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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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STUDENTS’ PERCEPTION TOWARD TOEFL PREDICTION TEST AS ONE OF THE GRADUATION REQUIREMENTS FROM UNIVERSITY Zakiah, Azra; Dahnilsyah; Masyhur
International Journal of Educational Best Practices Vol. 7 No. 2 (2023)
Publisher : Prodi Administrasi Pendidikan Program Pascasarjana Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/ijebp.7.2.273-286

Abstract

The students at the university under investigation are required to successfully complete the TOEFL Prediction test in order to be eligible for graduation. This study was conducted to assess the perceptions of these students regarding the TOEFL Prediction test as  one of the graduation requirements. The research employed a descriptive-quantitative methodology and involved 171 English Study Program students from three different academic batches. A questionnaire served as the primary instrument for data collection, with data analysis carried out using Microsoft Excel and SPSS statistics version 26. The results of the data analysis indicated that the mean scores for most items in the questionnaire were in the high range. Specifically, 25 out of the 29 questionnaire items obtained mean scores above 3.40, demonstrating that students' perceptions in this study leaned positively toward the TOEFL Prediction test policy. However, it's important to note that nearly half of the students recognized that the TOEFL Prediction test is not an easy test. Furthermore, there is room for improvement in terms of students' understanding of the type of TOEFL test provided by the language centre at the university and the benefits of the TOEFL certificate. These findings can provide valuable input for the university's policymakers and administrators. They can use this information to design new initiatives and strategies aimed at assisting students in improving their test-taking skills and their understanding of the TOEFL Prediction test's structure. Such efforts can contribute to enhancing students' overall readiness for this requirement.
USING GOOGLE SITE-BASED LEARNING MEDIA FOR ENHANCING STUDENTS' INTERESTS IN ENTREPRENEURIAL LEARNING Yusnita, Eli; Kartikowati, Sri; Hendripedes
International Journal of Educational Best Practices Vol. 7 No. 2 (2023)
Publisher : Prodi Administrasi Pendidikan Program Pascasarjana Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/ijebp.7.2.287-302

Abstract

This study aims to ascertain the efficacy of employing Google site-based instructional materials in enhancing the students' interest in entrepreneurial education at the school under investigation. The research cohort comprised all twelfth-grade students of the school under investigation, with a sample of 30 students specifically from grade XII TKJ 2 at the school under investigation. Data for this research endeavor were gathered through the utilization of observation sheets and questionnaires measuring students' interest in learning. Analytical techniques deployed in this investigation encompassed descriptive analysis, prerequisite assessments, n-gain evaluations, and hypothesis testing. The findings reveal that the utilization of Google site-based learning resources effectively augmented students' interest in entrepreneurial education at the school under investigation. The hypothesis testing analysis, employing the Paired Sample t-test, indicated a t-test result with a two-tailed significance value (Sig.) of 0.000, which is less than the predetermined significance level of 0.05 (0.000 < 0.05). Consequently, the null hypothesis (H0) is rejected in favor of the alternative hypothesis (Ha). This outcome implies a noteworthy distinction in students' interest in learning when employing Google site-based instructional materials compared to students who do not utilize such resources at the school under investigation. In conclusion, the  study demonstrates that Google site-based learning materials effectively heightened students' interest in entrepreneurial education at the school under investigation. 
TALKING STICK LEARNING MODEL BY ANIMATION VIDEOS IN SOCIAL SCIENCES SUBJECTS Ayuni, Dewi; Gimin; Rizka, Mifta
International Journal of Educational Best Practices Vol. 7 No. 2 (2023)
Publisher : Prodi Administrasi Pendidikan Program Pascasarjana Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/ijebp.7.2.303-313

Abstract

The purpose of this study was to find out the application of the talking stick learning model assisted by video animation can improve student learning outcomes in social studies lessons. Data collection was carried out in class VII B with 32 students. This research is quantitative research with a quasi-experimental approach with a one group pretest-posttest design. Data collection techniques used in the form of observation and tests. The instrument in this study used a learning implementation sheet and 10 multiple choice questions. Data analysis techniques using descriptive analysis and inferential statistical analysis. It is known that student learning outcomes in the normality test are 0.059, which means that the data is normally distributed, with an average pre-test result of 67.34 and a post-test of 86.71. This is evidenced from the results of the paired sample t-test obtained by a t value of -13.519 with a Sig value. (2-tailed) of 0.000 <0.005 means that there is a significant difference between the pre-test and post-test scores. The n-gain result of 0.61 which is in the medium category indicates that the application of the talking stick learning model assisted by video animation can improve student learning outcomes. Therefore, it is necessary to innovate in learning, such as implementing a fun learning model so that students play an active role and improve learning outcomes. 
LEADERSHIP PRACTICES AT PUBLIC HIGH SCHOOLS IN GABORONE, BOTSWANA More-Keddy, Gotlhe K.; Mpuangnan, Kofi Nkonkonya; Dick-Sagoe, Christopher; Roboji, Zukiswa
International Journal of Educational Best Practices Vol. 8 No. 1 (2024)
Publisher : Prodi Administrasi Pendidikan Program Pascasarjana Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/ijebp.8.1.1-20

Abstract

Effective leadership in education is crucial for fostering a positive and supportive learning environment. The state of leadership in schools, particularly in developing countries, is often perceived as inadequate. This study aims to investigate leadership styles in Gaborone's public high schools in Botswana. It focused on gender leadership style choices in management, the prevalent leadership styles among Gaborone's public secondary school leaders, and the most effective leadership styles for fostering success in educational settings within the city. In line with these focal points, a descriptive survey design was employed, collecting quantitative data from fifty respondents comprising school heads, department heads, and teachers. Participants were selected using quota sampling techniques and responded to a questionnaire. The analysis utilized descriptive statistics such as frequencies, percentages, bar charts, and histograms. The findings indicated that female management in Gaborone's secondary schools predominantly favoured the Authoritative Leadership Style, followed by Transformational and Charismatic Leadership. Meanwhile, male leaders exhibited a preference for Transformational, Charismatic, and Recommendations Democratic include the Leadership styles. development of comprehensive leadership training programs tailored specifically for school management. These programs should emphasize a diverse leadership style relevant to educational contexts, fostering a more adaptable and effective leadership approach within Gaborone's school system. 
ENGLISH DEPARTMENT STUDENTS’ PERCEPTIONS OF FLIPPED CLASSROOM IMPLEMENTATION IN SEMANTIC CLASS Farida; Purwanti, Indah Tri; Eliwarti
International Journal of Educational Best Practices Vol. 8 No. 1 (2024)
Publisher : Prodi Administrasi Pendidikan Program Pascasarjana Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/ijebp.8.1.21-37

Abstract

The purpose of this study was to examine the English Department students’ perceptions of flipped classroom implementation in a Semantic class at one public university in Indonesia. The data were gathered through a mixed method with questionnaires and interviews as the instruments. The researcher analysed the quantitative data using SPSS and displayed the qualitative data as supporting data. The sample for the quantitative method was 79 students from class A and B batch 2019 English Department at that university. Then, 10 students for the qualitative method were randomly from those classes. The results of quantitative data in this study showed that the English Department students at the university under investigation that university have a positive and good perception of the flipped classroom implementation in Semantics learning. In addition, the results of the qualitative data also showed positive responses that students believed the flipped classroom is an interesting method that helps them understand the materials better, increases their motivation to study, trains them to become independent learners, and improves their confidence in learning. Additionally, the flipped classroom was found to be an effective strategy in teaching and learning Semantics at the English department at one of the universities in Indonesia. Therefore, the lecturers have to consider to apply that method. Also, this method not only can be implemented in English classes but also in other courses.
POSITIVE INTERDEPENDENCE AND PROMOTIVE INTERACTION IN ONLINE COOPERATIVE LEARNING TO SUPPORT WRITING ACHIEVEMENT Nurvianti, Sussi; Riyanti, Dwi; Sada, Clarry
International Journal of Educational Best Practices Vol. 8 No. 1 (2024)
Publisher : Prodi Administrasi Pendidikan Program Pascasarjana Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/ijebp.8.1.38-56

Abstract

This study aimed to get a clear description of how positive interdependence and promotive interaction as two of five key elements in cooperative learning account for the success of students’ achievement in essay writing. A mixed method design was employed to describe if the characteristics of both positive interdependence and promotive interaction were found in the activities performed by the groups and whether these two elements had the potential to support students’ achievement in essay writing. Using Google Classroom as the learning management system to mediate the learning process, there were 52 undergraduate students participated in this study who were divided into 10 small groups consisting of 5-6 students. Data required for this study was collected from both written records of students’ activities in online discussions and the scores achieved by the groups on each task. The findings showed an interesting fact that the characteristics of both of the elements were easily found in all parts of the activities performed by all groups in the online discussions. However, the average scores of their works indicated that there was not any meaningful improvement from the first to the last activities. The result implied that although cooperative learning is possible to be applied in an online classroom setting, it needs proper preparation and well-designed writing tasks to make it possible to support students’ writing achievement.
THE CONTRIBUTION OF ICT COMPETENCE AND SELF EFFICACY TOWARD EFL LEARNING AUTONOMY Putri, Syadza Adila; Hadriana; Eliwarti
International Journal of Educational Best Practices Vol. 8 No. 1 (2024)
Publisher : Prodi Administrasi Pendidikan Program Pascasarjana Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/ijebp.8.1.57-72

Abstract

The objective of this study was to investigate the role of information and communication technology (ICT) competence and self-efficacy in promoting autonomous learning. The study involved first-year students enrolled in the English Department at public universities located in Pekanbaru, Riau Province. Participants were required to complete three questionnaires, one for each of the three variables: ICT competence, self-efficacy, and learning autonomy, all in the context of English as a foreign language learning. The questionnaires were administered using a five-level Likert scale. The data collected was then analyzed using  descriptive analysis and inferential analysis, specifically employing the regression correlation technique. The results showed that the level of ICT competence, self-efficacy, and learning autonomy of the English Department students are all defined in the “high” level. ICT competence and self-efficacy each contribute positively to learning autonomy, respectively by 21.7 and 43.4 percent. ICT competence and self-efficacy simultaneously have a favorable impact on participants' learning autonomy, contributing up to 45.5 per cent.
IDENTIFYING ELEMENTS OF INTERCULTURALISM AND LANGUAGE MEDIATION IN THE “MODERN GREEK PAIDEIA” PROGRAM Pichas , Alexandros
International Journal of Educational Best Practices Vol. 8 No. 1 (2024)
Publisher : Prodi Administrasi Pendidikan Program Pascasarjana Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/ijebp.8.1.73-87

Abstract

This study delves into the intricate tapestry of interculturalism and language mediation within the textbooks of the 8th grade of the program “Modern Greek Paideia”, which is being used for the teaching of Greek as heritage language in “Aristotle” school, the only primary school in Toronto that the Hellenic Republic recognizes. More precisely, using discourse analysis as a method, the reconstitution of the whole cultural relationship between the dominant culture and the target culture is done through the cultural elements that exist in the textbook’s activities and images. This aims to show that foreign-language teaching textbooks play an important role in configuring multicultural societies with intercultural competence and acquiring a second language in diasporic environments. The present study is structured into the following two parts. First, a literature review of second/foreign language acquisition theories, intercultural education and teaching Greek as diasporas was conducted. Second, the textbook was analysed before the results were presented, and a discussion about teaching Greek as a heritage language was held. This research contributes to the burgeoning discourse on intercultural education and language pedagogy by offering empirical evidence and practical insights into fostering intercultural competence and linguistic mediation skills among young learners. Ultimately, the findings aim to inform curriculum design and pedagogical approaches that promote inclusive and culturally responsive education within the “Modern Greek Paideia” program and beyond.
EXAMINING THE IMPACT OF USING LEARNING MEDIA ON STUDENTS’ LEARNING MOTIVATION AND LEARNING OUTCOMES Permatasari, Romadina; Suarman; Gimin
International Journal of Educational Best Practices Vol. 8 No. 1 (2024)
Publisher : Prodi Administrasi Pendidikan Program Pascasarjana Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/ijebp.8.1.88-102

Abstract

This research aims to examine the influence of the use of learning media on students’ learning motivation and learning outcomes in creative economics courses at an education department of one university in Indonesia. The research was carried out employing a quantitative approach with descriptive research methods. The population of this research is undergraduate students from three classes (2019 -2021 cohorts) at this department with a total population of 232 students. They were selected using the Simple Random Sampling method so that the number of samples taken was 70 students. Data were collected using a questionnaire which was distributed to respondents via the Google Form. Data analysis was carried out using regression analysis with the path analysis method to test the research hypothesis. This study found that: 1) the use of learning media has a positive effect on students’ learning motivation; 2) learning motivation has a positive effect on students’ learning outcomes; 3) the use of learning media has a positive effect on students’ learning outcomes (with learning motivation as a mediator). These findings imply that the use of learning media is highly recommended for improving students’ learning outcomes. This influence becomes greater when learning motivation is used as a mediator. This study also shows that learning motivation acts as an intermediary between the use of learning media and students’ outcomes.
BALANCING WHOLE-SCHOOL AND SPECIALIST APPROACHES: “BEST PRACTICE” FOR REFUGEE LITERACY EDUCATION BETWEEN 2006 AND 2020 Spratling , Harrison J.
International Journal of Educational Best Practices Vol. 8 No. 1 (2024)
Publisher : Prodi Administrasi Pendidikan Program Pascasarjana Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/ijebp.8.1.103-125

Abstract

Arguably the most important aspect of education for students from refugee backgrounds is literacy, so it is important for educators to be aware of best-practice approaches to literacy education for these students. By analyzing themes of best practice for refugee literacy education found in pre- and post-2011 academic literature, this study aims to detect shifts in what academics deem to be “best practice” in this field over time. The study finds evidence of a general shift towards holistic education as best practice for refugee literacy education; however, specialized intervention has grown in emphasis amongst academics focusing on non-classroom interventions such as mental health support and pre-mainstream literacy courses. This means schools and educators must maintain robust connections with external service providers and continuously improve their own professional practice in line with current best-practice pedagogies. 

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