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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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ACADEMIC PROCRASTINATION AMONG ENGLISH MASTER STUDENTS: THE LEVEL, AREAS AND REASONS Annisaq, Annisaq; Azhar, Fadly; Supriusman, Supriusman
International Journal of Educational Best Practices Vol. 9 No. 2 (2025)
Publisher : Prodi Administrasi Pendidikan Program Pascasarjana Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/ijebp.9.2.82-94

Abstract

Academic procrastination is a persistent challenge in higher education, particularly among graduate students engaged in demanding academic tasks. This study employed a descriptive quantitative research design to explore the level of academic procrastination among English language education master’s students, to identify academic areas are most prone to procrastination, and to investigate the reasons underlying this behavior. The study involved 48 graduate students enrolled in the English Language Education Master’s Program at Universitas Riau. Data were collected using the PASS questionnaire from Solomon & Rothblum (1984) that included sections on procrastination level, areas of procrastination, and reasons for procrastination. Descriptive analysis revealed that 67% of students exhibited moderate levels of procrastination, while 33% reported high levels. Writing tasks, such as thesis writing and preparing academic papers, emerged as the most frequently procrastinated area, followed by preparing for exams, reading assignments, and administrative tasks. The main reasons for procrastination included difficulty in time management, fear of making mistakes, lack of motivation, perfectionism, and challenges in balancing academic work with employment or personal responsibilities. These findings underscore the importance of addressing both the cognitive and emotional factors contributing to academic procrastination. Interventions that target time management skills and academic self-confidence may help reduce procrastination and improve graduate student performance.
VOICES FROM THE CLASSROOM: INDONESIAN EFL TEACHERS’ ATTITUDES AND EXPERIENCES TOWARD CULTURAL CONTENT IN STATE-PRESCRIBED TEXTBOOKS Sofia Uswatunisa; Indah Tri Purwanti; Eliwarti
International Journal of Educational Best Practices Vol. 9 No. 2 (2025)
Publisher : Prodi Administrasi Pendidikan Program Pascasarjana Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/ijebp.9.2.69-81

Abstract

Textbooks play a central role not only as instructional resources but also as instruments that shape learners’ in acquire a language and culture. The dominance of national culture in locally produced EFL textbooks, coupled with the neglect of target-language and multicultural elements, highlights significant issues concerning teachers’ attitudes and their responses to cultural representation during instruction. This study aims to analyze teachers’ attitudes and experience on EFL textbooks on English teachers in SMPN Pekanbaru. The research was conducted from April to July 2025 with descriptive quantitative and thematic analysis. A total of 50 English teachers were selected as respondent trough purposive sampling. Data analysis was conducted using SPSS 23 ver. The result showed that comfort with cultural content increases when textbooks provide culturally rich, engaging, and contextualized examples. Besides, low affective responses are often linked to the perceived of nature culture in the textbooks. According to teachers’ experiences, overly familiar or monotonous stories often do not maintain students’ engagement. Moreover, teachers found students responded more positively to culturally unfamiliar stories compared to local or overly familiar one. The implication of this study emphasizes the significant space for improvement, particularly in the balanced inclusion of cultural dimensions that foster both local identity and global awareness and it is recommended that government-issued EFL textbooks be revised to reflect a balanced integration of source, target, and international cultures. Teachers encouraged critically adapting materials and pursuing professional development in intercultural competence.
KIPIN SCHOOL DIGITAL LEARNING: SOLUTIONS TO INCREASE STUDENTS' READING INTEREST AND MOTIVATION Rambe, Paijan; Henri Yanto Daulay; Indah Wati; Wimbi Apriwanda Nursiwan; Aditya Warman; Shifa Khairunnisa
International Journal of Educational Best Practices Vol. 9 No. 2 (2025)
Publisher : Prodi Administrasi Pendidikan Program Pascasarjana Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/ijebp.9.2.1-12

Abstract

This research is motivated by the low interest in reading among students in Riau Province, which demands the active role of all stakeholders in improving the quality of human resources, especially in the field of Education, one of which is collaboration with the government through digital literacy programs. One of them is the use of digital libraries such as the Kipin School application developed by the government to support reading interest and digital literacy. The purpose of this study is to describe and analyze the increase in students' reading interest and learning motivation through the use of the Kipin School at SMK Muhammadiyah Pekanbaru. The research method used is pre-experiment, with the aim of obtaining accurate data through the implementation of direct experiments on the research object. The results of the study showed that the use of Kipin School had a positive effect on students' reading interest and learning motivation. The results of the Paired Sample Test showed an increase in the average reading interest score from 59.71 (pretest) to 65.08 (posttest). This increase proved to be statistically significant, with a significance value of 0.000 (< 0.05) and a positive correlation of 0.736. Similarly, students' motivation to learn also improved, with the average score increasing from 57.32 to 63.28 after the intervention. The significance value of 0.000 (< 0.05) and the correlation of 0.823 confirm that the influence of Kipin School on learning motivation is very strong and this study concludes that digital learning through Kipin School is effective in increasing reading interest and learning motivation, so that it has the potential to be a solution in fostering a literacy culture among students. By implication, schools can use Kipin School as a modern learning tool to foster reading habits and integrate them into more interactive teaching strategies, and become a reference in the development of more advanced digital literacy programs.

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