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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 8 Documents
 1 
Search results for , issue "Vol. 6 No. 1 (2022)" : 8 Documents clear
THE INFLUENCE OF WORK CULTURE TOWARD SELF CONTROL (LOCUS OF CONTROL) OF CERTIFIED PRIMARY SCHOOL TEACHERS Sumardi; Isjoni; Isjoni, M. Yogi Riyantama
International Journal of Educational Best Practices Vol. 6 No. 1 (2022)
Publisher : Prodi Administrasi Pendidikan Program Pascasarjana Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/ijebp.6.1.30-41

Abstract

The objective of the study was to analyse how positive and significant the influence of work culture toward self-control (locus of control) of certified teachers at primary schools. The population of this research were 155 certified teachers at primary school in Kuantan Tengah District. Seventy-five certified teachers were randomly selected as samples. The research was undertaken using a correlational research survey design. Data were collected using questionnaires statistically analysed to see if there were any effects on the work culture and teachers’ self-control. This study indicated a significant and positive effect of work culture on primary teachers’ self-control (locus of control). The finding implies that the increase in self-control (locus of control) is possible to achieve by strengthening the work culture.
CODE-SWITCHING USED BY EFL LEARNERS IN NATURAL INTERACTION Aganmar, Syafira; Purwanti, Indah Tri; Adanan, Mahdum
International Journal of Educational Best Practices Vol. 6 No. 1 (2022)
Publisher : Prodi Administrasi Pendidikan Program Pascasarjana Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/ijebp.6.1.42-56

Abstract

This study investigated kinds and reasons of code-switching employed by the EFL learners at one of the Universities in Riau Province, Indonesia, with a qualitative approach. The code-switching data were collected based on natural interactions that occurred naturally through phone calls. The participants of this study were the 7th semester students of the English Department at one of the universities in Riau province. The natural interactions through phone calls were audiotaped, and the audios were transcribed. Furthermore, the transcribed audio got classified and analyzed based on its types and functions. Besides, interviews were also conducted in this study to gather the reasons for the use or functions of code-switching based on the learners’ perspectives. Thenceforth, the classified data was validated by the experts of code-switching to make sure the data was ideally correct. The findings showed that learners used Inter-sentential code switching and Intra-sentential code-switching. Dealing with the second research aims, the reasons for code-switching was used to clarify speech content, to talk about particular topics, to use repetition to clarify something, to show emphatic, to provide emphasis on something and also for lexical needs. However, the EFL learners at one of the Universities in Riau Province, Indonesia, not only used an English-Indonesian switching but also Indonesian-English switching in Englishbased conversation.
TEACHERS’ PERCEPTIONS ON THE USE OF GOOGLE CLASSROOM IN ENGLISH LEARNING AMID THE COVID-19 PANDEMIC IN MANDAU SUB-DISTRICT Simatupang, Hilmer Marulitua; Jismulatif; Dahnilsyah
International Journal of Educational Best Practices Vol. 6 No. 1 (2022)
Publisher : Prodi Administrasi Pendidikan Program Pascasarjana Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/ijebp.6.1.57-67

Abstract

This research aimed to explore the teachers’ perceptions on the use of Google Classroom in English learning amid the COVID-19 pandemic in Mandau sub-district. There were 41 English 41 English teachers who have used Google Classroom from 8 public senior high schools chosen as samples. This study used a quantitative method that employed questionnaire to collect the data consisting of 20 statements. Using SPSS 25, the quantitative data were analyzed descriptively and inferentially. The results show that the use of Google Classroom is considered very helpful during the pandemic with mean value 4.28 (very high). In the learning process, the use of Google Classroom is considered very practical, showing the mean value 4.02 (high). In the teams of ease of learning, Google Classroom is considered easy to learn the features and uses with a mean value of 4.27 (very high). The teachers are satisfied with Google Classroom as indicated by the mean value of 4.29 (very high). Therefore, the teachers felt that using Google Classroom in online learning during the COVID-19 pandemic was effective because the application was a good way or alternative way to do the learning activity and made it easier to teach English during the COVID-19 pandemic.
DEVELOPMENT OF MOODLE-BASED E-MODULES ON MOTION SYSTEMS FOR ELEVENTH GRADE STUDENTS OF SENIOR HIGH SCHOOL Hendrawan, Reza; Zulfarina; Sayuti , Irda
International Journal of Educational Best Practices Vol. 6 No. 1 (2022)
Publisher : Prodi Administrasi Pendidikan Program Pascasarjana Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/ijebp.6.1.98-107

Abstract

This study aims to develop e-module teaching materials with the Moodle application on motion system materials. This e-module with the Moodle application has several advantages, namely learning is more interesting and can be done remotely where educators can still control learning and assessment activities, there are discussion forums and quizzes and has security features limiting access rights where unregistered users cannot open e-module. This research is a type of research and development (R&D). The procedure for developing this research uses the ADDIE development model, where this development model consists of 5 stages, namely Analysis (analysis), Design (design), Development (development), Implementation (implementation) and Evaluation (evaluation). The research instrument was a validation sheet and a respondent's questionnaire. The media validation stage involved 5 subjects (1 media expert, 1 material expert, 1 linguist, 1 pedagogic expert, and 1 teacher). Feasibility assessment by experts using validation sheets. The practical test phase involved 5 people, the simulation test involved 5 master students at the University of Riau majoring in biology and teachers and the limited trial involved 40 students. The data analysis technique is to calculate the percentage of validation assessment scores and user responses. The results showed that the Moodle based e-module developed met the very valid criteria with an average of 3.54, the practical aspect showed very practical with an average of 94.54, and the results of the student response test obtained a score of 96.4 with a very good category good. Based on the description above, it is concluded that the Moodle-based e-module that was developed can be a source of learning/teaching materials that can be used during learning because with the Moodle-based e-module the material presented is more interesting, educators can include videos, animations, pictures and learning can also be done remotely where educators can still control and evaluate students. 
STUDENTS’ VOICES OF THE IMPLEMENTATION OF ONLINE LEARNING DURING THE PANDEMIC OF COVID-19 Nabilah, Muna; Daud, Afrianto; M. Syarfi
International Journal of Educational Best Practices Vol. 6 No. 1 (2022)
Publisher : Prodi Administrasi Pendidikan Program Pascasarjana Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/ijebp.6.1.108-120

Abstract

The pandemic of Covid-19 has massively switched education delivery in the world from face-to-face learning to online learning. This qualitative study aimed to investigate students’ voices of the implementation of online learning during the pandemic of Covid-19 in higher education context. There were eight students of English Study Program Universitas Riau involving in this study selected using the purposive sampling technique. Data were collected using semi-structured interviews and documentation. The participants’ voices were thematically analysed in terms of their learning participation, accessibility, material and assignment delivery of the online learning. This study found that the students view online  learning as learning experiences that bring both benefits and challenges. Students perceive online learning is a good choice to prevent the spread of coronavirus and a good time to improve their digital skills, but they were not really enthusiastic about its implementation. There are four major obstacles they faced, such as internet access, monotonous teaching method, limited interaction, and ineffective material and assignment delivery. The findings imply that online learning delivery in Indonesia still needs more improvement for better performance in the future. 
REFLECTION ON THE USE OF DIGITAL STORYTELLING IN SPEAKING CLASS IN THE PANDEMIC TIME Sumbayak, Desri Maria; Tamala, Indah Putri
International Journal of Educational Best Practices Vol. 6 No. 1 (2022)
Publisher : Prodi Administrasi Pendidikan Program Pascasarjana Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/ijebp.6.1.121-133

Abstract

The individual digital storytelling project was given to 129-second semester students of Speaking Class in English Literature Study Program, Faculty of Cultural Sciences, Universitas Sumatera Utara Indonesia during this pandemic time. After a virtual workshop on how to do digital story-telling was given to the students, they were asked to create their video stories. There were two topics given to the students. Students might have the freedom to either tell their own stories or to tell a fable or fairy tale. After doing the project, students were asked to do self-reflection on their project by answering a questionnaire. The questionnaire consists of three closed- questions and three semi-open questions. The result revealed that the majority of the students mentioned that the project was engaging, could improve their speaking skills, and accommodate their creativity. Besides, most of the students argued that the project could enhance their autonomous learning. 126 students out of 129 said that the project was very beneficial to improving their speaking skills even though they had only virtual speaking classes during the pandemic, except there were three students who showed that they needed the in-person feedback from the teacher and the ambiance of the real face to face class. Thus, it is recommended to apply digital storytelling and its implications in online-learning mode.
COMPARING THE ORGANIZATIONAL INFRASTRUCTURE FOR INSTRUCTIONAL LEADERSHIP IN NATURAL SCIENCES TEACHING AMONG FORMERLY SEGREGATED SCHOOLS IN GAUTENG Malinga, Cynthia B; Jita, Loyiso C; Bada, Abiodun A
International Journal of Educational Best Practices Vol. 6 No. 1 (2022)
Publisher : Prodi Administrasi Pendidikan Program Pascasarjana Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/ijebp.6.1.1-29

Abstract

School organizational conditions influence teaching and learning. Instructional leadership is context-based, and the practices of the leader are contingent upon the school’s organizational context. In this paper, we examine how different schools create the organizational infrastructure for teaching and learning natural sciences (NS) and the adequacy thereof in providing a supportive environment for the teachers and students in the subject. Using a mixed methods approach, we compare the extent to which the organizational infrastructures in schools enable and/or constrain NS instruction and its leadership. We use survey data on NS teachers and their heads of department on school conditions and infrastructures, management and administrative processes, and subject leadership practices. A total of 77 schools and 15 participants responded to the questionnaire and participated in the interview/observation respectively, from 4 districts in the Gauteng province of South Africa. The data obtained were analyzed using descriptive statistics and content analysis. The findings showed that schools sharing similar socio-economic contexts have similar organizational infrastructures and arrangements around which the core work of teaching and learning was organized. The study concludes that school organizational infrastructures (shaped by contexts) may either promote or constrain effective instructional leadership for NS. We recommend that schools need to review their organizational arrangements and infrastructures to support instructional leadership and enhance their capacity to strengthen NS instruction more effectively.
TOWARDS THE WHOLE-SCHOOL APPROACH: THE CHANGING NATURE OF “BEST PRACTICE” FOR REFUGEE EDUCATION IN AUSTRALIA Spratling, Harrison J.
International Journal of Educational Best Practices Vol. 6 No. 1 (2022)
Publisher : Prodi Administrasi Pendidikan Program Pascasarjana Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/ijebp.6.1.68-97

Abstract

Since 2000, the dynamics and demographics of refugee education in Australia have changed constantly. Meanwhile, academic literature on refugee education continues to explore best practice approaches in various contexts. While these realities continue to shift, it is important to analyze any changes in what Australian literature considers best practice for refugee education. To analyze such changes, this study conducts a qualitative content analysis of academic literature published in Australia since 2000 and draws out various themes of best practice. It then analyses studies chronologically to detect change in the concept of best practice for holistic refugee education over time. The goal of holistic education is suitable for refugee students who often have extremely complex learning needs, and as such it forms the basis for what this study considers “best practice” education should strive to achieve. This study reveals that current best practice for supporting refugee students in Australia includes whole-school approaches to inclusivity, study and mental health supports, and community and family engagement. Additionally, professional training and appropriate pedagogical approaches, especially relating to literacy and supplemented by adequate resources, are vital to successful refugee education. It also reveals that since 2012, academic literature has places more emphasis on staff professional development, inclusivity, advocacy and the positive framing of refugees, and the whole-school approach to refugee education, whilst placing less emphasis on links between schools, families and refugee communities, as well as mental health and study supports for refugee students. Literature on the importance of pedagogy has remained constant since 2000.

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