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[Digital Literacy: Thinking Critically About Language Skills in the Digital Age ]]>
<![CDATA[Gushmanida, Gugun]]>;
<![CDATA[Mustadi, Ali]]>;
<![CDATA[Nugroho, Ikhlasul Ardi]]>;
<![CDATA[Kusumo, Galih]]>;
<![CDATA[Mapandi, Rohanie D]]>
<![CDATA[ Studies in Learning and Teaching Vol. 6 No. 1 (2025): April ]]>
Publisher : <![CDATA[CV Sinergi Ilmu dan Publikasi ]]>
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DOI: 10.46627/silet.v6i1.381
<![CDATA[The purpose of this study is to analyze students' critical thinking well by utilizing digital literacy. The method in this study is a qualitative method. Samples were taken from 2nd semester class A students at Sanata Dharma University, Yogyakarta. Data collection used a testing method. Critical thinking test questions function as instruments. Data analysis is the Miles & Huberman model analysis, namely qualitative data analysis, data reduction, data presentation and drawing conclusions. Based on the research data, it can be concluded that the level of critical thinking of students is very high related to four indicators, namely interpretation, analysis, explanation and self-regulation. The conclusion and explanation indicators are included in the moderate category. This is based on the table described for the level of critical thinking of students. There are several things that an institution or university must do to maintain these capabilities in the digital era, so that students can use them wisely and benefit many audiences, such as: providing outreach regarding the proper use of social media and providing tips for avoiding hoax news, providing Montessori training to develop critical thinking skills, providing Mendeley training using qualified references.]]>
<![CDATA[Parents', Teachers', and Learners' Perceptions Regarding the Use of the IsiNdebele-Developed Scientific Language Register to Teach Natural Sciences ]]>
<![CDATA[Ntuli, Thuli Gladys]]>
<![CDATA[ Studies in Learning and Teaching Vol. 6 No. 1 (2025): April ]]>
Publisher : <![CDATA[CV Sinergi Ilmu dan Publikasi ]]>
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DOI: 10.46627/silet.v6i1.438
<![CDATA[Researchers indicate that learners who are learning through a language that is not their own experience greater difficulty attaining the same level in science education than those learners whose home language is the same as the Language of Learning and Teaching (LoLT). This shows a dire need for the development and application of scientific language registers in indigenous languages. In this qualitative interpretative case study, the researcher aimed to elucidate the perceptions of parents, learners, and teachers on the use of the developed IsiNdebele scientific register to teach natural sciences. This paper was guided by the following research question: What are the stakeholder's perceptions on the development and use of the isiNdebele scientific language register to teach Natural Sciences? Purposeful sampling was used to select the participants of this study: teachers, learners, and parents (stakeholders). The data for this paper was collected through interviews and observations. The results of the study reveal that isiNdebele is still underdeveloped as it lacks scientific terms and reveals different perceptions held by stakeholders on the use of the developed isiNdebele scientific language register to teach Natural Sciences. With the numerous research findings on the benefits of using indigenous languages and the results of this study, it is recommended that stakeholders re-consider their perceptions on the use of indigenous languages and scientific language registers be developed in indigenous languages as the use of these languages has proven to yield meaningful learning.]]>
<![CDATA[Lecturers’ Utilization of Government Electronic Documents for Research in Nigerian Universities ]]>
<![CDATA[Mesagan, Olanike Faith]]>;
<![CDATA[Twinomurinzi, Hossana]]>
<![CDATA[ Studies in Learning and Teaching Vol. 6 No. 1 (2025): April ]]>
Publisher : <![CDATA[CV Sinergi Ilmu dan Publikasi ]]>
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DOI: 10.46627/silet.v6i1.480
<![CDATA[The importance of government publications in meeting today's information needs cannot be overstated. This research sought to examine the utilization of government e-documents by lecturers in Nigerian universities. The research was directed by four specific objectives and two hypotheses, utilizing a descriptive survey research design. The population is 642 academic staff from the three universities. Questionnaires were used and analyzed using mean and standard deviation. Findings indicated that lecturers use shelves, printout indexes, open access, and librarian assistance to access government documents from Nigerian university libraries. Documents were used for historical, cultural, political, statistical, legal, and government research-related purposes. Challenges identified include the lack of digitization of government documents, poor documentation, and organization hindering their utilization. The study also found that the years of experience of lecturers significantly influenced their mode of accessing government documents (P = 0.003), while educational level/qualification significantly influenced the areas in which government documents were used by the lecturers (P = 0.000). Recommendations included improved digitization of government e-publications, encouraging more academic staff to utilize these resources in their research, improving the documentation of government e-documents, and fostering strong relationships between academic staff and librarians.]]>
<![CDATA[Management of Student Welfare Services and Educational Stability of Undergraduates in Nigerian Universities ]]>
<![CDATA[Fasanmi, Success Ayodeji]]>
<![CDATA[ Studies in Learning and Teaching Vol. 6 No. 1 (2025): April ]]>
Publisher : <![CDATA[CV Sinergi Ilmu dan Publikasi ]]>
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DOI: 10.46627/silet.v6i1.506
<![CDATA[Transitioning from high school to university is one of the challenges undergraduates face when navigating their studies. This study assessed the management of welfare services and determined the level of students’ educational stability in Nigerian universities. The research was based on Maslow’s Hierarchy of Needs, providing insights into how students’ welfare needs impact on their educational stability. The study utilized descriptive research survey design. Two universities, namely Obafemi Awolowo University (OAU) and Oduduwa University (OUI) in Nigeria, were purposively selected for the study. A sample of 500 students was chosen from six out of the thirteen faculties in OAU and two out of the four colleges in OUI using a simple random sampling technique. Data were collected through questionnaires and analyzed using descriptive statistics. The study revealed that while clear policies guide the management of students’ affairs in the universities, there is inadequate engagement with the students by the authorities in managing students' welfare services, leading to student unrest at times. The study recommends the necessity for proper engagement and more responsive efforts to address the welfare needs of students by relevant authorities.]]>
<![CDATA[Artificial Intelligence and the Tripartite Role of University Teachers ]]>
<![CDATA[Fasanmi, Success Ayodeji]]>;
<![CDATA[Seyama, Sadi]]>
<![CDATA[ Studies in Learning and Teaching Vol. 6 No. 1 (2025): April ]]>
Publisher : <![CDATA[CV Sinergi Ilmu dan Publikasi ]]>
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DOI: 10.46627/silet.v6i1.507
<![CDATA[Artificial intelligence (AI) is making impact in every field of study, various aspects of human life, and the higher education sector. The functioning of the university revolves around three main functions which include teaching, research and community service. This study examined the impact of AI on the performance of the three core functions of the university teacher. The theoretical framework for the study is the connectivism theory, which is of the view that technology plays a crucial role in connecting teachers, researchers, and learners to a vast amount of information. Using the thematic review approach and available secondary data on impact of AI on teaching, research and community service, the desktop design was employed for the paper. The desktop design is concerned with cross-referencing and collection of data from existing resources such as academic publications, empirical reports and bulletins. The findings of the study established that the emergence of AI in higher education is a positive development which has made the task of teaching, research and community service easier with the various AI support tools. The study concluded by emphasizing the need for education stakeholders to use various AI tools responsibly.]]>
<![CDATA[Impact of Teachers' Pedagogical Content Knowledge on Learner Outcomes in Libode Sub-District, South Africa ]]>
<![CDATA[Mjobo, Nobabalo Mandisa]]>;
<![CDATA[Cishe, Elphina Nomabandla]]>;
<![CDATA[Omojemite, Matthew Damilola]]>
<![CDATA[ Studies in Learning and Teaching Vol. 6 No. 1 (2025): April ]]>
Publisher : <![CDATA[CV Sinergi Ilmu dan Publikasi ]]>
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DOI: 10.46627/silet.v6i1.508
<![CDATA[The effectiveness of reading instruction in the Foundation Phase (FP) is critical for developing learners' reading abilities. Despite this, FP teachers often face challenges related to their pedagogical content knowledge (PCK), teaching methods, and lesson preparation. This study investigates the impact of teachers' pedagogical content knowledge on learner outcomes in Libode Sub-District. The study was quantitative research which involved the use of descriptive research design. The population of the study was 200 teachers. Systematic random sampling was used to select forty (40) Grade 3 teachers. Teachers from all participating schools were allocated numbers 1 - 200, which were put in a hat. The main question addressed by the study requires the understanding of the contribution of FP teachers’ lack of reading pedagogical content knowledge to Grade 3 learners’ inability to read EFAL texts. Data were evaluated using analytical and logical reasoning to examine each component of data provided. The study's findings reveal a significant challenge in stimulating reading both inside and outside the classroom. Teachers in this group encounter difficulties that may be due to factors such as limited resources, insufficient parental involvement, and inadequate professional development. It was recommended that schools increase the availability of diverse reading resources, enhance parental involvement, provide targeted professional development for teachers, and promote student-centered approaches to reading instruction.]]>
<![CDATA[“Asah Asih Asuh”: Learning Concept at Kasih I-CARE Nusantara Borobudur School ]]>
<![CDATA[Pramudia, Rosa Virginia Cindy]]>;
<![CDATA[Sarjiwo, S]]>;
<![CDATA[Probosini, Agustina Ratri]]>;
<![CDATA[Alfan, Syafiq Faliq]]>
<![CDATA[ Studies in Learning and Teaching Vol. 6 No. 1 (2025): April ]]>
Publisher : <![CDATA[CV Sinergi Ilmu dan Publikasi ]]>
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DOI: 10.46627/silet.v6i1.516
<![CDATA[The school serves as a crucial setting for children's learning and personality growth. Within this environment, the essential foundations of knowledge, skills, and moral values are instilled in the younger generation. Kasih I-CARE Nusantara School reflects this principle through its vision and mission to provide quality education using the “asah asih asuh” approach. This research aims to explore the concept of “asah asih asuh” education through tembang dolanan at Kasih I-CARE Nusantara Borobudur School. The research method used is qualitative research with a case study approach. The object of the research is the concept of asah asih asuh applied in the school, while the research subjects include teacher who are also the founders of the school, 3 other teachers, 2 employees, 2 parents of students and 2 students themselves. The data collection techniques used include direct observation, in-depth interviews, and document collection. Data validity was ensured through triangulation of techniques and sources. Data analysis was conducted through three main stages: data reduction to identify key themes; data presentation to organize findings in a structured manner, and conclusion drawing to make in-depth interpretations of the data collected. Data verification was conducted directly and indirectly through the WhatsApp application to obtain additional clarification if needed. The results showed that the concept of sinau kanthi seneng can be found in the asah asih asuh education implemented at Kasih I-CARE Nusantara Borobudur School. This illustrates that the joyful learning approach not only improves learning effectiveness, but also strengthens social and emotional values that are important in the holistic development of learners.]]>
<![CDATA[The Teacher Recruitment and Deployment in Pakistani Private Schools ]]>
<![CDATA[Ahmed, Nadeem]]>
<![CDATA[ Studies in Learning and Teaching Vol. 6 No. 1 (2025): April ]]>
Publisher : <![CDATA[CV Sinergi Ilmu dan Publikasi ]]>
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DOI: 10.46627/silet.v6i1.523
<![CDATA[Teacher recruitment and deployment is one of the most essential ingredients of the school and teaching-learning process. Therefore, schools must recruit and deploy qualified, skilled, and professional teachers to satisfy learners’ educational requirements. The research aimed to examine the process and type of teacher hired in Pakistani private schools to teach learners. A phenomenological approach of qualitative research was employed to conduct the study. The purposive sampling method was utilized to undertake the research. Two focus groups discussion and six individual face-to-face interviews were conducted in two different private schools. It was found that teacher recruitment and deployment in private schools is a serious concern that needs to be addressed. Based on the findings, most middle-class private schools are facing a challenge to attract, recruit, and retain qualified teachers. The intention to gain maximum revenue impels these individual-owned business enterprise private schools to recruit under-qualified females on lower salaries. Moreover, non-availability and not-in-practice of the recruitment policies, procedures, and yardsticks are also reasons for under-qualified teachers’ recruitment. It is thus necessary for private schools to recruit qualified teachers for better teaching-learning.]]>
<![CDATA[An Enquiry into Learners' Disengagement from Schooling-South African Secondary Schools: Teachers' Perspective ]]>
<![CDATA[Ahmed, Nadeem]]>
<![CDATA[ Studies in Learning and Teaching Vol. 6 No. 1 (2025): April ]]>
Publisher : <![CDATA[CV Sinergi Ilmu dan Publikasi ]]>
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DOI: 10.46627/silet.v6i1.524
<![CDATA[Learners’ disengagement from schooling exhibit behaviors that evade being on track for learning, resulting in learners’ lower academic performance, and a serious concern of South African secondary schools. The high probability of learners’ disengagement from schooling (45%) in South Africa is not only a concern for learners, teachers, and schools but it is also a concern for a family and society. Thus, the research intends to examine the factors associated with learners’ disengagement from schooling at secondary schools. The research employed a generic qualitative research approach. A total of eighteen teachers from six secondary schools were selected to undertake the research by employing a purposive sampling technique. It was identified that multiple factors play a negative role which leads learners to disengage from schooling. Disengagement negatively impacts learners’ academic achievement and results in low performance. Low-performer learners have behavioral and social issues with peers and long-term negative effects on their future lives. Moreover, disengaged learners have more probability of being involved in drug abuse and have a higher risk of dropping out of school. During the research, it was found that poverty and socio-economic background, teenage pregnancies, drug abuse, and broken family structure are some of the major challenges that South African society faces and are the main factors that influence learners’ disengagement from schooling. The schools that choose to accomplish the research deal with learners from diverse backgrounds. Learners from these backgrounds cannot engage themselves with schooling because of the shortage of essential educational resources, and lack of motivation and guidance from parents. It is hence mandatory for the parents, teachers, and society to address the challenges to minimize learners’ disengagement ratio from schooling.]]>
<![CDATA[Pre-Service Mathematics Teachers’ Responses to Mathematics Word Problem with Contradictory Information in Context ]]>
<![CDATA[Saleh, Sitti Fithriani]]>;
<![CDATA[Mutmainnah, M]]>;
<![CDATA[Abdullah, Abdul Halim]]>;
<![CDATA[Baharullah, B]]>;
<![CDATA[Akbar, Muh.]]>;
<![CDATA[Mohamad, Nurain Nadhirah]]>
<![CDATA[ Studies in Learning and Teaching Vol. 6 No. 1 (2025): April ]]>
Publisher : <![CDATA[CV Sinergi Ilmu dan Publikasi ]]>
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DOI: 10.46627/silet.v6i1.527
<![CDATA[Most mathematics word problems contain real-life context, but not all are relevant to real-life reality. Despite the mathematical solvability of these problems, their contexts may be contrary to the facts in the real world. This study explored the responses of pre-service mathematics teachers while facing the mathematics word problem containing contradictory information within a real-life context. A total of 48 pre-service mathematics teachers from various cohorts participated in this study. The participants were asked to solve a mathematics word problem that was designed to be solvable mathematically but presented a situation that contradicted to real-life context. The findings reveal that while the participants are adept at mathematical procedures, many did not realize and some were confused by the anomalies within the problem context. Only a few of them recognized the contradictory information and stated that the problem was illogical or impossible. This study specifically explores the gap between mathematical solvability and the relevance of real-world contexts in word problems. Most previous research has primarily focused on pre-service teachers’ ability to solve mathematical problems without examining whether they notice the anomalies in the problem’s context. This study emphasizes raising pre-service mathematics teachers’ awareness of the real-life context in mathematics word problems.]]>
