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.
Articles
253 Documents
<![CDATA[The Implementation of Cooperative Learning Model For Critical Thinking Skills in the History Subject at SMA Pekanbaru ]]>
<![CDATA[Isjoni]]>
<![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.1.1.38-56
<![CDATA[In the approach to learning, teachers must be able to create an active, creative, effective, and fun learning. One of the learning approaches that can be used to create this active, creative, effective and fun learning in a group is cooperative learning. Jigsaw was particularly selected from various types of cooperative learning. It was because it is used by researchers in science education, and less popular in social science education. Jigsaw arouse students' attitudes to learning, including in the History subject. Jigsaw that is one ofthe types of cooperative learning models that encourages students to be active and help each others in mastering the subject matter to achieve maximum performance. The aim of the study was to see the different models of cooperative learning on students' critical thinking skills in the History subject. The method used was by using the test statistics with analysis using Excel for Windows. To determine whether there is any differences, tests of paired data (Student's t-test) were conducted. If there are no significant differences between the dependent variable for the pre-test, it will be used followed by ANOVA in the post test. The results showed that there is a difference between the type of cooperative learning model jigsaw with traditional learning in the study on the critical thinking skills of students in the History subject.]]>
<![CDATA[Moving from an L1 to an L2 Setting: Parents’ Motivation for Raising Children Bilingually ]]>
<![CDATA[Restuningrum, Novi Rahayu]]>
<![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.1.1.53-66
<![CDATA[This paper portrays changes in parents’ motivation for raising their children bilingually due to the change of domicile, from parents’ home country as the first language (L1) setting – which is a non English-speaking country – to Australia as their second language (L2) setting. Derived from a larger study done between 2011-2015, the paper describes how parents, who at the time of data collection resided in Australia, changed motivation for communicating with their children bilingually. Evolving from my personal experience, using an auto-ethnographic approach, and supported by data from two other research participants with similar experience, the paper presents a narrative on how parents’ sociolinguistic set-up is influenced by the geographic setting change. An early reason that became apparent why parents want their children to be able to communicate in two languages in the period prior to geographic movement from countries where English is a foreign language has changed after they live in Australia. Parents had been motivated to make their children bilingual when they are in the non-English-speaking contexts because they want their children to be able to fit in the globalised world communication. Meanwhile, their main reason for having bilingual children after they live in Australia is to maintain their heritage language and culture. This paper will enhance the discussion in the field of bilingualism, especially about parents’ motivation for children bilingualism and Family Language Policy (FLP), and will extend the discussion in other language-related field of research. ]]>
<![CDATA[The Students’ Perceptions of the Strategies in the Process Approach ]]>
<![CDATA[Eliwarti]]>;
<![CDATA[Maarof, Nooreiny]]>
<![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.1.1.73-91
<![CDATA[The main objective of this study was to examine the students’ perceptions of the strategies in the Process Approach. The subjects were 30 English Department students of Riau University taught using Process Approach. A set of questionnaire and semi-structured interview were used to collect the data. The level of perceptions was differentiated into three: Highly Positive, Positive and Negative. The results showed that all students had Positive and Highly Positive level of perception and no students had Negative perception of the strategies in the Process Approach. From the results of the interview, five categories were found. All of them reported positive opinions on the Process Approach and considered the editing and revising strategies as most useful. Besides, they stated that the steps in Process Approach were more systematic, specific, comfortable, more meaningful and livelier than other approaches. They all perceived that their writing performance had improved after the Process Approach intervention. The area of improvements were in collecting ideas, editing strategy, choice of words and the way how to write an essay. They also suggested on the application of the Process Approach for other writing classes. The findings from the interviews were in line with the findings from the questionnaire which revealed that students had favorable perceptions of the Process Approach. In light of these findings, it can be suggested that the Process Approach has the potential to be used as alternative instructional tools to improve students’ writing performance.]]>
<![CDATA[Madrasah Education System And Terrorism: Reality And Misconception ]]>
<![CDATA[Mohd Arif, Mohd Izzat Amsyar]]>;
<![CDATA[Abdul Rahman, Nur Hartini]]>;
<![CDATA[Hanapi, Hisham]]>
<![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.1.1.92-101
<![CDATA[Since the terrorist attacks on September 11, 2001, the Islamic schools known as madrasah have been of increasing interest to analysts and to officials involved in formulating U.S. foreign policy toward the Middle East, Central, and Southeast Asia. Madrasah drew added attention when it became known that several Taliban leaders and Al-Qaeda members had developed radical political views at madrasah in Pakistan, some of which allegedly were built and partially financed through Saudi Arabian sources. These revelations have led to accusations that madrasah promote Islamic extremism and militancy, and are a recruiting ground for terrorism. Others maintain that most of these religious schools have been blamed unfairly for fostering anti-U.S. sentiments and argue that madrasah play an important role in countries where millions of Muslims live in poverty and the educational infrastructure is in decay. This paper aims to study a misconception of the role and functions of Islamic traditional religious schools which have been linked with the activities of terrorism. The study will be specifically focus on practice of the traditional Islamic school, which is locally called as ‘madrasah system’. ]]>
<![CDATA[The Concept of Intellectual Property As Al Mal: An Islamic Perpective Approach ]]>
<![CDATA[Mohd Arif , Mohd Izzat Amsyar]]>;
<![CDATA[Hanapi, Hisham]]>
<![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.1.1.102-108
<![CDATA[The idea of legally acknowledging and protecting the intellectual property is prevalently known in any legal system in the world, but not many people know how this idea is dealt in Islam. Islam as the religion of wholeness (syumul), deals with almost all aspects of life and aims at protecting five main objectives of syariah3 (maqasid al syariah) namely religion (al din), life (al nafs), intellect (al aqal), lineage (al nasl) as well as property (al mal). As the time goes by, people started to realize that human intelligence and creativity shall not be the object of manipulation, thus necessitated them to come up with some sort of protection for their invention by legally acknowledging it as ‘intellectual property’. This paper will try to discuss the position of intellectual property in the Islamic jurisprudence by determining its ‘maaliyyah’ (capable of being considered as property).]]>
<![CDATA[Wasatiyyah Values Appreciation in the Syariah Governance as Consumer Understanding Education Mechanisme towards Islamic Banking System ]]>
<![CDATA[Mohd Arif , Mohd Izzat Amsyar]]>;
<![CDATA[Markom, Ruzian]]>;
<![CDATA[Ismail, Mohd Arif]]>
<![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.1.1.109-120
<![CDATA[The concept and values of wasatiyyah are fundamental in Islamic banking practice as the syariah law has delineated basic muamalat principles as an operation guideline for the banking industry. So that, all kind of extreme characteristics may be prevented. The principles of wasatiyyah prohibit any element which overlooks the permitted limit namely gambling, uncertainty (gharar), usury, fraud and so on. These elements have to be avoided in life because they were clearly prohibited by Allah SWT due to their oppressive nature especially towards the unfortunate such as the poor or low-income group. This prohibition is also attached with the heavy intimidation in the hereafter. The Islamic banking system upholds the concept of wasatiyyah through the values of fairness, trust, transparency and accountability which are instilled through the syariah governance system. The appreciation of these values is proposed to be a part of the new curriculum for the financial awareness subject has been presented by the Malaysia government in the 13th Parliamentary session. It is important to educate and enhance the understanding of the public especially the young about the Islamic banking system as an alternative to avoid the prohibited conventional banking system.]]>
<![CDATA[The Implied Power through the Use of Personal Pronouns in Obama’s Speeches: Critical Discourse Analysis ]]>
<![CDATA[Dahnilsyah]]>
<![CDATA[ International Journal of Educational Best Practices Vol. 1 No. 2 (2017) ]]>
Publisher : <![CDATA[Prodi Administrasi Pendidikan Program Pascasarjana Universitas Riau ]]>
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DOI: 10.31258/ijebp.1.2.59-71
<![CDATA[This is a qualitative study with descriptive data presentation. It is aimed at investigating the tendency of abuse of power in exploiting personal pronouns of Obama‘s political speeches.The employed grand theory in this study is social cognition theory introduced by Teun, A. Vandijk. There are three aspects that need to be empowered: textual, social cognition and social context in disclosing the implied meanings of the use of personal pronouns in Obama‘s political speeches. The data of this study were gathered by means of speech transcript collections of Obama‘s speeches: 2010, 2011 and 2014 concerning terrorism issues. These transcripts obtained from online media which had been spread worldwide. The objective of this study is to describe which personal pronouns frequently exploited by Obama in his political speeches and discover the hidden meanings of the adopted personal pronouns. The findings demonstrate that: (1) Obama, tends to use personal pronouns ‗we' and ‗our', (2) Obama seems to have been selective in exploiting personal pronouns by referring to both certain contexts and situations before and after the speech was delivered, (3) The features of Obama's speeches are rhetorical, persuasive and manipulative. In terms of cognition and social context, these speeches indicate that intelligence, personal and social experiences do influence towards the emergence of a discourse. The implicitly conditioned and engineered dominance and hegemony are not considered as a force or coercion. Rather, it is thought as a common and justified when being exposed frequently. ]]>
<![CDATA[A Systemic Functional Linguistics Analysis of Cohesion and Coherence in Written Nursing Care Reports ]]>
<![CDATA[Kailani, Ahmad]]>
<![CDATA[ International Journal of Educational Best Practices Vol. 1 No. 2 (2017) ]]>
Publisher : <![CDATA[Prodi Administrasi Pendidikan Program Pascasarjana Universitas Riau ]]>
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DOI: 10.31258/ijebp.1.2.1-23
<![CDATA[This study analyses 25 nursing care reports written by nursing students majoring in the International Class of Nursing Diploma at a higher education institution in Indonesia. The main research focus is to assess the cohesion and coherence of nursing care reports in relation to their grades. The Systemic Functional Linguistics framework, with a focus on the textual metafunction, serves as a tool for analyzing cohesion, Thematic structures and Thematic development of the texts. The analysis of text cohesion revealed that all texts predominantly used lexical cohesion and reference to build internal ties within the texts. Reiteration of the same lexical items throughout the texts and heavy use of personal pronouns indicated the exploitation of these systems. In terms of coherence via Thematic structure, it was found that textual Themes were predominantly used. All the texts relied heavily on unmarked Themes, with no evidence indicating a proportional use of marked and unmarked Themes. In terms of Thematic development, Theme reiteration was the main method of text development for all texts. However, a few instances of Zig-zag Thematic development were found in texts in the higher graded categories. None of the texts used multiple Rheme patterns as an alternative method of text development. ]]>
<![CDATA[Collaborative Written Feedback Experience: A Case Study of Indonesian EFL Students in an Essay Writing Class ]]>
<![CDATA[Rezeki , Yanti Sri]]>
<![CDATA[ International Journal of Educational Best Practices Vol. 1 No. 2 (2017) ]]>
Publisher : <![CDATA[Prodi Administrasi Pendidikan Program Pascasarjana Universitas Riau ]]>
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DOI: 10.31258/ijebp.1.2.24-37
<![CDATA[Implementing collaborative written feedback instruction is a way to develop students‘ awarenes of writing as a process, the benefits of peer review and feedback, and the important roles of peer interaction for learning. The current research aimed at understanding students‘ experiences of providing and responding to written feedback in group. It specifically sought to answer these questions: 1.) What are students‘ perceptions toward collaborative written feedback experience? 2) What are students‘ collaborative written feedback practices? and 3). What factors affect students‘ collaborative written feedback experience? Conducted as a qualitative case study, the research reported the collaborative written feedback experiences of a group of three undergradutae EFL students in Essay Writing course. Data were drawn from observations, focus group interview, student reflective essay, and collection of related documents and artifacts. The findings show that students have positive perceptions toward collaborative written feedback instruction citing that it helps them improve their writing and develop their interpersonal skills. The study also reveals that changing roles in the group and the use of media paltform to communicate are among the strategies employed in collaborative written feedback practices. Factors such as peer‘s characteristics, level of confidence and task seemed to have affected these practices. Suggestions on the ways in which collaborative written feedback instruction can be implemented effectively are also provided. ]]>
<![CDATA[Headteachers Conflict Management Styles and Teachers Job Satisfaction in Malaysian Primary Schools ]]>
<![CDATA[Mohd Hamzah, Mohd Izham]]>;
<![CDATA[Abd Rani, Nurul Sahadila]]>;
<![CDATA[A. Hamid, Aida Hanim]]>
<![CDATA[ International Journal of Educational Best Practices Vol. 1 No. 2 (2017) ]]>
Publisher : <![CDATA[Prodi Administrasi Pendidikan Program Pascasarjana Universitas Riau ]]>
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DOI: 10.31258/ijebp.1.2.38-49
<![CDATA[The purpose of this study was to investigate the conflict management styles among head teachers and the relationships between the styles and teachers job satisfaction. The study also examined the head teachers conflict management styles and teachers job satisfaction based on the demographic characteristics. A questionnaire was administered to 120 respondents in 5 primary schools in the district of Tampin, Malaysia. Descriptive and Manova statistics were used to examine the levels and differences of conflict management styles used among head teachers and teachers job satisfaction in terms of their demographic characteristics. The findings showed that the head teachers used all the five conflict management styles: cooperating style, adapting style, compromising style, bargaining style, and problem-solving style. Most head teachers preferred cooperating style as compared to bargaining style. Further, the findings showed that there was no difference for all the five conflict management styles in relation to the head teacher demographic characteristics. However, the findings showed that there was a significant difference for teachers job satisfaction in terms of years of service and no difference for teachers job satisfaction in terms of other demographic characteristics. Implications for all policymakers to improve future policy related to leadership training for all head teachers in schools were discussed. ]]>
