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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 253 Documents
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THE CONTRIBUTION OF ICT COMPETENCE AND SELF-EFFICACY TOWARD EFL LEARNING AUTONOMY Putri, Syadza Adila; Hadriana, Hadriana; Eliwarti, Eliwarti
International Journal of Educational Best Practices Vol 8, No 1 (2024)
Publisher : Education Administration Study Program, School of Postgraduate Studies, Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/ijebp.v8n1.p57-72

Abstract

The objective of this study was to investigate the role of information and communication technology (ICT) competence and self-efficacy in promoting autonomous learning. The study involved first-year students enrolled in the English Department at public universities located in Pekanbaru, Riau Province. Participants were required to complete three questionnaires, one for each of the three variables: ICT competence, self-efficacy, and learning autonomy, all in the context of English as a foreign language learning. The questionnaires were administered using a five-level Likert scale. The data collected was then analyzed using descriptive analysis and inferential analysis, specifically employing the regression correlation technique. The results showed that the level of ICT competence, self-efficacy, and learning autonomy of the English Department students are all defined in the “high” level. ICT competence and self-efficacy each contribute positively to learning autonomy, respectively by 21.7 and 43.4 percent. ICT competence and self-efficacy simultaneously have a favorable impact on participants' learning autonomy, contributing up to 45.5 per cent.
EXAMINING THE IMPACT OF USING LEARNING MEDIA ON STUDENTS’ LEARNING MOTIVATION AND LEARNING OUTCOMES Permatasari, Romadina; Suarman, Suarman; Gimin, Gimin
International Journal of Educational Best Practices Vol 8, No 1 (2024)
Publisher : Education Administration Study Program, School of Postgraduate Studies, Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/ijebp.v8n1.p88-102

Abstract

This research aims to examine the influence of the use of learning media on students’ learning motivation and learning outcomes in creative economics courses at an education department of one university in Indonesia. The research was carried out employing a quantitative approach with descriptive research methods. The population of this research is undergraduate students from three classes (2019 -2021 cohorts) at this department with a total population of 232 students. They were selected using the Simple Random Sampling method so that the number of samples taken was 70 students. Data were collected using a questionnaire which was distributed to respondents via the Google Form. Data analysis was carried out using regression analysis with the path analysis method to test the research hypothesis. This study found that: 1) the use of learning media has a positive effect on students’ learning motivation; 2) learning motivation has a positive effect on students’ learning outcomes; 3) the use of learning media has a positive effect on students’ learning outcomes (with learning motivation as a mediator). These findings imply that the use of learning media is highly recommended for improving students’ learning outcomes. This influence becomes greater when learning motivation is used as a mediator. This study also shows that learning motivation acts as an intermediary between the use of learning media and students’ outcomes
EVALUATING ENGINEERING GRAPHICS AND DESIGN EDUCATION: CONTEXTUAL FACTORS, INSTRUCTIONAL PRACTICES, AND TECHNOLOGY BARRIERS Masingi, Jamela; Khoza, Samuel
International Journal of Educational Best Practices Vol 8, No 1 (2024)
Publisher : Education Administration Study Program, School of Postgraduate Studies, Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/ijebp.v8n1.p126-139

Abstract

The purpose of this qualitative study was to evaluate the contextual factors that impede the integration of technology in Engineering Graphics and Design (EGD) teaching in selected schools of the Limpopo province. The interpretive paradigm was used to understand the data from the participants of this case study. The Technological Pedagogical Content Knowledge was used as an underpinning theoretical framework for the study. The population of interest included five technical schools of the same quintile where two teachers from each school were purposefully selected. A purposive sample was used to select 10 teachers to take part in the study. The classroom observations showed that not all teachers have digital tools in their classrooms and that some learners have more advanced EGD software than the ones that the teachers have. Teachers also mentioned that they only use WhatsApp as a communication application to provide notifications to learners. The recommendations are that the Department of Education should assist schools in procuring relevant and advanced digital tools and utilizing technology for EGD subjects. To address this, the Department of Education should invest money and provide workshops on technology integration, to train the teachers about gadgets, and how to use them. Regular monitoring of the digital tools will ensure their daily use in the EGD classes. 
IDENTIFYING ELEMENTS OF INTERCULTURALISM AND LANGUAGE MEDIATION IN THE “MODERN GREEK PAIDEIA” PROGRAM Pichas, Alexandros
International Journal of Educational Best Practices Vol 8, No 1 (2024)
Publisher : Education Administration Study Program, School of Postgraduate Studies, Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/ijebp.v8n1.p73-87

Abstract

This study delves into the intricate tapestry of interculturalism and language mediation within the textbooks of the 8th grade of the program “Modern Greek Paideia”, which is being used for the teaching of Greek as heritage language in “Aristotle” school, the only primary school in Toronto that the Hellenic Republic recognizes. More precisely, using discourse analysis as a method, the reconstitution of the whole cultural relationship between the dominant culture and the target culture is done through the cultural elements that exist in the textbook’s activities and images. This aims to show that foreign-language teaching textbooks play an important role in configuring multicultural societies with intercultural competence and acquiring a second language in diasporic environments. The present study is structured into the following two parts. First, a literature review of second/foreign language acquisition theories, intercultural education and teaching Greek as diasporas was conducted. Second, the textbook was analysed before the results were presented, and a discussion about teaching Greek as a heritage language was held. This research contributes to the burgeoning discourse on intercultural education and language pedagogy by offering empirical evidence and practical insights into fostering intercultural competence and linguistic mediation skills among young learners. Ultimately, the findings aim to inform curriculum design and pedagogical approaches that promote inclusive and culturally responsive education within the “Modern Greek Paideia” program and beyond.
ELECTRONIC MODULE (E-MODULE) TEACHING MATERIALS THROUGH GEOGEBRA SOFTWARE FOR MIDDLE SCHOOL ON FLAT-SIDED GEOMETRIC MATERIAL Suripah, Suripah; Febiola, Indah
International Journal of Educational Best Practices Vol 8, No 1 (2024)
Publisher : Education Administration Study Program, School of Postgraduate Studies, Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/ijebp.v8n1.p154-171

Abstract

Current developments are increasing rapidly which has an impact on education. Improving the quality of learning requires teachers and students to understand technology. Teaching materials in the form of electronic modules (e-modules) are one form or influence of technology on the world of education. The aim of this research is to produce e-module teaching materials for mathematics learning assisted by GeoGebra on flat-sided geometric material for class VIII SMP that are valid and practical. The type of research used is development research using the ADDIE model. The instruments used are validation and practical instruments (teacher and student response questionnaires). The research results show that (1) the average assessment of e-modules by material experts is 79.36% in the valid category and the average assessment by media experts is 81.58% in the valid category. (2) The average practicality of the teacher response questionnaire assessment e-module was 90.28% in the very practical category and the student response questionnaire assessment obtained an average of 80.96% in the practical category. Based on these results, it can be concluded that the e-module assisted by the GeoGebra software developed is valid and very practical.
LEADERSHIP PRACTICES AT PUBLIC HIGH SCHOOLS IN GABORONE, BOTSWANA More-Keddy, Gotlhe K; Mpuangnan, Kofi Nkonkonya; Dick-Sagoe, Christopher; Roboji, Zukiswa
International Journal of Educational Best Practices Vol 8, No 1 (2024)
Publisher : Education Administration Study Program, School of Postgraduate Studies, Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/ijebp.v8n1.p1-20

Abstract

Effective leadership in education is crucial for fostering a positive and supportive learning environment. The state of leadership in schools, particularly in developing countries, is often perceived as inadequate. This study aims to investigate leadership styles in Gaborone's public high schools in Botswana. It focused on gender leadership style choices in management, the prevalent leadership styles among Gaborone's public secondary school leaders, and the most effective leadership styles for fostering success in educational settings within the city. In line with these focal points, a descriptive survey design was employed, collecting quantitative data from fifty respondents comprising school heads, department heads, and teachers. Participants were selected using quota sampling techniques and responded to a questionnaire. The analysis utilized descriptive statistics such as frequencies, percentages, bar charts, and histograms. The findings indicated that female management in Gaborone's secondary schools predominantly favoured the Authoritative Leadership Style, followed by Transformational and Charismatic Leadership. Meanwhile, male leaders exhibited a preference for Transformational, Charismatic, and Democratic Leadership styles. Recommendations include the development of comprehensive leadership training programs tailored specifically for school management. These programs should emphasize a diverse leadership style relevant to educational contexts, fostering a more adaptable and effective leadership approach within Gaborone's school system.
ENGLISH DEPARTMENT STUDENTS’ PERCEPTIONS OF FLIPPED CLASSROOM IMPLEMENTATION IN SEMANTIC CLASS Farida, Farida; Purwanti, Indah Tri; Eliwarti, Eliwarti
International Journal of Educational Best Practices Vol 8, No 1 (2024)
Publisher : Education Administration Study Program, School of Postgraduate Studies, Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/ijebp.v8n1.p21-37

Abstract

This research aims to examine the influence of the use of learning media on students’ learning motivation and learning outcomes in creative economics courses at an education department of one university in Indonesia. The research was carried out employing a quantitative approach with descriptive research methods. The population of this research is undergraduate students from three classes (2019 -2021 cohorts) at this department with a total population of 232 students. They were selected using the Simple Random Sampling method so that the number of samples taken was 70 students. Data were collected using a questionnaire which was distributed to respondents via the Google Form. Data analysis was carried out using regression analysis with the path analysis method to test the research hypothesis. This study found that: 1) the use of learning media has a positive effect on students’ learning motivation; 2) learning motivation has a positive effect on students’ learning outcomes; 3) the use of learning media has a positive effect on students’ learning outcomes (with learning motivation as a mediator). These findings imply that the use of learning media is highly recommended for improving students’ learning outcomes. This influence becomes greater when learning motivation is used as a mediator. This study also shows that learning motivation acts as an intermediary between the use of learning media and students’ outcomes. 
INDONESIAN HIGH SCHOOL STUDENTS’ ABILITY IN COMPREHENDING NARRATIVE TEXTS Damayanti, Eka; Supriusman, Supriusman; Azhar, Fadly
International Journal of Educational Best Practices Vol 8, No 1 (2024)
Publisher : Education Administration Study Program, School of Postgraduate Studies, Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/ijebp.v8n1.p140-153

Abstract

This quantitative descriptive research aimed to find the abilities of the students at one school in Riau Island Province in comprehending narrative texts. The population was 80 students. 28 students were taken as the sample selected by using a purposive sampling technique. The instrument to collect the data was a reading test. The reading test consisted of 5 short narrative texts. Each consists of 8 questions that cover the components of reading such as factual information, main ideas, meaning of certain words, references, and inferences, then the components of narrative texts such as generic structures, language features, and social functions. To analyze the data, the writer calculated the data by using Microsoft Excel 2016. The data analysis showed that the mean score of their ability in comprehending components of reading was 47% while comprehending narrative texts at 53% so their total at 50% and categorized into medium level. The finding of research also showed that the lowest ability for students was in answering questions about finding the meaning of certain words at 43%. It is suggested that students must do more practice in reading, then they should learn more about the eight components of reading comprehension of narrative texts such as factual information, main ideas, vocabulary, references, inferences, generic structure, language features, and social functions. Then learn reading strategy’s such as schema, skimming and scanning.
BALANCING WHOLE-SCHOOL AND SPECIALIST APPROACHES: “BEST PRACTICE” FOR REFUGEE LITERACY EDUCATION BETWEEN 2006 AND 2020 Spratling, Harrison James
International Journal of Educational Best Practices Vol 8, No 1 (2024)
Publisher : Education Administration Study Program, School of Postgraduate Studies, Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/ijebp.v8n1.p103-125

Abstract

Arguably the most important aspect of education for students from refugee backgrounds is literacy, so it is important for educators to be aware of best-practice approaches to literacy education for these students. By analyzing themes of best practice for refugee literacy education found in pre- and post-2011 academic literature, this study aims to detect shifts in what academics deem to be “best practice” in this field over time. The study finds evidence of a general shift towards holistic education as best practice for refugee literacy education; however, specialized intervention has grown in emphasis amongst academics focusing on non-classroom interventions such as mental health support and pre-mainstream literacy courses. This means schools and educators must maintain robust connections with external service providers and continuously improve their own professional practice in line with current best-practice pedagogies.
POSITIVE INTERDEPENDENCE AND PROMOTIVE INTERACTION IN ONLINE COOPERATIVE LEARNING TO SUPPORT WRITING ACHIEVEMENT Nurvianti, Sussi; Riyanti, Dwi; Sada, Clarry
International Journal of Educational Best Practices Vol 8, No 1 (2024)
Publisher : Education Administration Study Program, School of Postgraduate Studies, Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/ijebp.v8n1.p38-56

Abstract

This study aimed to get a clear description of how positive interdependence and promotive interaction as two of five key elements in cooperative learning account for the success of students’ achievement in essay writing. A mixed method design was employed to describe if the characteristics of both positive interdependence and promotive interaction were found in the activities performed by the groups and whether these two elements had the potential to support students’ achievement in essay writing. Using Google Classroom as the learning management system to mediate the learning process, there were 52 undergraduate students participated in this study who were divided into 10 small groups consisting of 5-6 students. Data required for this study was collected from both written records of students’ activities in online discussions and the scores achieved by the groups on each task. The findings showed an interesting fact that the characteristics of both of the elements were easily found in all parts of the activities performed by all groups in the online discussions. However, the average scores of their works indicated that there was not any meaningful improvement from the first to the last activities. The result implied that although cooperative learning is possible to be applied in an online classroom setting, it needs proper preparation and well-designed writing tasks to make it possible to support students’ writing achievement.

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