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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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TALKING STICK LEARNING MODEL BY ANIMATION VIDEOS IN SOCIAL SCIENCES SUBJECTS Dewi Ayuni; Gimin Gimin; Mifta Rizka
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.p303-313

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.
EFFECTIVENESS OF CHEMISTRY MEDIA LEARNING BASED ON AUTOPLAY MEDIA STUDIO 8.0 TO IMPROVE STUDENTS’ COLLABORATIVE CHARACTER IN ACID-BASE MATERIAL AT SMAN 6 PEKANBARU Irfandi Husrah
International Journal of Educational Best Practices Vol 4, No 2 (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.v4n2.p33-47

Abstract

This study aimed at discovering the effectiveness of auto play media studio 8.0 based chemistry media learning to improve the students’ collaborative character in acid-base material in SMAN 6 Pekanbaru. A Purposive sample was used as a method of study using an analysis of Independent Sample t-Test. The obtained data were the observation results data during learning processes. The results of the study indicated that the use of auto play media studio 8.0 based chemistry media learning was effective and significantly improved the students’ collaborative character, in which the significance value of Independent Sample t-Test was 0,000. Based on the average results of collaborative character before and after the use of chemistry media learning based on auto play media studio 8.0 increased by 71%.
BACKCHANNELS IN THE INTERACTIONS OF INDONESIAN L2 SPEAKERS OF ENGLISH IN AUSTRALIAN ACADEMIC CONTEXT Indah Tri Purwanti
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.p39-53

Abstract

Abstract: This study investigated backchannels, short verbal responses such as yeah, employed by Indonesian L2 speakers of English in the interactions with L1 speakers of Australian English in Australian academic setting. The naturally-occurring dyadic interactions were audiotaped and scrutinised in a sequential analysis of conversation analysis. The examination was aimed to scrutinise the pragmatic functions and the placement of backchannels within the sequential organisation of the interactions. The findings showed that they used backchannel responses involving non-lexical items, lexical items, and combinations of lexical and non-lexical items. Backchannel responses existed in different linguistic environments that may be culturally specific such as after you know. Backchannels were used to show attentiveness, agreement, and comprehension of the speaker’s talk. Besides, they also employed backchannels to express politeness to satisfy the supervisors’ positive face in the interactions. In this study, they appear to converge their linguistic devices to that of their supervisors. 
THE INFLUENCE OF EDUCATIONAL TECHNOLOGY ON WELL-BEING STATUS: A LITERATURE REVIEW Abdul Feroz Maluleke
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.p152-171

Abstract

Undoubtedly, Information Technology (IT) has significantly expanded global educational accessibility. Extensive research underscores the need to examine how educational technology adoption affects the well-being of educators and learners, considering education's potential to enhance well-being and mitigate socio-economic challenges. This study aims to comprehensively review the impact of educational technology on human well-being in diverse educational contexts. Following Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines, a systematic review encompassed databases such as Web of Science, Science Direct, SAGE, and Taylor and Francis. Thirteen selected articles underwent rigorous analysis. Findings reveal contextual variations in the influence of educational technology on well-being, with both positive and negative effects observed. In numerous contexts, a negative correlation between educational technology use and well-being is evident, exacerbated by insufficient training leading to stress among teachers and learners. Quantitative predominance in existing studies suggests a future shift toward qualitative or mixed-method approaches, offering deeper insights into the intricate relationship between educational technology and well-being across diverse settings. In conclusion, urgent interventions are needed to ensure equitable access to educational technologies and training. Such efforts should extend to least developed countries and small island developing states, fostering well-being enhancement and socio-economic progress through holistic technology integration in education.
THE CHARACTERISTICS OF ASSESSMENT INSTRUMENT FOR CREATIVE THINKING ABILITY ON CRUDE OIL TOPIC Nanda Resti Resti Monika
International Journal of Educational Best Practices Vol 3, No 2 (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.v3n2.p75-84

Abstract

The development of globalization era also has an impact on the change in the world of education. The education which is demanded in the learning process is 21st-century learning. One of the important aspects of 21st-century learning is requiring the students to have the ability to think creatively. Creative thinking ability of the students in the learning process is not apart from the teachers' role. The description of students' creative thinking ability is measured by conducting an assessment. This research aims to know the characteristics of assessment instruments for creative thinking on crude oil topic (construct validity, reliability, the level of difficulty, and question differentiation). This research used Research and Development (R&D) method which referred to Borg and Gall model. The technique of selecting the samples was Purposive Random Sampling. The research samples were 80 students of Grade XII Senior High School in Pekanbaru City. The technique of data analysis used SPSS Program 24.0. The results of the validity construct for each question is > 0,208 with 18 questions are stated valid, the reliability test is 0,846. The percentage level of difficulty obtained 22,222% questions are categorized into easy, 61,111% questions are medium, and 16,667% questions are categorized into difficult. The percentage of question differentiation obtained 16,667% questions are good, 66,667% is fair, and 11,111% is bad.
Collaborative Written Feedback Experience: A Case Study of Indonesian EFL Students in an Essay Writing Class Yanti Sri Rezeki
International Journal of Educational Best Practices Vol 1, No 2 (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.v1n2.p24-37

Abstract

Implementing collaborative written feedback instruction is a way to develop students’ awarenes of writing as a process, the benefits of peer review and feedback, and the important roles of peer interaction for learning. The current research aimed at understanding students’ experiences of providing and responding to written feedback in group. It specifically sought to answer these questions: 1.) What are students’ perceptions toward collaborative written feedback experience? 2) What are students’ collaborative written feedback practices? and 3). What factors affect students’ collaborative written feedback experience? Conducted as a qualitative case study, the research reported the collaborative written feedback experiences of a group of three undergradutae EFL students in Essay Writing course. Data were drawn from  observations, focus group interview, student reflective essay, and collection of related documents and artifacts. The findings show that students have positive perceptions toward collaborative written feedback instruction citing that it helps them improve their writing and develop their interpersonal skills. The study also reveals that changing roles in the group and the use of media paltform to communicate are among the strategies employed in collaborative written feedback practices. Factors such as peer’s characteristics, level of confidence and task seemed to have affected these practices. Suggestions on the ways in which collaborative written feedback instruction can be implemented effectively are also provided.
CULTURE AND GENDER REPRESENTATION IN VISUAL AND VERBAL TEXTS: AN ANALYSIS OF NATIONALLY ENDORSED INDONESIAN EFL TEXTBOOKS FOR UPPER SECONDARY STUDENTS Lelyana Syarif; Herri Mulyono
International Journal of Educational Best Practices Vol 7, No 1 (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.v7n1.p17-29

Abstract

This study aimed to analyze the representation of culture and gender in visual and verbal texts in English as a Foreign Language (EFL) textbooks used by upper secondary school students. A content analysis was conducted on three EFL textbooks for upper secondary school students, using Xiao's (2010) framework to guide the analysis of culture “small-c”representation, and Brugeilles and Cromer's (2009) study to examine gender character according to their roles portrayed in the textbooks. The findings revealed that the highest number of visual illustrations was predominantly presented in the lifestyle aspect, followed by customs, values, holidays, hobbies, and food. It was also observed that gender representation was equally represented in the verbal text, but not proportionally in the visuals. The findings indicate that culture and gender awareness among students could be improved if textbooks provided a more balanced representation of various cultures encompassing source culture, target culture, and international target culture, and paid more attention to the equal treatment of genders.
THE INFLUENCE OF WORK CULTURE TOWARD SELF- CONTROL (LOCUS OF CONTROL) OF CERTIFIED PRIMARY SCHOOL TEACHERS Sumardi Ahmad; Isjoni Isjoni; M. Yogi Riyantama Isjoni
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.p30-41

Abstract

The objective of the study was to analyse how positive and significant the influence of work culture toward self-control (locus of control) of certified teachers at primary schools. The population of this research were 155 certified teachers at primary school in Kuantan Tengah District. Seventy-five certified teachers were randomly selected as samples. The research was undertaken using a correlational research survey design. Data were collected using questionnaires statistically analysed to see if there were any effects on the work culture and teachers’ self-control. This study indicated a significant and positive effect of work culture on primary teachers’ self-control (locus of control). The finding implies that the increase in self-control (locus of control) is possible to achieve by strengthening the work culture.
Talent Management and Teacher Leadership Talent Development in High Performing School in Malaysia Mohd Izham Mohd Hamzah; Shuhaida Shamsudin
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.p19-35

Abstract

Researches on the effective leadership reveal that principals in high performing schools aresuccessful in improving schools outcomes through who they are, the strategies they use, as well asthe specific combination and timely implementation and management of these strategies as a resultof the unique contexts in which they work. The present research work tries to explore and confirmthe talent management factors (TMFs) responsible for developing teacher leadership talent (TLT).The proposed TMFs were tested and validated through a sample of 400 teachers of HighPerforming School in Malaysia using Amos 19. Hypotheses were tested at a 95% confidence leveland the Root Mean Square Error of Approximation (RMSEA), Tucker-Lewis Index (TLI) andComparative Fit Index (CFI) were used to test the structural equation model of talent management.The obtained RMSEA value was 0.049, TLI value was 0.942 and CFI value was 0.962 whichindicated a good model fit and appropriateness. Analysis of the results demonstrated that the levelof implementation of talent management falls into the range of being very good and has asignificant relationship with a teacher leadership talent development of the organization in thestudied population. This study is one of very few studies to provide an integrative perspective ofTMFs for developing TLT in high performing school; it adds to the extremely limited number ofempirical studies that have been conducted to investigate talent management in the educationsector and how teacher leaders start as individual contributors and move up into management andleadership roles.
DEVELOPMENT OF INFORMATION AND COMMUNICATION TECHNOLOGY (ICT) SKILLS AMONG STUDENTS WITH LEARNING DISABILITIES (SLD) IN MALAYSIA AND UKRAINE Rohaizat Ibrahim; Noraini Abdullah; Ciptro Handrianto; Irna Liza Muliana; Nataliia Nykonenko
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.p121-131

Abstract

This study aims to develop Information and Communication Technology (ICT)’s skills for Students with Learning Disabilities (SLD) in Malaysia and Ukraine. Methodology used in this study is based on the Universal Learning Design implementation which involved three phases: Preparation, Integration and Assessment. The Preparation and Integration Phases are the stages for designing ICT activities and practicing digital skills. While the Assessment Phase is the phase to determine the usability of ICT for SLD. The findings of the study show that the Preparation and Integration Phases study are the most effective types of activities for digital skills development. It is obtained from the opinion of the experts in ICT related to learning content ranging from simple to complex with a defuzzification value of 0.939. The results of the Assessment Phase show that SLD can develop their ICT’s skills by using videos related to real situations. It also provides SLD with activities that can build a communication network between them and public and private institutions. All these activities were provided to stimulate and motivate them to work hard to achieve the desired goals.

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