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[PERSONALISED LEARNING WITH AI: IMPLICATIONS FOR IGNATIAN PEDAGOGY ]]>
<![CDATA[Baskara, FX. Risang]]>
<![CDATA[ International Journal of Educational Best Practices Vol. 7 No. 1 (2023) ]]>
Publisher : <![CDATA[Prodi Administrasi Pendidikan Program Pascasarjana Universitas Riau ]]>
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DOI: 10.31258/ijebp.7.1.1-16
<![CDATA[Artificial intelligence (AI) has the potential to transform education by enabling personalized learning experiences, fostering collaboration and communication, and cultivating critical thinking and problem-solving skills. However, ethical issues such as privacy, bias, and the impact of technology on values and beliefs must be considered. This paper explores the implications of integrating AI into education from the perspective of Ignatian pedagogy, a Jesuit-inspired educational approach rooted in certain principles and values. Drawing on a comprehensive review of existing literature on AI in education and Ignatian pedagogy, this paper investigates how AI can support the goals of Ignatian pedagogy while addressing ethical concerns. The paper presents examples of AI use in educational settings, highlighting the potential benefits and ethical challenges. Notably, there is a gap in research on how AI aligns with the values and goals of different educational approaches, including Ignatian pedagogy. To address this gap, this paper examines the potential of AI to support Ignatian pedagogy and identifies critical ethical considerations that should be addressed. Our findings suggest that AI has the potential to support Ignatian pedagogy, but such integration requires thoughtful consideration of ethical issues. Further research is needed to evaluate the potential of AI to support Ignatian pedagogy and other educational approaches while addressing ethical concerns such as privacy, bias, and the impact of technology on values and beliefs. ]]>
<![CDATA[CULTURE AND GENDER REPRESENTATION IN VISUAL AND VERBAL TEXTS: AN ANALYSIS OF NATIONALLY ENDORSED INDONESIAN EFL TEXTBOOKS FOR UPPER SECONDARY STUDENTS ]]>
<![CDATA[Syarif, Lelyana]]>;
<![CDATA[Mulyono, Herri]]>
<![CDATA[ International Journal of Educational Best Practices Vol. 7 No. 1 (2023) ]]>
Publisher : <![CDATA[Prodi Administrasi Pendidikan Program Pascasarjana Universitas Riau ]]>
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DOI: 10.31258/ijebp.7.1.17-29
<![CDATA[This study aimed to analyze the representation of culture and gender in visual and verbal texts in English as a Foreign Language (EFL) textbooks used by upper secondary school students. A content analysis was conducted on three EFL textbooks for upper secondary school students, using Xiao's (2010) framework to guide the analysis of culture “small-c” representation, and Brugeilles and Cromer's (2009) study to examine gender character according to their roles portrayed in the textbooks. The findings revealed that the highest number of visual illustrations was predominantly presented in the lifestyle aspect, followed by customs, values, holidays, hobbies, and food. It was also observed that gender representation was equally represented in the verbal text, but not proportionally in the visuals. The findings indicate that culture and gender awareness among students could be improved if textbooks provided a more balanced representation of various cultures encompassing source culture, target culture, and international target culture, and paid more attention to the equal treatment of genders.]]>
<![CDATA[THE CORRELATION BETWEEN THE SELF-DIRECTED LEARNING AND READING COMPREHENSION AT UNIVERSITAS RIAU ]]>
<![CDATA[Putri, Geblyna]]>;
<![CDATA[Mahdum]]>;
<![CDATA[Dahnilsyah]]>
<![CDATA[ International Journal of Educational Best Practices Vol. 7 No. 1 (2023) ]]>
Publisher : <![CDATA[Prodi Administrasi Pendidikan Program Pascasarjana Universitas Riau ]]>
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DOI: 10.31258/ijebp.7.1.30-42
<![CDATA[This research aimed to find out the correlation between self-directed learning and reading comprehension of the fifth semester students of the English department of FKIP Universitas Riau. The researchers used a descriptive quantitative method as the data approach. The samples of this research were 74 students from the fifth-semester students of the English department of FKIP Universitas Riau. The research instruments are a questionnaire and a test. The questionnaire is for the data on self-directed learning while the test is for the data on reading comprehension. To analyze the data, the researchers employed SPSS Statistics 25. The data analysis showed that the mean score of the student's self-directed learning is 215.18, classified as moderate level, while the mean score of the student's reading comprehension is 56.35, categorized as moderate level. Moreover, the research finding showed the correlation coefficient of the two variables is 0.694, indicating a positive and moderate correlation. Also, the determinant coefficient is 0.48 which implies self-directed learning has a 48% influence on the students’ reading comprehension, leaving the other 52% to other factors. After finding that there is a moderate relationship between selfdirected learning and reading comprehension, it is suggested that students should apply self-directed learning activities well, for it can result in better reading comprehension. This is mainly because self-directed learning gives them the freedom to choose their own reading materials and learning objectives. ]]>
<![CDATA[THE EFFECTIVENESS OF USING GRAMMARLY ON HIGH SCHOOL STUDENTS' WRITING QUALITY ]]>
<![CDATA[Jelita, Khairum Nisa]]>;
<![CDATA[Daud, Afrianto]]>;
<![CDATA[Masyhur]]>
<![CDATA[ International Journal of Educational Best Practices Vol. 7 No. 1 (2023) ]]>
Publisher : <![CDATA[Prodi Administrasi Pendidikan Program Pascasarjana Universitas Riau ]]>
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DOI: 10.31258/ijebp.7.1.43-55
<![CDATA[Grammarly has got a lot of attention among academics especially because it is a powerful tool that can be used by writers to improve their writing quality. They need it as a medium for correcting writing errors. This study aims to examine the effectiveness of using Grammarly on the students' writing quality of the eleventh-grade students at SMA Negeri 1 Ujung Batu. In particular, this study explores if there is any significant effect of Grammarly on students' writing quality in terms of grammatical accuracy, capitalization, spelling, and punctuation. This is quantitative research using the pre-experimental method. The subject consists of 30 students selected using a purposive sampling technique. The data were collected from a pre-test and a post-test of writing an explanation text written before and after being corrected using Grammarly. The hypothesis test was conducted using Wilcoxon Test. The result shows an alternative hypothesis which is the Asymp. Sig. is 0.00<0.05. So, Grammarly has a significant effect on students' writing quality in eleventh grade at SMA Negeri 1 Ujung Batu. This study implies that Grammarly can be useful as a learning media as self-editing for students to improve their writing ability.]]>
<![CDATA[DEVELOPMENT OF ONLINE-BASED TWO STAY TWO STRAY LEARNING METHODS TO IMPROVE STUDENT LEARNING ACHIEVEMENT AND MOTIVATION ]]>
<![CDATA[Sasmito, Agung Panji]]>;
<![CDATA[Wahyuni, Febriana Santi]]>;
<![CDATA[Zahro, Hani Zulfia]]>
<![CDATA[ International Journal of Educational Best Practices Vol. 7 No. 1 (2023) ]]>
Publisher : <![CDATA[Prodi Administrasi Pendidikan Program Pascasarjana Universitas Riau ]]>
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DOI: 10.31258/ijebp.7.1.56-72
<![CDATA[Since the Covid-19 outbreak, the learning implementation has shifted from offline to online. This transition causes students to have difficulty participating in learning, especially actively participating in the online learning process. One of the causes of this is the low learning motivation of students, teachers lack innovation in online learning methods. The objective of this study is to develop an alternative online learning method during the Covid-19 outbreak in the form of the online-based Two Stay Two Stray method. This is a Research and Development using the ADDIE model. The results show that the validity of the lesson plan is at an average value of 3.54, while the validity of the learning model in the expert validation and pilot tests is at an average value of 3.46 and 3.14. The results of the research show that the empirically developed method has proven to be an effective and valid learning method that enhances student comprehension and motivation.]]>
<![CDATA[DEVELOPING SCIENTIFIC APPROACH-BASED E-MODULE ASSISTED BY KSOFT FLIPBOOK MAKER APPLICATION FOR THE TENTH-GRADE OF SENIOR HIGH SCHOOL STUDENTS ]]>
<![CDATA[Nurfajriyah]]>;
<![CDATA[Suzanne, Nina]]>;
<![CDATA[Munir, Sirajul]]>
<![CDATA[ International Journal of Educational Best Practices Vol. 7 No. 1 (2023) ]]>
Publisher : <![CDATA[Prodi Administrasi Pendidikan Program Pascasarjana Universitas Riau ]]>
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DOI: 10.31258/ijebp.7.1.73-91
<![CDATA[The limitations of the teaching materials, the absence of sample questions, individual assignments, and evaluations of narrative text materials are the issues covered in this study. This research aims to describe the needs of teachers and students for an electronic module (e-module) based on the scientific approach, to develop a prototype for an e-module based on the scientific approach, and to describe the experts’ validation of the e-module. This study employed R&D using the 4D development model, which has four stages: define, design, develop, and disseminate. Three validators—two lecturers and one teacher—were used to evaluate the e-module. This research findings show as follows. Firstly, teachers and students need narrative text e-module teaching materials employing a scientific approach, secondly, the e-module narrative text prototype adheres to the scientific approach. Finally, the validation test on e-module narrative text for English learning is categorized as valid. These findings recommend that using the scientific approach-based e-module narrative text material that was developed with the help of the KSOFT flipbook maker is imperatively implemented in teaching a narrative text in the tenth grade of Senior High School.]]>
<![CDATA[THE USE OF WATCHING YOUTUBE VIDEOS FOR ACQUIRING STUDENTS’ LISTENING COMPREHENSION ]]>
<![CDATA[Fadillah, Arfa S. N.]]>;
<![CDATA[Nasrullah]]>;
<![CDATA[Rosalina, Elsa]]>
<![CDATA[ International Journal of Educational Best Practices Vol. 7 No. 1 (2023) ]]>
Publisher : <![CDATA[Prodi Administrasi Pendidikan Program Pascasarjana Universitas Riau ]]>
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DOI: 10.31258/ijebp.7.1.92-104
<![CDATA[YouTube offers plenty of authentic material created by people worldwide which is frequently used as learning media. Numerous studies on YouTube have been carried out, some of which examined the effect of YouTube on listening ability, and the use of YouTube as learning media. However, only a few studies talk about the use of YouTube on students’ listening comprehension particularly to monitor self-improvement for getting English listening proficiency. Therefore, anchored in Anderson’s (1995) theory and filling the void of previous studies, this research was conducted to describe the use of watching YouTube videos for acquiring students’ listening comprehension. This research applied a qualitative research approach using a structured questionnaire and semi-structured interview as the instruments to collect the data. The subjects of this research were 4 students of the English Language Education Study Program of Lambung Mangkurat University. Findings showed that the use of YouTube videos by the respondents means they use extensive listening to improve their listening comprehension. The participants portrayed using YouTube as a way of self-improvement. The improvement they felt after watching YouTube videos was that they are able to easily find the main idea and general information while listening. It can be concluded that watching YouTube videos frequently is useful enough to improve students' listening comprehension.]]>
<![CDATA[AN INSIGHT INTO BLOG USE IN EFL READING CLASS ]]>
<![CDATA[Santiana, Santiana]]>;
<![CDATA[Faisal, Rachmatia Fajrina]]>;
<![CDATA[Sri, Melisa]]>
<![CDATA[ International Journal of Educational Best Practices Vol. 7 No. 1 (2023) ]]>
Publisher : <![CDATA[Prodi Administrasi Pendidikan Program Pascasarjana Universitas Riau ]]>
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DOI: 10.31258/ijebp.7.1.132-150
<![CDATA[This study was performed concerning the usage of a blog to ascertain the perceptions of the students regarding the usage of blogs in Extensive Reading (hereafter ER) classes at one of Tasikmalaya’s universities. Braun and Clarke’s Descriptive Case Study Design andThematic Analysis techniques were used in this study. The primary data source was semi-structured interviews with four participants, transcribed and analysed using Thematic Analysis. This study discovered that blogging has advantages and disadvantages in the ER class. The advantage of using blogs as media in Extensive Reading classes is that blogging is easy to use and can increase student creativity. Furthermore, blogging can increase student motivation to read, serve as a forum for reflection, and increase learning autonomy. However, based on the findings, it turns out that there are some disadvantages to using blogs as media in Extensive Reading classes, such as limited access to blogs, sluggish connectivity for submitting assignments, and causing time-consuming problems. Finally, the research provides information to lecturers so that lecturers can learn about the benefits and drawbacks of using blogs in ER learning. ]]>
<![CDATA[THE APPLICATION OF THE PROBLEM-BASED LEARNING TEACHING MODEL IN IMPROVING STUDENTS' ABILITY TO SOLVE HIGHER ORDER THINKING SKILLS QUESTIONS ]]>
<![CDATA[Putri, Fadhila Eka]]>;
<![CDATA[Kartikowati, Sri]]>;
<![CDATA[Mujiono]]>
<![CDATA[ International Journal of Educational Best Practices Vol. 7 No. 1 (2023) ]]>
Publisher : <![CDATA[Prodi Administrasi Pendidikan Program Pascasarjana Universitas Riau ]]>
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DOI: 10.31258/ijebp.7.1.117-131
<![CDATA[This study aimed to determine the increase in the ability to solve Higher Order Thinking Skills (HOTS) questions in the economics subject. This quantitative study employs a pre-experimental design with a pretest-posttest control group design. The instrument in this study used economic HOTS questions in the form of 15 multiple choice questions to determine the increase in ability to solve HOTS questions with the application of the Problem-Based Learning teaching model. It is known that the pre-test distribution data analysis obtained a mean of 58.64. In contrast, the post-test after being given a stimulus or treatment with the HOTS approach obtained a mean of 86.70, resulting in an increase in the results of the HOTS post-test after applying the Problem-Based Learning teaching model. There is a significant difference through the results of the students' pre-test and post-test, as evidenced by the t-test obtained t-count > t-table (6.855 > 1.675) and the Wilcoxon Sign rank test, which produces a value (asym.sig.(2-tailed)) is 0.000 <0.05. Then, the results of hypothesis H0 are rejected, and H1 is accepted. It can be concluded that there is an effect after applying the Problem-Based Learning teaching model in increasing the ability to solve HOTS questions.]]>
<![CDATA[REVISITING ENGLISH PROFICIENCY AND ITS POLICY IN HIGHER EDUCATION: THE CASE OF THE UNIVERSITY OF RIAU ]]>
<![CDATA[Muryanti]]>;
<![CDATA[Natuna, Daeng Ayub]]>;
<![CDATA[Syafitra, Viony]]>;
<![CDATA[Arien, Wilasari]]>
<![CDATA[ International Journal of Educational Best Practices Vol. 7 No. 1 (2023) ]]>
Publisher : <![CDATA[Prodi Administrasi Pendidikan Program Pascasarjana Universitas Riau ]]>
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DOI: 10.31258/ijebp.7.1.105-116
<![CDATA[The rapid change in today’s society forces higher education to adapt to it and transform to prepare their graduates for the future, which entails regulating minimum language proficiency levels for a graduation requirement in universities. This study aims to investigate university students’ English proficiency level to revisit English language requirements at higher education institutions. To do so, this study used simple descriptive research using a TOEFL Prediction test administered to 400 university students at the University of Riau. The score was converted to the Common European Framework of Reference for Language (CEFR) to investigate whether the scores are relevant to the university’s needs. The results show that the majority of students (N=258) have achieved the A2 CEFR level (Basic User – way stage). This suggests that it has fulfilled the minimum requirement set by the university. However, this is unlikely to reflect the objectives envisioned by the institution. Therefore, recommendations aroused from the findings will be provided in this research. ]]>
