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[Exploring History Teachers' Understanding of Using Local History Projects to Develop Learner's Historical Skills ]]>
<![CDATA[Zwelinjane Mbatha]]>;
<![CDATA[Boitumelo Moreeng]]>
<![CDATA[ Studies in Learning and Teaching Vol. 5 No. 2 (2024): August ]]>
Publisher : <![CDATA[Indonesia Approach Education ]]>
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DOI: 10.46627/silet.v5i2.353
<![CDATA[In this empirical study, we explore the understanding of Social Science teachers on using local history projects to develop learners' historical skills. Teaching local history projects can potentially develop learners' different historical skills as it forces one to compare perspectives, reflect, and re-conceptualise past people and events and locate their places in the present. To achieve the study's aims and objectives, the study employs critical pedagogy as a conceptual framework guiding the study along with an interpretive paradigm that will guide the qualitative approach. The study purposefully sampled five participants from five different schools. Semi-structured interviews and document analysis were used as data collection strategies. The researcher's findings show that no opportunities were created to explore history teachers' understanding of using local history projects to develop learners' historical skills. The paper suggests that the lesson study approach is a valuable intervention that can better the teachers' understanding to establish learners' historical skills. To achieve this, the teachers need workshops on local history projects to develop students' historical skills in schools.]]>
<![CDATA[Parental Involvement in Supporting Academic Performance of Intermediate Phase Learners in a Low Socio-Economic Context ]]>
<![CDATA[Tumelo Mekgwe]]>;
<![CDATA[Nonhlanhla Maseko]]>;
<![CDATA[Mabatho Sedibe]]>
<![CDATA[ Studies in Learning and Teaching Vol. 5 No. 2 (2024): August ]]>
Publisher : <![CDATA[Indonesia Approach Education ]]>
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DOI: 10.46627/silet.v5i2.354
<![CDATA[Parental involvement is essential for realising quality school performance and good academic performance. The study explores the role of parents’ involvement in intermediate-phase learners’ academic performance in a low socio-economic context in the North West Province, South Africa. This study intended to assist schools with strategies that could be used by the schools to involve parents to enhance the academic performance of learners. The study followed a qualitative design, underpinned by the interpretivism paradigm to explore the role of parental involvement in supporting intermediate-phase learners academically. Data was gathered using semi-structured individual and focus group interviews, and document analysis. Three parents were purposively selected to participate, from each grade (Grades 4,5,6). Thus, the total number of participating parents was nine, comprising six females and three males. The article is underpinned by the Epstein model of school, family, and community partnership that encourages mutual collaboration between different stakeholders. The findings indicated that parental involvement in children’s education enhances their academic performance.]]>
<![CDATA[Research Trend of PBL and PjBL in Bibliometric Analysis: Implications for a Better Future of Physics Education ]]>
<![CDATA[Dwikoranto]]>;
<![CDATA[I R Dawana]]>;
<![CDATA[Rahyu Setiani]]>
<![CDATA[ Studies in Learning and Teaching Vol. 5 No. 2 (2024): August ]]>
Publisher : <![CDATA[Indonesia Approach Education ]]>
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DOI: 10.46627/silet.v5i2.359
<![CDATA[This research investigates the growing research trends surrounding the application of Problem-Based Learning (PBL) and Project-Based Learning (PjBL) in the Physics Education domain. Using a bibliometric analysis approach, data sourced from the Scopus database yielded 89 related documents. The findings revealed a significant surge of scholarly interest in the implementation of PBL and PjBL in Physics Education over the past decade, indicating a growing area for further exploration. In particular, there is a growing trend to integrate PBL and PjBL methodologies with STEM education, as this incorporation has shown promise in enhancing critical thinking, problem-solving abilities, and student engagement. However, it's important to note that this researh was constrained by its dependence on a sole database, namely Scopus, for the collection of data. Future research efforts in PBL and PjBL in Physics Education are encouraged to utilise diverse databases to ensure comprehensive coverage and analysis.]]>
<![CDATA[Managing Differentiated Learning Process in Implementing Emancipated Curriculum at Thailand - Indonesian School ]]>
<![CDATA[Shelly Andari]]>;
<![CDATA[Karwanto Karwanto]]>;
<![CDATA[Ainur Rifqi]]>;
<![CDATA[Ahmad Wicaksono]]>;
<![CDATA[Khairul Azhar Jamaludin]]>;
<![CDATA[Mohd Hanafi]]>;
<![CDATA[Syunu Trihantoyo]]>
<![CDATA[ Studies in Learning and Teaching Vol. 5 No. 2 (2024): August ]]>
Publisher : <![CDATA[Indonesia Approach Education ]]>
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DOI: 10.46627/silet.v5i2.365
<![CDATA[The policy of Emancipated curriculum is implemented to accelerate the achievement of the national education goals. Moreover, this curriculum is not only implemented in Indonesia but also in Indonesian Schools which located abroad. The focus of this research is directed towards (a) differentiated learning planning at the Indonesian School in Bangkok (SIB), Thailand; (b) implementation of differentiated learning at the SIB, Thailand; and (c) evaluation of differentiated learning at the SIB, Thailand. This study conducted three data collection techniques, including: (1) interviews; (2) documentation; and (3) observation. The data were then processed using NVivo 12. The result of this research is that the learning in the SIB, Thailand is designed by taking into account the developmental stages and the current level of achievement of students. It is aligned with the learning needs and reflects the diverse characteristics and development of students, making the learning meaningful and enjoyable. Moreover, SIB Thailand highly prioritizes future-oriented and sustainable learning.]]>
<![CDATA[The Effect of Using Social Media on Student Development in the Learning Process in the Social Science Study Program Branch: A Systematic Review ]]>
<![CDATA[Lady Agustina]]>;
<![CDATA[Ali Usman]]>
<![CDATA[ Studies in Learning and Teaching Vol. 5 No. 2 (2024): August ]]>
Publisher : <![CDATA[Indonesia Approach Education ]]>
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DOI: 10.46627/silet.v5i2.371
<![CDATA[The research aims to determine the influence of social media on student development in the learning process. The research method adopts Husamah et al. (2022) and Katz & Nandi (2021). The first stage is the critical stage—first, the formulation of research questions. Second, identify studies that are relevant to the research topic—Third, evaluate and select studies that best suit the research objectives. The third stage is the initial screening of documents, selecting documents that have high relevance and selecting using relevant keywords. The research results show that social media has a relatively significant role in learning. Platforms such as Facebook, Twitter, Instagram, and YouTube positively enhance the teaching and learning process. It can further increase students' independence and self-confidence and encourage collaborative work in the classroom environment. However, using social media also has risks, such as reducing productive study time due to excessive interaction. Apart from that, it has a negative impact on interactions between students and teachers. Teachers must pay attention to knowledge construction and social interaction in the learning process. So, teachers can design strategies that utilize the positive potential of social media while actively reducing the negative impacts that may arise. Teachers must take an integrated and thoughtful approach to social media to create a balanced and effective learning environment.]]>
<![CDATA[An Exploration of Curriculum Adequacy for Pre-Service Teachers of Learners With Special Needs ]]>
<![CDATA[Udeme Samuel Jacob]]>;
<![CDATA[Jace Pillay]]>;
<![CDATA[Jeffrey Ifeanyichukwu Chisunum]]>
<![CDATA[ Studies in Learning and Teaching Vol. 5 No. 2 (2024): August ]]>
Publisher : <![CDATA[Indonesia Approach Education ]]>
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DOI: 10.46627/silet.v5i2.376
<![CDATA[This qualitative research utilised a phenomenological research design to explore the adequacy of the curriculum for pre-service teachers in preparing them to teach learners with special needs. The research involved purposive sampling of eight participants enrolled in a Professional Diploma in Education (PDE) program at a government-funded university in South-South, Nigeria. Data was collected through semi-structured interviews and thematically analysed using ATLAS.ti qualitative software. The research established trustworthiness through rigorous methodological approaches and ethical considerations. The research results indicated that the curriculum was suitable for pre-service teachers but unsuitable for students with special needs. It was discovered that the curriculum failed to adequately accommodate students with special needs, necessitating the need for changes to curriculum content, instructional materials, and delivery methods. Additionally, the research emphasised the lack of specific instructional programs designed to equip educators with the necessary skills and knowledge to effectively teach students with disabilities, suggesting a potential deficiency in teacher training. The findings of this research offer valuable insights that can inform the development and reform of curricula. These insights highlight the importance of consistently modifying and adapting curricula to address the changing educational demands, with a particular focus on special needs education.]]>
<![CDATA[Pedagogical Innovations During COVID-19 Lockdowns: Learner (In)accessibility to Radio Lessons in Poorly Resourced African Countries ]]>
<![CDATA[Godsend T Chimbi]]>
<![CDATA[ Studies in Learning and Teaching Vol. 5 No. 2 (2024): August ]]>
Publisher : <![CDATA[Indonesia Approach Education ]]>
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DOI: 10.46627/silet.v5i2.377
<![CDATA[The COVID-19 pandemic brought unprecedented challenges in education globally. This article explores how learners in poorly resourced African countries accessed education during national lockdowns, if at all. With schools closed, how could learners in households without electricity and computers continue learning? Policy makers saw radio school as the only alternative. This comparative qualitative study on learner (in)accessibility to radio lessons in poorly resourced African countries during COVID-19 lockdowns is informed by the social justice theory. Data were obtained from online media, primary and secondary sources to generate insights into how radio lessons were conducted in six selected African countries – South Africa, Zimbabwe, Kenya, South Sudan, Liberia, and Sierra Leone. Findings indicate that learner experiences with radio lessons were heterogeneous. Where lesson broadcasts started soon after school shutdowns, worthwhile learning experiences were observed. Where radio school was introduced late, learner uptake of this innovation was low. In countries ravaged by poverty and toxic leadership most poor families could not afford radios, making radio lessons a charade. Compared to their privileged peers, who engaged in digital online learning, learners from poor families lost irrecoverable learning time in 2020 and 2021 - perpetuating existing inequalities and scuttling the drive for social justice.]]>
<![CDATA[The Importance of the Spiritual Dimension in Improving the Mental Well-Being of College Students ]]>
<![CDATA[Milatun Nadifa]]>;
<![CDATA[M Baihaqi Rizki Abdul Latif]]>;
<![CDATA[Ahmad Yusuf Sobr]]>;
<![CDATA[Aan Fardani Ubaidillah]]>
<![CDATA[ Studies in Learning and Teaching Vol. 5 No. 2 (2024): August ]]>
Publisher : <![CDATA[Indonesia Approach Education ]]>
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DOI: 10.46627/silet.v5i2.382
<![CDATA[The research investigated the relationship between spirituality and students' mental well-being. The aim was to explore the impact of high spiritual levels on different aspects of mental well-being through the results of previous research. This research uses the Systematic Literature Review (SLR) method, which includes the identification, review, evaluation, and interpretation of various existing studies. The findings suggest a strong link between high spiritual levels and improved mental well-being among college students. Students with high spirituality showed higher levels of purpose, gratitude, effective stress management, positive social relationships, and better physical health. The research contributes new insights by highlighting the significant impact of spirituality on diverse aspects of mental well-being in the context of university life and college efforts to deal with it. These findings underscore the importance of integrating the spiritual dimension into mental health and Education programs and provide a foundation for future studies to explore specific spiritual practices and cultural variations in more detail that can be applied practically to higher education. Some of the efforts that universities can make are providing materials about spirituality in the curriculum, providing affordable mental health services, creating a conducive learning environment, and providing social support to students. Some programs that can be done by universities include religious activities, meditation or yoga activities, and volunteer activities. These refinements add a novelty aspect to the research by emphasizing its practical implications. As such, the research not only presents findings on the relationship between spirituality and students' mental well-being but also highlights their relevance in the context of higher education policy and practice.]]>
<![CDATA[Promoting Educational Persistence in Crisis Regions: Insights From Students’ Experiences of Online Learning in the University of Buea ]]>
<![CDATA[Mercy Aki Etta]]>
<![CDATA[ Studies in Learning and Teaching Vol. 5 No. 2 (2024): August ]]>
Publisher : <![CDATA[Indonesia Approach Education ]]>
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DOI: 10.46627/silet.v5i2.400
<![CDATA[Higher education in Cameroon continues to suffer from the effects of a twin crisis including a current socio-political armed conflict (in its two English-speaking regions) and the COVID-19 pandemic that has left school activities irregular in these regions. However, COVID-19 has brought about an automatic educational change requiring a transition to online learning that provides a window of opportunity for educational persistence in these crisis regions. Regardless of this, students’ voices of their experiences of online learning in the context of pandemics and armed conflicts are almost missing. This paper provides an assessment of students’ perceptions about their experiences with online learning in the wake of COVID-19 using Diffusion of Innovation theory as a framework to describe the (1) relative advantage (2) trialability and (3) complexity of online learning. The study adopted a survey design and data were collected from 1436 students randomly selected from the University of Buea, Cameroon. Findings from frequency counts, percentages, chi-square and thematic analyses revealed that students view online learning as an opportunity for educational persistence in crisis regions, however, trialability is low with younger and undergraduate students having limited online learning experiences (P<0.01). Similarly, students viewed online learning as complex, compounded by enormous challenges to which decision makers can address to sustain learning in armed conflict. To this end, it is recommended amongst others that course syllabuses should be re-organize to include at least 4 hours of online learning to improve students’ online learning experiences and promote educational persistence in crisis regions.]]>
<![CDATA[The Parental Role in Supporting Learners With Barriers to Learning in a Secondary School ]]>
<![CDATA[Zinhle Thobeka Fakude]]>;
<![CDATA[Nonhlanhla Desiree Maseko]]>
<![CDATA[ Studies in Learning and Teaching Vol. 5 No. 2 (2024): August ]]>
Publisher : <![CDATA[Indonesia Approach Education ]]>
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DOI: 10.46627/silet.v5i2.402
<![CDATA[Parental role in secondary schools is pivotal to support learners with barriers to learning to enhance their academic performance. Research indicates that parental involvement in leaners’ education decline as learners grow older. Therefore, the study aim was to explore the role of parents in supporting learners with barriers to learning in a secondary school. The research study was set within an interpretivism paradigm and used the qualitative approach. Epstein’s model for parental involvement was adopted in the study to explore the parental role in supporting learners with barriers to learning in a secondary school. The model emphasizes the involvement of parents in learners’ education in schools. The research is a niche as it covers a gap in secondary school where there is insufficient scholarly exploring parental involvement. Data was collected from purposefully sampled participants including parents of learners with barriers to learning, teachers who are teaching learners with barriers to learning and three learners with barriers to learning, through interviews. The thematic data analysis was used to analyze interviews data and document analysis. The findings from the study indicated that parents are keen to play their role in supporting learners with barriers to learning in a secondary school. However, parents are faced with different challenges that hinder their full engagement in supporting learners with barriers to learning. The study recommends that parents should continuously communicate and engage with school on how they can be assisted in supporting learners with barriers to learning at home. The study also recommends that the school should work hand in hand with parents providing guidance on how learners with barriers to learning should be supported at home.]]>
