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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 260 Documents
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ACADEMIC PROCRASTINATION AMONG ENGLISH MASTER STUDENTS: THE LEVEL, AREAS AND REASONS Annisaq Annisaq; Fadly Azhar; 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.v9.n2.p82-94

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.v9.n2.p69-81

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 Paijan Rambe; 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.v9.n2.p1-12

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.
PEDAGOGICAL CHALLENGES IN TEACHING ENGLISH FOR YOUNG LEARNERS (TEYL) AT AL-ULUM ISLAMIC SCHOOL PEKANBARU Farikha Alifia Ruqoyah; Afrianto Daud; Hadriana
International Journal of Educational Best Practices Vol. 10 No. 1 (2026)
Publisher : Prodi Administrasi Pendidikan Program Pascasarjana Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/ijebp.v10.n1.p60-72

Abstract

This research aimed to investigate the pedagogical challenges faced by English teachers in Teaching English for Young Learners (TEYL) in the context of an Islamic school. Qualitative research was employed with three English teachers from Grades 1, 3, and 6 at Al-Ulum Islamic School, Pekanbaru. Data were collected through semi-structured interviews and classroom observations, and then analyzed thematically. The findings showed that they encountered various challenges, including differences in students’ abilities within a class, limited instructional time, heavy teaching workloads, lack of resources and professional training, difficulty in maintaining students’ motivation alongside participation, as well as curriculum-related obstacles. To address these issues, they adjusted their teaching by differentiating materials and activities, applying varied strategies and media, positioning stronger students as peer models, and modifying assessment practices to suit learners’ abilities. The implications that can be given from this research emphasize the importance of providing professional development opportunities in TEYL and also highlight the need for stronger institutional support for English teaching in Islamic school contexts.
DEVELOPING MULTIMEDIA GAMIFICATION USING GENIALLY APPLICATION FOR TEACHING IRREGULAR PAST TENSE VERBS FOR JUNIOR HIGH SCHOOL STUDENTS Rilla Inayah Putri Putri; Eliwarti; Fangiana Safitri Diah
International Journal of Educational Best Practices Vol. 10 No. 1 (2026)
Publisher : Prodi Administrasi Pendidikan Program Pascasarjana Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/ijebp.v10.n1.p73-87

Abstract

The learning process plays an important role in achieving educational goals, including in English language learning. In the modern digital era, learning media selection, such as multimedia, has become an important supporting aspect of English learning. Gamification is one method for delivering content, and one platform that can be used is Genially. Based on preliminary research conducted at SMP Negeri Madani Pekanbaru, it was found that the irregular past tense verb is a rather difficult topic, and the subject teacher has never used technological media, while the students enjoy learning through it. The objectives of the research are to find out the process, the validity, and the practicality of the developed media. The research was conducted using a research and development method with the Plomp Model up to 4 phases, including preliminary research, design, realization, test, evaluation, and revision. The developed media gained a very valid and very practical category, with scores of 95,24% in media evaluation, 90,91% in material evaluation, and 100% in practicality assessment. The assessment indicated that the developed media aligns with previous studies, particularly regarding gamification components and their benefits, including increased student interest and motivation, support for learning and teaching, and enhanced critical thinking and problem-solving skills.
THE STRATEGIES USED BY ENGLISH TEACHERS OF SMK TARUNA PEKANBARU IN TEACHING ENGLISH Dwi Asmia Putri; Supriusman; Novitri
International Journal of Educational Best Practices Vol. 10 No. 1 (2026)
Publisher : Prodi Administrasi Pendidikan Program Pascasarjana Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/ijebp.v10.n1.p30-41

Abstract

English plays a central role in global communication and education, making effective teaching strategies essential to support students’ language development. However, teaching English in non-English-speaking contexts, such as Indonesia, remains challenging, particularly in vocational schools, where academic subjects often receive less emphasis than technical training. This study investigates the strategies employed by English teachers of SMK Taruna Pekanbaru in teaching English and explores the challenges their encountered in the classroom. Using a descriptive qualitative design, data were collected through classroom observations and interviews involving three English teachers. The findings revealed that Teacher 1 applied a combination of expository and inquiry-based strategies, whereas Teachers 2 and 3 consistently implemented inquiry learning approaches. While inquiry strategies encouraged critical thinking, collaboration, and active participation, the expository method was useful for providing clarity, especially for students with lower academic ability. Despite these efforts, teachers faced obstacles such as limited instructional time, low student motivation, and inadequate learning facilities. The results highlighted that although teachers adapted strategies to meet classroom needs, structural constraints within the semi-military vocational school environment restrict the effectiveness of English instruction. This study contributes to the growing literature on English language teaching strategies in vocational contexts and offers insights for educators, policymakers, and future researchers seeking to improve language learning outcomes in similar educational settings.
AN ANALYSIS OF TYPES AND CATEGORIES CULTURE REPRESENTATION IN INDONESIAN ENGLISH TEXTBOOKS FOR JUNIOR HIGH SCHOOL Azziyadi Azziyadi
International Journal of Educational Best Practices Vol. 10 No. 1 (2026)
Publisher : Prodi Administrasi Pendidikan Program Pascasarjana Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/ijebp.v10.n1.p88-98

Abstract

Most educators in Indonesia are insufficiently aware of the importance of fostering cultural awareness among students. This problem stems from the cultural context presented in the textbooks used in classroom teaching and learning, especially in the context of English. This study seeks to explore cultural representations and analyze the cultural content presented in Indonesian textbooks designed for senior high school students studying EFL. Using a descriptive qualitative methodology with a cross-cultural perspective, this research examines the cultural content and themes in three e-English teaching textbooks: English When English Rings Bell VII, English When English Rings Bell VII, and English Think Globally Act Locally IX, revised edition (2017), by Kemdikbud RI. Textbook analysis was guided by the cultural framework introduced by Cortazzi and Jin (1999), which specifically focuses on Target Culture, Source Culture, and International Culture. This textbook was chosen because it is commonly adopted in Indonesian junior high schools and officially published by the Indonesian Ministry of Education and Culture. The results of this research indicate a significant amount of content from the source culture, while the presence of the target culture and international culture remains quite limited. Additionally, among the 19 cultural elements classified under Big Culture and Small Culture, topics related to Small Culture were the most frequently featured. These outcomes draw attention to existing inequalities and underscore the importance of adopting a more inclusive and well-rounded approach to cultural instruction in English language education. By identifying these imbalances and broadening the range of cultural representations, teachers can better equip students with cross-cultural skills and nurture a deeper appreciation of diverse worldviews.
AN ANALYSIS OF TEACHER’S TALK IN THE EFL CLASSROOM INTERACTION AT ABDURRAB FOUNDATION SCHOOL, PEKANBARU Santoso Aguswan; Jismulatif
International Journal of Educational Best Practices Vol. 10 No. 1 (2026)
Publisher : Prodi Administrasi Pendidikan Program Pascasarjana Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/ijebp.v10.n1.p42-59

Abstract

This research aims to analyze types of Teacher's Talk, characteristics of Teacher's Talk, and patterns of interaction in the class in EFL learning at Abdurrab Foundation School, Pekanbaru, Indonesia. This research used observation classes, audio recordings, and semi- structured interviews with one English teacher. Three meeting classes from different classes were observed to ensure variation interactional. Data analysis used a deductive thematic approach guided by Flanders' Interaction Analysis Categories System (FIACS) and the concept of Classroom Interactional Competence (CIC). The research results indicated that asking and giving directions are the most frequent types of Teacher's Talk used, suggesting a pattern of teacher-centered learning. The absence of criticizing or justifying authority indicates that the classroom atmosphere was generally supportive and non-threatening. In terms of the characteristics of Teacher’s Talk, the teacher frequently employed questioning, scaffolding, and adaptive language to facilitate students’ understanding and participation. However, the use of extended wait time and opportunities for student–student interaction were still relatively limited. The classroom interaction patterns further revealed that teacher–whole-class interaction was dominant, whereas peer interaction occurred less frequently. These findings confirm the importance of maintaining a balance between instructional control and creating interactional space, particularly in EFL classrooms where increasing learner-centered participation is essential for communicative language development.
EMOTION REGULATION AS AN AFFECTIVE DIMENSION OF PEDAGOGIC COMPETENCE IN INCLUSIVE EDUCATION Murnia Safinatu; Muryanti; M. Jaya Adi Putra
International Journal of Educational Best Practices Vol. 10 No. 1 (2026)
Publisher : Prodi Administrasi Pendidikan Program Pascasarjana Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/ijebp.v10.n1.p1-13

Abstract

This study aims to analyze the regulation of emotions as part of the affective dimension of tutor pedagogic competence in the implementation of inclusive education at PKBM Bina Kreasi Pekanbaru City. This study adopts a qualitative approach with a descriptive research design. The research was conducted at PKBM Bina Kreasi in Pekanbaru. The research subjects consisted of individuals involved in the implementation of educational programs at the institution. Data were collected through observation, interviews, and documentation. Data analysis was carried out using NVivo 12 Plus software, which included stages of data import, coding, data visualization, and theme identification and development. The results of the study show that the regulation of tutors' emotions is reflected in the aspects of empathy, patience, self-control, and communication with inclusive students. With NVivo visualization, it shows the dominance of code in indicators of student characteristics mastery and student communication. Although tutors have shown quite good emotion regulation skills, there are obstacles in the form of limitations in special training, communication with students, and a lack of professional assistance. These findings imply the need for targeted professional development programs, improved communication strategies, and greater institutional support to enhance the effectiveness of inclusive learning practices.
PEER OBSERVATION AS A PROFESSIONAL DEVELOPMENT STRATEGY TO RAISE TEACHERS' SELF-DRIVE IN IMPROVING THEIR TEACHING SKILLS IN A LANGUAGE CENTER Nanda Octavia; Wina Hartaty
International Journal of Educational Best Practices Vol. 10 No. 1 (2026)
Publisher : Prodi Administrasi Pendidikan Program Pascasarjana Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/ijebp.v10.n1.p14-29

Abstract

This study investigates the effectiveness of a peer observation program as a professional development tool in a language center. The research explores teachers’ perceptions of the program, its role in fostering self-awareness and professional growth, and the challenges encountered during its implementation. As an evaluation of an implemented program within an educational institution, this study employed a qualitative case study design. Data were collected through questionnaires distributed to 14 part-time teachers participating in the program. The findings reveal that peer observation contributed positively to teachers’ professional development by encouraging self-reflection through feedback, constructive criticism, insightful questions, and peer suggestions. Collaborative activities within the program also helped teachers identify their strengths, weaknesses, and areas for improvement in teaching practice. Overall, 58% of the teachers responded positively to the program. However, several challenges limited the program’s effectiveness, including scheduling conflicts, unclear procedures, limited confidence in giving and receiving feedback, and resistance to peer evaluation. The study highlights the importance of clear communication, structured procedures, and institutional support in implementing an effective peer observation program. It also suggests that peer observation can become a meaningful and sustainable professional development practice when supported by reflective dialogue, collegial trust, and consistent follow-up activities.

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