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Afrianto Daud
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International Journal of Educational Best Practices
Published by Universitas Riau
ISSN : -     EISSN : 25810847     DOI : http://dx.doi.org/10.31258/
Core Subject : Education, Social,
Education Social Sciences Other
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.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 6 Documents
 1 
Search results for , issue "Vol. 4 No. 1 (2020)" : 6 Documents clear
HEAD TEACHERS ATTITUDE TOWARDS INCLUSIVE EDUCATION: THE KEY PREDICTOR OF EFFECTIVE IMPLEMENTATION OF INCLUSIVE EDUCATION IN PUBLIC PRIMARY SCHOOLS OF MURANG’A COUNTY, KENYA Mwarari , Catherine N
International Journal of Educational Best Practices Vol. 4 No. 1 (2020)
Publisher : Prodi Administrasi Pendidikan Program Pascasarjana Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/ijebp.4.1.1-16

Abstract

Inclusive education has been accepted as the medium through which learners with disabilities and other special need will access and participate in quality education. Preparedness of implementers of inclusive education in terms of attitudes and knowledge is critical for the effective implementation of inclusive education. Based on the theory of innovation diffusion, this cross sectional study sought to determine if head teachers and teachers‟ knowledge of and attitudes towards inclusive education were predictive of effective implementation of inclusive education. Data were collected from 66 head teachers and 462 teachers from Murang‟a County, Kenya, using questionnaires and an observation guide. Multiple regressions was used to analyse the data and results indicated that though head teachers and teachers‟ attitudes towards inclusive education and knowledge of inclusive education predicted effective implementation of inclusive education, head teachers‟ attitudes had the greatest predictive strength. The implication of the findings is that concerted efforts should be put in place to ensure the acquisition of positive attitudes among implementers of inclusive education specifically head teachers and teachers.
PRINCIPALS’ VIEW ON PERFORMANCE OF ELEMENTARY SCHOOL TEACHERS IN PEKANBARU, RIAU-INDONESIA Hadriana; Isjoni; Mahdum; Azhar
International Journal of Educational Best Practices Vol. 4 No. 1 (2020)
Publisher : Prodi Administrasi Pendidikan Program Pascasarjana Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/ijebp.4.1.17-28

Abstract

It cannot be denied that the performance of teachers will greatly influence the success of schools in achieving its goals. This descriptive research is intended to discuss: (1) the principals' view on the performance of public elementary school teachers in Pekanbaru, Riau, Indonesia; (2) principals' expectations for the teachers' performance in the future; and (3) challenges faced by principals to improve teachers' performance in the future. This descriptive quantitative research was carried out at public elementary schools in Pekanbaru in May 2019 to October 2019. By using a proportional random sampling technique, 66 of 191 elementary school principals spread across 12 districts in Pekanbaru were selected as the sample. The questionnaire addressed to the principal was used as an instrument which was then analyzed through descriptive statistical analysis. In the end, it can be concluded that the best performance of teachers is in implementing the learning process. However, their performance in carrying out additional tasks in schools was rated by principals as the lowest average of all categories. The principals' expectations of the teachers' performance in the future are related to improving teacher competencies as well as improving the ability to utilize technology and equipment available at school. While the challenges faced, however, are related to the lack of willingness of teachers to continue their education and limited funds to participate in various training.
ASSESMENT OF PREVALENCE OF EXAMINATION MALPRACTICES AMONG UNIVERSITIES STUDENTS: A COMPARATIVE STUDY OF MALE AND FEMALE STUDENTS IN UNIVERSITIES IN MOUNT KENYA REGION Mulongo, Meshack Ambani; Kimosop, Maurice; Njoka, Johannes
International Journal of Educational Best Practices Vol. 4 No. 1 (2020)
Publisher : Prodi Administrasi Pendidikan Program Pascasarjana Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/ijebp.4.1.29-42

Abstract

Stakeholders in education continue to express concerns regarding the proliferation of students' engagement in examination irregularities in universities in the world and Kenya in particular. Despite the stringent measures put in place to curb the vice, university students continue to engage in examination irregularities. The objectives of the study were; to assess the status of the prevalence of examination malpractices among university students in the Mt Kenya region, and to compare the prevalence of examination malpractices between male and female students in universities in the Mount Kenya region. The Ethical Theory guided the study. A descriptive research design was adopted. Kathuri and Pals' sampling table was used to sample 380 student participants. Data were collected using questionnaires. Cronbach Alpha Coefficient was calculated to establish the reliability of the instrument, which yielded r=0.79 thus higher than the 0.7 thresholds of acceptance. Experts from the department of education validated research instrument. Data analysis was descriptive and inferential statistics. Results showed that carrying unauthorized materials (50.4%), copying of answers (49.6%) and giraffing (50%) were the most prevalent forms of examination malpractices and students did not get leakages as indicated by 84.5% of respondents. The t-test yielded a p-value of 0.720 against the theoretical p = 0.05. The null hypothesis was accepted (at α=0.05). The engagement of male and female students in examination malpractice was relatively the same in universities under study. The study concluded that both gender engaged in examination malpractices. The study recommended that pragmatic measures were needed to control curb the menace.
THE EFFECT OF SCHOOL PRINCIPAL SUPERVISION ON TEACHER PERFORMANCE Isjoni; Riyantama, Muhammad Yogi; Daud, Afrianto
International Journal of Educational Best Practices Vol. 4 No. 1 (2020)
Publisher : Prodi Administrasi Pendidikan Program Pascasarjana Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/ijebp.4.1.43-52

Abstract

The teacher is the one who stands at the forefront of the success of the learning process at school. Professional teachers are those who have high performance in their field. High or low of teacher performance can be influenced by several factors, both those that come from within the teacher itself, as well as factors that come from outside themselves. This study aims to analyze the effect of school principal supervision on the performance of teachers in one high school (SMA) in Kampar Regency, Riau Indonesia. The study population was 35 senior high school teachers in Kampar Timur, Kampar Regency. Given the relatively small population, the sample was determined by the total sampling technique. Data was collected by distributing questionnaires for supervision variables, while documentation interviews were used for teacher performance variables. The results of the study show that although there is a positive influence between the supervision of school principals on the performance of teachers in SMAN 1 Kampar Timur Kampar Regency, the total number of influences is (R Square (r2) = 0.410 or accounted for 16.80%. This means that the influence of supervision variables on performance teachers only made of 16.80%, while the remaining 83.20% is determined by other factors 
DEVELOPING LEARNING DOCUMENTS USING ASSURE DESIGN WITH PROBLEM-SOLVING STRATEGY ON SOCIAL ARITHMETIC MATERIALS TO INCREASE MATHEMATICAL PROBLEM-SOLVING ABILITY Fitriani, Indah; Saragih, Sehatta; Murni, Atma
International Journal of Educational Best Practices Vol. 4 No. 1 (2020)
Publisher : Prodi Administrasi Pendidikan Program Pascasarjana Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/ijebp.4.1.53-63

Abstract

This research is carried out due to students' low Mathematical Problem Solving Ability (Indonesian: KPMM) and the unavailability of learning documents that are following the demands of the 2013 Curriculum. This research produces learning documents using the ASSURE design with problem-solving strategies to improve students' KPMM. The development model used is the 4D model with validity instruments in the form of validation sheets of the syllabus, lesson plans (RPP), student activity sheets (LAS) and KPMM tests; practicality of the instruments in the form of student response questionnaires, teacher response questionnaires, and observation sheets; and effectiveness of the instruments in the form of KPMM test questions. The data were collected through questionnaires, observations and KPMM tests. The data were analyzed using validity analysis techniques; practicality analysis and effectiveness analysis. From the results of the data processing, the average score of the syllabus validation result is 3,56; RPP 3.60; LAS 3.51; and KPMM questions 3.55. The average scores of the student response questionnaire on limited trials and field trials are respectively 92.85% and 87.41% classified in the 'very practical' category. The average scores of the teacher response questionnaire and teacher observation are 96.54% and 94.31%. Based on the results of the effectiveness test, it can be stated that there are differences in KPMM students between the experimental class and the control class. It can be concluded that the learning documents developed have been valid, practical, and effective to improve students' KPMM. 
TEACHERS’ PROFILES AFTER THE IMPLEMENTATION OF TEACHER CERTIFICATION PROGRAM: AN EVALUATION Azhar, Fadly; Erni; Dahnilsyah
International Journal of Educational Best Practices Vol. 4 No. 1 (2020)
Publisher : Prodi Administrasi Pendidikan Program Pascasarjana Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/ijebp.4.1.64-76

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.

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