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Afrianto Daud
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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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DEVELOPING LEARNING DOCUMENTS USING ASSURE DESIGN WITH PROBLEM-SOLVING STRATEGY ON SOCIAL ARITHMETIC MATERIALS TO INCREASE MATHEMATICAL PROBLEM-SOLVING ABILITY Indah Fitriani
International Journal of Educational Best Practices Vol 4, No 1 (2020)
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.v4n1.p53-63

Abstract

This research is carried out due to students' low Mathematical Problem Solving Ability (Indonesian: KPMM) and the unavailability of learning documents that are following the demands of the 2013 Curriculum. This research produces learning documents using the ASSURE design with problem-solving strategies to improve students' KPMM. The development model used is the 4D model with validity instruments in the form of validation sheets of the syllabus, lesson plans (RPP), student activity sheets (LAS) and KPMM tests; practicality of the instruments in the form of student response questionnaires, teacher response questionnaires, and observation sheets; and effectiveness of the instruments in the form of KPMM test questions. The data were collected through questionnaires, observations and KPMM tests. The data were analyzed using validity analysis techniques; practicality analysis and effectiveness analysis. From the results of the data processing, the average score of the syllabus validation result is 3,56; RPP 3.60; LAS 3.51; and KPMM questions 3.55. The average scores of the student response questionnaire on limited trials and field trials are respectively 92.85% and 87.41% classified in the 'very practical' category. The average scores of the teacher response questionnaire and teacher observation are 96.54% and 94.31%. Based on the results of the effectiveness test, it can be stated that there are differences in KPMM students between the experimental class and the control class. It can be concluded that the learning documents developed have been valid, practical, and effective to improve students' KPMM.
DEVELOPING SCIENTIFIC APPROACH-BASED E-MODULE ASSISTED BY KSOFT FLIPBOOK MAKER APPLICATION FOR THE TENTH-GRADE OF SENIOR HIGH SCHOOL STUDENTS Nurfajriyah Nurfajriyah; Nina Suzanne; Sirajul Munir
International Journal of Educational Best Practices Vol 7, No 1 (2023)
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.v7n1.p73-91

Abstract

The limitations of the teaching materials, the absence of sample questions, individual assignments, and evaluations of narrative text materials are the issues covered in this study. This research aims to describe the needs of teachers and students for an electronic module (e-module) based on the scientific approach, to develop a prototype for an e-module based on the scientific approach, and to describe the experts’ validation of the e-module. This study employed R&D using the 4D development model, which has four stages: define, design, develop, and disseminate. Three validators—two lecturers and one teacher—were used to evaluate the e- module. This research findings show as follows. Firstly, teachers and students need narrative text e-module teaching materials employing a scientific approach, secondly, the e- module narrative text prototype adheres to the scientific approach. Finally, the validation test on e-module narrative text for English learning is categorized as valid. These findings recommend that using the scientific approach-based e-module narrative text material that was developed with the help of the KSOFT flipbook maker is imperatively implemented in teaching a narrative text in the tenth grade of Senior High School.
Challenges of Using Portfolio Assessment as an Alternative Assessment Method for Teaching English in Indonesian Schools Afrianto Afrianto
International Journal of Educational Best Practices Vol 1, No 2 (2017)
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.v1n2.p106-114

Abstract

Conducting an assessment is a part of teachers' roles and responsibilities. Assessment is a process by which teachers can get feedback for their teaching and students' learning. It can provide data about teachers' teaching effectiveness as well students' learning progress and achievement. Among many alternative authentic assessments suggested in the latest 2013 Curriculum, the portfolio is one of the recommended types of assessment used by teachers at schools lately. However, the reality shows that this portfolio assesment is not used effectively yet in the field. Instead, many teachers still rely on some kinds of traditional tests to assess students' learning. This paper discusses theoretical foundations of this portfolio assessment, followed by a discussion on how to make use of it in the field. Some challenges and possible solutions are also addressed in this paper.
THE INFLUENCE OF DIGITAL LITERACY AND DIGITAL WORKPLACE ON E-LEADERSHIP OF EDUCATORS AND EDUCATION STAFF OF A STATE VOCATIONAL SCHOOL Adri Daswin; Mahdum Mahdum; Hadriana Hadriana
International Journal of Educational Best Practices Vol 6, No 2 (2022)
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.v6n2.p160-173

Abstract

The development of information and communication technology has influenced the current leadership style. Leadership not only can be implemented face-to-face, but can also be done through the use of electronic devices and the internet, which is called e-leadership. This study aims to obtain an empirical picture about the influence of digital literacy and digital workplace on e-leadership of educators and education staff of State Vocational Schools 5 Pekanbaru – Riau, either partially or simultaneously. This research was conducted from January to June 2022, but the data was collected in March 2022. The research instrument was a questionnaire given to 95 educators and education staff selected as the samples. The obtained data then analyzed through descriptive statistics and inferential statistics. The results of data analysis show that digital literacy has a significant influence as many as 30% on e-leadership and the digital workplace has a significant influence as many as 47.1% on e-leadership. Simultaneously digital literacy and digital workplace influence as many as 32%. on e-leadership. This implies that  it is necessary to improve the digital literacy and digital workplace skills of educators and education staff of State Vocational Schools 5 Pekanbaru – Riau to improve their e-leadership skills
Wasatiyyah Values Appreciation in the Syariah Governance as Consumer Understanding Education Mechanisme towards Islamic Banking System Mohd Izzat Amsyar Mohd Arif; Ruzian Markom; Mohd Arif Ismail
International Journal of Educational Best Practices Vol 1, No 1 (2017)
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.v1n1.p99-110

Abstract

The concept and values of wasatiyyah are fundamental in Islamic banking practice as the syariahlaw 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 prohibitany 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 byAllah SWT due to their oppressive nature especially towards the unfortunate such as the poor orlow-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 financialawareness subject has been presented by the Malaysia government in the 13th Parliamentarysession. It is important to educate and enhance the understanding of the public especially the youngabout the Islamic banking system as an alternative to avoid the prohibited conventional bankingsystem.
THE EFFECTIVENESS OF INTERACTIVE INTEGRATED SCIENCE E-MODULE WITH CONNECTED TYPE TO IMPROVE STUDENT'S MASTERY ON ENERGY TOPIC Mas'ud Mas'ud; Teja Pratama Putra; Zulfarina Zulfarina; Roza Linda
International Journal of Educational Best Practices Vol 5, No 2 (2021)
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.v5n2.p211-222

Abstract

Efforts to improve the quality of Integrated Science learning for junior high schools in the era of globalization that are following the challenges of 21st-century education can be done through the use of connected type interactive e-modules. The study was conducted to determine the effectiveness of the e-module on students' mastery of energy concepts. The research method used is a descriptive quantitative quasi-experimental type with a matching-only pretest-posttest control group design. The research was conducted in one of the public junior high schools in Bangkinang with a purposive sampling technique. Data were collected using research instruments in the form of mastery of concepts in energy material. Data analysis was performed using pre-requisite test, statistical test (different test; t-test), and N-Gain test. The results obtained show that the use of the connected type of integrated science interactive e-module can improve students' mastery of concepts on energy material in the experimental class with the medium category.
THE CORRELATION BETWEEN THE SELF-DIRECTED LEARNING AND READING COMPREHENSION AT UNIVERSITAS RIAU Geblyna Putri; Mahdum Mahdum; Dahnilsyah Dahnilsyah
International Journal of Educational Best Practices Vol 7, No 1 (2023)
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.v7n1.p30-42

Abstract

This research aimed to find out the correlation between self- directed learning and reading comprehension of the fifth- semester students of the English department of FKIP Universitas Riau. The researchers used a descriptive quantitative method as the data approach. The samples of this research were 74 students from the fifth-semester students of the English department of FKIP Universitas Riau. The research instruments are a questionnaire and a test. The questionnaire is for the data on self-directed learning while the test is for the data on reading comprehension. To analyze the data, the researchers employed SPSS Statistics 25. The data analysis showed that the mean score of the student's self-directed learning is 215.18, classified as moderate level, while the mean score of the student's reading comprehension is 56.35, categorized as moderate level. Moreover, the research finding showed the correlation coefficient of the two variables is 0.694, indicating a positive and moderate correlation. Also, the determinant coefficient is 0.48 which implies self-directedlearning has a 48% influence on the students’ reading comprehension, leaving the other 52% to other factors. After finding that there is a moderate relationship between self- directed learning and reading comprehension, it is suggested that students should apply self-directed learning activities well, for it can result in better reading comprehension. This is mainly because self-directed learning gives them the freedom to choose their own reading materials and learning objectives.
REFLECTION ON THE USE OF DIGITAL STORYTELLING IN SPEAKING CLASS IN THE PANDEMIC TIME Desri Maria Sumbayak; Indah Putri Tamala
International Journal of Educational Best Practices Vol 6, No 1 (2022)
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.v6n1.p121-133

Abstract

The individual digital storytelling project was given to 129-second semester students of Speaking Class in English Literature Study Program, Faculty of Cultural Sciences, Universitas Sumatera Utara Indonesia during this pandemic time. After a virtual workshop on how to do digital story-telling was given to the students, they were asked to create their video stories. There were two topics given to the students. Students might have the freedom to either tell their own stories or to tell a fable or fairy tale. After doing the project, students were asked to do self-reflection on their project by answering a questionnaire. The questionnaire consists of three closed- questions and three semi-open questions. The result revealed that the majority of the students mentioned that the project was engaging, could improve their speaking skills, and accommodate their creativity. Besides, most of the students argued that the project could enhance their autonomous learning. 126 students out of 129 said that the project was very beneficial to improving their speaking skills even though they had only virtual speaking classes during the pandemic, except there were three students who showed that they needed the in-person feedback from the teacher and the ambiance of the real face to face class. Thus, it is recommended to apply digital storytelling and its implications in online-learning mode.
IMPLEMENTING THE PEER RESPONSE TECHNIQUE TO IMPROVE THE STUDENTS’ WRITING OF A PERSONAL RECOUNT TEXT Linda Budiarsih; Yohanes Gatot Sutapa Yuliana; Clarry Sada
International Journal of Educational Best Practices Vol 7, No 2 (2023)
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.v7n2.p253-272

Abstract

This classroom Action Research aims to observe the implementation of the Peer Response Technique to improve the students’ writing personal recount text and their behaviour in writing activity. The participants were the students in class VIII A of SMPN 2 Sungai Raya which consisted of 31 students. Based on the teacher’s direct observation, the students in this class faced some problems in writing a personal recount text. A mixed-method approach was used to collect the data. The observation sheet, field notes, and focus group interview were used to collect the qualitative data and the writing test was used to collect the students’ writing score as the quantitative data. Three cycles were conducted in this research where each cycle consisted of three meetings. The findings of this research have shown that the implementation of the Peer Response Technique in the writing process was effective in improving not only the students’ behaviour in writing activity but also the students’ scores in writing personal recount text. The writing activities that were done in pairs could boost the students’ confidence in writing. They could also have good communication and cooperation in every writing stage that they have to do. The feedback that the students gave to each other’s writing improved their trust and their ability to learn from others’ writing. Ultimately, the peer response could improve the students’ writing personal recount text that was proved by the improvement of the student’s writing score from cycle 1 to cycle 3. 
REVISITING ENGLISH PROFICIENCY AND ITS POLICY IN HIGHER EDUCATION: THE CASE OF THE UNIVERSITY OF RIAU Muryanti Muryanti; Daeng Ayub Natuna; Viony Syafitra; Wilasari Arien
International Journal of Educational Best Practices Vol 7, No 1 (2023)
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.v7n1.p105-116

Abstract

The rapid change in today’s society forces higher education to adapt to it and transform to prepare their graduates for the future, which entails regulating minimum language proficiency levels for a graduation requirement in universities. This study aims to investigate university students’ English proficiency level to revisit English language requirements at higher education institutions. To do so, this study used simple descriptive research using a TOEFL Prediction test administered to 400 university students at the University of Riau. The score was converted to the Common European Framework of Reference for Language (CEFR) to investigate whether the scores are relevant to the university’s needs. The results show that the majority of students (N=258) have achieved the A2 CEFR level (Basic User – way stage). This suggests that it has fulfilled the minimum requirement set by the university. However, this is unlikely to reflect the objectives envisioned by the institution. Therefore, recommendations aroused from the findings will be provided in this research.

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