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Studies in Learning and Teaching
Published by Indonesia Approach Education
ISSN : 2722399X     EISSN : 27221857     DOI : https://doi.org/10.46627/silet
Core Subject : Education,
Education Other
SiLeT: Studies in Learning and Teaching is an internationally recognized journal in the field of education (Learning and Teaching) and is published three times a year (in April, August, and December). The aim of this journal is to publish high-quality studies in the areas of learning, teaching, curriculum development, learning environments, teacher education, educational technology, educational developments, measurement and evaluation, educational statistics, and other learning-teaching issues. Studies may relate to any age level - from infants to adults. SiLeT, being an international journal, our editorial advisory board members are from various countries around the world. The articles sent to the Journal are always reviewed by two members of the Editorial Advisory Board (double-blind peer review), and in some cases, if necessary, by another member of the Board. Editorial Advisory Board will be supported by peer reviewer of SiLeT. Depending on the evaluation reports of the members of the Editorial Advisory Board, articles are published or not. The article evaluation process takes approximately three months. The authors are responsible for the errors, if any, in their published articles. The articles need to be not published elsewhere previously.
Arjuna Subject : Umum - Umum
Articles 9 Documents
 1 
Search results for , issue "Vol. 3 No. 1 (2022): April" : 9 Documents clear
Analyzing Multiple Intelligence Theory in Taiwan Elementary School: Tongmen Elementary and Tabalong Elementary School Roy Martin Simamora
Studies in Learning and Teaching Vol. 3 No. 1 (2022): April
Publisher : Indonesia Approach Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46627/silet.v3i1.82

Abstract

This study aimed to investigate the implementation of multiple intelligence theory in Taiwan Elementary School. The research conducted in Tongmen Elementary School and Tabalong Elementary School. According to Gardner's theory of multiple intelligences, the multiple intelligence perspective on learning, teaching, curriculum, and assessment are briefly described. In this study, the researcher chooses an observation as a research approach. Observation is appropriate for collecting data on naturally occurring behaviors in their usual contexts. The observation showed that both of the two schools has implemented and integrated the theories of MI in their learning process. The principals has completed students to be independent, how student will live in the community, school, knowing their own culture, learned directly in nature, how student control the weather, humidity, temperature, and how later when student study it further in the level.
Analysis of Online Community Services in Problem Solving Studying at Open University: A Case Study to Improving Problem-Solving Ability of PGSD Dwikoranto; Titik Setyowati; Suparti; Sulistyono; Widiasih
Studies in Learning and Teaching Vol. 3 No. 1 (2022): April
Publisher : Indonesia Approach Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46627/silet.v3i1.90

Abstract

The purpose of this study is to analyze problems in online communities to help solve problems faced by Open University (OU) students in terms of topics discussed in online communities, problems that arise in online communities, the process of counseling guidance in online communities, improving student problem-solving skills after discussing in online communities. This research was conducted using a quantitative descriptive design. All Elementary School Teacher Education (PGSD) students who post on online community services, from January 2019 to December 2019 as research objects. Data were collected using the documentary method and a problem-solving ability test for students from the Bojonegoro study group. Data from the online community is described based on the proportions while the problem-solving ability with N-gain, sensitivity, and completeness. The results showed: (1) The topics discussed in the online community service were introductions, registration, tutoring/study, and grades/exams; (2) Problems that arise in online community services are registration, tutorials, grades, and exams; (3) The process of counseling guidance in online community services for student problems is karstic; (4) Students' problem-solving ability after discussing in online community services increases and is in high criteria.
The Potency of Social Constructivism on Classroom Productivity in Universities Bunmi Isaiah Omodan
Studies in Learning and Teaching Vol. 3 No. 1 (2022): April
Publisher : Indonesia Approach Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46627/silet.v3i1.97

Abstract

Various indications, including literature, have confirmed that university classrooms are still mostly inactive and undemocratic, dominated by instructors and lecturers. That is, little or no atmosphere is created for the student to be a socially active participant in generating knowledge which appears to have affected their sociality in the university and their lives after their university education. Some university lecturers still use a traditional or a systematic colonized way of teaching. This study responded by proposing unabridged Social Constructivism (SC) to create socially active university students towards becoming productive and active citizens. This was done by answering a general question: How can SC be projected in the university classroom to create active and productive students? This study was located within a transformative paradigm in order to transform students’ inactiveness in the process of generating knowledge. Conceptual analysis was used to design the study. This was done within the principle of thematic analysis by arranging SC's assumptions into themes and making sense of them. The study thus presents that SC possesses the acumen to assist lecturers in ensuring that their classrooms are socially active towards student productivity both in the schools and in the field of work.
School-Related Irrational Beliefs as Predictor of Academic Motivation among Secondary School Learners Boitumelo Molebogeng Diale; Vera Victor-Aigbodion
Studies in Learning and Teaching Vol. 3 No. 1 (2022): April
Publisher : Indonesia Approach Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46627/silet.v3i1.99

Abstract

Learners' thoughts are important for academic motivation and learning in secondary schools. Specifically, this study aims to determine the extent to which school-related irrational beliefs influence academic motivation among secondary school students. Using a multi-stage random sampling technique, 740 secondary school students of both genders were selected as a sample: 303 boys and 437 girls. The Irrational Beliefs Inventory (IBI) and the Academic Motivation Scale (AMS) were used for data collection. In order to answer research questions, mean scores, standard deviations, and Pearson product moment correlation analysis were used while the hypotheses were tested using regression analysis at 0.05 level of significance. A statistically significant relationship was found between irrational beliefs and academic motivation among secondary school learners. A key recommendation of the study is that secondary school psychologists should teach learners on the adverse impact of irrational beliefs.
Institutional Model Design for the Implementation of the Program Merdeka Belajar Kampus Merdeka (Merdeka Learning Program-Merdeka Campus or MBKM) Defrizal; Appin Purisky Redaputri; Vonny Tiara Narundana; Nurdiawansyah; Yanuarius Yanu Dharmawan
Studies in Learning and Teaching Vol. 3 No. 1 (2022): April
Publisher : Indonesia Approach Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46627/silet.v3i1.93

Abstract

MBKM program has been implemented by several universities, including at the Universitas Bandar Lampung. Universities need to determine policies that serve as guidelines for the study programs they cover, including support for cross-study learning and allocation of funds, as well as ensuring that the quality of graduates will not decrease by running this program. For this reason, in its implementation, it is necessary to form an institutional model for the implementation of Merdeka Learning Program - Merdeka Campus to see who has a role and how the relationship between these parties plays a role. This research uses a descriptive qualitative approach. In collecting the data, it applies literature studies and In-Depth Interviews with resource persons who are experts related to the Merdeka Learning Program - Merdeka Campus. The results in this study found that in the implementation of the Merdeka Learning Program - Merdeka Campus at the Universitas Bandar Lampung, there were internal and external stakeholders involved. Each stakeholder has its respective roles and relationships, both coordination and command relationships, both between internal stakeholders and between internal and external stakeholders. Everything is described in the institutional model of the Merdeka Learning Program - Merdeka Campus.
Science Technology Engineering Arts Mathematics (STEAM) Approach for Learning Science in Junior High School Arum Kismawardani; Tukiran; Eko Hariyono
Studies in Learning and Teaching Vol. 3 No. 1 (2022): April
Publisher : Indonesia Approach Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46627/silet.v3i1.101

Abstract

This study aims to determine how the application of the STEAM approach to science learning in junior high school. The research was conducted by giving questionnaires to science subject teachers at the junior high school level in Surabaya, Sidoarjo, and several surrounding areas. Based on the results of the questionnaire given to the science teacher, it showed that 72% of the STEAM approach had been understood by the science teacher, 12% said they did not understand the STEAM approach and the remaining 16% answered doubtfully whether they understood the STEAM approach in science learning. However, only about 50% of science teachers who understand carry out learning using the STEAM approach. As many as 28% stated the lack of supporting articles for implementing the STEAM approach. Another result stated that 56% of teachers had difficulty in referencing learning tools with the STEAM approach which had to be adapted to school conditions and another 16% needed training to apply the STEAM approach to be applied in learning. Based on the results obtained, the largest percentage needed by teachers to help implement science learning using the STEAM approach is the need for learning tools. Therefore, STEAM-based learning tools really need to be developed, especially for the science teaching and learning process.
Blended Approach to Physics Problem-Solving Using Conventional and Virtual Labs: A Survey of Student’s Perception Mamta Pal; Rinki
Studies in Learning and Teaching Vol. 3 No. 1 (2022): April
Publisher : Indonesia Approach Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46627/silet.v3i1.102

Abstract

Physics education entails rigorous problem-solving. But physics is full of abstraction and mathematical representations, which are hard to visualize. Hence, understanding the problems requires constant lab activities essential to physics problem-solving. But due to limited equipment and limited periods of usage in conventional labs, virtual labs are an alternative with their own set of limitations. So, a blend of the two virtual and conventional labs is a better option for problem-solving. A mixed-method approach was adopted to know the perception of higher secondary students towards this blended approach. For this, 150 CBSE board higher secondary students of science stream selected using convenient sampling from Lucknow were surveyed using a Likert-type perception scale comprising 15 items followed by an unstructured interview to know the preferred mode for physics problem-solving. The data so obtained were expressed in percentages. The study revealed that most students agreed with the overall perceived benefits of using conventional and virtual labs separately. But due to the inherent problems of these labs separately, students perceived the benefits offered by the blend of conventional and virtual labs in physics problem-solving more than using them separately. A blend of conventional and virtual labs should be used more often.
Student’s Concept Understanding and Motivation to Learn Through Flipped Classroom Learning Integrated with Nested Model Aisyah Jiyantika Gitadewi; Prabowo; Zainul Arifin Imam Supardi; Wiwien Maryuni
Studies in Learning and Teaching Vol. 3 No. 1 (2022): April
Publisher : Indonesia Approach Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46627/silet.v3i1.105

Abstract

This research aimed to describe the effectiveness of the flipped classroom integrated with nested model in student’s concept understanding and motivation to learn. The research type is quasi-experiment with one-group pretest-posttest design. The research was given to 20 students in VII-D class of SMPN 21 Surabaya. The effectiveness of the flipped classroom integrated with nested model was obtained from the results of a concept understanding test and a motivation to learn questionnaire. The student's concept understanding test showed that there was an improvement in gain scores between the pretest and posttest scores which is medium category and 90% of students were declared complete. Meanwhile, the gain score on the completeness of the concept understanding indicator was high category. Then the results of the student’s motivation to learn showed that there was an improvement in gain scores between pretest and posttest which is medium category. The data obtained that flipped classroom integrated with nested model was effective as a learning instrument to improve student’s concept understanding and motivation to learn during the Covid-19 pandemic.
Management of Christian Character Education Curriculum Based on Dormitory Abdi-Allah Theological College Trawas-Mojokerto Thinna Naftali Woenardi; Haris Supratno; Mudjito
Studies in Learning and Teaching Vol. 3 No. 1 (2022): April
Publisher : Indonesia Approach Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46627/silet.v3i1.106

Abstract

Abdi Theological College Trawas-Mojokerto or abbreviated as STTIAA Trawas, is a higher education institution that is engaged in preparing its graduates to become spiritual leaders in several churches. This research aims to understand and deepen the symptoms of a group of students at STTIAA Trawas related to their character while staying on campus. This is a social phenomenon as well as a problem related to the individual human being. Second, this research uses a theoretical framework that can shape or influence the study being researched. This research uses a qualitative design. Based on the research background, the research focus is generally stated: (1) The boarding-based Christian character education curriculum at Abdi-Allah Theological College Trawas-Mojokerto; and (2) The implementation strategy for the hostel-based Christian character education curriculum at the Abdi-Allah Theology College Trawas-Mojokerto. So that, the conclusions of this research remarks 1) The management of Christian character education curriculum that influences Dormitory Abdi Theological High School Trawas-Mojokerto are: Holiness (85.42% good), Love (82.17% good), and Commitment (71.83% good). Thus, the students’ lifestyle based on dormitory dominated by Holiness, Love, and Commitment is significant; 2) The management of Christian character education curriculum can affect the students’ lifestyle based on dormitory in which character transmission occurs without competition among group members as follows (a) Moral knowing, (b) Moral feeling, (c) Moral behavior.

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