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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 5 Documents
 1 
Search results for , issue "Vol. 9 No. 1 (2025)" : 5 Documents clear
ENHANCING STUDENT SATISFACTION IN ONLINE DISTANCE LEARNING: DEVELOPMENT OF THE E-QUALS MODEL FOR SERVICE QUALITY ASSESSMENT Sigiyuwanta, Recsatasha; Supriyanto, Achmad
International Journal of Educational Best Practices Vol. 9 No. 1 (2025)
Publisher : Prodi Administrasi Pendidikan Program Pascasarjana Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/ijebp.9.1.1-23

Abstract

Higher education service quality is a key factor in shaping student satisfaction. The era of rapidly developing technology has given birth to various innovations in the world of higher education, one of which is online distance education. These innovations must be supported by high quality services, which directly impact student satisfaction. A systematic literature review on research that examines the service quality factors of Online Distance Learning Universities from various countries will obtain a model of service quality factors in shaping student satisfaction in Online Distance Learning Universities. The purpose of this research is to identify and analyze significant service quality factors in shaping student satisfaction in Online Distance Learning Universities. In addition, this study also developed a conceptual framework in the form of a service quality model for student satisfaction in the context of distance higher education. The method used uses a qualitative approach, with the type of PRISMA (Preferred Reporting Items, for Systematic Review and Meta Analyses). The results of this study reveal that student satisfaction with service quality in Online Distance Learning Universities is influenced by various factors of service quality namely e-learning system quality, course design and content, support services, interaction, teaching & Instructor quality, and technology resources & infrastructure. The result of the research is the E-QUALS model which is a theoretical framework modeling the dimensions of service quality factors that shape student satisfaction in Online Distance Learning Universities. 
VIRTUAL LABORATORY’S EFFECTIVENESS ON GRADE 11 LEARNERS’ ACADEMIC PERFORMANCE TOWARDS LEARNING ACID-BASE REACTIONS Sibinda, Nicholas; Kabunga, Nachiyunde; Goodwell, Kaulu
International Journal of Educational Best Practices Vol. 9 No. 1 (2025)
Publisher : Prodi Administrasi Pendidikan Program Pascasarjana Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/ijebp.9.1.42-57

Abstract

This study investigated the effectiveness of virtual laboratories on Grade 11 learners’ academic performance in learning acid-base reactions. A titration model was developed using the Scratch programming platform to simulate neutralisation reactions and facilitate related calculations. Employing a mixed-methods approach, the study collected qualitative data through interviews and non-participant observations, while quantitative data were obtained via a Likert scale questionnaire and pre- and post-tests. The Solomon four-group design was adopted as part of a convergence triangulation model. A total of 408 learners from four secondary schools participated in the study. Qualitative data were analysed using thematic analysis and the Mann–Whitney U test, while quantitative data were analysed using the Friedman test. Thematic findings revealed that learners found the Scratch-based learning experience engaging and interactive, particularly due to its multisensory approach that incorporated both visual and auditory modalities. Post-test results indicated that learners in the Scratch-based group outperformed their peers who were taught using PowerPoint presentations. The findings suggest that virtual laboratories designed through Scratch can significantly enhance conceptual understanding and academic performance in acid-base chemistry. 
ANALYSIS OF MATHEMATICAL PROBLEM-SOLVING SKILLS OF INDONESIAN HIGH SCHOOL STUDENTS OF LINEAR PROGRAMME MATERIAL Fitriani , Indah
International Journal of Educational Best Practices Vol. 9 No. 1 (2025)
Publisher : Prodi Administrasi Pendidikan Program Pascasarjana Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/ijebp.9.1.58-71

Abstract

Mathematical Problem-Solving Ability is an important competency that students must have in the process of learning mathematics. KPMM is a crucial aspect because it can help students in solving various problems faced, both inside and outside the learning context. This study aims to describe students' KPMM, especially in linear programme material, using a descriptive approach. The subjects in this study were 23 students of class XI Accounting of SMK Keuangan Pekanbaru in the academic year 2024/2025. The instrument used was a written test consisting of two items and four indicators of KPMM that refer to the steps of problem solving according to Polya. The results showed that in the indicator of understanding the problem, the average student achievement was 47.10% and was in the insufficient category. In the indicator of planning the solution, the average achievement was 75% in the good category. The indicator of implementing the solution plan obtained an average of 65.94% and was included in the sufficient category. Meanwhile, the indicator of rechecking showed the lowest achievement with an average of 51.09% which was included in the very poor category. Overall, the average KPMM of students is 59.78% which is in the sufficient category. Based on these findings, it is suggested that students should be given more practice with non-routine problems to improve their overall mathematical problem-solving skills.
THE INFLUENCE OF TEACHER TEACHING STYLE, LEARNING ENVIRONMENT AND INTEREST IN LEARNING ON STUDENTS’ MOTIVATION AND LEARNING OUTCOMES Soleh, Ardian; Gusnardi; Indrawati, Henny
International Journal of Educational Best Practices Vol. 9 No. 1 (2025)
Publisher : Prodi Administrasi Pendidikan Program Pascasarjana Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/ijebp.9.1.72-85

Abstract

Learning outcomes are a crucial aspect of any learning process. Various factors, both internal and external, can affect student learning outcomes. This study aims to analyse the effect of teacher teaching style, learning environment, and interest in learning on motivation and learning outcomes of students in grades X, XI, and XII at SMA Negeri 1 Barumun and SMA Negeri 1 Sosa. The research was conducted from February to June 2023 with a descriptive quantitative approach. The data collection techniques used included questionnaires and documentation. A total of 90 students were selected as respondents through simple random sampling technique. Data analysis was conducted using variance-based Structural Equation Modeling (SEM) with the help of SmartPLS 3.0 software. The results showed that directly, the teacher's teaching style, learning environment, and learning interest affect learning outcomes through the mediating role of learning motivation. However, learning motivation does not have a direct effect on learning outcomes. Learning environment and learning interest were shown to influence learning outcomes through increasing learning motivation. This finding indicates that the right teacher teaching style that suits students' needs, a conducive learning environment, and high interest in learning can increase learning motivation, which in turn has a positive impact on student learning outcomes. The implications of this study emphasise the importance of improving the quality of teachers' teaching styles, creating a supportive learning environment, and developing students' interest in learning as strategies to encourage motivation and achieve optimal learning outcomes.
IMPLEMENTATION OF PROBLEM BASED-LEARNING TO IMPROVE CRITICAL THINKING: A SYSTEMATIC LITERATURE REVIEW Imaliyah, Lala; Andini, Oktilya; Yarohma, Dita; Hadriana
International Journal of Educational Best Practices Vol. 9 No. 1 (2025)
Publisher : Prodi Administrasi Pendidikan Program Pascasarjana Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/ijebp.9.1.86-98

Abstract

Problem-Based Learning (PBL) has emerged as a crucial pedagogical approach for fostering students' critical and creative thinking skills. However, its implementation often faces challenges, such as limited resources, insufficient teacher training, and the complexity of designing meaningful problem scenarios. This study employed a Systematic Literature Review (SLR) guided by the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) framework to examine the application of PBL in enhancing students' critical thinking skills. An initial search yielded 342 articles, which were screened through title and abstract review, followed by full-text assessment based on predefined inclusion and exclusion criteria. After a rigorous selection process, 9 articles that met the criteria were finally analyzed in detail. The review revealed that the majority of research on PBL and critical thinking was conducted in Indonesian high school contexts. Findings consistently indicated that PBL significantly improves students' critical thinking, creative thinking, and engagement in learning activities. Studies demonstrated that when PBL is effectively integrated, students exhibit stronger analytical abilities, enhanced problem-solving skills, and increased active participation. These findings underscore the importance of integrating PBL as a core teaching methodology, especially in preparing students to meet the complex demands of a globalized and interconnected world. Despite implementation challenges, PBL offers significant potential to reshape traditional education and foster future-ready learners equipped with essential higher-order thinking skills encourage motivation and achieve optimal learning outcomes.

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