data for this research endeavor were gathered through the utilization of observation sheets and questionnaires measuring students' interest in learning. Analytical techniques deployed in this investigation encompassed descriptive analysis, prerequisite assessments, n-gain evaluations, and hypothesis testing. The findings reveal that the utilization of Google site-based learning resources effectively augmented students' interest in entrepreneurial education at the school under investigation. The hypothesis testing analysis, employing the Paired Sample t-test, indicated a t-test result with a two-tailed significance value (Sig.) of 0.000, which is less than the predetermined significance level of 0.05 (0.000 < 0.05). Consequently, the null hypothesis (H0) is rejected in favor of the alternative hypothesis (Ha). This outcome implies a noteworthy distinction in students' interest in learning when employing Google site-based instructional materials compared to students who do not utilize such resources at the school under investigation. In conclusion, the study demonstrates that Google site-based learning materials effectively heightened students' interest in entrepreneurial education at the school under investigation.]]>
<![CDATA[TALKING STICK LEARNING MODEL BY ANIMATION VIDEOS IN SOCIAL SCIENCES SUBJECTS ]]>
<![CDATA[Dewi Ayuni]]>;
<![CDATA[Gimin Gimin]]>;
<![CDATA[Mifta Rizka]]>
<![CDATA[ International Journal of Educational Best Practices Vol 7, No 2 (2023) ]]>
Publisher : <![CDATA[Education Administration Study Program, School of Postgraduate Studies, Universitas Riau ]]>
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DOI: 10.31258/ijebp.v7n2.p303-313
<![CDATA[The purpose of this study was to find out the application of the talking stick learning model assisted by video animation can improve student learning outcomes in social studies lessons. Data collection was carried out in class VII B with 32 students. This research is quantitative research with a quasi-experimental approach with a one group pretest-posttest design. Data collection techniques used in the form of observation and tests. The instrument in this study used a learning implementation sheet and 10 multiple choice questions. Data analysis techniques using descriptive analysis and inferential statistical analysis. It is known that student learning outcomes in the normality test are 0.059, which means that the data is normally distributed, with an average pre-test result of 67.34 and a post-test of 86.71. This is evidenced from the results of the paired sample t-test obtained by a t value of -13.519 with a Sig value. (2-tailed) of 0.000 <0.005 means that there is a significant difference between the pre-test and post-test scores. The n-gain result of 0.61 which is in the medium category indicates that the application of the talking stick learning model assisted by video animation can improve student learning outcomes. Therefore, it is necessary to innovate in learning, such as implementing a fun learning model so that students play an active role and improve learning outcomes.]]>
<![CDATA[THE INFLUENCE OF EDUCATIONAL TECHNOLOGY ON WELL-BEING STATUS: A LITERATURE REVIEW ]]>
<![CDATA[Abdul Feroz Maluleke]]>
<![CDATA[ International Journal of Educational Best Practices Vol 7, No 2 (2023) ]]>
Publisher : <![CDATA[Education Administration Study Program, School of Postgraduate Studies, Universitas Riau ]]>
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DOI: 10.31258/ijebp.v7n2.p152-171
<![CDATA[Undoubtedly, Information Technology (IT) has significantly expanded global educational accessibility. Extensive research underscores the need to examine how educational technology adoption affects the well-being of educators and learners, considering education's potential to enhance well-being and mitigate socio-economic challenges. This study aims to comprehensively review the impact of educational technology on human well-being in diverse educational contexts. Following Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines, a systematic review encompassed databases such as Web of Science, Science Direct, SAGE, and Taylor and Francis. Thirteen selected articles underwent rigorous analysis. Findings reveal contextual variations in the influence of educational technology on well-being, with both positive and negative effects observed. In numerous contexts, a negative correlation between educational technology use and well-being is evident, exacerbated by insufficient training leading to stress among teachers and learners. Quantitative predominance in existing studies suggests a future shift toward qualitative or mixed-method approaches, offering deeper insights into the intricate relationship between educational technology and well-being across diverse settings. In conclusion, urgent interventions are needed to ensure equitable access to educational technologies and training. Such efforts should extend to least developed countries and small island developing states, fostering well-being enhancement and socio-economic progress through holistic technology integration in education.]]>
<![CDATA[DEVELOPMENT OF ELECTRONIC STUDENTS’ ACTIVITY SHEETS USING KVISOFT FLIPBOOK MAKER APPLICATION AND A STEM-BASED APPROACH ON HYDROCARBON MATERIALS ]]>
<![CDATA[Irfandi Irfandi]]>;
<![CDATA[Aprizal Aprizal]]>;
<![CDATA[Alhairi Alhairi]]>;
<![CDATA[Maya Febriani Chandra]]>;
<![CDATA[Respito Rini]]>
<![CDATA[ International Journal of Educational Best Practices Vol 7, No 2 (2023) ]]>
Publisher : <![CDATA[Education Administration Study Program, School of Postgraduate Studies, Universitas Riau ]]>
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DOI: 10.31258/ijebp.v7n2.p235-252
<![CDATA[Using the Kvisoft Flipbook Maker application, this study seeks to develop an Electronic Student Activity Sheet (e-LKM) based on a STEM (Science Technology Engineering and Mathematics) approach to Hydrocarbon Materials. This research is Research and Development (R and D) employing the Plomp model, which consists of Preliminary Research (introduction), Prototype Stage (development), and Evaluation. Utilizing material and media expert validation sheets, this study's data acquisition method is based on expert validation sheets. The validity of e-LKM was demonstrated by material expert validation of 0.93 and media validity of 0.92 for the appropriate category, as determined by Aiken V analysis. The percentage of material validity results is 94.8 per cent, while the percentage of media with intriguing categories is 93%. The results of user responses from lecturers and students yielded percentages of 87% and 90% for the category "interesting." e-LKM's series of activities were founded on a STEM methodology encouraging students to be active, interactive, collaborative, and independent]]>
