International Journal of Educational Best Practices

Journal Information
EISSN : 2581-0847
Published by: FKIP Universitas Riau (10.31258)
Total articles ≅ 45
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DOAJ
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Mohd Fadzil Jamil, Mohd Izham Mohd Hamzah
International Journal of Educational Best Practices, Volume 3, pp 10-27; https://doi.org/10.31258/ijebp.v3n2.p10-27

Abstract:
Distributed leadership offers a new-thinking in transforming the school's leadership. Teachers' collective efficacy and professional learning community have been identified to have a strong influence on improving the teaching quality of teachers. This article examines the effects of distributed leadership of secondary school administrators on teacher collective efficacy and professional learning community. The literature suggests that distributed leadership perspective is a good alternative strategy to improve the quality of educational institutions, but empirical evidence showing the effects of distributed leadership on teachers’ collective efficacy and professional learning community that can improve the quality of teacher’s teaching is limited. Data were collected from 592 teachers working in secondary schools in Negeri Sembilan, Malaysia. Distributed leadership of secondary school administrators were determined with Distributed Leadership Inventory developed by Hulpia (2009) while teachers’ collective efficacy was determined using the Collective Efficacy Scales developed by Goddard and Hoy (2003) and professional learning community was determined with the School Professional Staff as Learning Community Questionnaire developed by Hord (1996). Data analysis was done based on Structural Equation Modeling using AMOS software. Regression weight, variance and squared multiple correlations tests were used in data analysis. In conclusion, a strong positive relationship was revealed between distributed leadership of secondary school administrators on teachers’ collective efficacy and professional learning community. Distributed leadership of secondary school administrators was also a significant predictor of teachers’ collective efficacy and professional learning community.
Nur Islami
International Journal of Educational Best Practices, Volume 3, pp 1-9; https://doi.org/10.31258/ijebp.v3n2.p1-9

Abstract:
Advanced Earth Physics course is one of the courses discusses all aspects of physics that exist in natural processes occurring on the earth. One of the topics discussed was Landslide Natural Disaster. The purpose of this study is to discuss the use of online media and topography map in Advance earth physics classes to analyse the location of possible landslides. This research was conducted on students who are taking advanced earth physics courses for the even semester in the University of Riau, Physics Education Study Program, and 20182019 academic year. Students were given the concept of a landslide and guidelines for using Google Earth and on how to produce the topography map. Then students were required to do a mini project in terms of using Google Earth and Topography Map and to analyse the possibility of a landslide zone. Subsequently, students were given a questionnaire about understanding the material of the Avalanche that was studied with the help of Google Earth and topography map. The results show that almost all students fully understand and like what they are doing, as evidenced by an average score of 3.78 (scale 4) in terms of Google Earth's utility in studying landslide zones. Thus it can be concluded that the Google Earth media is very well-liked and can provide a deeper understanding to students in learning the concept of Landslide Natural Disasters in Advanced Earth Physics courses.
Sahala Freddy Simanjuntak
International Journal of Educational Best Practices, Volume 3, pp 64-74; https://doi.org/10.31258/ijebp.v3n2.p64-74

Abstract:
This research aims to produce interactive multimedia using Lectora inspire in learning economic using the 4D development model. This work employed a qualitative descriptive method. Interactive multimedia was produced through three stages: definition, design, and development. This research was limited to the development stage. Definition stage comprised the preliminary analysis, curriculum analysis, material analysis, characteristic analysis, and formulation. Meanwhile, the design stage included pre-production from flowchart and storyboard making, media production to final activities: mixing, editing, and finalization. The development stage encompassed the following: (1) Expert appraisal, which was expert validation and revision with a result of very appropriate based on validation of media expert, material expert and language expert, and (2) Developmental testing, consisting of a small-scale tryout with a score of 81.98% (very appropriate). Our proposed system was very appropriate, according to the result of validation by an expert in a small-scale try-out; thus it can be used in economic learning at SMA Darma Yudha.
Rumiri Aruan
International Journal of Educational Best Practices, Volume 3, pp 52-63; https://doi.org/10.31258/ijebp.v3n2.p52-63

Abstract:
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.
Nanda Resti Resti Monika
International Journal of Educational Best Practices, Volume 3, pp 75-84; https://doi.org/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 21stcentury 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.
Daviq Chairilsyah
International Journal of Educational Best Practices, Volume 3, pp 41-51; https://doi.org/10.31258/ijebp.v3n2.p41-51

Abstract:
Indonesia is a country that is experiencing a crisis of child abuse and sexual violence. Data from 2015 to 2019 shows a significant increase in this problem. KPAI data states that the culprit is the closest person to the child such as stepfather and biological, closest family, and colleague. When our children ask about their sexuality, we will be moved quickly. This attitudes like that mean wrong, because children have a curiosity about many things, if we as parents cannot direct properly, cannot provide clear information they tend to look for information from others and their friends, the information is not necessarily good. Very few people, especially parents who care about sex education and place sex as something important. Even many parents who do not provide sex education to children, with the reason the child will know it by itself. During this time, the idea of sex is belonging to adults only, so discussing the problem of sex in children is not easy. However, teaching sex education to children must be given so that children do not go wrong in their lives. The purpose of sex education in early childhood is to provide an adequate understanding of physical, mental, and emotional maturity processes, reducing fear and anxiety related to sexual adjustment and development. Sex education is given starting from the age of five, age 1-5 years, age 5-10 years, age before adolescence, adolescence. How to educate young children about sex through family, environment, and education at school.
Isjoni Isjoni
International Journal of Educational Best Practices, Volume 3, pp 85-92; https://doi.org/10.31258/ijebp.v3n2.p85-92

Abstract:
This study is aimed at measuring the effectiveness of the 2013 Curriculum implementation assistance training program for school principals and History teachers conducted by the education office in Pekanbaru City. The study was conducted using the CIPP (Context, Input, Process, and Product) evaluation model introduced by Stufflebeam (2003). The data were collected through interviews, documentation, and observation. The subject of the study was the Pekanbaru city education office. The results show that the evaluation of the 2013 Curriculum implementation assistance training program resulted in a background, goals, objectives, expected results, and legal basis; the Input Evaluation resulted in criteria for training participants, training preparation programs, companion criteria, training organizers, training facilities, mentoring strategies, mentoring patterns, mentoring training mechanisms, training manuals, training implementation schedules, and training funding; The process evaluation resulted in the implementation of mentoring preparation, program structure readiness, teaching material readiness, preparedness of assistant staff, readiness of organizers, and readiness of training facilities which became the foundation of the committee to carry out the training. Furthermore, the assistants carry out the learning process; Product evaluations produce training graduates' competency standards, the level of success of training participants, and the impact of training graduates. From the evaluation results, the context obtained a value of 4.96 in the Very Good category. While the process evaluation obtained an average of 2.6 Poor categories and product evaluations obtained a score of 2.80 Poor category. Overall, the evaluation component of the K13 mentoring training program for history subjects at the Pekanbaru City High School scores 3.7 in the Good category. This means that the implementation of the K13 mentoring training program for history subjects at the Pekanbaru City High School is at a good level.
Ahmad Kailani, Tenny Murtiningsih
International Journal of Educational Best Practices, Volume 3, pp 28-40; https://doi.org/10.31258/ijebp.v3n2.p28-40

Abstract:
English for nursing is one of the branches of English for Specific Purposes. This type of English lesson requires the teacher to choose a specific method in order to meet a specific learning objective. The final goal of learning this kind of English is to equip learners with competencies that suit their future job, one of them, is English skill. This is inseparable from the choice of an appropriate teaching method by the teacher. Many studies on the implementation of specific teaching methods have been undertaken. However, little is still known about the students' responses to the implementation of Task-Based Language Instruction in English for Nursing Classes. To fill this gap, the current study shed a light on this matter. This qualitative research aimed to explore students’ perception of this teaching method. There were 58 nursing students invited as the respondents. The data were garnered through interview and questionnaires. The implication of this research is to be contributed to the field of EFL teaching methodology as the expansion for the current studies in English for specific Purposes field.
Triana Ramdha
International Journal of Educational Best Practices, Volume 3; https://doi.org/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.
Rinia Zatalini
International Journal of Educational Best Practices, Volume 3; https://doi.org/10.31258/ijebp.v3n1.p1-14

Abstract:
Since intensive reading has long been a part of curriculum core in Indonesia and is the main and only English skill tested in the National Examination, many teaching procedures usually focus on ways to assist students succeed in the examination. Therefore, there is a tendency for teachers to simply equip students with texts and help to make sense of the texts by translation so that enabling students to answer the given questions. While it may be helpful to some extent, there is a claim that this mode of teaching is (1) less accurate as it is deemed as practising reading, not teaching students how to read and (2) less effective for a mere texts’ translation affords insufficient support for profound understanding and autonomy in learning to occur. This paper thus addresses this teaching issue happened specifically in a junior high school in Indonesia, where teachers still use translation, i.e. Grammar Translation Method, in teaching reading with a lot of practices and less strategy of how to read. Theoretical foundations of intensive reading and theories of language learning are critically discussed, which then lead to suggest the metacognitive strategy as a potential solution to resolve the issue. This paper hence could (a) enhance our understanding on intensive reading and its relation to language learning theories and (b) offer an insight of possible solution to cope other cases similar to the one presented in this paper.
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