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[Factors Affecting Students’ Acceptance of Gamified Learning (SAGL) ]]>
<![CDATA[Randle, Oluwarotimi A.]]>
<![CDATA[ Studies in Learning and Teaching Vol. 5 No. 3 (2024): December ]]>
Publisher : <![CDATA[Indonesia Approach Education ]]>
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DOI: 10.46627/silet.v5i3.431
<![CDATA[Gamification is commonly used for improving student learning experiences. The purpose of this paper is to understand the factors that influence the acceptance of gamification in learning. The paper employs a meta-analysis approach to identify the factors that affect students’ acceptance of gamified learning. The benefit of meta-analysis is its ability to synthesize and utilize the results obtained from various primary research papers to discover the critical factors that influence the acceptance of game design elements in online courses. The PRISMA protocol was used to analyze the meta-analysis. While much research has been done on gamified learning, there is a lack of meta-analysis research on the acceptance of gamified learning elements. The results of the meta-analysis indicated that performance expectancy, student satisfaction, and social interaction are the critical factors influencing the acceptance of gamified learning. These results are beneficial because they not only focus on learning but also provide an opportunity for industry experts to be aware of the critical factors that influence the acceptance of gamified learning. This paper’s novelty lies in its analysis of statistical heterogeneity, effect size, and publication bias across research that employed various statistical techniques.]]>
<![CDATA[Effect of Problem-Based Learning Model on Critical Thinking Skills in Civic Education Learning ]]>
<![CDATA[Sari, Noor Asni]]>;
<![CDATA[Dasna, I Wayan]]>;
<![CDATA[Kusumaningrum, Shirly Rizki]]>;
<![CDATA[Sitanggang, Indah]]>
<![CDATA[ Studies in Learning and Teaching Vol. 5 No. 3 (2024): December ]]>
Publisher : <![CDATA[Indonesia Approach Education ]]>
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DOI: 10.46627/silet.v5i3.433
<![CDATA[Research has been conducted on the problem by discussing the effect of the Problem Base Learning model to improve students' critical thinking skills in civic education subjects in class III elementtary school Srewendari. The study aims to determine the effect of the Problem-Based Learning model on critical thinking skills in analyzing facts, presenting arguments, providing conclusions, conveying the concept of Pancasila, arguing, independent thinking in reflection, solving problems and recognizing information found in class III elementtary school in Srewendari Malang City. This research is quasi-experimental (quasi experiment) using the Nonequivalent groups pretest-posttest control group design refers to this design, the effect of the PBL model on critical thinking skills will be known through the comparison of the average posttest score of critical thinking skills between the experimental class and the control group through the t-test. The population of this study was third-grade students of public elementary schools in Malang City. The research conducted has samples taken in the form of experimental class a as many as three and control class b as many as three, data collected through observation with rating scale instruments and tests with instruments in the form of test or evaluation questions conducted in class. The data were analyzed quantitatively through a difference test with a confidence interval greater than 95%. The results of the research conducted show that the application of the Problem-Based Learning model has a positive and significant effect on student's critical thinking skills in civic education subjects.]]>
<![CDATA[Enhancing Student Understanding of Newton's Laws Through the PODEW Analogy-Based Strategy in High School Physics ]]>
<![CDATA[Hidayat, Taufik]]>;
<![CDATA[Wasis, W]]>;
<![CDATA[Suprapto, Nadi]]>;
<![CDATA[Diantoro, Markus]]>;
<![CDATA[H, Supriyono Koes]]>;
<![CDATA[Hidaayatullaah, Hasan Nuurul]]>;
<![CDATA[Mapandi, Rohanie D]]>
<![CDATA[ Studies in Learning and Teaching Vol. 5 No. 3 (2024): December ]]>
Publisher : <![CDATA[Indonesia Approach Education ]]>
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DOI: 10.46627/silet.v5i3.511
<![CDATA[Students frequently encounter alternative conceptions regarding physics, both before and after studying physics concepts. This study aims to examine the effectiveness of the PODEW (Predict, Observe, Discuss, Explain, Write) strategy integrated with analogy-based learning in addressing these misconceptions. A mixed-method explanatory model was employed, involving both quantitative and qualitative approaches. Quantitative data were collected through pretests and posttests and analyzed using ANCOVA, N-Gain calculations, and effect size measurements. Qualitative data were obtained via interviews with selected students to provide further insights into the findings. The study involved 60 high school students from State Senior High School of Pandewu 1, with Grade 10 Science-1 (experimental group) utilizing the PODEW strategy with analogy and Grade 10 Science-2 (control group) employing the PODEW strategy without analogy. Results indicated a significant difference between the two groups, with the experimental group achieving an N-Gain score of 0.64 compared to 0.48 in the control group, indicating greater improvement in addressing alternative conceptions. Despite these improvements, some students in the experimental group shifted from scientific understanding to alternative conceptions, suggesting the need for further refinement of the strategy. Overall, the findings highlight the potential of the PODEW strategy with analogy in reducing misconceptions and improving students' conceptual understanding of Newton's Laws.]]>
<![CDATA[Development of an Inclusive E-Learning Platform for Visually Impaired Students ]]>
<![CDATA[Oyekunle, Rafiat Ajibade]]>;
<![CDATA[Chukwura, Henry Chukwunonso]]>;
<![CDATA[Talpur, Noureen]]>;
<![CDATA[Balogun, Abdullateef Oluwagbemiga]]>
<![CDATA[ Studies in Learning and Teaching Vol. 5 No. 3 (2024): December ]]>
Publisher : <![CDATA[Indonesia Approach Education ]]>
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DOI: 10.46627/silet.v5i3.528
<![CDATA[This research focuses on developing an inclusive e-learning platform to enhance accessibility for visually impaired students, addressing shortcomings in conventional learning environments. The primary aim is to create an educational space that is more accommodating and supportive of diverse user needs. The platform prioritizes user-friendliness, offering essential features such as language translation and support for multimodal content, including text and video formats. The development process employed the Rapid Application Development (RAD) methodology, enabling iterative prototyping and seamless integration of user feedback. This approach facilitated continuous refinement of the platform to meet real user needs effectively. The design adhered strictly to W3C accessibility guidelines, ensuring compliance with global web accessibility standards. Technologies like HTML, CSS, PHP, and JavaScript were utilized, alongside accessibility testing tools such as non-visual desktop access (NVDA) and WAVE, to ensure a robust and accessible user experience. Key features, including font size and contrast adjustment sliders, were integrated based on user feedback. The results indicate that the platform significantly enhances the accessibility of educational resources, empowering visually impaired students. Its novel combination of RAD methodology and strict adherence to accessibility standards demonstrates a practical and user-centered approach to tackling educational inequities.]]>
<![CDATA[Development of Podcast as a Learning Medium at Senior High School to Build Students’ Critical Historical Thinking Skills ]]>
<![CDATA[Insyirah, Safina]]>;
<![CDATA[Syarifuddin, Syarifuddin]]>;
<![CDATA[Safitri, Sani]]>
<![CDATA[ Studies in Learning and Teaching Vol. 5 No. 3 (2024): December ]]>
Publisher : <![CDATA[Indonesia Approach Education ]]>
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DOI: 10.46627/silet.v5i3.542
<![CDATA[This study seeks to develop a podcast medium for history education aimed at enhancing students’ historical thinking skills. Employing the Hannafin and Peck model, the research process involved needs analysis, design, development, and implementation stages. Field trial results indicated a significant improvement in students’ learning outcomes, with a 45.59% increase and a high N-gain score of 0.72. Despite the relatively low average score of 26.47 on the essay questions designed to measure their overall historical thinking skills, the students demonstrated notable proficiency in the chronological thinking aspect. The innovative side of this study primarily lies in the use of podcast as a teaching medium in history education, a method not yet widely utilized in schools, offering an engaging alternative to traditional teaching approaches. Furthermore, the podcast was created using modern technology, specifically the Dolby On application, which effectively helped our focus on developing students' historical thinking skills.]]>
<![CDATA[Beyond Traditional Practicums: Exploring the Potential of Scalable Practicum in Science Courses ]]>
<![CDATA[Kusmawan, Udan]]>
<![CDATA[ Studies in Learning and Teaching Vol. 5 No. 3 (2024): December ]]>
Publisher : <![CDATA[Indonesia Approach Education ]]>
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DOI: 10.46627/silet.v5i3.505
<![CDATA[Initiated during the Covid-19 pandemic, this study examines the development and use of virtual laboratories at 'Universitas Terbuka' to facilitate science practicums. Initially a response to pandemic restrictions, these virtual labs proved to be invaluable due to the widespread geographic distribution of students across the Indonesian archipelago. As the world transitions to a new normal, with possibilities for on-site practical experiences resuming, this paper discusses how virtual labs can continue to ensure equitable access to practical science education. This aspect of equal opportunity in education, whether online or on-site, is termed 'scalable practicum' in this study. By using a combination of qualitative and quantitative research methods, the paper evaluates the effectiveness of these virtual labs in providing hands-on scientific experimentation experiences that are both accessible and flexible. The findings suggest that, even beyond pandemic constraints, virtual labs remain a feasible and efficient alternative to traditional in-person labs, significantly enhancing student engagement and learning outcomes. This paper emphasizes the adaptability of virtual labs to various learning contexts and their importance in the evolving landscape of science education. The study concludes by recommending further research with a broader demographic to thoroughly evaluate the long-term viability and impact of online scalable practicums in science learning.]]>
<![CDATA[Identifying Predictors of Career Calling in University Students: A Systematic Literature Review ]]>
<![CDATA[Mulyana, Olievia Prabandini]]>;
<![CDATA[Izzati, Umi Anugerah]]>;
<![CDATA[Mulyana, Phonny Aditiawan]]>;
<![CDATA[Nur'aini, Nadja Alfin]]>;
<![CDATA[Rahma, Earlene Tania]]>;
<![CDATA[Afifah, Ainun Nur Aini]]>
<![CDATA[ Studies in Learning and Teaching Vol. 5 No. 3 (2024): December ]]>
Publisher : <![CDATA[Indonesia Approach Education ]]>
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DOI: 10.46627/silet.v5i3.519
<![CDATA[Career calling plays a crucial role in shaping an individual’s career journey. It provides essential direction for students in their learning process and helps establish clear career goals. related to learning and a clear direction for career goals. This study aims to explore the whole and the predictor variables that can affect students' career calling. This study uses a systematic literature review combined with bibliometric analysis method by searching reputable journals through databases: ScienceDirect, Springer, SAGE Journals, Frontiers, MDPI, Wiley Online Library, and Taylor & Francis. Based on a series of systematic literature review methods in reputable journals, 11 relevant articles were obtained. The study results show that 13 factors can affect students' career calling. In conclusion, these factors are categorized into three parts: individual attributes, psychological factors, and environmental factors.]]>
<![CDATA[Validation Results of Augmented Reality Media on Climate Change and Analysis of Students' Prior Knowledge on Global Warming Material in the “Kurikulum Merdeka” ]]>
<![CDATA[Wulandari, Desi]]>;
<![CDATA[Roudhoutul Aulia Rochim]]>;
<![CDATA[Shofie Cahyani]]>
<![CDATA[ Studies in Learning and Teaching Vol. 5 No. 3 (2024): December ]]>
Publisher : <![CDATA[Indonesia Approach Education ]]>
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DOI: 10.46627/silet.v5i3.520
<![CDATA[This study aims to analyze the development process of augmented reality media on climate change and global warming created by the researcher, evaluate the assessment results by experts on the augmented reality climate change media, and analyze students' prior knowledge of climate change and global warming material. The research was conducted using a descriptive quantitative method with data analysis supported by SPSS software. The augmented reality media on climate change was developed through the Assemblr Studio web platform, covering topics such as global warming, the greenhouse effect, ENSO, La Niña, El Niño, and the neutral phase. The findings indicated that the media development procedure was analyzed using guidelines, both for developing the media and for its use. Furthermore, the analysis of students' prior knowledge in understanding climate change and global warming material showed satisfactory results. The impact of AR media on climate change and global warming materials includes the ability to enhance global awareness, increase scientific knowledge and environmental care attitudes, as well as foster proactive actions to reduce greenhouse gas emissions that cause global warming and lead to climate change. Future research is needed to analyze students' literacy understanding after the implementation of the augmented reality climate change media.]]>
<![CDATA[Integration of Universal Design for Learning in Creative Arts Education: Perspectives From Basic Schools in Suame Municipality, Ashanti Region, Ghana ]]>
<![CDATA[Okyere, Akua Anima]]>;
<![CDATA[Adom, Dickson]]>;
<![CDATA[Kquofi, Steve]]>;
<![CDATA[Sampene, Akua Asantewaa Badu]]>;
<![CDATA[Buami, Edem Kwami]]>
<![CDATA[ Studies in Learning and Teaching Vol. 5 No. 3 (2024): December ]]>
Publisher : <![CDATA[Indonesia Approach Education ]]>
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DOI: 10.46627/silet.v5i3.530
<![CDATA[The existing teaching approaches used for teaching Creative Arts in basic schools in Ghana do not adequately address the diverse needs of students. This study aimed to investigate the integration of Universal Design for Learning (UDL) in Creative Arts education as an intervention to achieve high inclusivity and heighten the academic success of students in selected private and public basic schools in the Suame municipality of Ghana. The study was conducted using a sequential exploratory mixed methods design with phenomenology and descriptive survey as the main research methods. Data collection tools such as personal and FGD interviews, lesson observations, surveys, and academic performance evaluations aided in uncovering the nuanced insight of stakeholders in shedding light on the intricate dynamics of UDL adoption within the context of Creative Arts education in Ghana. The results showed that integration of UDL practices in Creative Arts education enhances inclusivity, engagement, and academic achievement among students with diverse learning needs. The study’s novelty is evident in the deployment of the UDL principles in teaching and learning activities of Creative Arts that successfully catered to the individualized needs of students, promoted active participation, and created a more equitable and effective learning environment.]]>
<![CDATA[The Trauma-Informed Approach to School Violence Interventions for Adolescent Learners with Physical Disabilities in Mainstream Schools ]]>
<![CDATA[Shoko, Ratidzai]]>
<![CDATA[ Studies in Learning and Teaching Vol. 5 No. 3 (2024): December ]]>
Publisher : <![CDATA[Indonesia Approach Education ]]>
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DOI: 10.46627/silet.v5i3.570
<![CDATA[War, violence, disasters, sudden loss, serious illness, and other overwhelming and disturbing events constitute traumatic events. For learners with physical disabilities, trauma may result from the loss of function of a body part or previous exposure to violence. Attention is paid to the application of the trauma-informed approach in trying to curb school violence. This paper discusses the trauma-informed approach to school violence interventions for learners with physical disabilities. The article sought to explore the use of the trauma-informed approach to address school violence affecting learners with physical disabilities. The paper is built on the findings from my doctoral thesis on the effectiveness of interventions to control school violence in a special needs school. This paper uses secondary data sources such as journals and books as well as data from doctoral research. These will be discussed with the findings from the previous doctoral research. It was revealed that although there are policies put in place to address school safety, the rate of school violence is escalating. Against this background, there is a need to address school violence from a trauma-informed approach. The trauma-informed perspective will help to prevent violence and suggest interventions. It will also guide educators on how to support learners, victims, or perpetrators of school violence. By offering data based on research on the use of trauma-informed approaches as an alternative method of school violence intervention, this study contributes to the body of knowledge. It gives the stakeholders suggestions for how to care for and educate vulnerable children.]]>
