Studies in Learning and Teaching
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.
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<![CDATA[Impact of Computer Assisted Instruction (C.A.I.) on Academic Behaviour of Computer Science Students at Ajayi Crowther University, Oyo State, Nigeria. ]]>
<![CDATA[Oluwaseyi Aina Gbolade Opesemowo]]>;
<![CDATA[Damilare Andrew Omideyi]]>
<![CDATA[ Studies in Learning and Teaching Vol. 4 No. 2 (2023): August ]]>
Publisher : <![CDATA[Indonesia Approach Education ]]>
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DOI: 10.46627/silet.v4i2.234
<![CDATA[The impact of computer assisted instruction (C.A.I.) on the academic performance of computer science students at Ajayi Crowther University, Oyo was examined. The study investigated the post-test scores of both the control and experimental groups and the effect of pre-test scores on students taught using the traditional lecture method. Quasi-experimental study design was adopted; a pre-test and post-test were conducted for the sample groups. Simple random sampling technique was used to select 50 participants for the study. The instrument was administered twice, i.e., the pre-test and post-test. The pre-test was conducted on both the experimental and control groups, and both groups were presented with the post-test to ascertain the effectiveness of the C.A.I. The instrument’s reliability yielded a coefficient of 0.78 Cronbach alpha. Data were analysed using an independent t-test. Results demonstrated that there was a statistically significant difference between the mean score (t = 1.20, df = 38, p > 0.05) of students taught using the conventional lecture method (control) and students exposed to C.A.I. (experimental). Based on the results, it was recommended that using C.A.I. for teaching and learning should be encouraged at Ajayi Crowther University, Oyo, Nigeria.]]>
<![CDATA[Learning Transfer in the Workplace: An Insight Into the Missing Link in the Education and Training of Employees ]]>
<![CDATA[John Olayemi Okunlola]]>
<![CDATA[ Studies in Learning and Teaching Vol. 4 No. 2 (2023): August ]]>
Publisher : <![CDATA[Indonesia Approach Education ]]>
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DOI: 10.46627/silet.v4i2.241
<![CDATA[The goal of education and training is the transfer of learning which requires translating theories to knowledge, skills and learned behaviour. Education can only achieve its intended purpose when theories taught in the classroom are connected to workplace practices. If education and training fail to achieve this lofty objective, then, all efforts, time and resources may be a waste. Transfer of learning only occurs when prior learned knowledge and skills are applied in workplace, either in similar, related, or different contexts. However, there seems to be a missing link in what is being taught and transferred to the workplace in recent times. Aside from the theory of identical elements, this review also considers the theory of near and far transfer. The relevance of these two theories to classroom and workplace is the focal point of this review. Data for this review are secondary sources from documentary reviews, related articles, scholarly works in journals, conference proceedings among others. Data derived from these sources were analysed using content analysis approach. This paper posits that there is a missing link between what is being taught and learnt in the classroom and its workplace application. This paper posits that there is urgent need to make classroom a centre of active learning. Hence, a student-centred pedagogy is recommended, where real-life social contexts are taught in the classrooms, which can ultimately transfer learning to workplace.]]>
<![CDATA[Digital Devices: Blessings or Curses to University Students’ Learning Effectiveness in the Classroom ]]>
<![CDATA[Omotayo Adewale Awodiji]]>;
<![CDATA[Brenda Baluka]]>
<![CDATA[ Studies in Learning and Teaching Vol. 4 No. 2 (2023): August ]]>
Publisher : <![CDATA[Indonesia Approach Education ]]>
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DOI: 10.46627/silet.v4i2.242
<![CDATA[Students' use of digital devices (DDs) and the disruption of their attention in class are generally considered causes for considerable concern regarding how they affect their performance in the classroom. Based on students' perceptions, this study aims to determine whether these DDs positively impact learning effectiveness. Using a qualitative exploratory design, the study sought to better understand the subject matter under investigation through the students' experiences. Before submission of the data to software for analysis, another person reviewed the transcribed text independently. ATLAS.ti version 22 software was used by an independent analyst to analyse the data. Findings showed that personal computers, tablets, mobile phones, and iPads are classrooms’ most commonly used DDs. Even though the advantages of using DDs in the classroom are significant, it was suggested that appropriate and responsible use of DDs is crucial for students to develop digital literacy, online safety, and responsible technology use habits. Teachers and schools should establish guidelines and provide digital citizenship education. The study concludes that teachers need to implement strategies that minimise distractions while helping students.]]>
<![CDATA[Implementation of Multicultural-Based Social Science Learning and the Influential Factors: (A Case Study of PGSD Students at Langlangbuana University) ]]>
<![CDATA[Sri Rohartati]]>;
<![CDATA[Babang Robandi]]>
<![CDATA[ Studies in Learning and Teaching Vol. 4 No. 2 (2023): August ]]>
Publisher : <![CDATA[Indonesia Approach Education ]]>
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DOI: 10.46627/silet.v4i2.260
<![CDATA[The goal of this study was to learn about the implementation of multicultural-based social science learning for elementary school teacher education (PGSD) students at Universitas Langlangbuana, as well as the supporting and inhibiting factors that influence multicultural-based social science learning implementation.This is a qualitative study that intends to reveal numerous aspects about occurrences, phenomena, and social symptoms in elementary school teacher education students at Universitas Langlangbuana.The implementation of multicultural-based IPS learning and the supporting and inhibiting elements in the implementation of multicultural-based social science learning courses are the topic of this study. The implementation of multicultural-based social science learning as a means of preventing radicalism comprises three stages: planning, execution, and evaluation. Religious, ethnic, and cultural aspects, as well as support from friends and the surrounding community, all play a role in the implementation of multicultural-based social science learning. Meanwhile, internal and external issues are impeding the use of multicultural-based IPS learning. Internal issues include students and the lecture process in class, while external factors include the internet's impact, non-educational television shows such as brawls, and group tasks that are rarely completed with other students.]]>
<![CDATA[Development of Thermodynamics Learning With Empirical Approach and Portfolio Assessment Techniques ]]>
<![CDATA[Tineke Makahinda]]>;
<![CDATA[Vicky Julius Mawuntu]]>
<![CDATA[ Studies in Learning and Teaching Vol. 4 No. 2 (2023): August ]]>
Publisher : <![CDATA[Indonesia Approach Education ]]>
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DOI: 10.46627/silet.v4i2.263
<![CDATA[Students face numerous challenges in comprehending thermodynamics concepts and principles. The empirical approach and portfolio assessment technique were used to encourage educators to determine good teaching strategies and motivate students. The purpose of carrying out this research was to develop thermodynamics teaching materials with an empirical approach and portfolio assessment techniques. This research uses a mix method, namely qualitative and quantitative with development research using the Borg and Gall models. This research was conducted on students majoring in Physics Education. Based on the validation results of material experts 91.9% and media expert validation 80.9% that this teaching material is feasible to use. The results of the one-party t-test were given treatment in the learning process, namely an empirical approach with a portfolio assessment technique. Then given a posttest or final test as evaluation material. The data obtained was then processed to test descriptive research data, data normality, hypothesis testing and N-Gain testing with the help of SPSS 22.0 for windows. With an average result 47.25 of pretest and 81.25 of posttest. The N-Gain results are in the medium and high categories and the average result is 0.64 which shows an increase in student results in thermodynamics courses. Students can get information through direct experience, making what they learn more tangible and learning more meaningful and exciting since it helps them to think critically.]]>
<![CDATA[The Validity of Problem-Based Contextual Model in the History Learning at Senior High School ]]>
<![CDATA[Siti Aisyah]]>;
<![CDATA[Heri Effendi]]>;
<![CDATA[Joni Indra Wandi]]>;
<![CDATA[Salman M Noer]]>;
<![CDATA[Cipto Duwi Priyono]]>
<![CDATA[ Studies in Learning and Teaching Vol. 4 No. 2 (2023): August ]]>
Publisher : <![CDATA[Indonesia Approach Education ]]>
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DOI: 10.46627/silet.v4i2.265
<![CDATA[Learning models can improve the quality of education. Therefore, this paper aims to prove the validity level of the problem-based contextual model in learning history through selected documentary films. This research refers to research and development. The process was used to produce and validate a product including educational products. The resulting educational product is a problem-based contextual learning model in learning history, which used ADDIE design model. The problem-based contextual model in history learning in high school is in the valid category. This model is a new learning model developed from the contextual learning model. Documentary film is one of the tools that can be used as a medium to deliver learning material. Visualization in film can make the expected atmosphere really felt and as if students are participating in the conditions in the film. In this case, the teacher has the essential role in explaining important points that become the subject of discussion so that learning a history will be more dynamic and varied. The problem-based contextual model was developed based on theoretical studies of learning theories, and also of learning values to develop attitudes. The learning is based on student oriented. The problem-based contextual model consists of six syntaxes, namely: Visualization Problem, Relating, Experience, Applying, Cooperating Transferring, and Clarification.]]>
<![CDATA[Gender Based Teacher Directive Speech Acts in Religious Learning Process at Islamic High School ]]>
<![CDATA[Mashuda Nur]]>;
<![CDATA[Agustina]]>
<![CDATA[ Studies in Learning and Teaching Vol. 4 No. 2 (2023): August ]]>
Publisher : <![CDATA[Indonesia Approach Education ]]>
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DOI: 10.46627/silet.v4i2.269
<![CDATA[This research aims to explain the form of directive speech acts used by male teachers and female teachers as well as the differences in Islamic high school. This type of research is qualitative research using descriptive analysis method. The data of this research is the directive speech of male teachers and female teachers. The data collection of this research used the free listening technique. Data validation uses triangulation technique while the data analysis technique is done through three stages, namely the reduction stage, data presentation, and drawing conclusions. There are three findings obtained from this research. First, the speech act that is often used by male teachers is the speech act of ordering while the speech act of begging is rarely used. Second, the speech act most often used by female teachers is the speech act of telling while the rarely used speech acts are begging and advising. Third, the difference is that male teachers use directive speech acts of telling using ordinary imperative sentences, while female teachers use directive speech acts of telling using imperative imperative sentences. The novelty in this research is that there is no previous research that examines the speech acts used by male teachers and female teachers in religious subjects in a madrasa with Mandailing cultural background.]]>
<![CDATA[Implementation of Lava Lamp Media on Light Material and Properties of Objects in Grade II Elementary Schools ]]>
<![CDATA[Hitta Alfi Muhimmah]]>;
<![CDATA[Supriyanto]]>;
<![CDATA[Mulyani]]>;
<![CDATA[Suprayitno]]>;
<![CDATA[Mintohari]]>;
<![CDATA[Sulistiana Puji Lestari]]>
<![CDATA[ Studies in Learning and Teaching Vol. 4 No. 2 (2023): August ]]>
Publisher : <![CDATA[Indonesia Approach Education ]]>
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DOI: 10.46627/silet.v4i2.290
<![CDATA[This study aims to describe how the implementation of the use of lava lamp media in science learning in grade 2 elementary schools. This study uses a qualitative descriptive method. The flow of this research is to make preparations before implementation, implementation, and analysis of implementation results. Preparation for implementation is carried out by preparing instruments in the form of materials used to make lava lamps and Student Worksheets (LKPD). Implementation is carried out by inviting students to make a lava lamp project and make observations during the manufacturing process, the results of which will be written in the form of writing on the LKPD. Analysis of implementation results is done by reducing data, displaying, and drawing conclusions. Based on data from the results of the analysis of student responses related to the lava lamp media used in science learning on the material of light and the nature of objects, it was found that 95% of students were happy and understood in participating in science learning through the lava lamp media. It can be concluded that the lava lamp media is very suitable for use in learning science in class 2 of States Elementary School IV Lidah Wetan.]]>
<![CDATA[Antithesis of Human Rater: Psychometric Responding to Shifts Competency Test Assessment Using Automation (AES System) ]]>
<![CDATA[Mohammad Idhom]]>;
<![CDATA[I Gusti Putu Asto Buditjahjanto]]>;
<![CDATA[Munoto]]>;
<![CDATA[Trimono]]>;
<![CDATA[Prismahardi Aji Riyantoko]]>
<![CDATA[ Studies in Learning and Teaching Vol. 4 No. 2 (2023): August ]]>
Publisher : <![CDATA[Indonesia Approach Education ]]>
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DOI: 10.46627/silet.v4i2.291
<![CDATA[This research is part of proof tests to a combination of statistical processing methods, collecting assessment rubrics in vocational education by comparing two systems, automated essay scoring and human rater. It aims to analyze the final assessment score of essays in Akademi Komunitas Negeri (AKN) Pacitan (Pacitan’s State Community College) and Akademi Komunitas Negeri (AKN) Blitar (Blitar’s State Community College) in East Java, Indonesia. The provisional assumption is that the results show an antithesis to the assessment of human feedback with an automated system due to the conversion of scores between the rubric and the algorithm design. As the hypothesis, algorithm-based score conversion affects automated essay scoring and human rater methods, which led to antithesis feedback. The validity and reliability of the measurement maintain the scoring consistency between the two methods and the accuracy of the answers. The novelty of this article is comparing between AES system and Human Rater using statistical methods. The research shows that there is a similar result using the psychometrics approach, which indicates different metaphor expressions and language systems. Thus, the objective of this study is to provide assistance in the advancement of an information technology system that utilizes a scoring mechanism merging computer and human evaluations, employing a psychological approach known as psychometric leads.]]>
<![CDATA[Differentiated Teaching Module for Indonesian Language Based on Graphological Analysis of Letter I, R, G ]]>
<![CDATA[Hamdani]]>;
<![CDATA[Fitri Hartati]]>;
<![CDATA[Novalina Setyaningrum]]>
<![CDATA[ Studies in Learning and Teaching Vol. 4 No. 2 (2023): August ]]>
Publisher : <![CDATA[Indonesia Approach Education ]]>
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DOI: 10.46627/silet.v4i2.296
<![CDATA[There are many ways that can be done to find out the individual characteristics of each student. The purpose of this study was to determine the internal potential of 10th Grade “Halimah” Students by using graphological analysis based on general characteristics, which is the slope of the writing direction, the slope of the writing lines, the spacing between words, and the spacing between lines, and based on the general characteristics, which are the letters "I", "R", and "G". This study uses a qualitative descriptive research method. This method is used to describe the general description of the research, which are the characteristics of handwriting with the internal potential of students and to interpret graphology in several aspects. Then, this type of descriptive research is also capable of solving practical problems in the development of science, especially for graphological research. The stages of this research are handwriting analysis, triangulation through interviews, grouping results. The results of the analysis show that the internal potential of students is variative, so that appropriate learning methods or approaches are needed in order to achieve individual student learning goals]]>
