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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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TEACHERS’ PERCEPTIONS ON THE USE OF GOOGLE CLASSROOM IN ENGLISH LEARNING AMID THE COVID-19 PANDEMIC IN MANDAU SUB-DISTRICT Hilmer Marulitua Simatupang; Jismulatif Jismulatif; Dahnilsyah Dahnilsyah
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.p57-67

Abstract

This research aimed to explore the teachers’ perceptions on the use of Google Classroom in English learning amid the COVID-19 pandemic in Mandau sub-district. There were 41 English 41 English teachers who have used Google Classroom from 8 public senior high schools chosen as samples. This study used a quantitative method that employed questionnaire to collect the data consisting of 20 statements. Using SPSS 25, the quantitative data were analyzed descriptively and inferentially. The results show that the use of Google Classroom is considered very helpful during the pandemic with mean value 4.28 (very high). In the learning process, the use of Google Classroom is considered very practical, showing the mean value 4.02 (high). In the teams of ease of learning, Google Classroom is considered easy to learn the features and uses with a mean value of 4.27 (very high). The teachers are satisfied with Google Classroom as indicated by the mean value of 4.29 (very high). Therefore, the teachers felt that using Google Classroom in online learning during the COVID-19 pandemic was effective because the application was a good way or alternative way to do the learning activity and made it easier to teach English during the COVID-19 pandemic.
Moving from an L1 to an L2 Setting: Exploring Parents’ Motivation for Raising Children Bilingually Novi Rahayu Restuningrum
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.p53-66

Abstract

This paper explores the change in parents’ motivation for wanting their children to be bilingual.Derived from a larger study done between 2011-2015, the paper portrays how parents who, at thetime of data collection resided in Australia, changed motivation for communicating with theirchildren bilingually. Evolving from my personal experience and supported by data from tworesearch participants with similar experience, the paper presents an explanatory discussion onhow parents changed motivation for raising children bilingually, which is due to the change ingeographic setting.Using auto-ethnographic approach, I discuss the shifts of motivation that implicate especially inthe preferences for relative emphasis on L1 and L2, to correspond to the change in thesociolinguistic set-up due to the different settings a family has moved to. The early reason whyparents want their children to be able to communicate in two languages in the period priorgeographic movement from countries where English is a foreign language has changed after theylive in Australia. Parents had been motivated to make their children bilingual when they are inthe non-English-speaking contexts because they want their children to catch up with theglobalised world communication, while their main reason for having bilingual children after theylive in Australia is to maintain their heritage culture and language.This paper is expected to enhance the discussion in the field of bilingualism, especially aboutparents’ motivation for children bilingualism, which extends the discussion in other research.
E-BOOKS UTILISATION AND STUDENTS' ACADEMIC ACHIEVEMENT IN UNIVERSITIES IN LAGOS STATE, NIGERIA: IMPLICATION FOR EDUCATIONAL PLANNERS Emmanuel Semako Gbesoevi; Monsurat Lolade Oyelami; Bolanle Adeyemi Ola; Oluwatosin Gabriel Jinodu
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.p134-143

Abstract

This study examined e-books utilisations and students' academic achievement in universities in Lagos State: implication for educational planners. With the use of descriptive survey research methodologies, this study was driven by three research questions and three null hypotheses. All six of Lagos State's traditional universities make up the study's population. Three institutions were chosen using a straightforward random sampling method. Additionally, 150 final-year students from each of the studied institutions were chosen using a practical selection approach, resulting in 450 respondents from the three universities chosen for the study. A well-structured questionnaire titled "E-Book Utilisation and Students' Academic Achievement in Universities" was used to gather data (IEBSAAU). The test-retest reliability approach was used to validate the instrument, and it was determined to be reliable with a reliability coefficient of 0.79. The statistical technique Chi-Square was used to gather data. The findings showed significant relationship in the use of electronic books with X2 = (4, N = 450) = 246.462, P =.000; a significant relationship between computer literacy with  X2 = (4,  N = 450) = 206.431 , P =.000; a significant relationship between students ‘perception on the use of electronic books for academic progress with  X2 = (4,  N = 450) = 262.109 , P =.000 and student academic achievement. It is recommended that: E-book library should be set up and maintained in every university of study to boost interest and enlightens students and teachers on the importance of e-books to teaching and learning.
OBSTACLES FACED BY PRE-SERVICE ENGLISH TEACHERS DURING TEACHERS PROFESSIONAL EDUCATION PROGRAM (PPG) Mawaddah Warahmah; Afrianto Daud; Novitri Novitri
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.p153-167

Abstract

The government in Indonesia issues new rules to prepare pre-service teachers to be professional teachers in the future by asking them to attend additional education named Teachers Professional Education Program (locally known as Program Profesi Guru).  This Case Study aimed to identify the obstacles experienced by pre-service English teachers in FKIP Universitas Riau during the PPG program and the Teaching Practicum (PPL) as a part of PPG program. This is qualitative research involving 10 alumni of the Subsidized PPG English Education Department. Focus Group Discussion was used to collect data from the participants. The data obtained were analyzed using Miles and Huberman’s thematic analysis and referred to the three procedures introduced by Flick i.e., open coding, axial coding and selective coding with the help of the Nvivo 12 software. The findings showed seven emerging obstacles faced by the pre-service English teachers during Teachers Professional Education Program (PPG). There were one (1) obstacle found at the first-semester theory program in PPG, and six (6) obstacles found at the second-semester practicum program in PPG which known as PPL.
THE EFFECT OF TEACHING STRATEGIES AND SELF CONFIDENCE ON STUDENTS’ ABILITY IN WRITING DESCRIPTIVE TEXT IN AN INDONESIAN SCHOOL Triana Ramdha
International Journal of Educational Best Practices Vol 3, No 1 (2019)
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.v3n1.p15-28

Abstract

In teaching writing, teaching strategy and students’ self-confidence influence students’ writing skill. The research was conducted to find out the effect of Roundtable Strategy and students’ self-confidence on students’ writing skill of descriptive text. The design of this research was quasi experimental with 2x2 factorial design. The population of this research was the VIII grade students of SMP Tri Bhakti Pekanbaru, 2015/2016 academic year. Writing test and self-confidence questionnaire were used as the research instruments. Then, the data were analyzed by using t-test formula and two ways Anova. The result of this research shows that (1) students who were taught by using Roundtable Strategy had better writing skill in writing descriptive text than those who were taught by using Three Phase Strategy. It was proven by the result of t-test which showed that tobserved was bigger than ttable, (2) students with high self-confidence who were taught by Roundtable Strategy had better writing skill in descriptive text than those who were taught by using Three Phase Strategy, (3) students with low self-confidence who were taught by Roundtable Strategy had better writing skill in descriptive text than those who were taught by using Three Phase Strategy, and (4) there was no interaction between both strategies and students’ self-confidence toward students’ writing skill, where Fobserved (0.004) was less than Ftable (3.39). In conclusion, Roundtable Strategy had a significant result on students’ writing skill than Three Phase Strategy and there was no interaction between teaching strategies and students’ self-confidence toward students’ writing skill.
ACCELERATING STUDENTS’ CAPABILITIES IN ACCOMPLISHING FINAL PAPERS: AN EVALUATION Fadly Azhar; Putri Yuanita; Erni Erni; Novitri Novitri
International Journal of Educational Best Practices Vol 5, No 1 (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.v5n1.p1-15

Abstract

This paper aimed at evaluating such aspects as self-efficacy, research methodology, types of supervisor, and academic writing ability in accelerating students accomplishing final papers. 214 students of bachelor and master programs at Universitas Riau - Indonesia were selected through purposive sampling technique as the participants. This research used Context, Input, Process, and Product Evaluation Model to evaluate those variables. The research findings revealed that (a) there was no significant difference in self-efficacy on the aspects of gender ((sig. 0.219 > p 0.05) and learning support facilities ((sig. 0.073 > p  0.05); (b) in research methodology on the aspect of gender ((sig. 0.508 > p 0.05); (c) in academic writing ability on the aspects of gender (sig. 0.939 > p 0.05); and (d) in types of supervisors on the aspects of gender (sig.0.618 > p 0.05), sources of educational cost (sig. 0.474 > p 0.05), and learning support facilities (sig. 0.773 > p 0.05). However, (a) there was a significant difference in self-efficacy on the aspects of profession (sig. 0.000 < p 0.05), and sources of educational cost (sig. 0.014 < p 0.05); (b) in research methodology on the aspects of profession (sig. 0.000 < p 0.05), sources of educational cost (sig. 0.004 < p 0.05), and learning support facilities (sig. 0.001 < p 0.05); (c) in academic writing ability on the aspects of profession (sig. 0.013 < p 0.05 ), sources of educational support (sig. 0.014 < p 0.05), and learning support facilities (sig. 0.000 < p 0.05); and (d) in types of supervisors on the aspect of profession (sig. 0.022 < p 0.05). Partially, self-efficacy contributed 59.7%; research methodology (10.4%) and types of supervisor (0.1%) ---- which is totally 70.2% towards the students’ academic writing ability in accelerating students accomplishing final papers.      
THE USE OF SOCIAL MEDIA AS A LEARNING MEDIA IN IMPROVING STUDENTS’ MOTIVATION IN THE MANAGEMENT ACCOUNTING COURSE Asepma Prihastuti; Sri Wahyuni; Suci Ramadhani
International Journal of Educational Best Practices Vol 2, No 2 (2018)
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.v2n2.p55-62

Abstract

Abstract: This study aims to improve students’ motivation in Management Accounting courses by using social media as a learning media in the classroom. The use of social media is inspired by the fact that that most of internet users are 19-34 years old, which is around 49.52% of them access social media more than 3 hours per day (2017 APJII survey). Participants of this study were students of STIE Persada Bunda who took Management Accounting course at the 2018/2019 Academic Year. This study employed Classroom Action Research method with 2 cycles with descriptive analysis. Before using media social as a learning media, the average value of students’ motivation was 60%. In the first cycle it was obtained that an average value of students’ motivation was 71%. It means that student of STIE Persada Bunda motivation was high. The second cycle obtained that an average value of students’ motivation was 82%. This means that motivation of students of STIE Persada Bunda was very high. This study reveals that students’ motivation has been significantly increased. It is expected that learning achievement of students in management accounting course will be increased too.
STUDENTS’ PERCEPTION TOWARD TOEFL PREDICTION TEST AS ONE OF THE GRADUATION REQUIREMENTS FROM UNIVERSITY Azra Zakiah; Dahnilsyah Dahnilsyah; Masyhur Masyhur
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.p273-286

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.
THE EFFECT OF SCHOOL PRINCIPAL SUPERVISION ON TEACHER PERFORMANCE Isjoni Isjoni
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.p43-52

Abstract

The teacher is the one who stands at the forefront of the success of the learning process at school. Professional teachers are those who have high performance in their field. High or low of teacher performance can be influenced by several factors, both those that come from within the teacher itself, as well as factors that come from outside themselves. This study aims to analyze the effect of school principal supervision on the performance of teachers in one high school (SMA) in Kampar Regency, Riau Indonesia. The study population was 35 senior high school teachers in Kampar Timur, Kampar Regency. Given the relatively small population, the sample was determined by the total sampling technique. Data was collected by distributing questionnaires for supervision variables, while documentation interviews were used for teacher performance variables. The results of the study show that although there is a positive influence between the supervision of school principals on the performance of teachers in SMAN 1 Kampar Timur Kampar Regency, the total number of influences is (R Square (r2) = 0.410 or accounted for 16.80%. This means that the influence of supervision variables on performance teachers only made of 16.80%, while the remaining 83.20% is determined by other factors.
PREFERED TEACHING METHODOLOGY USED BY UNIVERSITY LECTURERS IN TEACHING EFL READING IN RIAU Novitri Novitri; Melor Md Yunus
International Journal of Educational Best Practices Vol 2, No 1 (2018)
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.v2n1.p14-25

Abstract

Abstract: Teachers and lecturers still play significant roles in guiding their learners in EFL classes in achieving academic success during their study and these educators may become exemplary to foster their learners’ reading habit so they discern reading any types of texts needed, This research objective is to investigate the types of EFL teaching methodologies in teaching reading frequently used by all lecturers teaching both at public and private universities in Riau. There were three methodologies were studied: Audio Lingual and Grammar Translation Methods (traditional or lecturers’ centered) and Communicative Language teaching (as learners’ centered). This study implemented a quantitative research design using 5-Likert Scale questionnaire and 97 respondents were involved in the research. The data were analysed by using descriptive statistics (measuring percentage, standard deviation, mean, and overall mean scores) and inferential statistics (independent t-test and one-way MANOVA). The research has revealed that CLT tended to be used more than AL and GTM. This implied that both public and private universities in Riau preferred using the CLT method. From the quantitative research findings, it showed that lecturers aged between 30 and 40 years old felt more confident in their use of this method compared to other age groups

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