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[EFL STUDENTS’ VIEWS AND EXPERIENCES OF CULTURE LEARNING: ARE THEY WORTHY TO FOSTER INTERCULTURAL COMPETENCE? ]]>
<![CDATA[Marwa]]>
<![CDATA[ International Journal of Educational Best Practices Vol. 2 No. 2 (2018) ]]>
Publisher : <![CDATA[Prodi Administrasi Pendidikan Program Pascasarjana Universitas Riau ]]>
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DOI: 10.31258/ijebp.2.2.1-17
<![CDATA[In the light of globalization, intercultural competence is crucially demanded by the language learners to be successful speakers and mediators in international interaction and communication. This study aims at investigating how the Indonesian EFL students view and undertake the culture learning in their classrooms. This study was a survey research carried out in October and December 2016 in two state universities: 1) University of Riau (UR) located in Riau Province and 2) Brawijaya University (UB) in Malang-East Java. There were a total of 80 participants involved by using random sampling. The student questionnaire (adopted and adapted from HST. Kiet, 2011) consisting of six statements was used. To answer the research question, descriptive statistics analysis (Sum of score, Mean and Standard Deviation) was used to analyse the completed student questionnaire. The findings reveal that the students showed positive attitudes in culture learning purposes; they mainly learned cultural facts oriented to target culture exploration as the dominant cultural learning in the classroom; they used media such as internet, TV and literature as the most dominant cultural learning sources outside the classroom; they found that culture learning benefited them to their EFL learning; and finally they agreed that the target culture should be taught together with the target language in EFL classes. Therefore, it is suggested that future researchers do such an in-depth study pertaining to students’ ICC learning and development in the environment of classroom interactions.]]>
<![CDATA[THE IMPLEMENTATION OF 5E LEARNING CYCLE MODEL ON THE TOPIC ‘STRUCTURE AND FUNCTION OF PLANTS’ TO IMPROVE THE SCIENTIFIC LITERACY OF THE SECOND YEAR STUDE ]]>
<![CDATA[Suryawati, Evi]]>;
<![CDATA[Natalina, Mariani]]>;
<![CDATA[Nadia]]>;
<![CDATA[Deswati]]>
<![CDATA[ International Journal of Educational Best Practices Vol. 2 No. 2 (2018) ]]>
Publisher : <![CDATA[Prodi Administrasi Pendidikan Program Pascasarjana Universitas Riau ]]>
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DOI: 10.31258/ijebp.2.2.26-33
<![CDATA[This study aims to improve student’s science literacy skills by using 5E Learning Cycle model. The treatment was conducted collaboratively for the topic ‘Structures and functions of plants’ involving Biology lectures, pre-service teachers, and the science school teachers of SMPN 21 Pekanbaru in August 2018. The focus of the observation was on science literacy and learning activities of students, both individually and in groups. Science literacy including scientific, procedural and epistemic knowledge was measured through worksheets. While the aspects of explaining scientific phenomena, evaluating and design scientific investigations, interpreting data, and the evidence were measured using an assessment sheet performance. Curiosity, scientific argumentation and environmental awareness were measured using the observation sheet. Learning activities carried out inside and outside the classroom had a positive impact on literacy skill science. The data showed the students individually or in groups could answer questions in the worksheet, more actively engaged, more enthusiastic and more curious when observing, identifying and grouping plants using real objects around school environment. Some questions arose from students when identifying corn and carrot plants about vegetative and generative structures. Overall, the implementation of 5E Learning Cycle model can improve students' scientific literacy in learning science at SMPN 21 Pekanbaru.]]>
<![CDATA[ACADEMIC ADVISORS’ PERCEPTIONS OF ACADEMIC ADVISING IN PUBLIC UNIVERSITIES OF MALAYSIA ]]>
<![CDATA[Van, Nguyen Thuy]]>;
<![CDATA[Said, Hamdan]]>
<![CDATA[ International Journal of Educational Best Practices Vol. 2 No. 2 (2018) ]]>
Publisher : <![CDATA[Prodi Administrasi Pendidikan Program Pascasarjana Universitas Riau ]]>
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DOI: 10.31258/ijebp.2.2.34-48
<![CDATA[This study explored academic advisors’ perceptions toward academic advising implemented at public universities of Malaysia. Using a qualitative research design with cross-site analysis strategy approach, interviews were conducted with eight academic advisors from four Malaysian public universities. Each interview session was assisted by the interview protocol. The interview was recorded and transcribed verbatim. The qualitative data was analysed in the form of thematic analysis with the assistance of NVivo12. Several themes emerged from the initial analysis. Further analysis using several coding and themes revealed one advanced theme namely the outcomes of academic advising and four sub-themes related to student development: academic development, personal development, social development, and career development. This study found that academic development, personal development and career development were the first, second, and third themes most stated while the subtheme social development was hardly stated by the academic advisors when asked regarding their perceptions towards academic advising. The finding of this study implies that social development of students was not part of academic advising tasks of academic advisors from the perspective of Malaysian public universities.]]>
<![CDATA[THE PERSPECTIVES OF LOCAL WISDOM IN CONSERVATION AND BIODIVERSITY MANAGEMENT OF FISH SPECIES AT RANGAU RIVER, RIAU PROVINCE, INDONESIA ]]>
<![CDATA[Yustina]]>;
<![CDATA[Damardi]]>;
<![CDATA[Irianti, Mitri]]>;
<![CDATA[Dahnilsyah]]>
<![CDATA[ International Journal of Educational Best Practices Vol. 2 No. 2 (2018) ]]>
Publisher : <![CDATA[Prodi Administrasi Pendidikan Program Pascasarjana Universitas Riau ]]>
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DOI: 10.31258/ijebp.2.2.48-53
<![CDATA[This descriptive research was conducted at Rantau Kopar village, Rokan Hilir District from January to June 2017. The reason for this study is due to the drastic declining of biodiversity of fish species at Rangau river despite the existence the local wisdom to protect the watershed in the area. It is aimed to discover the perspectives local wisdom in preventing the decreasing of fish biodiversity at Rangau river. The employed sampling technique was snowball technic sampling which involved 30 respondents. The primary data were obtained using observation and interview; the secondary data (documents). Data consist of community composition, livelihood, community participation in preserving the local wisdom, the synergy between the local wisdom and the policies of the local administration. The data were computed in percentage and were analyzed descriptively. The findings demonstrated that the local wisdom was compiled by the local community whose livelihood as fishermen. Conversely, in 2017, the local people did not comply with both sanction and the local customary law, there had been careless exploitation of the water across the watershed to be oil palm plantation area and the increasing number of oil palm farmers. This study concludes that the main threat facing the local wisdom is that the policies of local administration are not synergic with the local wisdom as stipulated in the regulations and conservation of the area across the watershed of Rangau. The implication of this study is used for the supplementary materials for the bioetnomalay subject in the Indonesian education. ]]>
<![CDATA[THE USE OF SOCIAL MEDIA AS A LEARNING MEDIA IN IMPROVING STUDENTS’ MOTIVATION IN THE MANAGEMENT ACCOUNTING COURSE ]]>
<![CDATA[Prihastuti, Asepma Hygi]]>;
<![CDATA[Wahyuni, Sri]]>;
<![CDATA[Ramadhani, Suci]]>
<![CDATA[ International Journal of Educational Best Practices Vol. 2 No. 2 (2018) ]]>
Publisher : <![CDATA[Prodi Administrasi Pendidikan Program Pascasarjana Universitas Riau ]]>
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DOI: 10.31258/ijebp.2.2.55-62
<![CDATA[This study aims to improve students’ motivation in Management Accounting courses by using social media as a learning media in the classroom. The use of social media is inspired by the fact that that most of internet users are 19-34 years old, which is around 49.52% of them access social media more than 3 hours per day (2017 APJII survey). Participants of this study were students of STIE Persada Bunda who took Management Accounting course at the 2018/2019 Academic Year. This study employed Classroom Action Research method with 2 cycles with descriptive analysis. Before using media social as a learning media, the average value of students’ motivation was 60%. In the first cycle it was obtained that an average value of students’ motivation was 71%. It means that student of STIE Persada Bunda motivation was high. The second cycle obtained that an average value of students’ motivation was 82%. This means that motivation of students of STIE Persada Bunda was very high. This study reveals that students’ motivation has been significantly increased. It is expected that learning achievement of students in management accounting course will be increased too. ]]>
<![CDATA[A SURVEY ON THE TEACHING OF WRITING AT SENIOR HIGH SCHOOLS IN RIAU PROVINCE ]]>
<![CDATA[Eliwarti]]>;
<![CDATA[Aruan, Rumiri]]>
<![CDATA[ International Journal of Educational Best Practices Vol. 2 No. 2 (2018) ]]>
Publisher : <![CDATA[Prodi Administrasi Pendidikan Program Pascasarjana Universitas Riau ]]>
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DOI: 10.31258/ijebp.2.2.63-74
<![CDATA[Teaching writing in senior high schools provides students with knowledge, experience and strategies of writing simple texts to more complex ones. This research aims at looking at how writing skills are taught at senior high schools in Riau Province-Indonesia. Specifically, the research answers the research questions about teaching materials, methods/strategies used by English teachers in the teaching of writing and students’ attitude towards writing skills. The samples are second year English Department students of FKIP Riau University coming from different cities and regencies in Riau Province. The data were collected through distributing a set of questionnaire. The results show that most writing materials consist of linguistics knowledge such as sentence structure, vocabulary and punctuation and lack of writing skills and strategies like brainstorming, drafting, revising and editing. Moreover, most teachers are product oriented in their teaching of writing. Finally, most students (65.9) have low attitude towards writing skills. From these findings, it can be concluded that: writing materials need to be focussed on writing skills and strategies, teachers’ knowledge and skills on teaching methods/strategies need to be upgraded and students’ attitude towards writing skills needs to be improved. These findings can be used as a reference to do some improvement in the teaching of writing in senior high schools in Riau province. ]]>
<![CDATA[THE USE OF VIRTUAL LABORATORY TO IMPROVE STUDENTS' CONCEPTUAL UNDERSTANDING IN ACID BASE TITRATION SUBJECT ]]>
<![CDATA[Erni]]>;
<![CDATA[Copriady, Jimmi]]>;
<![CDATA[Linda, Roza]]>
<![CDATA[ International Journal of Educational Best Practices Vol. 3 No. 1 (2019) ]]>
Publisher : <![CDATA[Prodi Administrasi Pendidikan Program Pascasarjana Universitas Riau ]]>
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DOI: 10.31258/ijebp.3.1.43-49
<![CDATA[The research has been conducted to figure out the use of virtual laboratories on students' conceptual understanding of acid-base titration subject at SMAN 1 Tambusai. The study was an experimental research with one group pretest-posttest design. The sample consisted of one class, XI IPA2, a class that was treated with a virtual laboratory. The data analysis technique used was the t-test. Based on the results of the final data processing using the t-test, it was obtained that sig 5 ≤0.05; where 0,000 ≤ 0.05; so it was concluded that there were significant differences between the mean scores of the pretest and posttest. This shows that there is an increase by the use of virtual laboratories towards the students' conceptual understanding.]]>
<![CDATA[RECTIFYING THE TEACHING OF INTENSIVE READING THROUGH METACOGNITIVE STRATEGY: A CASE IN AN INDONESIAN JUNIOR HIGH SCHOOL ]]>
<![CDATA[Zatalini , Rinia]]>
<![CDATA[ International Journal of Educational Best Practices Vol. 3 No. 1 (2019) ]]>
Publisher : <![CDATA[Prodi Administrasi Pendidikan Program Pascasarjana Universitas Riau ]]>
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DOI: 10.31258/ijebp.3.1.1-14
<![CDATA[Since intensive reading has long been a part of curriculum core in Indonesia and is the main and only English skill tested in the National Examination, many teaching procedures usually focus on ways to assist students succeed in the examination. Therefore, there is a tendency for teachers to simply equip students with texts and help to make sense of the texts by translation so that enabling students to answer the given questions. While it may be helpful to some extent, there is a claim that this mode of teaching is (1) less accurate as it is deemed as practising reading, not teaching students how to read and (2) less effective for a mere texts’ translation affords insufficient support for profound understanding and autonomy in learning to occur. This paper thus addresses this teaching issue happened specifically in a junior high school in Indonesia, where teachers still use translation, i.e. Grammar Translation Method, in teaching reading with a lot of practices and less strategy of how to read. Theoretical foundations of intensive reading and theories of language learning are critically discussed, which then lead to suggest the metacognitive strategy as a potential solution to resolve the issue. This paper hence could (a) enhance our understanding on intensive reading and its relation to language learning theories and (b) offer an insight of possible solution to cope other cases similar to the one presented in this paper.]]>
<![CDATA[THE EFFECT OF TEACHING STRATEGIES AND SELF CONFIDENCE ON STUDENTS’ ABILITY IN WRITING DESCRIPTIVE TEXT IN AN INDONESIAN SCHOOL ]]>
<![CDATA[Ramdha, Triana]]>
<![CDATA[ International Journal of Educational Best Practices Vol. 3 No. 1 (2019) ]]>
Publisher : <![CDATA[Prodi Administrasi Pendidikan Program Pascasarjana Universitas Riau ]]>
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DOI: 10.31258/ijebp.3.1.15-28
<![CDATA[In teaching writing, teaching strategy and students’ self-confidence influence students’ writing skill. The research was conducted to find out the effect of Roundtable Strategy and students’ self-confidence on students’ writing skill of descriptive text. The design of this research was quasi experimental with 2x2 factorial design. The population of this research was the VIII grade students of SMP Tri Bhakti Pekanbaru, 2015/2016 academic year. Writing test and self-confidence questionnaire were used as the research instruments. Then, the data were analyzed by using t-test formula and two ways Anova. The result of this research shows that (1) students who were taught by using Roundtable Strategy had better writing skill in writing descriptive text than those who were taught by using Three Phase Strategy. It was proven by the result of t-test which showed that tobserved was bigger than ttable, (2) students with high self-confidence who were taught by Roundtable Strategy had better writing skill in descriptive text than those who were taught by using Three Phase Strategy, (3) students with low self-confidence who were taught by Roundtable Strategy had better writing skill in descriptive text than those who were taught by using Three Phase Strategy, and (4) there was no interaction between both strategies and students’ self-confidence toward students’ writing skill, where Fobserved (0.004) was less than Ftable (3.39). In conclusion, Roundtable Strategy had a significant result on students’ writing skill than Three Phase Strategy and there was no interaction between teaching strategies and students’ self-confidence toward students’ writing skill.]]>
<![CDATA[THE DEVELOPMENT OF ASSESSMENT INSTRUMENT USING TESLET MODELS IN STEREOCHEMISTRY MATERIALS ]]>
<![CDATA[Wulandari, Annisaul Khasanah]]>;
<![CDATA[Copriady, Jimmi]]>;
<![CDATA[Rasmiwetti]]>
<![CDATA[ International Journal of Educational Best Practices Vol. 3 No. 1 (2019) ]]>
Publisher : <![CDATA[Prodi Administrasi Pendidikan Program Pascasarjana Universitas Riau ]]>
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DOI: 10.31258/ijebp.3.1.29-42
<![CDATA[Stereochemistry is the study of molecules in three-dimensional space regarding how atoms in a molecule are arranged in one room relative to the other. Stereochemistry is a difficult course. Therefore, it is necessary to diagnose the difficulty of learning using the testlet model. This study is aimed at developing an appropriate testlet model for the assessment instrument. This research uses the development model of Borg and Gall's assessment instrument with ten stages, but this research is limited to the fifth stage only, namely 1) Research and Information Collection, 2) Planning, 3) Develop Preliminary Form of Product, 4) Preliminary Field Testing, and 5) Preliminary Product Revision. The data collection techniques were in the form of validation questionnaires from expert teams and students' response questionnaires. The data analysis technique used qualitative and quantitative data. The qualitative data were from the results of a review of validation by a team of experts who are Postgraduate Lecturers of Chemistry Education at Universitas Riau and lecturers of the Chemistry Education Study Program at the Faculty of Tarbiyah and Teaching at UIN Suska Riau. The quantitative data were obtained from the calculation of the mean scores of the validation questionnaire by two lecturers of the Postgraduate of Chemistry Education at Universitas Riau and one lecturer in the Chemistry Education Study Program at the Tarbiyah Faculty and Teacher Training at UIN Suska Riau as the experts. The results of the study show that the mean score of validation from the expert team is 3.97 on the aspect of material with valid category, 3.97 on the aspect of construction with valid category, 3.88 on the aspect of language with valid category; and the results of the students' response questionnaires are 51.58 on the time readability questionnaire and 8.08 on the aspect of time adequacy.]]>
