International Journal of Educational Best Practices
Journal Title International Journal of Educational Best Practices Initials IJEBP Email ijebp@ejournal.unri.ac.id Frequency April and October ISSN E ISSN: 2181-0847 DOI Prefix Prefik by Editor in Chief Prof. Afianto Daud, Ph.D Publisher School of Postgraduate Studies of Universitas Riau The International Journal of Educational Best Practices (IJEBP) is a peer-reviewed academic journal that publishes studies on educational theories and practices. It is issued biannually in April and October by the School of Postgraduate Studies at Universitas Riau, Indonesia. The journal primarily focuses on research reports related to educational theories and practices but also accepts viewpoint and conceptual articles within the education field. Authors are required to register before submitting their manuscripts. They must adhere to the journal’s Author Guidelines; failure to comply may result in immediate rejection of the submission. Articles should be submitted via the journal’s online submission system. For further inquiries, authors may contact the editor at ijeip.editors@gmail.com. The journal enforces a "Zero Tolerance on Plagiarism" policy. Authors are encouraged to check their manuscripts with plagiarism detection tools such as iThenticate or Turnitin before submission. We are pleased to announce that the International Journal of Educational Best Practices (IJEBP) has been successfully accredited by the Directorate General of Higher Education, Ministry of Education of the Republic of Indonesia, and has been classified as SINTA 3, effective from December 7, 2022. The accreditation decision is documented in SK Number 225/E/KPT/2022. We extend our sincere gratitude to all editors, reviewers, authors, and readers for their contributions and support. Our appreciation also goes to the Rector of Universitas Riau for their support in maintaining IJBEP. Regards, Prof. Afianto Daud, Ph.D Editor in Chief International Journal of Educational Best Practices (IJEBP) has been indexed in
Prodi Administrasi Pendidikan Program Pascasarjana Universitas Riau
THE EFFECT OF GENRE-BASED APPROACH ON IMPROVING SENIOR HIGH SCHOOL STUDENTS’ WRITING ABILITY ON NARRATIVE TEXT
This study investigates the Genre-Based Approach (GBA) in improving the narrative writing performance of high school students. This study uses a pre-experimental pre-test-post-test design involving 30 eleventh-grade students from SMA Negeri 1 Pinggir. The intervention was implemented through four sessions following the stages of the Genre-Based Approach: Building Knowledge about the Field, Text Modeling, Joint Text Construction, and Independent Text Construction. Students' writing performance was evaluated in five components: content, organization, grammar, vocabulary, and mechanics, using an assessment rubric. The data were analyzed using the Shapiro Wilk test and paired sample t-test through SPSS version 26. The results revealed a statistically significant increase in students' writing scores (p = 0.000; t = -10.667), with the largest increase observed in content and vocabulary. These findings confirm that GBA effectively improves students' ability to generate and organize ideas coherently in the narrative genre. This study contributes to the growing body of research supporting process- and genre-based teaching in the context of English as a Foreign Language (EFL) and recommends the wider application of GBA in secondary school writing classes in the Indonesian Merdeka Curriculum.
Copyright (c) 2025 Arundina Azzahra Mahendra, Prof. Dr. Afrianto M.Ed, Dr. Dahnilsyah,SS., Dipl. Appl.,M.A (Author)
LECTURERS SALARY AND STUDENT ENGAGEMENT IN SOUTHWESTERN NIGERIA UNIVERSITIES
Student engagement has become a recurring issue in universities across the globe. This may be due to due to the geometric increase in student enrolment in the universities and the desire of the universities to meet their demands on campus. As a result, this study investigated the level of student engagement and the influence of salary on student engagement in public universities in southwestern Nigeria. The population of the study comprised all lecturers in the seven federal government owned universities in southwest states of Nigeria with a sample size of 1,250 calculated and derived using Research Advisor’s Table at 95% degree of confidence with 5% error margin. Questionnaire was used to elicit information from respondents. The study found that, the level of students’ engagement is low and teachers’ salary has significant influence on student engagement in public universities in southwestern Nigeria. The study recommended that students should be more engaged by lecturers, and that government should increase salary of lecturers in Nigerian Universities.
Lecturer’s Salary; Student Engagement; Public Universities; Cognitive Engagement; Behavioural Engagement; and Affective Engagement
Copyright (c) 2025 Olugbenga Timothy Ajadi (Author)
THE DEVELOPMENT OF LIVEWORKSHEETS AS INTERACTIVE INSTRUCTIONAL MEDIA FOR TEACHING READING EXPOSITION TEXT AT SENIOR HIGH SCHOOL
This research aimed to develop and validate Liveworksheets as interactive instructional media to support the teaching of reading analytical exposition texts in senior high school. The study was motivated by the limited use of interactive media in English reading and students' difficulties in understanding exposition texts, particularly due to the lack of engaging materials. This study used the Research and Development (R&D) method and adopted the ADDIE (Analysis, Design, Development, Implementation, and Evaluation) model and focused on analysis, Design, and Development for the instructional media. This research involved needs analysis through structured interviews and questionnaires with teachers and students, as well as curriculum analysis based on the Merdeka Curriculum. The product was designed using Canva and implemented in the Liveworksheets platform, incorporating multimedia elements like video, pictures, and interactive exercises. The media was validated by a media expert, material expert, and pedagogic expert. The result showed that the developed Liveworksheets were categorized as "very valid" with an average score above 3.25 based on validity criteria. This shown that Liveworksheets are effective and feasible for use as interactive instructional media in teaching analytical exposition texts. This study concludes that Liveworksheets can enhance students' engagement and improve learning outcomes in reading comprehension
Copyright (c) 2025 Angelina Christine Simanjuntak, Prof. Dr. Indah Tri Purwanti, M.App.Ling (Author)
VOICES FROM THE CLASSROOM: INDONESIAN EFL TEACHERS’ ATTITUDES AND EXPERIENCES TOWARD CULTURAL CONTENT IN STATE-PRESCRIBED TEXTBOOKS
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.
Copyright (c) 2025 Sofia Uswatunisa, Prof. Dr. Indah Tri Purwanti, M.App.Ling, Dr. Eliwarti, M.App.Ling (Author)
KIPIN SCHOOL DIGITAL LEARNING: SOLUTIONS TO INCREASE STUDENTS' READING INTEREST AND MOTIVATION
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.
Copyright (c) 2025 Paijan Rambe, Daulay, Indah Wati, Wimbi Apriwanda Nursiwan, Aditya Warman, Shifa Khairunnisa (Author)
ACADEMIC PROCRASTINATION AMONG ENGLISH MASTER STUDENTS: THE LEVEL, AREAS AND REASONS
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.
Copyright (c) 2025 Annisaq Annisaq, Fadly Azhar, Supriusman Supriusman (Author)
MULTILINGUAL PRACTICES IN THE EFL CLASSROOM: INVESTIGATING CODE-SWITCHING TYPES, FUNCTIONS, AND STUDENTS' PERCEPTIONS
Code-switching, the practice of alternating between two or more languages within discourse, constitutes a significant pedagogical strategy in English as a Foreign Language (EFL) instruction. This study examines the types and pedagogical functions of code-switching employed by English teachers across five junior high schools in Pekanbaru, Indonesia. Utilizing a mixed-methods research design involving classroom observations, semi-structured teacher interviews, and student questionnaires, the study identifies three types of code-switching: intra-sentential, inter-sentential, and tag switching. The findings reveal that intra-sentential code-switching was the most frequently employed form. Teachers primarily used code-switching to elucidate difficult concepts, maintain classroom management, and foster interpersonal connections with students. Most students responded favorably, indicating that code-switching enhanced their comprehension and created a more supportive classroom environment. Nevertheless, some students expressed concern that excessive reliance on the first language might hinder their English proficiency. The study concludes that code-switching, when used judiciously, can serve as an effective pedagogical tool that facilitates both cognitive and linguistic development in EFL classrooms.
Copyright (c) 2025 Rahmat Solihin, Novitri, Supriusman (Author)
IMPLEMENTATION OF PROBLEM BASED-LEARNING TO IMPROVE CRITICAL THINKING: A SYSTEMATIC LITERATURE REVIEW
Problem-Based Learning (PBL) has emerged as a crucial pedagogical approach for fostering students' critical and creative thinking skills. However, its implementation often faces challenges, such as limited resources, insufficient teacher training, and the complexity of designing meaningful problem scenarios. This study employed a Systematic Literature Review (SLR) guided by the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) framework to examine the application of PBL in enhancing students' critical thinking skills. An initial search yielded 342 articles, which were screened through title and abstract review, followed by full-text assessment based on predefined inclusion and exclusion criteria. After a rigorous selection process, 9 articles that met the criteria were finally analyzed in detail. The review revealed that the majority of research on PBL and critical thinking was conducted in Indonesian high school contexts. Findings consistently indicated that PBL significantly improves students' critical thinking, creative thinking, and engagement in learning activities. Studies demonstrated that when PBL is effectively integrated, students exhibit stronger analytical abilities, enhanced problem-solving skills, and increased active participation. These findings underscore the importance of integrating PBL as a core teaching methodology, especially in preparing students to meet the complex demands of a globalized and interconnected world. Despite implementation challenges, PBL offers significant potential to reshape traditional education and foster future-ready learners equipped with essential higher-order thinking skills encourage motivation and achieve optimal learning outcomes.
THE INFLUENCE OF TEACHER TEACHING STYLE, LEARNING ENVIRONMENT AND INTEREST IN LEARNING ON STUDENTS’ MOTIVATION AND LEARNING OUTCOMES
Learning outcomes are a crucial aspect of any learning process. Various factors, both internal and external, can affect student learning outcomes. This study aims to analyse the effect of teacher teaching style, learning environment, and interest in learning on motivation and learning outcomes of students in grades X, XI, and XII at SMA Negeri 1 Barumun and SMA Negeri 1 Sosa. The research was conducted from February to June 2023 with a descriptive quantitative approach. The data collection techniques used included questionnaires and documentation. A total of 90 students were selected as respondents through simple random sampling technique. Data analysis was conducted using variance-based Structural Equation Modeling (SEM) with the help of SmartPLS 3.0 software. The results showed that directly, the teacher's teaching style, learning environment, and learning interest affect learning outcomes through the mediating role of learning motivation. However, learning motivation does not have a direct effect on learning outcomes. Learning environment and learning interest were shown to influence learning outcomes through increasing learning motivation. This finding indicates that the right teacher teaching style that suits students' needs, a conducive learning environment, and high interest in learning can increase learning motivation, which in turn has a positive impact on student learning outcomes. The implications of this study emphasise the importance of improving the quality of teachers' teaching styles, creating a supportive learning environment, and developing students' interest in learning as strategies to encourage motivation and achieve optimal learning outcomes.
ANALYSIS OF MATHEMATICAL PROBLEM-SOLVING SKILLS OF INDONESIAN HIGH SCHOOL STUDENTS OF LINEAR PROGRAMME MATERIAL
Mathematical Problem-Solving Ability is an important competency that students must have in the process of learning mathematics. KPMM is a crucial aspect because it can help students in solving various problems faced, both inside and outside the learning context. This study aims to describe students' KPMM, especially in linear programme material, using a descriptive approach. The subjects in this study were 23 students of class XI Accounting of SMK Keuangan Pekanbaru in the academic year 2024/2025. The instrument used was a written test consisting of two items and four indicators of KPMM that refer to the steps of problem solving according to Polya. The results showed that in the indicator of understanding the problem, the average student achievement was 47.10% and was in the insufficient category. In the indicator of planning the solution, the average achievement was 75% in the good category. The indicator of implementing the solution plan obtained an average of 65.94% and was included in the sufficient category. Meanwhile, the indicator of rechecking showed the lowest achievement with an average of 51.09% which was included in the very poor category. Overall, the average KPMM of students is 59.78% which is in the sufficient category. Based on these findings, it is suggested that students should be given more practice with non-routine problems to improve their overall mathematical problem-solving skills.
VIRTUAL LABORATORY’S EFFECTIVENESS ON GRADE 11 LEARNERS’ ACADEMIC PERFORMANCE TOWARDS LEARNING ACID-BASE REACTIONS
This study investigated the effectiveness of virtual laboratories on Grade 11 learners’ academic performance in learning acid-base reactions. A titration model was developed using the Scratch programming platform to simulate neutralisation reactions and facilitate related calculations. Employing a mixed-methods approach, the study collected qualitative data through interviews and non-participant observations, while quantitative data were obtained via a Likert scale questionnaire and pre- and post-tests. The Solomon four-group design was adopted as part of a convergence triangulation model. A total of 408 learners from four secondary schools participated in the study. Qualitative data were analysed using thematic analysis and the Mann–Whitney U test, while quantitative data were analysed using the Friedman test. Thematic findings revealed that learners found the Scratch-based learning experience engaging and interactive, particularly due to its multisensory approach that incorporated both visual and auditory modalities. Post-test results indicated that learners in the Scratch-based group outperformed their peers who were taught using PowerPoint presentations. The findings suggest that virtual laboratories designed through Scratch can significantly enhance conceptual understanding and academic performance in acid-base chemistry.
ENHANCING STUDENT SATISFACTION IN ONLINE DISTANCE LEARNING: DEVELOPMENT OF THE E-QUALS MODEL FOR SERVICE QUALITY ASSESSMENT
Higher education service quality is a key factor in shaping student satisfaction. The era of rapidly developing technology has given birth to various innovations in the world of higher education, one of which is online distance education. These innovations must be supported by high quality services, which directly impact student satisfaction. A systematic literature review on research that examines the service quality factors of Online Distance Learning Universities from various countries will obtain a model of service quality factors in shaping student satisfaction in Online Distance Learning Universities. The purpose of this research is to identify and analyze significant service quality factors in shaping student satisfaction in Online Distance Learning Universities. In addition, this study also developed a conceptual framework in the form of a service quality model for student satisfaction in the context of distance higher education. The method used uses a qualitative approach, with the type of PRISMA (Preferred Reporting Items, for Systematic Review and Meta Analyses). The results of this study reveal that student satisfaction with service quality in Online Distance Learning Universities is influenced by various factors of service quality namely e-learning system quality, course design and content, support services, interaction, teaching & Instructor quality, and technology resources & infrastructure. The result of the research is the E-QUALS model which is a theoretical framework modeling the dimensions of service quality factors that shape student satisfaction in Online Distance Learning Universities.
A NEEDS ASSESSMENT APPROACH TO ENGLISH FOR SPECIFIC PURPOSES (ESP) BASED SYLLABUS DESIGN IN BANGLADESH VOCATIONAL AND TECHNICAL EDUCATION (BVTE)
This paper describes the initial phase of a needs analysis which is developed in the context of Bangladesh Vocational and Technical Education (BVTE) with the aim to identify the needs of a target group of learners and introduce English for Specific Purposes (ESP) course design. Although the compulsory English for Academic Purposes (EAP) courses have been used at various programs of BVTE since 1996, they were not based on any systemic Needs Analysis nor have they been subjected to any evaluation. The paper also aims to conducts a Needs Analysis to obtain data which will be used to develop a meaningful, useful and beneficial, common core ESP programme for Bangladesh Vocational and Technical Board (BVTB) students. This process takes into account the needs of the various stakeholders involved including the policy makers, decision-makers, subject and language teachers and prospective employers. It mainly will make use of Hutchinson and Waters’ (1987) Learning-centred approach, Holliday and Nunan’s (1988) Needs Analysis description for conducting the Needs Analysis and specifying the content for a common-core ESP course. A mix method is adopted with questionnaires, semi-structured interviews, classroom observation and document study being the main data gathering tools, in order to ensure triangulation of data.
PEERS, PERSPECTIVES, AND FINANCIAL CHOICES: A STUDY ON FINANCIAL BEHAVIOR AMONG ECONOMICS STUDENTS
Financial behavior is an action that aids individuals in managing their finances effectively. This study aims to analyze the impact of financial attitudes and peer influence on financial behavior, with financial literacy as a mediating factor among students. Conducted from February to June 2023 in the Economics Education Study Program at Universitas Riau, this research collected data through questionnaires and documentation. A total of 115 students participated, selected using a saturated sampling technique (census). Participants included undergraduate students in the 2020 class from Accounting, Cooperatives, and SMEs courses. Data analysis utilized Structural Equation Modeling (SEM) based on variance, specifically Partial Least Square (PLS), with SmartPLS 4.0 software, and an independent T-test on SPSS to assess gender differences in peer influence. The results indicated that financial attitudes and peer influence affect financial behavior through financial literacy. Furthermore, gender differences were observed in financial behavior, influencing decision-making. Therefore, students are encouraged to develop positive financial attitudes and surround themselves with financially knowledgeable peers to enhance their financial decision-making skills.
STRATEGIES IN DEALING WITH SPEAKING ANXIETY: A MIXED METHOD STUDY ON ENGLISH STUDENTS
This study investigates strategies used by university English department students to overcome their speaking anxiety. It applied an explanatory sequential mixed method. The selected samples of the present study were 71 out of 109 population. Two main instruments used to collect the data were a questionnaire and an interview. The findings indicated that 53 students (3.74) often applied strategies to overcome their speaking anxiety. The result of the quantitative data showed that the overall mean score on the strategy applied by students to overcome speaking anxiety on positive thinking was 3.87, relaxation was 3.98, preparation was 4.05, peer seeking was 3.82, and categorized into high level respectively, while the resignation mean score was 2.99 and categorized into moderate level. Based on the interview results of 10 selected students, they applied five types of strategies above, and some students applied other strategies, such as practicing in front of the mirror and utilizing a learning tool. Since the strategies students apply have overcome their speaking anxiety, students are recommended to implement the above strategies.
EXPLORING SCHOOL SAFETY MANAGEMENT CHALLENGES AND INTERVENTIONS: A CASE STUDY OF A SECONDARY SCHOOL IN SOUTH AFRICA
Secondary schools in South Africa, encounter numerous safety dilemmas, including incidents of harassment and the widespread influence of gang-related conduct. In South Africa, gang-related abuse constitutes a significant societal challenge, affecting over 15% of the population, particularly impacting the youth demographic. Despite acknowledgment of these challenges, gaps exist between the recognition of such safety issues and the execution and efficacy of safety management measures in these settings. This study was conducted to investigate the obstacles and interventions pertaining to the management of safety within the framework of a secondary school in South Africa. The investigation utilized a qualitative methodology within a case study framework, using a sample of 30 participants. These consisted of teachers, the school principal, learners and members of the School Governing Body (SGB). Data was collected through focus group interviews and analysed primarily using thematic analysis. The study found out that factors that were inhibiting school safety were lack of resources, in-effective school safety personnel, lack of adherence to safety protocols and obsolete safety policies and culture. It is recommended that that the formation of a safety policy committee is indispensable for enhancing the school's capacity to document and manage safety incidents.
ANDRAGOGY APPROACH IN ACCELERATION OF STUNTING REDUCTION: SOCIAL SUPPORT AND COMMUNITY PARTICIPATION ANALYSIS
This study examines the role of the andragogical approach, social support, and community participation in accelerating stunting reduction in Sibuak Village, Tapung District, Kampar Regency. The objectives of the study are to assess the levels of these three factors and to analyze their influence on stunting reduction efforts. Specifically, the study aims to (1) evaluate the extent of the andragogical approach applied in stunting reduction, (2) measure the level of social support provided, (3) assess the level of community participation, and (4) determine the effects of social support and community participation on the andragogical approach in the context of stunting reduction. To do so, this study employs a quantitative design with a sample of 126 fertile couples from a population of 183 in the village. Data were analyzed using descriptive statistics to determine central tendencies and inferential statistics to explore relationships between the variables. The results show a significant positive influence of social support on the andragogical approach, accounting for 75.1% of the variance. Community participation also had a significant positive influence, explaining 73.7% of the variance. Additionally, combined social support and community participation had a significant impact on the andragogical approach, with a total effect of 75.3%. The findings suggest that enhancing social support and encouraging community participation are crucial for strengthening the andragogical approach in reducing stunting. These insights can inform policymakers and health practitioners in designing more effective stunting reduction programs.
FACTORS THAT CONTRIBUTE TO CHALLENGES ENCOUNTERED BY ENGINEERING LECTURERS AS THEY TEACH VOCATIONAL SUBJECTS IN TVET COLLEGES
Economic prosperity of any country is heavily reliant on the knowledgeable and skilled graduates produced by the TVET colleges. Eventually, these graduates are expected to be absorbed by the industry and corporate business. There must be adequate support structures for training students in skills by lecturers as TVET colleges are preparatory grounds for skills. Several challenges encountered by engineering lecturers leading to a high failure rate and hampering the aspirations of the country have been observed. To close that gap, this study investigated those factors that contribute to challenges encountered by engineering lecturers as they teach vocational subjects in the Report 191 programmes of TVET colleges. The study only focused on lecturers teaching Report 191 engineering subjects because of the low output in their specific learning areas. Scaffolding Theory guided the study with links towards training of lecturers for institutional development and improved outcomes. Data collection process was in two folds and was collected through observations (n=12) and semi-structured interviews (n=24) from identified lecturers in three different TVET colleges. Preliminary findings suggested that current Report 191 engineering lecturers experience teaching challenges in delivering vocational subjects which is a determinant to the overall students’ pass rate and progression. Evidence of lack of planning and disorderliness; incorrect teaching and learning techniques and inadequate understanding
PRINCIPAL LEADERSHIP, SCHOOL CLIMATE, AND ACHIEVEMENT MOTIVATION: HOW THEY AFFECT TEACHERS' WORK COMMITMENT
The objective of this study was to examine the significant impact of principal leadership, school climate, and achievement motivation on teachers' work commitment in two private high schools in Medan. A quantitative research design was employed, using a descriptive correlational approach. The research involved all teachers from the two private high schools, consisting of 56 respondents. Data were collected through questionnaires and analyzed path analysis, validity tests, questionnaire reliability tests, linearity tests, and multiple linear regression analysis. The hypothesis testing results revealed the following: (1) Principal leadership has a direct impact on teachers' work commitment in the two private high schools in Medan; (2) School climate has a direct impact on teachers' work commitment in these schools; (3) Achievement motivation also has a direct effect on teachers' work commitment; and (4) Principal leadership, school climate, and achievement motivation collectively exert a direct influence on teachers' work commitment in the two schools. The findings demonstrate that principal leadership, school climate, and achievement motivation together have a significant positive impact on teachers' work commitment. This implies that enhancing teacher performance in these schools can be achieved through strong principal leadership, a supportive school climate, and increased achievement motivation among teachers.
ROLE OF SCHOOL MANAGEMENT TEAMS IN MAINTAINING LEARNER DISCIPLINE IN KING CETSHWAYO DISTRICT USING INTEGRATED MANAGEMENT APPROACH
This study explored the role of School Management Teams (SMTs) in using an integrated management approach to maintain learner discipline in King Cetshwayo District. A qualitative research method was employed in this study while data were collected data six SMT members by using semi-structured interview schedules. The participants were selected through a purposive sampling technique from schools in King Cetshwayo District. The collected data were analysed by following a thematic approach. The findings revealed significant challenges faced by School Management Teams (SMTs), indicating a lack of adequate training in handling disciplinary issues. Additionally, schools struggling with insufficient resources, such as counsellors and materials, found it difficult to implement effective disciplinary measures. Collaborative decision making emerged as a key strategy within the Integrated Management Approach (IMA) for maintaining learner discipline in schools in the King Cetshwayo District. Based on the findings, regular team meetings were recommended for discussing and refining discipline policies grounded on comprehensive data insights. This can foster a collaborative and inclusive school environment.
ELECTRONIC MODULE (E-MODULE) TEACHING MATERIALS THROUGH GEOGEBRA SOFTWARE FOR MIDDLE SCHOOL ON FLAT-SIDED GEOMETRIC MATERIAL
Current developments are increasing rapidly which has an impact on education. Improving the quality of learning requires teachers and students to understand technology. Teaching materials in the form of electronic modules (e-modules) are one form or influence of technology on the world of education. The aim of this research is to produce e-module teaching materials for mathematics learning assisted by GeoGebra on flat-sided geometric material for class VIII SMP that are valid and practical. The type of research used is development research using the ADDIE model. The instruments used are validation and practical instruments (teacher and student response questionnaires). The research results show that (1) the average assessment of e-modules by material experts is 79.36% in the valid category and the average assessment by media experts is 81.58% in the valid category. (2) The average practicality of the teacher response questionnaire assessment e-module was 90.28% in the very practical category and the student response questionnaire assessment obtained an average of 80.96% in the practical category. Based on these results, it can be concluded that the e-module assisted by the GeoGebra software developed is valid and very practical.
INDONESIAN HIGH SCHOOL STUDENT’S ABILITY IN COMPREHENDING NARRATIVE TEXTS
This study aims to investigate students’ ability to comprehend narrative text. This study was conducted at one school in Riau Island province. The name of the school is deliberately anonymous considering the research ethics. Eighty students were recruited and participated in this study while 28 of them were selected as the sample using purposive sampling. To attain data, five sets of narrative text questions were employed. Each set comprises eight questions that indicate reading components; factual information, main ideas, meaning of certain words, references, generic structure, language features, and social functions. Data were calculated by using Microsoft Excel 2016. The findings show that the mean score of their ability in comprehending components of reading was 47% while comprehending narrative texts at 53% so their total at 50% and categorized into medium level. The finding of research also showed that the lowest ability for students was in answering questions about finding the meaning of certain words at 43%. It is suggested that students must do more practice in reading, then they should learn more about the eight components of reading comprehension of narrative texts such as factual information, main ideas, vocabulary, references, inferences, generic structure, language features, and social functions. Then learn reading strategies such as schema, skimming and scanning.
EVALUATING ENGINEERING GRAPHICS AND DESIGN EDUCATION: CONTEXTUAL FACTORS, INSTRUCTIONAL PRACTICES, AND TECHNOLOGY BARRIERS
The purpose of this qualitative study was to evaluate the contextual factors that impede the integration of technology in Engineering Graphics and Design (EGD) teaching in selected schools of the Limpopo province. The interpretive paradigm was used to understand the data from the participants of this case study. The Technological Pedagogical Content Knowledge was used as an underpinning theoretical framework for the study. The population of interest included five technical schools of the same quintile where two teachers from each school were purposefully selected. A purposive sample was used to select 10 teachers to take part in the study. The classroom observations showed that not all teachers have digital tools in their classrooms and that some learners have more advanced EGD software than the ones that the teachers have. Teachers also mentioned that they only use WhatsApp as a communication application to provide notifications to learners. The recommendations are that the Department of Education should assist schools in procuring relevant and advanced digital tools and utilizing technology for EGD subjects. To address this, the Department of Education should invest money and provide workshops on technology integration, to train the teachers about gadgets, and how to use them. Regular monitoring of the digital tools will ensure their daily use in the EGD classes.
Technological pedagogical content knowledge
BALANCING WHOLE-SCHOOL AND SPECIALIST APPROACHES: “BEST PRACTICE” FOR REFUGEE LITERACY EDUCATION BETWEEN 2006 AND 2020
Arguably the most important aspect of education for students from refugee backgrounds is literacy, so it is important for educators to be aware of best-practice approaches to literacy education for these students. By analyzing themes of best practice for refugee literacy education found in pre- and post-2011 academic literature, this study aims to detect shifts in what academics deem to be “best practice” in this field over time. The study finds evidence of a general shift towards holistic education as best practice for refugee literacy education; however, specialized intervention has grown in emphasis amongst academics focusing on non-classroom interventions such as mental health support and pre-mainstream literacy courses. This means schools and educators must maintain robust connections with external service providers and continuously improve their own professional practice in line with current best-practice pedagogies.
EXAMINING THE IMPACT OF USING LEARNING MEDIA ON STUDENTS’ LEARNING MOTIVATION AND LEARNING OUTCOMES
This research aims to examine the influence of the use of learning media on students’ learning motivation and learning outcomes in creative economics courses at an education department of one university in Indonesia. The research was carried out employing a quantitative approach with descriptive research methods. The population of this research is undergraduate students from three classes (2019 -2021 cohorts) at this department with a total population of 232 students. They were selected using the Simple Random Sampling method so that the number of samples taken was 70 students. Data were collected using a questionnaire which was distributed to respondents via the Google Form. Data analysis was carried out using regression analysis with the path analysis method to test the research hypothesis. This study found that: 1) the use of learning media has a positive effect on students’ learning motivation; 2) learning motivation has a positive effect on students’ learning outcomes; 3) the use of learning media has a positive effect on students’ learning outcomes (with learning motivation as a mediator). These findings imply that the use of learning media is highly recommended for improving students’ learning outcomes. This influence becomes greater when learning motivation is used as a mediator. This study also shows that learning motivation acts as an intermediary between the use of learning media and students’ outcomes.
IDENTIFYING ELEMENTS OF INTERCULTURALISM AND LANGUAGE MEDIATION IN THE “MODERN GREEK PAIDEIA” PROGRAM
This study delves into the intricate tapestry of interculturalism and language mediation within the textbooks of the 8th grade of the program “Modern Greek Paideia”, which is being used for the teaching of Greek as heritage language in “Aristotle” school, the only primary school in Toronto that the Hellenic Republic recognizes. More precisely, using discourse analysis as a method, the reconstitution of the whole cultural relationship between the dominant culture and the target culture is done through the cultural elements that exist in the textbook’s activities and images. This aims to show that foreign-language teaching textbooks play an important role in configuring multicultural societies with intercultural competence and acquiring a second language in diasporic environments. The present study is structured into the following two parts. First, a literature review of second/foreign language acquisition theories, intercultural education and teaching Greek as diasporas was conducted. Second, the textbook was analysed before the results were presented, and a discussion about teaching Greek as a heritage language was held. This research contributes to the burgeoning discourse on intercultural education and language pedagogy by offering empirical evidence and practical insights into fostering intercultural competence and linguistic mediation skills among young learners. Ultimately, the findings aim to inform curriculum design and pedagogical approaches that promote inclusive and culturally responsive education within the “Modern Greek Paideia” program and beyond.
teaching Greek as a second/foreign language
THE CONTRIBUTION OF ICT COMPETENCE AND SELF EFFICACY TOWARD EFL LEARNING AUTONOMY
The objective of this study was to investigate the role of information and communication technology (ICT) competence and self-efficacy in promoting autonomous learning. The study involved first-year students enrolled in the English Department at public universities located in Pekanbaru, Riau Province. Participants were required to complete three questionnaires, one for each of the three variables: ICT competence, self-efficacy, and learning autonomy, all in the context of English as a foreign language learning. The questionnaires were administered using a five-level Likert scale. The data collected was then analyzed using descriptive analysis and inferential analysis, specifically employing the regression correlation technique. The results showed that the level of ICT competence, self-efficacy, and learning autonomy of the English Department students are all defined in the “high” level. ICT competence and self-efficacy each contribute positively to learning autonomy, respectively by 21.7 and 43.4 percent. ICT competence and self-efficacy simultaneously have a favorable impact on participants' learning autonomy, contributing up to 45.5 per cent.
POSITIVE INTERDEPENDENCE AND PROMOTIVE INTERACTION IN ONLINE COOPERATIVE LEARNING TO SUPPORT WRITING ACHIEVEMENT
This study aimed to get a clear description of how positive interdependence and promotive interaction as two of five key elements in cooperative learning account for the success of students’ achievement in essay writing. A mixed method design was employed to describe if the characteristics of both positive interdependence and promotive interaction were found in the activities performed by the groups and whether these two elements had the potential to support students’ achievement in essay writing. Using Google Classroom as the learning management system to mediate the learning process, there were 52 undergraduate students participated in this study who were divided into 10 small groups consisting of 5-6 students. Data required for this study was collected from both written records of students’ activities in online discussions and the scores achieved by the groups on each task. The findings showed an interesting fact that the characteristics of both of the elements were easily found in all parts of the activities performed by all groups in the online discussions. However, the average scores of their works indicated that there was not any meaningful improvement from the first to the last activities. The result implied that although cooperative learning is possible to be applied in an online classroom setting, it needs proper preparation and well-designed writing tasks to make it possible to support students’ writing achievement.
ENGLISH DEPARTMENT STUDENTS’ PERCEPTIONS OF FLIPPED CLASSROOM IMPLEMENTATION IN SEMANTIC CLASS
The purpose of this study was to examine the English Department students’ perceptions of flipped classroom implementation in a Semantic class at one public university in Indonesia. The data were gathered through a mixed method with questionnaires and interviews as the instruments. The researcher analysed the quantitative data using SPSS and displayed the qualitative data as supporting data. The sample for the quantitative method was 79 students from class A and B batch 2019 English Department at that university. Then, 10 students for the qualitative method were randomly from those classes. The results of quantitative data in this study showed that the English Department students at the university under investigation that university have a positive and good perception of the flipped classroom implementation in Semantics learning. In addition, the results of the qualitative data also showed positive responses that students believed the flipped classroom is an interesting method that helps them understand the materials better, increases their motivation to study, trains them to become independent learners, and improves their confidence in learning. Additionally, the flipped classroom was found to be an effective strategy in teaching and learning Semantics at the English department at one of the universities in Indonesia. Therefore, the lecturers have to consider to apply that method. Also, this method not only can be implemented in English classes but also in other courses.
LEADERSHIP PRACTICES AT PUBLIC HIGH SCHOOLS IN GABORONE, BOTSWANA
Effective leadership in education is crucial for fostering a positive and supportive learning environment. The state of leadership in schools, particularly in developing countries, is often perceived as inadequate. This study aims to investigate leadership styles in Gaborone's public high schools in Botswana. It focused on gender leadership style choices in management, the prevalent leadership styles among Gaborone's public secondary school leaders, and the most effective leadership styles for fostering success in educational settings within the city. In line with these focal points, a descriptive survey design was employed, collecting quantitative data from fifty respondents comprising school heads, department heads, and teachers. Participants were selected using quota sampling techniques and responded to a questionnaire. The analysis utilized descriptive statistics such as frequencies, percentages, bar charts, and histograms. The findings indicated that female management in Gaborone's secondary schools predominantly favoured the Authoritative Leadership Style, followed by Transformational and Charismatic Leadership. Meanwhile, male leaders exhibited a preference for Transformational, Charismatic, and Recommendations Democratic include the Leadership styles. development of comprehensive leadership training programs tailored specifically for school management. These programs should emphasize a diverse leadership style relevant to educational contexts, fostering a more adaptable and effective leadership approach within Gaborone's school system.