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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 20 Documents
 1   2 
Search results for , issue "Vol. 4 No. 3 (2023): December" : 20 Documents clear
Graphological Construction of Students' Writing as a Consideration for Differentiated Learning of Indonesian Language Wachyudin; Hamdani; Frecelia Putri; Yusra Meldia
Studies in Learning and Teaching Vol. 4 No. 3 (2023): December
Publisher : Indonesia Approach Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46627/silet.v4i3.331

Abstract

Teachers must attempt to learn about students' learning styles, psychological conditions, emotions, and personal conditions through non-cognitive diagnostic assessments. No one can learn purely visual, auditory, or kinesthetic since they are all prejudiced. Therefore, another non-cognitive approach is needed, specifically graphology. The study aims to determine changes in learning model methodology application that are appropriate to the students' conditions. The research method used by the researcher was a qualitative descriptive method. This study describes the results of analyzing students' handwriting in X-1 class of SMA Mutiara Islami Plus Bekasi. Several categories were analyzed, including the writing slant, writing line slant, writing size, word, and line spacing in writing, as well as the letter analysis (a, t, and j). The analysis results were organized in differentiated learning using a method of Inquiry Training Learning. This handwriting analysis can assist educators in discovering and determining students' interests and talents further.
Comparison of Video-Based Learning Versus Presentations in Lectures Amongst Medical Students in Pharmacology Pradnya Deolekar; Kavitha Dongerkery; Azra Naseem; Mayakalyani Srivathsan; Sonal Signapurkar; Pramila Yadav; Shloka Hegde; Prasad Kakde
Studies in Learning and Teaching Vol. 4 No. 3 (2023): December
Publisher : Indonesia Approach Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46627/silet.v4i3.238

Abstract

Innovative teaching methods are constantly being explored to keep students engaged and challenge them academically. This study compared the benefits of video-based learning methods compared to conventional PowerPoint presentations. A total of 150 second-year medical undergraduate students were divided into two groups. Both groups were given a pre-test to test their baseline knowledge of the topic. One group was taught the mechanisms of action of the drugs by using lectures during presentations and the other group was taught with the help of videos. A post-test was conducted, and the scores of the two groups were compared. Feedback questionnaires were also administered to understand the students’ perception of the two teaching methods. The mean score in the video-based group was 15.59+2.46 and, in the presentation group, was 11.43+1.53, out of a total score of 20. A majority of 77.33% preferred video-based learning techniques. This study shows that conventional teaching techniques no longer suffice to keep students engaged and that novel approaches yield higher scores and a better learning experience. Similar studies exploring newer approaches in education are scarce. The findings of this study can be a jumping-off point for inculcating more creative teaching methods in the classroom.
Mathematical Identity in Learning Mathematics: Bibliometric Review Muhamat Hidayatul Ridho; Ilham Muhammad; Endang Cahya Mulyaning A
Studies in Learning and Teaching Vol. 4 No. 3 (2023): December
Publisher : Indonesia Approach Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46627/silet.v4i3.287

Abstract

Students' mathematical identities must be appropriately identified to obtain information on the causes of difficulties and decreased student motivation in learning mathematics so that this becomes a teacher's reference in preparing learning scenarios that can form strong and enduring mathematical characters in students. This bibliometric study aims to assess the global research trends in the field of mathematical identity by analyzing publication output, co-authorship among authors and their country affiliations, and the co-occurrence of author keywords. Using the Scopus database, a total of 53 journal articles published between 2007 and 2023 were collected. The findings indicate a consistent growth in the number of publications since 2018, with an increment of 5 articles every two years. Consequently, the cumulative total of articles has steadily increased. The United States stands out as the leading contributor, accounting for approximately 60% of the global publications, surpassing ten other countries/territories. Moreover, among the most productive universities in the top 5 countries, four of them are ranked in the top 1000 universities in the world. In conclusion, recent advancements in research on mathematical identity encompass various aspects such as mathematics achievement, race, equity, learners' mathematical identity, and black students.
Profile of High School Students' Problem-Solving Skills and the Application of Problem-Based Learning: A Preliminary Study Abdul Ghofur; Budi Jatmiko; I Gusti Made Sanjaya
Studies in Learning and Teaching Vol. 4 No. 3 (2023): December
Publisher : Indonesia Approach Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46627/silet.v4i3.317

Abstract

This study's purpose is to obtain a profile of students' problem-solving skills and describe the achievement of implementing Problem-Based Learning (PBL) in high schools. The profile of problem-solving skills was obtained by giving tests and questionnaires to 53 students, while the achievement of implementing the PBL model was obtained by interviewing six students and one chemistry teacher. The research data obtained is then described. The findings revealed that the students' problem-solving skills remained low, namely in the poor and very poor categories with a percentage of 67.93%. Meanwhile, students' problem-solving skills were in the enough category at 20.75%, in the good category at 11.32%, and in the very good category were not found. This study also demonstrates that the teacher's application of learning with the PBL has yet to lead to students achieving the problem-solving skill indicators that are measured. In addition, students' prior knowledge was found to have contributed to the achievement of these indicators. This study suggests adapting and modifying the PBL model's syntax based on all present constraints to develop a new learning model capable of appropriately training students' problem-solving skills by focusing on the side of students' prior knowledge, formulation hypothesis, and reflection activities in learning.
Secondary School Learners' Self-Efficacy and Achievement in Non-Routine Mathematics Problem-Solving Munyaradzi Chirove
Studies in Learning and Teaching Vol. 4 No. 3 (2023): December
Publisher : Indonesia Approach Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46627/silet.v4i3.321

Abstract

This paper uses a correlational research design to investigate the predictive power of the sources of self-efficacy and non-routine problem-solving achievement. The data were collected from a sample of 118 high-achieving secondary school learners in the Gauteng province, South Africa, using questionnaires, a problem-solving test, and interviews. Their self-efficacy beliefs were categorized into mastery experience, vicarious experience, social persuasion, and physiological state. The findings revealed that the physiological state, vicarious experience, and mastery experience self-efficacy beliefs positively impacted problem-solving achievement, while that of social persuasion was negative. The magnitudes of the impact of the physiological state and social persuasion sources of self-efficacy were relatively greater than the others. Each source of self-efficacy was discovered to have an insignificant, weak, positive linear relationship with problem-solving achievement.
Research on Bibliometric Analysis of Lawson Classroom Test of Scientific Reasoning in the Past Ten Years Noly Shofiyah; Budi Jatmiko; Nadi Suprapto
Studies in Learning and Teaching Vol. 4 No. 3 (2023): December
Publisher : Indonesia Approach Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46627/silet.v4i3.332

Abstract

The Lawson Classroom Test of Scientific Reasoning (LCTSR) is a popular instrument that measures the development of students’ scientific reasoning skills. Through large-scale applications, several issues have been observed in terms of validity, scoring, and the way of interpretation. This study aims to identify the contribution and describe the research profile of applying LCTSR in education during the last ten years. The method used in this research is a bibliometric analysis based on Scopus data with the help of Biblioshiny and VOSviewer. The study obtained 43 documents related to LCTSR. The results showed that the use of LCTSR every year has increased and decreased in the last ten years. Journals and proceedings in the field of physics dominate the publication sources for LCTSR research. Furthermore, Bao, Koenig, and Xiao were the three most prolific authors and also had research collaborations. The dominant country for publication is the United States. The area most often associated with LCTSR research is social science, whose purpose is to measure the development of student’s cognitive abilities. The scope of this research analysis is limited to certain databases or languages, so this study recommends finding renewed discussions about the use of LCTSR in education over a longer period.
The Social Harms of Academics’ Abuse in Nigerian Universities: Failed Ethical Leadership Success Ayodeji Fasanmi; Sadi Seyama
Studies in Learning and Teaching Vol. 4 No. 3 (2023): December
Publisher : Indonesia Approach Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46627/silet.v4i3.336

Abstract

Universities are higher institutions where a high level of manpower training is provided for the development of the total man. At the centre of this is the role of academic members. The three core functions of the academic staff are teaching, research, and service. Over the years, there have been cases of abuse of academics in Nigerian universities, which has been a source of concern to relevant stakeholders. Abuse of Academics is any form of unethical treatment given to university academics in the course of discharging their duties. The study argues that the abuse of academic staff indicates failed ethical leadership. Drawing on the social harms theory, it provides evidence of the hazardous use of power against academics. In this case study of Obafemi Awolowo University, thirty academic staff across all cadres and genders were interviewed. The findings reveal that academic abuse has been an age-long problem in Nigerian universities. The study further shows the causes of academic abuse to be rooted in the fact that the government does not prioritise education, which makes its budgetary allocation to the sector very ridiculous.
Repackaging Character Literacy and Numeracy-Oriented RADEC Learning Model Through Teacher Professional Development Program Indra Gunawan; Wahyu Sopandi; Hany Handayani; Nurul Fatonah; Indra Suhendra; Yusup Maulana
Studies in Learning and Teaching Vol. 4 No. 3 (2023): December
Publisher : Indonesia Approach Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46627/silet.v4i3.342

Abstract

A number of literature state that numeracy and literacy skills are the initial capital for every individual to be able to learn. However, it is known that teachers still experience difficulties in teaching character, literacy and numeracy to students in the learning process. This research was conducted to transfer abilities to teachers to design learning with student worksheets which integrate the Read, Answer, Discuss, Explain, and Create (RADEC) learning model. The research model used in this research is Educational Design Research (EDR) since in the research an intervention will be carried out in the form of a workshop on preparing RADEC-based learning designs at Private Elementary Labschool UPI Purwakarta while in several previous studies EDR was also conducted through interventions such as professional development activities in the form of workshop. At the workshop stage itself, numeracy indicators were explained in detail and thoroughly with guidance from the Guide to Strengthening Literacy and Numeracy in Schools. In relation to numeracy, teachers' understanding of numeracy competency is still not comprehensive but on the other hand, surprisingly the teachers were able to integrate numeracy indicators in the lesson plan of non-mathematic subject. Overall, through RADEC learning model, all teachers be able to select appropriate spoken, written, or visual texts or resources based on their individual students' needs and interests. As a result, they can make the necessary changes to the syllabus's contents; choose the best methods, approaches, and techniques to use; plan the most appropriate activities to carry out; and select, design, or adapt the teaching materials.
Vocational Life Skills Students With Disabilities Through Experiential Learning Siti Mahmudah; Wiwik Widajati; Asri Wijiastuti; Pamuji
Studies in Learning and Teaching Vol. 4 No. 3 (2023): December
Publisher : Indonesia Approach Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46627/silet.v4i3.345

Abstract

Finding out how important experiential learning is for students with disabilities (SwD)'s vocational skills is the primary goal of this study. The purpose of this study is to examine how experiential learning influences students with disabilities' career and occupational capabilities. The professional abilities of a SwD are significantly impacted by this study. The research method is pre experiments and conducted in Surabaya Inclusive Vocational School with subject tens of SwD. The data collection used tes and anlyzed used Wilcoxon test. The result showing Zcount 2.80 > Ztable 1.9 means EL increases VLS SwD results. With the help of the VLS program, effective ELs can easily help teachers, parents, students, and the community. It builds awareness about promoting social skill acquisition for individuals with disabilities, appropriate career, and vocational education. This research result also implication to driving VLF through EL to determine need for futher program to ensure SwD gain success. It builds awareness about promoting social skill acquisition for individuals with disabilities, appropriate career, and vocational education.
The Motivation of Students and Their Exposure to Learning Loss After the Pandemic Abd. Syakur; Wahyu Sudrajad; Sutri Winurati; Shouket Ahmad Tilwani
Studies in Learning and Teaching Vol. 4 No. 3 (2023): December
Publisher : Indonesia Approach Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46627/silet.v4i3.348

Abstract

This research seeks to illustrate how the COVID-19 epidemic has affected students' motivation, engagement, and learning. Students had learning difficulties during the pandemic, as demonstrated by their nonattendance in online courses and their inability to turn in homework on sites such as Google Classroom. Acknowledging these difficulties, the instructor made house calls to collect information for this study. By exposing 100 ninth-grade students to several, the researcher addressed learning loss. The study used a case study methodology and included both qualitative and quantitative data. Google Forms was used to conduct both closed- and open-ended surveys for data gathering. According to the results, just 20.6% of students reported having no learning loss during the pandemic, compared to 79.4% who reported having it. Students' trust in their learning experiences throughout the pandemic was divided into three categories: great certainty (33.4%), certainty (46%), and uncertainty (20.6%). Furthermore, based on their comments on Google Forms, the data revealed that 52.5% of students thought their learning experience was bad, 28.2% thought it was extremely weak, and 19.6% thought it was strong.

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