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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253 Documents
<![CDATA[FACTORS THAT CONTRIBUTE TO CHALLENGES ENCOUNTERED BY ENGINEERING LECTURERS AS THEY TEACH VOCATIONAL SUBJECTS IN TVET COLLEGES ]]>
<![CDATA[Mabunda, Nduvazi Obert]]>;
<![CDATA[Makgato, Moses]]>;
<![CDATA[Hondonga, Jerald]]>
<![CDATA[ International Journal of Educational Best Practices Vol 8, No 2 (2024) ]]>
Publisher : <![CDATA[Education Administration Study Program, School of Postgraduate Studies, Universitas Riau ]]>
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DOI: 10.31258/ijebp.v8n2.p207-233
<![CDATA[Economic prosperity of any country is heavily reliant on the knowledgeable and skilled graduates produced by the TVET colleges. Eventually, these graduates are expected to be absorbed by the industry and corporate business. There must be adequate support structures for training students in skills by lecturers as TVET colleges are preparatory grounds for skills. Several challenges encountered by engineering lecturers leading to a high failure rate and hampering the aspirations of the country have been observed. To close that gap, this study investigated those factors that contribute to challenges encountered by engineering lecturers as they teach vocational subjects in the Report 191 programmes of TVET colleges. The study only focused on lecturers teaching Report 191 engineering subjects because of the low output in their specific learning areas. Scaffolding Theory guided the study with links towards training of lecturers for institutional development and improved outcomes. Data collection process was in two folds and was collected through observations (n=12) and semi-structured interviews (n=24) from identified lecturers in three different TVET colleges. Preliminary findings suggested that current Report 191 engineering lecturers experience teaching challenges in delivering vocational subjects which is a determinant to the overall students’ pass rate and progression. Evidence of lack of planning and disorderliness; incorrect teaching and learning techniques and inadequate understanding of curriculum were highlighted from the observational findings. Findings of interviews displayed challenges emanating in the transition from school to TVET colleges; limited institutional and administrative support; and exclusive personal factors on technology usage which provided a broader sense of the study. Report 191 engineering results may remain stagnant, and graduates suffocate the TVET colleges if drastic steps cannot be taken to address the challenges. Limited economic participation from graduates which automatically leads to social ills will persist if these teaching challenges are not eliminated entirely. Constant lecturer development regarding instructional practice may divert old ways of teaching into new ways and improve outcomes.]]>
<![CDATA[EXPLORING SCHOOL SAFETY MANAGEMENT CHALLENGES AND INTERVENTIONS: A CASE STUDY OF A SECONDARY SCHOOL IN SOUTH AFRICA ]]>
<![CDATA[Mokoena, Ntabiseng]]>;
<![CDATA[Kimanzi, Mathew Kimweli]]>
<![CDATA[ International Journal of Educational Best Practices Vol 8, No 2 (2024) ]]>
Publisher : <![CDATA[Education Administration Study Program, School of Postgraduate Studies, Universitas Riau ]]>
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DOI: 10.31258/ijebp.v8n2.p256-271
<![CDATA[Secondary schools in South Africa, encounter numerous safety dilemmas, including incidents of harassment and the widespread influence of gang-related conduct. In South Africa, gang-related abuse constitutes a significant societal challenge, affecting over 15% of the population, particularly impacting the youth demographic. Despite acknowledgment of these challenges, gaps exist between the recognition of such safety issues and the execution and efficacy of safety management measures in these settings. This study was conducted to investigate the obstacles and interventions pertaining to the management of safety within the framework of a secondary school in South Africa. The investigation utilized a qualitative methodology within a case study framework, using a sample of 30 participants. These consisted of teachers, the school principal, learners and members of the School Governing Body (SGB). Data was collected through focus group interviews and analysed primarily using thematic analysis. The study found out that factors that were inhibiting school safety were lack of resources, in-effective school safety personnel, lack of adherence to safety protocols and obsolete safety policies and culture. It is recommended that that the formation of a safety policy committee is indispensable for enhancing the school's capacity to document and manage safety incidents.]]>
<![CDATA[PEERS, PERSPECTIVES, AND FINANCIAL CHOICES: A STUDY ON FINANCIAL BEHAVIOR AMONG ECONOMICS STUDENTS ]]>
<![CDATA[Nikmatul, Rowiya]]>;
<![CDATA[Makhdalena, Makhdalena]]>;
<![CDATA[Indrawati, Henny]]>
<![CDATA[ International Journal of Educational Best Practices Vol 8, No 2 (2024) ]]>
Publisher : <![CDATA[Education Administration Study Program, School of Postgraduate Studies, Universitas Riau ]]>
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DOI: 10.31258/ijebp.v8n2.p291-310
<![CDATA[Financial behavior is an action that aids individuals in managing their finances effectively. This study aims to analyze the impact of financial attitudes and peer influence on financial behavior, with financial literacy as a mediating factor among students. Conducted from February to June 2023 in the Economics Education Study Program at Universitas Riau, this research collected data through questionnaires and documentation. A total of 115 students participated, selected using a saturated sampling technique (census). Participants included undergraduate students in the 2020 class from Accounting, Cooperatives, and SMEs courses. Data analysis utilized Structural Equation Modeling (SEM) based on variance, specifically Partial Least Square (PLS), with SmartPLS 4.0 software, and an independent T-test on SPSS to assess gender differences in peer influence. The results indicated that financial attitudes and peer influence affect financial behavior through financial literacy. Furthermore, gender differences were observed in financial behavior, influencing decision-making. Therefore, students are encouraged to develop positive financial attitudes and surround themselves with financially knowledgeable peers to enhance their financial decision-making skills.]]>
<![CDATA[PRINCIPAL LEADERSHIP, SCHOOL CLIMATE, AND ACHIEVEMENT MOTIVATION: HOW THEY AFFECT TEACHERS' WORK COMMITMENT ]]>
<![CDATA[Ririyanti, Novi]]>;
<![CDATA[Sitanggang, Nathanael]]>;
<![CDATA[Daryanto, Eka]]>
<![CDATA[ International Journal of Educational Best Practices Vol 8, No 2 (2024) ]]>
Publisher : <![CDATA[Education Administration Study Program, School of Postgraduate Studies, Universitas Riau ]]>
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DOI: 10.31258/ijebp.v8n2.p190-206
<![CDATA[The objective of this study was to examine the significant impact of principal leadership, school climate, and achievement motivation on teachers' work commitment in two private high schools in Medan. A quantitative research design was employed, using a descriptive correlational approach. The research involved all teachers from the two private high schools, consisting of 56 respondents. Data were collected through questionnaires and analyzed path analysis, validity tests, questionnaire reliability tests, linearity tests, and multiple linear regression analysis. The hypothesis testing results revealed the following: (1) Principal leadership has a direct impact on teachers' work commitment in the two private high schools in Medan; (2) School climate has a direct impact on teachers' work commitment in these schools; (3) Achievement motivation also has a direct effect on teachers' work commitment; and (4) Principal leadership, school climate, and achievement motivation collectively exert a direct influence on teachers' work commitment in the two schools. The findings demonstrate that principal leadership, school climate, and achievement motivation together have a significant positive impact on teachers' work commitment. This implies that enhancing teacher performance in these schools can be achieved through strong principal leadership, a supportive school climate, and increased achievement motivation among teachers.]]>
<![CDATA[ANDRAGOGY APPROACH IN ACCELERATION OF STUNTING REDUCTION: SOCIAL SUPPORT AND COMMUNITY PARTICIPATION ANALYSIS ]]>
<![CDATA[Ayub, Daeng]]>;
<![CDATA[Putra, M Jaya Adi]]>;
<![CDATA[Karwati, Lilis]]>;
<![CDATA[Muryanti, Muryanti]]>
<![CDATA[ International Journal of Educational Best Practices Vol 8, No 2 (2024) ]]>
Publisher : <![CDATA[Education Administration Study Program, School of Postgraduate Studies, Universitas Riau ]]>
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DOI: 10.31258/ijebp.v8n2.p234-255
<![CDATA[This study examines the role of the andragogical approach, social support, and community participation in accelerating stunting reduction in Sibuak Village, Tapung District, Kampar Regency. The objectives of the study are to assess the levels of these three factors and to analyze their influence on stunting reduction efforts. Specifically, the study aims to (1) evaluate the extent of the andragogical approach applied in stunting reduction, (2) measure the level of social support provided, (3) assess the level of community participation, and (4) determine the effects of social support and community participation on the andragogical approach in the context of stunting reduction. To do so, this study employs a quantitative design with a sample of 126 fertile couples from a population of 183 in the village. Data were analyzed using descriptive statistics to determine central tendencies and inferential statistics to explore relationships between the variables. The results show a significant positive influence of social support on the andragogical approach, accounting for 75.1% of the variance. Community participation also had a significant positive influence, explaining 73.7% of the variance. Additionally, combined social support and community participation had a significant impact on the andragogical approach, with a total effect of 75.3%. The findings suggest that enhancing social support and encouraging community participation are crucial for strengthening the andragogical approach in reducing stunting. These insights can inform policymakers and health practitioners in designing more effective stunting reduction programs.]]>
<![CDATA[STRATEGIES IN DEALING WITH SPEAKING ANXIETY: A MIXED METHOD STUDY ON ENGLISH STUDENTS ]]>
<![CDATA[Putri, Nabilah Eka]]>;
<![CDATA[Supriusman, Supriusman]]>;
<![CDATA[Syarfi, Muhammad]]>
<![CDATA[ International Journal of Educational Best Practices Vol 8, No 2 (2024) ]]>
Publisher : <![CDATA[Education Administration Study Program, School of Postgraduate Studies, Universitas Riau ]]>
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DOI: 10.31258/ijebp.v8n2.p272-290
<![CDATA[This study investigates strategies used by university English department students to overcome their speaking anxiety. It applied an explanatory sequential mixed method. The selected samples of the present study were 71 out of 109 population. Two main instruments used to collect the data were a questionnaire and an interview. The findings indicated that 53 students (3.74) often applied strategies to overcome their speaking anxiety. The result of the quantitative data showed that the overall mean score on the strategy applied by students to overcome speaking anxiety on positive thinking was 3.87, relaxation was 3.98, preparation was 4.05, peer seeking was 3.82, and categorized into high level respectively, while the resignation mean score was 2.99 and categorized into moderate level. Based on the interview results of 10 selected students, they applied five types of strategies above, and some students applied other strategies, such as practicing in front of the mirror and utilizing a learning tool. Since the strategies students apply have overcome their speaking anxiety, students are recommended to implement the above strategies.]]>
<![CDATA[ROLE OF SCHOOL MANAGEMENT TEAMS IN MAINTAINING LEARNER DISCIPLINE IN KING CETSHWAYO DISTRICT USING INTEGRATED MANAGEMENT APPROACH ]]>
<![CDATA[Khanyile, Hlengiwe G]]>;
<![CDATA[Kapuaja, Ingrid S]]>;
<![CDATA[Mhlongo, Hlengiwe R]]>;
<![CDATA[Mpuangnan, Kofi N.]]>
<![CDATA[ International Journal of Educational Best Practices Vol 8, No 2 (2024) ]]>
Publisher : <![CDATA[Education Administration Study Program, School of Postgraduate Studies, Universitas Riau ]]>
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DOI: 10.31258/ijebp.v8n2.p172-189
<![CDATA[This study explored the role of School Management Teams (SMTs) in using an integrated management approach to maintain learner discipline in King Cetshwayo District. A qualitative research method was employed in this study while data were collected data six SMT members by using semi-structured interview schedules. The participants were selected through a purposive sampling technique from schools in King Cetshwayo District. The collected data were analysed by following a thematic approach. The findings revealed significant challenges faced by School Management Teams (SMTs), indicating a lack of adequate training in handling disciplinary issues. Additionally, schools struggling with insufficient resources, such as counsellors and materials, found it difficult to implement effective disciplinary measures. Collaborative decision-making emerged as a key strategy within the Integrated Management Approach (IMA) for maintaining learner discipline in schools in the King Cetshwayo District. Based on the findings, regular team meetings were recommended for discussing and refining discipline policies grounded on comprehensive data insights. This can foster a collaborative and inclusive school environment.]]>
<![CDATA[An Analysis of English Proficiency of the Students of Universitas Riau – Indonesia ]]>
<![CDATA[Ras, Fakhri]]>
<![CDATA[ International Journal of Educational Best Practices Vol. 1 No. 1 (2017) ]]>
Publisher : <![CDATA[Prodi Administrasi Pendidikan Program Pascasarjana Universitas Riau ]]>
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DOI: 10.31258/ijebp.1.1.111-122
<![CDATA[The objectives of this study are to: (1) acknowledge the students’ English competence based on the taken majors and study programs, (2) determine the general English competence (TOEFL Equivalent). The target group of the study is all students who took English language at various faculties and at the same time also enrolled at TOEFL Equivalent at UPT Bahasa Universitas Riau (Language Center). The number of the population is 9.765 the students. Due to the homogenous characters of the population, 20% out of the population (1.953 students) were taken as sample of the research. TOEFL Equivalent compiled by the Language Center of Universitas Riau was used to collect the needed data. Descriptive statistics was operated to compute the data in order to get mean of the TOEFL Equivalent scores. Inferential statistics (Annova) was applied to differentiate the scores of TOEFL Equivalent obtained by various backgrounds of the students (gender, program taken at Universitas Riau, majors at senior high schools, region of their senior high schools, school status and ethnic groups). After analysing the data, it was found that female students’ mean score is higher (405) than the male’s (402); the mean TOEFL score of the study program taken at Universitas Riau in which the English Students is the highest (432) among a lot of study programs; the mean score of the students of Riau Province is higher (420) than the Riau Archipelago Province (401); the mean score of students of private schools is higher (405) than the state schools (404); the mean of TOEFL score of Language and Art is the highest (432) among three majors (natural science, social science and other science). The last is the Chinese / Tionghoa mean of TOEFL score is the highest (438) among existing ethnic groups. The findings suggest that the students of Universitas Riau should be aware of understanding parts of the TOEFL materials like listening, reading, and structure especially in the area of their difficulties.]]>
<![CDATA[Pre-Service Teachers’ Integration into Teachers’ Community during Teaching Practicum ]]>
<![CDATA[Afrianto]]>
<![CDATA[ International Journal of Educational Best Practices Vol. 1 No. 1 (2017) ]]>
Publisher : <![CDATA[Prodi Administrasi Pendidikan Program Pascasarjana Universitas Riau ]]>
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DOI: 10.31258/ijebp.1.1.3-18
<![CDATA[Teaching practicum is a strategic place where pre-service teachers transform themselves from being pre-service teachers (PSTs) to become novice teachers. Data from a case study on how a group of PSTs experience integrate into teachers’ community during teaching practicum in Indonesian context shows that their journey is not linear; it encompasses a complex process, enriched by tension and conflict before some of them hold a sense of belonging to teachers community in their placement schools. Their ample engagement and participation with members of school community during teaching practicum program have effectively played as a significant factor behind their integration and identity transition.]]>
<![CDATA[Talent Management and Teacher Leadership Talent Development in High Performing School in Malaysia ]]>
<![CDATA[Mohd Hamzah, Mohd Izham]]>;
<![CDATA[Shamsudin, Shuhaida]]>
<![CDATA[ International Journal of Educational Best Practices Vol. 1 No. 1 (2017) ]]>
Publisher : <![CDATA[Prodi Administrasi Pendidikan Program Pascasarjana Universitas Riau ]]>
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DOI: 10.31258/ijebp.1.1.19-37
<![CDATA[Researches on the effective leadership reveal that principals in high performing schools are successful in improving schools outcomes through who they are, the strategies they use, as well as the specific combination and timely implementation and management of these strategies as a result of the unique contexts in which they work. The present research work tries to explore and confirm the talent management factors (TMFs) responsible for developing teacher leadership talent (TLT). The proposed TMFs were tested and validated through a sample of 400 teachers of High Performing School in Malaysia using Amos 19. Hypotheses were tested at a 95% confidence level and the Root Mean Square Error of Approximation (RMSEA), Tucker-Lewis Index (TLI) and Comparative Fit Index (CFI) were used to test the structural equation model of talent management. The obtained RMSEA value was 0.049, TLI value was 0.942 and CFI value was 0.962 which indicated a good model fit and appropriateness. Analysis of the results demonstrated that the level of implementation of talent management falls into the range of being very good and has a significant relationship with a teacher leadership talent development of the organization in the studied population. This study is one of very few studies to provide an integrative perspective of TMFs for developing TLT in high performing school; it adds to the extremely limited number of empirical studies that have been conducted to investigate talent management in the education sector and how teacher leaders start as individual contributors and move up into management and leadership roles.]]>
