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[THE APPLICATION OF THE PROBLEM-BASED LEARNING TEACHING MODEL IN IMPROVING STUDENTS' ABILITY TO SOLVE HIGHER ORDER THINKING SKILLS QUESTIONS ]]>
<![CDATA[Fadhila Eka Putri]]>;
<![CDATA[Sri Kartikowati]]>;
<![CDATA[Mujiono Mujiono]]>
<![CDATA[ International Journal of Educational Best Practices Vol 7, No 1 (2023) ]]>
Publisher : <![CDATA[Education Administration Study Program, School of Postgraduate Studies, Universitas Riau ]]>
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DOI: 10.31258/ijebp.v7n1.p117-131
<![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[THE IMPROVEMENT OF STUDENTS’ ACADEMIC WRITING THROUGH READING ABILITY USING COOPERATIVE INTEGRATED READING AND COMPOSITION (CIRC) MODEL ]]>
<![CDATA[Rumiri Aruan]]>
<![CDATA[ International Journal of Educational Best Practices Vol 3, No 2 (2019) ]]>
Publisher : <![CDATA[Education Administration Study Program, School of Postgraduate Studies, Universitas Riau ]]>
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DOI: 10.31258/ijebp.v3n2.p52-63
<![CDATA[This learning improvement study aims to improve teaching and learning outcomes in academic writing through reading ability by applying CIRC model. This research was conducted based on the problems that occur when students taking Academic Reading and Writing courses. Among the problems found is that students still find difficulties in writing a summary of the specified article. The research subjects were students in the fourth semester of the academic year 2018/2019. Before applying this method, the writer conducted a pre-test. The pre-test results showed that the students' writing summary skills were still low. The pre-test result was 2.77% of students scored very well, 19.43% got a good score, 27.77% of students scored moderately, 47.22% scored less, and 2.77% in the category of failure. The Classroom Action Research method is carried out in the application of the CIRC model which consists of two cycles, where each cycle took place in two meetings, and each cycle applied different learning activities. The results of the first cycle have shown changes in several assessment criteria, but the research was still being carried out into the second cycle. This was done to further strengthen learning by using the CIRC model. The percentage of student scores in the second cycle shows that 36.03% got a very good score, 33.33% got a good score, 30.55% got a sufficient score, and no more students scored less, and failed. From the above results can be concluded that the application of the CIRC model by the distribution of different discussion groups in each cycle affected learning outcomes. Thus the CIRC model can be considered to use in learning academic writing through reading ability in Academic Reading and Writing courses. ]]>
<![CDATA[An Analysis of English Proficiency of the Students of Universitas Riau – Indonesia ]]>
<![CDATA[Fakhri Ras]]>
<![CDATA[ International Journal of Educational Best Practices Vol 1, No 1 (2017) ]]>
Publisher : <![CDATA[Education Administration Study Program, School of Postgraduate Studies, Universitas Riau ]]>
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DOI: 10.31258/ijebp.v1n1.p111-122
<![CDATA[The objectives of this study are to: (1) acknowledge the students’ English competence based onthe taken majors and study programs, (2) determine the general English competence (TOEFLEquivalent). The target group of the study is all students who took English language at variousfaculties and at the same time also enrolled at TOEFL Equivalent at UPT Bahasa Universitas Riau(Language Center). The number of the population is 9.765 the students. Due to the homogenouscharacters of the population, 20% out of the population (1.953 students) were taken as sample ofthe research. TOEFL Equivalent compiled by the Language Center of Universitas Riau was usedto collect the needed data. Descriptive statistics was operated to compute the data in order to getmean of the TOEFL Equivalent scores. Inferential statistics (Annova) was applied to differentiatethe scores of TOEFL Equivalent obtained by various backgrounds of the students (gender, programtaken at Universitas Riau, majors at senior high schools, region of their senior high schools, schoolstatus and ethnic groups). After analysing the data, it was found that female students’ mean scoreis higher (405) than the male’s (402); the mean TOEFL score of the study program taken atUniversitas Riau in which the English Students is the highest (432) among a lot of study programs;the mean score of the students of Riau Province is higher (420) than the Riau Archipelago Province(401); the mean score of students of private schools is higher (405) than the state schools (404);the mean of TOEFL score of Language and Art is the highest (432) among three majors (naturalscience, social science and other science). The last is the Chinese / Tionghoa mean of TOEFLscore is the highest (438) among existing ethnic groups. The findings suggest that the students ofUniversitas Riau should be aware of understanding parts of the TOEFL materials like listening,reading, and structure especially in the area of their difficulties.]]>
<![CDATA[STUDENTS' PERCEPTIONS ON THE USE OF GOOGLE CLASSROOM ON LISTENING COMPREHENSION SUBJECT AT ENGLISH STUDY PROGRAM OF UNIVERSITAS RIAU ]]>
<![CDATA[Nurul Asyiqin]]>;
<![CDATA[Jismulatif Jismulatif]]>;
<![CDATA[Dahnilsyah Dahnilsyah]]>
<![CDATA[ International Journal of Educational Best Practices Vol 6, No 2 (2022) ]]>
Publisher : <![CDATA[Education Administration Study Program, School of Postgraduate Studies, Universitas Riau ]]>
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DOI: 10.31258/ijebp.v6n2.p212-224
<![CDATA[The purpose of this study is to find out the students' perceptions on the use of Google Classroom on listening comprehension subjects during the course of the Covid-19 pandemic. In this study, the method was quantitative research and the instrument used was a questionnaire designed by Chyntia (2018) and Shaharanee et al. (2016). There were 20 items in the questionnaire. Eighty-five students from the English Study Program at Universitas Riau participated in this study. The data were analyzed using frequency and mean. The findings indicate that the students positively perceive the use of Google Classroom on listening comprehension subjects. The results show that the Google Classroom used in listening comprehension subjects was efficient because the application became an alternative way to conduct learning activities from home. The students agree that Google Classroom is an efficient, comfortable, and economical application for listening comprehension subjects.]]>
<![CDATA[THE EFFECT OF PRINCIPAL'S LEADERSHIP ON THE PERFORMANCE OF TEACHERS OF SOCIAL SCIENCE LESSONS IN SMPN PELALAWAN REGENCY ]]>
<![CDATA[M. Yogi Riyantama Isjoni]]>;
<![CDATA[Indra Primahardani]]>;
<![CDATA[Asyrul Fikri]]>
<![CDATA[ International Journal of Educational Best Practices Vol 5, No 2 (2021) ]]>
Publisher : <![CDATA[Education Administration Study Program, School of Postgraduate Studies, Universitas Riau ]]>
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DOI: 10.31258/ijebp.v5n2.p223-230
<![CDATA[The purpose of this study was to determine the effect of principal's leadership on social science teachers’ performance. The research was conducted in Pelalawan Regency taking Social Science teachers in Pelalawan Regency as the research subjects. The method used was a survey with quantitative techniques. The research sample was 150 Pelalawan Regency teachers selected using random sampling technique. The instrument used to collect data was a set of questionnaires used to quantify the school principal leadership level. Data of teachers’ performance were gathered from the teachers’ competency test (UKG) data. The results of this study indicate that there is a significant and positive influence of the principal's leadership on the performance of social science teachers at SMPN Pelalawan. The results of this study are expected to be useful for the improvement of the performance of school principals and social science teachers in Pelalawan Regency.]]>
<![CDATA[A CORRELATIONAL STUDY ON THE TRANSLATION ABILITY AND WRITING SKILL AT UNIVERSITAS RIAU ]]>
<![CDATA[Judika Pasaribu]]>;
<![CDATA[Eliwarti Eliwarti]]>;
<![CDATA[M.Syarfi M.Syarfi]]>
<![CDATA[ International Journal of Educational Best Practices Vol 5, No 1 (2021) ]]>
Publisher : <![CDATA[Education Administration Study Program, School of Postgraduate Studies, Universitas Riau ]]>
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DOI: 10.31258/ijebp.v5n1.p95-105
<![CDATA[This research intends to find out whether or not there is a correlation between students’ translation and writing ability at the English Study Program of FKIP Universitas Riau. There were 40 students from 6A class chosen as samples. The instruments were translation and writing tests. The translation test aims to measure the ability of the students in translating an Indonesian-English text. The writing test aims to measure the students’ ability in writing a descriptive essay. The data were obtained by calculating the translation and writing test results. Based on the calculation, it was found that the students have good translation and writing ability. Besides, the value of the correlation coefficient obtained was 0.521 which means that there is a positive correlation between students’ translation and writing ability. The correlation is categorized as fair correlation since the value of the correlation coefficient obtained is 0.521 which is in the range of 0.400 - 0.599. Considering the fact that there is a correlation between students’ translation and writing ability, it issuggested that the students should also concern about and improve their translation ability because it will also improve their writing skill.]]>
<![CDATA[THE DEVELOPMENT OF ASSESSMENT INSTRUMENT USING TESLET MODELS IN STEREOCHEMISTRY MATERIALS ]]>
<![CDATA[Annisaul Khasanah Wulandari]]>
<![CDATA[ International Journal of Educational Best Practices Vol 3, No 1 (2019) ]]>
Publisher : <![CDATA[Education Administration Study Program, School of Postgraduate Studies, Universitas Riau ]]>
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DOI: 10.31258/ijebp.v3n1.p29-42
<![CDATA[Stereochemistry is the study of molecules in three-dimensional space regarding how atoms in a molecule are arranged in one room relative to the other. Stereochemistry is a difficult course. Therefore, it is necessary to diagnose the difficulty of learning using the testlet model. This study is aimed at developing an appropriate testlet model for the assessment instrument. This research uses the development model of Borg and Gall's assessment instrument with ten stages, but this research is limited to the fifth stage only, namely 1) Research and Information Collection, 2) Planning 3) Develop Preliminary Form of Product 4) Preliminary Field Testing, and 5) Preliminary Product Revision. The data collection techniques were in the form of validation questionnaires from expert teams and students' response questionnaires. The data analysis technique used qualitative and quantitative data. The qualitative data were from the results of a review of validation by a team of experts who are Postgraduate Lecturers of Chemistry Education at Universitas Riau and lecturers of the Chemistry Education Study Program at the Faculty of Tarbiyah and Teaching at UIN Suska Riau. The quantitative data were obtained from the calculation of the mean scores of the validation questionnaire by two lecturers of the Postgraduate of Chemistry Education at Universitas Riau and one lecturer in the Chemistry Education Study Program at the Tarbiyah Faculty and Teacher Training at UIN Suska Riau as the experts. The results of the study show that the mean score of validation from the expert team is 3.97 on the aspect of material with valid category, 3.97 on the aspect of construction with valid category, 3.88 on the aspect of language with valid category; and the results of the students' response questionnaires are 51.58 on the time readability questionnaire and 8.08 on the aspect of time adequacy.]]>
<![CDATA[UTILIZING ONLINE LEARNING TO ENHANCE ENGLISH SKILLS ON INTENSIVE ENGLISH CLASS ]]>
<![CDATA[Tenny Murtiningsih]]>
<![CDATA[ International Journal of Educational Best Practices Vol 4, No 2 (2020) ]]>
Publisher : <![CDATA[Education Administration Study Program, School of Postgraduate Studies, Universitas Riau ]]>
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DOI: 10.31258/ijebp.v4n2.p48-59
<![CDATA[The Covid-19 pandemic has transformed the learning system. The great impact on the learning system is that millions of schools and universities are now starting to practice online learning massively at all levels of education. Now, the online learning system is also used in Intensive English Class (IEC) at one university in Banjarmasin. Intensive English Class (IEC) is a one-year English program for the students. This study aimed to investigate the use of online learning to enhance English skills through Intensive English Class. This is a qualitative descriptive study. This study invited 339 freshmen students and six Intensive English Class instructors as respondents. The results of this study show that online learning at Intensive English Class could effectively improve students’ English skills. This can be seen from the data that 58.1% students agreed that the online learning could help them to enhance their English skills. It was also supported by their knowledge of how to use online learning well. This means that there is a good connection between utilizing online learning and the development of English skills on Intensive English Class.]]>
<![CDATA[TEACHERS’ STRATEGY OF POSITIONING IN TEACHING YOUNG LEARNERS ]]>
<![CDATA[Novi Restuningrum]]>
<![CDATA[ International Journal of Educational Best Practices Vol 2, No 1 (2018) ]]>
Publisher : <![CDATA[Education Administration Study Program, School of Postgraduate Studies, Universitas Riau ]]>
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DOI: 10.31258/ijebp.v2n1.p1-13
<![CDATA[Abstract: Teacher’s position in the classroom depends on several aspects including the classroom s/he teaches in – whether s/he has the ability to move around – and the nature of the activities s/he is going to do in the class. As teacher's gestures including positioning and body posture bring the particular message to the students, the position whether a teacher should stand in front of the students, crouch down near them or sit with them on the floor needs to be considered when the teacher plans the lesson. This paper presents a discussion on how teachers of young learners position themselves in the classroom, the observed students’ behaviour during the lesson as the impacts of the positioning, and the teachers’ perspectives of the impacts of their positioning towards the students’ movement in the classroom. The study is done through observations towards an interview with two English teachers teaching classes of children of early years (4-5 years old), at a pre-school in Jakarta. It portrays a description of the teachers' position in the classroom and why they choose a particular position for a particular activity. The findings show that standing, sitting and kneeling in front of the students or among them is the most chosen position. Analysis on how students react to their lesson in relation to their position while teaching is also presented after a discussion on the reasons of teachers choosing their position in the classroom. As a final point, I elaborate the discussion on how teacher's positioning strategy can be implemented to help improving teacher's teaching practice. The presentation is envisioned for language teachers, language teaching researchers, teacher trainers, and those who are interested in the area of Teaching English to Young Learners (TEYL).]]>
<![CDATA[STUDENTS’ RESPONSES TOWARDS TEACHER’S IMPLEMENTATION OF TPACK IN SENIOR HIGH SCHOOL AFTER PANDEMIC ]]>
<![CDATA[Beatrice Ellen Taufik]]>;
<![CDATA[Sudarsono Sudarsono]]>;
<![CDATA[Ikhsanudin Ikhsanudin]]>;
<![CDATA[Yanti Sri Rezeki]]>
<![CDATA[ International Journal of Educational Best Practices Vol 7, No 2 (2023) ]]>
Publisher : <![CDATA[Education Administration Study Program, School of Postgraduate Studies, Universitas Riau ]]>
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DOI: 10.31258/ijebp.v7n2.p203-216
<![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.]]>
