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[AN INSIGHT INTO BLOG USE IN EFL READING CLASS ]]>
<![CDATA[Santiana, Santiana]]>;
<![CDATA[Faisal, Rachmatia Fajrina]]>;
<![CDATA[Sri, Melisa]]>
<![CDATA[ International Journal of Educational Best Practices Vol. 7 No. 1 (2023) ]]>
Publisher : <![CDATA[Prodi Administrasi Pendidikan Program Pascasarjana Universitas Riau ]]>
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DOI: 10.31258/ijebp.7.1.132-150
<![CDATA[This study was performed concerning the usage of a blog to ascertain the perceptions of the students regarding the usage of blogs in Extensive Reading (hereafter ER) classes at one of Tasikmalaya’s universities. Braun and Clarke’s Descriptive Case Study Design andThematic Analysis techniques were used in this study. The primary data source was semi-structured interviews with four participants, transcribed and analysed using Thematic Analysis. This study discovered that blogging has advantages and disadvantages in the ER class. The advantage of using blogs as media in Extensive Reading classes is that blogging is easy to use and can increase student creativity. Furthermore, blogging can increase student motivation to read, serve as a forum for reflection, and increase learning autonomy. However, based on the findings, it turns out that there are some disadvantages to using blogs as media in Extensive Reading classes, such as limited access to blogs, sluggish connectivity for submitting assignments, and causing time-consuming problems. Finally, the research provides information to lecturers so that lecturers can learn about the benefits and drawbacks of using blogs in ER learning. ]]>
<![CDATA[THE APPLICATION OF THE PROBLEM-BASED LEARNING TEACHING MODEL IN IMPROVING STUDENTS' ABILITY TO SOLVE HIGHER ORDER THINKING SKILLS QUESTIONS ]]>
<![CDATA[Putri, Fadhila Eka]]>;
<![CDATA[Kartikowati, Sri]]>;
<![CDATA[Mujiono]]>
<![CDATA[ International Journal of Educational Best Practices Vol. 7 No. 1 (2023) ]]>
Publisher : <![CDATA[Prodi Administrasi Pendidikan Program Pascasarjana Universitas Riau ]]>
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DOI: 10.31258/ijebp.7.1.117-131
<![CDATA[This study aimed to determine the increase in the ability to solve Higher Order Thinking Skills (HOTS) questions in the economics subject. This quantitative study employs a pre-experimental design with a pretest-posttest control group design. The instrument in this study used economic HOTS questions in the form of 15 multiple choice questions to determine the increase in ability to solve HOTS questions with the application of the Problem-Based Learning teaching model. It is known that the pre-test distribution data analysis obtained a mean of 58.64. In contrast, the post-test after being given a stimulus or treatment with the HOTS approach obtained a mean of 86.70, resulting in an increase in the results of the HOTS post-test after applying the Problem-Based Learning teaching model. There is a significant difference through the results of the students' pre-test and post-test, as evidenced by the t-test obtained t-count > t-table (6.855 > 1.675) and the Wilcoxon Sign rank test, which produces a value (asym.sig.(2-tailed)) is 0.000 <0.05. Then, the results of hypothesis H0 are rejected, and H1 is accepted. It can be concluded that there is an effect after applying the Problem-Based Learning teaching model in increasing the ability to solve HOTS questions.]]>
<![CDATA[REVISITING ENGLISH PROFICIENCY AND ITS POLICY IN HIGHER EDUCATION: THE CASE OF THE UNIVERSITY OF RIAU ]]>
<![CDATA[Muryanti]]>;
<![CDATA[Natuna, Daeng Ayub]]>;
<![CDATA[Syafitra, Viony]]>;
<![CDATA[Arien, Wilasari]]>
<![CDATA[ International Journal of Educational Best Practices Vol. 7 No. 1 (2023) ]]>
Publisher : <![CDATA[Prodi Administrasi Pendidikan Program Pascasarjana Universitas Riau ]]>
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DOI: 10.31258/ijebp.7.1.105-116
<![CDATA[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. ]]>
<![CDATA[THE INFLUENCE OF EDUCATIONAL TECHNOLOGY ON WELL-BEING STATUS: A LITERATURE REVIEW ]]>
<![CDATA[Maluleke , Abdul Feroz]]>
<![CDATA[ International Journal of Educational Best Practices Vol. 7 No. 2 (2023) ]]>
Publisher : <![CDATA[Prodi Administrasi Pendidikan Program Pascasarjana Universitas Riau ]]>
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DOI: 10.31258/ijebp.7.2.152-171
<![CDATA[Undoubtedly, Information Technology (IT) has significantly expanded global educational accessibility. Extensive research underscores the need to examine how educational technology adoption affects the well-being of educators and learners, considering education's potential to enhance well-being and mitigate socio-economic challenges. This study aims to comprehensively review the impact of educational technology on human well-being in diverse educational contexts. Following Preferred Reporting Items for Systematic Reviews and MetaAnalyses (PRISMA) guidelines, a systematic review encompassed databases such as Web of Science, Science Direct, SAGE, and Taylor and Francis. Thirteen selected articles underwent rigorous analysis. Findings reveal contextual variations in the influence of educational technology on well-being, with both positive and negative effects observed. In numerous contexts, a negative correlation between educational technology use and wellbeing is evident, exacerbated by insufficient training leading to stress among teachers and learners. Quantitative predominance in existing studies suggests a future shift toward qualitative or mixed-method approaches, offering deeper insights into the intricate relationship between educational technology and well-being across diverse settings. In conclusion, urgent interventions are needed to ensure equitable access to educational technologies and training. Such efforts should extend to least developed countries and small island developing states, fostering well-being enhancement and socio-economic progress through holistic technology integration in education. ]]>
<![CDATA[CONVENTIONAL WRITTEN CORRECTIVE FEEDBACK FOR EFL LEARNERS' WRITING SKILL ENHANCEMENT ]]>
<![CDATA[Dewi, Atika Kumala]]>;
<![CDATA[Putri, Elsa Desi]]>;
<![CDATA[Widiati, Utami]]>
<![CDATA[ International Journal of Educational Best Practices Vol. 7 No. 2 (2023) ]]>
Publisher : <![CDATA[Prodi Administrasi Pendidikan Program Pascasarjana Universitas Riau ]]>
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DOI: 10.31258/ijebp.7.2.172-188
<![CDATA[English as a Foreign Language (EFL) learners around the world have access to various tools for their writing skill enhancement. Those tools are commonly accessed with automated written corrective feedback to help them minimize the errors in writing due to its time efficiency. Additionally, the examples of the written corrective feedback used by EFL learners are commonly Grammarly, Hemingway app, and AI grammar checker. However, they fail to address the pointed needs of EFL learners in writing skill enhancement where English is not the native language, such as the practices in non-native developing countries. Due to writing skill enhancement as the aim of this study, the EFL learners' participation is crucial to its efficacy by conventional model, instead of the automated one. To answer this issue, this study presents a Systematic Literature Review (SLR) analysis of conventional written corrective feedback as learning as the appropriate model for EFL learners' writing skill enhancement as the reflective practices in light of the shortcomings for EFL learners' writing skill enhancement in Indonesia. This SLR study demonstrates that the conventional written corrective feedback has the potential to support the Indonesian EFL learners' writing skill enhancement by comparing current practices of the corrective feedback as learning for EFL learners in Indonesia with national practices and international ones dealing with non-native developing countries reported in the literature. The conventional written corrective feedback is expected to be an efficient sustainable model to enhance the EFL learners' writing skill because of its empowering organic form. ]]>
<![CDATA[STUDENTS’ MOBILE TECHNOLOGY USAGE AND THEIR TOEFL LISTENING PROFICIENCY: A CORRELATIONAL STUDY ]]>
<![CDATA[Nurwulandari, Wuri Alfi]]>;
<![CDATA[Daud, Afrianto]]>;
<![CDATA[Prawati, Atni]]>
<![CDATA[ International Journal of Educational Best Practices Vol. 7 No. 2 (2023) ]]>
Publisher : <![CDATA[Prodi Administrasi Pendidikan Program Pascasarjana Universitas Riau ]]>
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DOI: 10.31258/ijebp.7.2.189-202
<![CDATA[This research aimed to find out the correlation between students’ mobile technology usage and TOEFL listening proficiency in the sixth semester of the English Study Program of FKIP Universitas Riau. The sample of this study was 36 students in the sixth semester of the English Study Program of FKIP Universitas Riau. The Cluster Random sampling technique was utilized to choose the sample for this research. This study used two data instruments, a mobile technology usage questionnaire and TOEFL listening proficiency gained by collecting students’ TOEFL listening scores. The instruments were distributed to the respondents online through Google Forms. The mobile technology usage questionnaire was an adaptation of a questionnaire by Grenier. The respondents submitted the TOEFL listening score after finishing the questionnaire. The students’ mobile technology usage was analyzed using a Likert scale in the form of positive questions. The students’ proficiency levels were categorized using ETS Performance Descriptors for TOEFL. The researcher used the Pearson Product Moment formula to determine the correlation coefficient value. The result of this study shows that most respondents’ listening proficiency is categorized at the elementary level with a range score of the listening section 31-46. Moreover, this study revealed a moderate correlation between students’ mobile technology usage and their TOEFL listening proficiency, with a 36% determinant score. In other words, mobile technology usage is not the main factor in determining students’ TOEFL listening proficiency. ]]>
<![CDATA[STUDENTS’ RESPONSES TOWARDS TEACHER’S IMPLEMENTATION OF TPACK IN SENIOR HIGH SCHOOL AFTER PANDEMIC ]]>
<![CDATA[Taufik, Beatrice Ellen]]>;
<![CDATA[Sudarsono]]>;
<![CDATA[Ikhsanudin]]>;
<![CDATA[Rezeki, Yanti Sri]]>
<![CDATA[ International Journal of Educational Best Practices Vol. 7 No. 2 (2023) ]]>
Publisher : <![CDATA[Prodi Administrasi Pendidikan Program Pascasarjana Universitas Riau ]]>
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DOI: 10.31258/ijebp.7.2.203-216
<![CDATA[Technological Pedagogical and Content Knowledge TPACK) is the knowledge that should be mastered by the teacher nowadays. The primary objective of this research is to investigate students' perceptions and reactions regarding the integration of Technological Pedagogical and Content Knowledge (TPACK) in a Senior High School setting. The study specifically targets twelfth-grade students enrolled in the Science Class at a selected Senior High School in Pontianak. The participants consist of a cohort of XII-grade students who provided their feedback by responding to a set of 35 statements pertaining to the teacher's utilization of TPACK. The collected data were subjected to analysis using SPSS Statistics 16.0. The findings reveal that the mean score for the teacher's TPACK is 3.57, with scores for Pedagogical Content Knowledge (PCK) at 3.75, instructional objectives content at 3.66, instructional representations and strategies at 3.62, and knowledge of students' understanding at 3.50. Additionally, nearly 100% of the students expressed strong agreement with statements highlighting the teacher's proficient pedagogical knowledge in implementing TPACK within the classroom. Consequently, the data analysis demonstrates a positive response towards the implementation of TPACK, indicating the successful integration of each element of TPACK among the XII Grade MIPA students.]]>
<![CDATA[THE TEACHERS’ MOTIVATING FACTORS IN TEACHING TOEFL AND IELTS TEST PREPARATION IN A PRIVATE INSTITUTION IN PEKANBARU, INDONESIA ]]>
<![CDATA[Roza, Delvia]]>
<![CDATA[ International Journal of Educational Best Practices Vol. 7 No. 2 (2023) ]]>
Publisher : <![CDATA[Prodi Administrasi Pendidikan Program Pascasarjana Universitas Riau ]]>
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DOI: 10.31258/ijebp.7.2.217-234
<![CDATA[Many studies concentrate on the motivations of teachers in educational settings and with regard to teaching English as a foreign language. The motivations of teachers in a privatized environment like an English language centre would thus be interesting to research. The aim of the study was to investigate the teachers’ motivations in teaching TOEFL and IELTS test preparation by employing a qualitative approach with a case study. The purposive sampling method was used to recruit 10 teachers who had been instructing TOEFL and IELTS for more than ten years in one of the language training institutions in Pekanbaru. Four of the teachers had master's degrees in education and TESOL, while the others had bachelor's degrees with majors in English education. The data were gathered in person via audiotaped semi-structured interviews, and thematic analysis, as described by Braun & Clarke (2012), was used to examine the data. It was discovered that the factors that drove teachers to teach TOEFL and IELTS were: 1) their passion for teaching; 2) their test score improvement; 3) their self-development; 4) their satisfaction in helping students; 5) no required lesson plans; and 6) salary and career building.]]>
<![CDATA[DEVELOPMENT OF ELECTRONIC STUDENTS’ ACTIVITY SHEETS USING KVISOFT FLIPBOOK MAKER APPLICATION AND A STEM-BASED APPROACH ON HYDROCARBON MATERIALS ]]>
<![CDATA[Irfandi]]>;
<![CDATA[Aprizal]]>;
<![CDATA[Alhairi]]>;
<![CDATA[Chandra, Maya Febriani]]>;
<![CDATA[Rini, Respito]]>
<![CDATA[ International Journal of Educational Best Practices Vol. 7 No. 2 (2023) ]]>
Publisher : <![CDATA[Prodi Administrasi Pendidikan Program Pascasarjana Universitas Riau ]]>
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DOI: 10.31258/ijebp.7.2.235-252
<![CDATA[Using the Kvisoft Flipbook Maker application, this study seeks to develop an Electronic Student Activity Sheet (e-LKM) based on a STEM (Science Technology Engineering and Mathematics) approach to Hydrocarbon Materials. This research is Research and Development (R and D) employing the Plomp model, which consists of Preliminary Research (introduction), Prototype Stage (development), and Evaluation. Utilizing material and media expert validation sheets, this study's data acquisition method is based on expert validation sheets. The validity of e-LKM was demonstrated by material expert validation of 0.93 and media validity of 0.92 for the appropriate category, as determined by Aiken V analysis. The percentage of material validity results is 94.8 per cent, while the percentage of media with intriguing categories is 93%. The results of user responses from lecturers and students yielded percentages of 87% and 90% for the category "interesting." e-LKM's series of activities were founded on a STEM methodology encouraging students to be active, interactive, collaborative, and independent. ]]>
<![CDATA[IMPLEMENTING THE PEER RESPONSE TECHNIQUE TO IMPROVE THE STUDENTS’ WRITING OF A PERSONAL RECOUNT TEXT ]]>
<![CDATA[Budiarsih, Linda]]>;
<![CDATA[Yuliana, Yohanes Gatot Sutapa]]>;
<![CDATA[Sada, Clarry]]>
<![CDATA[ International Journal of Educational Best Practices Vol. 7 No. 2 (2023) ]]>
Publisher : <![CDATA[Prodi Administrasi Pendidikan Program Pascasarjana Universitas Riau ]]>
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DOI: 10.31258/ijebp.7.2.253-272
<![CDATA[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. ]]>
