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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 21 Documents
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Search results for , issue "Vol. 5 No. 1 (2024): April" : 21 Documents clear
Evaluating the Implementation of the Independent Curriculum Policy in Indonesia: Sentiment Analysis Muhamad Sholeh; Bambang Sigit Widodo; Bima Anggana Widhiarta Putra
Studies in Learning and Teaching Vol. 5 No. 1 (2024): April
Publisher : Indonesia Approach Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46627/silet.v5i1.219

Abstract

Problems still occur in the implementation of the curriculum that changed to the Independent Curriculum, which aims to give freedom to schools, teachers and students. However, in its implementation there are still problems experienced by schools. This study aims to evaluate the implementation of the Indonesian Independent Curriculum. The data used in this study came from community responses on social media and were analyzed using sentiment analysis. This research method is an ex-post evaluation of policies that have been implemented and the analysis in this study uses sentiment analysis. The results of the evaluation of the implementation of the Independent Curriculum are based on community responses. Training and mentoring options are not only carried out online but also offline to overcome the problem of proficiency in using technology. The supporting book should detail the tactical steps to implement the Independent Curriculum including the P5 project. There should be capacity building and assessment of curriculum implementation. Based on the evaluation results, there is a need for improvement in curriculum implementation, especially the communication aspect in the form of training and mentoring conducted by policy makers and the provision of guidebooks for curriculum implementation.
The Development of Project-Based Learning Models That Accommodate the Reflective and Impulsive Cognitive Style Imas Cintamulya; Warli; Lilik Mawartiningsih
Studies in Learning and Teaching Vol. 5 No. 1 (2024): April
Publisher : Indonesia Approach Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46627/silet.v5i1.279

Abstract

Ideally, a teacher must choose a learning model, approach, method, or technique that suits the student's learning style. This research describes the design of a project-based learning (PjBL) model that accommodates reflective and impulsive cognitive styles. For this reason, development research was carried out using the Plomp model. To determine the quality of the results of PjBL development that accommodates reflective and impulsive cognitive styles, validity, practicality, and effectiveness tests were carried out. Based on the results of the validity test analysis, it was concluded that content validity was very good, while construct validity was good. The results of the practicality test concluded that the syntax and social system were declared good, while the reaction and management principles were declared very good. For the effectiveness test results, it was concluded that teacher and student activities were good, learning management abilities were stated to be very good, student responses to learning components and processes were stated to be good, and learning outcome tests were also good. Overall, it can be concluded that the PjBL model, which accommodates reflective and impulsive cognitive styles, is good and suitable for use. The research results imply that this model can be used as a choice for teachers in learning.
The Effect of Project-Based Learning Model and Learning Motivation on Writing Anecdotal Text Skills of Grade X Students Ega Septiviana; Abdurrahman
Studies in Learning and Teaching Vol. 5 No. 1 (2024): April
Publisher : Indonesia Approach Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46627/silet.v5i1.293

Abstract

There are still problems in writing anecdote text because it requires a critical thought process. Based on the problem, this study aims to determine the effect of the Project-Based Learning model on the ability to write anecdotal text, then see the effect of student motivation, and finally see the form of interaction of the two independent variables on the dependent variable. The type of research used is quantitative with a pseudo-experimental method. The population of this study were grade X students of UNP Laboratory Development High School who were enrolled in the 2022/2023 academic year. The sample of this study were students of class X.B as an experimental class and X.A as a control class. The results showed that 1) the Project-Based Learning model influenced students' ability to write anecdotal text, 2) motivation does not affect students' ability to write anecdotal text, and 3) there is no interaction between the Project-Based Learning model and students' learning motivation.
Multi-Causal Predictors of Academic Performance Among Senior Secondary School Students: Peer Influence, Social Network Use, and Gender Habeeb Omoponle Adewuyi
Studies in Learning and Teaching Vol. 5 No. 1 (2024): April
Publisher : Indonesia Approach Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46627/silet.v5i1.297

Abstract

The study investigated the causal relationship between peer influence, social network usage, gender, and academic performance of senior secondary school students. A descriptive survey research design was used for the study. Both the independent and dependent variables were measured with standardized instruments, which included peer influence factor scale (α = .81), social network questionnaire (α = .78) and student achievement scale (α = .83). The result showed that academic performance has a significant relationship with all the independent variables when put together, with the value of R adjusted = .626 and R2 adjusted = .386; the analysis of variance yielded an F ratio value of 63.62 at 0.05 significant level. In terms of the magnitude of contributions, peer influence made the most with (beta = .554, t = 11.772, p<0.05) followed by social network usage (beta = .168, t = 3.562, p<0.05), while gender had no significant contribution (beta = -.094, t = -2.064, p>0.05). Therefore, it is advised that parents, guardians, and other interested parties be made aware of the consequences of uncultured use of social media among peers and that students be encouraged to make effective and efficient use of their time, especially their free time.
Techniques and a Model for the Incorporation of Indigenous Knowledge Systems Into the Natural Science Curriculum in Schools Benkosi Madlela
Studies in Learning and Teaching Vol. 5 No. 1 (2024): April
Publisher : Indonesia Approach Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46627/silet.v5i1.310

Abstract

The study explored the techniques and a model that could be used to incorporate Indigenous Knowledge Systems (IKS) into the Natural Science (NS) curriculum. An interpretivist research philosophy and a qualitative research approach guided the collection of in-depth data from participants in their natural settings in schools. Data was collected from Headmasters through face-to-face interviews using an interview guide, and from NS Heads of Departments (HODs) and NS teachers through a focus group discussion guide. In each of the five selected schools in Pongola, three NS teachers, one Headmaster and one NS HOD participated in the study. This gave a total of twenty-five participants. Findings revealed that though NS Curriculum and Policy Statements (CAPS) 2012 curriculum documents instructs teachers to use IKS in class, these documents do not state which IKS content should be taught. Discretion is left to individual teachers. This poses challenges to teachers as IKS differ across different cultures in the country, and schools did not have IKS study material for teachers and learners. The study recommended that the Department of Basic Education should review its policy and clearly state the content of IKS that should be taught in NS, broaden the scope of parental involvement to include participation in IKS topics and activities, develop a standardised IKS knowledge strand, involve researchers and publishers to produce IKS study material, and adopt the Madlela model as a guiding Framework to incorporate IKS into the NS curriculum as a full knowledge strand.
Teachers’ Perceptions on Assessment for Learning in Geography: An Exploratory Approach Retselisitsoe Lebona; Musa Adekunle Ayanwale
Studies in Learning and Teaching Vol. 5 No. 1 (2024): April
Publisher : Indonesia Approach Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46627/silet.v5i1.328

Abstract

Assessment for Learning (AfL) plays a crucial role in the effective teaching and learning of Geography, offering educators a means to enhance student achievement. Through ongoing evaluations involving verbal and written exercises, AfL not only readies students for summative Assessment of Learning (AoL) but also supports them in grasping complex Geography concepts, features, and processes, as evidenced by examination performance. Over the last five years, as indicated by the Examinations Council of Lesotho, persistent challenges have emerged in this regard, potentially stemming from inadequacies in assessment strategies. This study delves into the perceptions of Geography teachers concerning Assessment for Learning. Employing a qualitative approach, the research utilizes non-participatory observations and in-depth interviews to collect data. The study is grounded in Gregory's Theory of Perception and Keeping Learning on Track Theory of Action, offering theoretical frameworks for analysis. The findings reveal that teachers face obstacles when implementing Assessment for Learning, including time constraints and issues related to classroom overcrowding. Notably, a significant insight is the lack of both Assessment knowledge and Pedagogical Content Knowledge among teachers. As a resolution, it is recommended that comprehensive assessment training be provided for both pre-service and in-service teachers, addressing these identified gaps.
Gaining Teachers' Insights: School Library Access and Its Significance on Science and Mathematics Education Lulama Mdodana-Zide
Studies in Learning and Teaching Vol. 5 No. 1 (2024): April
Publisher : Indonesia Approach Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46627/silet.v5i1.341

Abstract

Access to libraries significantly enhances Science and Mathematics education, offering diverse pathways for learners to engage with concepts using media and digital literacy skills. However, the contribution of school libraries to these subjects remains unexplored despite attention to learners and Science, Technology, Engineering and Mathematics education. This study examined insights from Science and Mathematics teachers regarding the role of library resources, such as books, research materials, and interactive tools, in supporting students' comprehension, critical thinking, and problem-solving skills in these subjects. Employing a qualitative approach within an interpretive paradigm, the research used a multiple-case study design. Data collection involved questionnaires administered to 12 teachers from six purposefully selected schools. Findings indicated that school library access positively impacts student engagement in Science and Mathematics education as resources facilitate better understanding and application of concepts, encourage independent exploration, nurture inquiry-based learning, act as bridges in the integration of subjects, mitigate resource disparities, and provide teacher professional development. The study concludes by not only advocating a heightened prominence on library access in schools but also positions the teachers as key elements in channeling learners toward the use of these invaluable informative hubs to shape the landscape of Science and Mathematics education. Thus, the study opens the door for a paradigm shift toward the optimization of library access for all learners to harness the unrealized potential within the pages and digital interfaces of school libraries by illuminating the transformational significance of libraries in Science and Mathematics.
Integration of Geogebra Software Into Mathematics Instruction Olajumoke Olayemi Salami; Erica Dorethea Spangenberg
Studies in Learning and Teaching Vol. 5 No. 1 (2024): April
Publisher : Indonesia Approach Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46627/silet.v5i1.343

Abstract

The study focused on how learners' performance and attitudes in mathematics were affected by the GeoGebra software. Among the most significant obstacles facing the teaching and learning of mathematics has been the need for instructional tools, particularly those incorporating information and communication technology (ICT). The design of the study was quasi-experimental with a sample size of 80 respondents selected from the population of the study with the use of a purposive sampling technique. The selection of the schools was based on the availability of working computer systems. Using basic random sampling, two intact classes were divided into experimental and control groups. The findings of the Student Achievement Test in Mathematics, SATM, indicated that pupils who had been taught GeoGebra performed significantly better at the post-test level than the pre-test level (t = 2.14; p > 0.05). The results of the Mathematics Attitudinal Scale (MAS) also demonstrated that students' attitudes toward mathematics were highly correlated with their proficiency with GeoGebra (t =2.11; p > 0.05). The investigation concluded that there are insufficient teaching materials available for mathematics training. Thus, integrating GeoGebra software into the teaching of mathematics significantly improves secondary school students' performance in mathematics.
Investigating the Pedagogic Competence of Pre-Service High School Teachers in Terms of Learning Planning Abilities Fathor Rakhman; Rosmiati; Muhammad Satriawan
Studies in Learning and Teaching Vol. 5 No. 1 (2024): April
Publisher : Indonesia Approach Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46627/silet.v5i1.346

Abstract

One factor that determines teachers' success in teaching is the teacher's ability to plan lessons. Careful and good lesson planning can help create an effective learning environment, maximize students' potential, and increase their learning success. It also assists teachers in teaching in a more structured and directed manner, positively impacting student learning outcomes. Therefore, the purpose of this study was to investigate the ability of pre-service high school teachers to plan lessons based on the Merdeka Curriculum. This research is a descriptive study with 37 pre-service high school teachers as subjects. Data were collected using angles, portfolios, and interview sheets which were then analyzed using quantitative and qualitative approaches. Based on the results of data analysis, it was found that the pedagogic competence of pre-service high school teachers in terms of the ability to plan lessons according to the Merdeka Curriculum was 23% at a low level, 47% at a medium level, and 30% at a high level. Therefore, pre-service high school teacher's ability to plan to learn needs to be improved, especially in learning design scenarios and assessments. The results of this research contribute as input to related parties, in this case, the Institute of teacher education and Training Institutes, in developing teacher education and training programs that are relevant and adaptive to current educational developments.
A Group Counselling Using the Reframing Technique to Improve Academic Self-Awareness of High School Students Bakhrudin All Habsy; Titin Indah Pratiwi; Tri Desi Wulandari
Studies in Learning and Teaching Vol. 5 No. 1 (2024): April
Publisher : Indonesia Approach Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46627/silet.v5i1.347

Abstract

Academic self-awareness in learning is the awareness of students at schools to adjust, understand and control themselves according to the rules that apply at schools. Not only learning and increasing knowledge, but students must also be able to control themselves well according to expectations and purpose. This type of research is Quasi-Experimental Design research with a Pre-test Post-test Control Group Design research model. The population in this study was class XI Senior High School. The research sample consisted of 10 people divided into an experimental group and a control group of 5, each. Data was collected through an academic self-awareness questionnaire developed by researchers with 49 items based on aspects of emotional awareness, accurate self-assessment, and self-confidence. This study aims to measure the effect of the treatment given on the dependent variable (bound). Data processing and data analysis techniques are using Statistical Product and Service Solution (SPSS) version 21. Based on the results of statistical data analysis of the paired sample t-test, asymp. Sig (2-tailed) of 0.002 result was obtained. Because the value of asymp. Sig (2-tailed) is less than 0.05, then H1 is accepted, and Ho is rejected, therefore, a group counselling is an effective reframing technique to increase academic self-awareness of students.

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