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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. 6 No. 1 (2025): April" : 21 Documents clear
Algebraic Question Types in Grade 10 Mathematics Textbook: A Cognitive Perspective Sibiya, Mandlenkosi Richard; Sekao, David; Ogbonnaya, Ugorji
Studies in Learning and Teaching Vol. 6 No. 1 (2025): April
Publisher : CV Sinergi Ilmu dan Publikasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46627/silet.v6i1.531

Abstract

Mathematics education depends on textbooks as the primary source of information for both teachers and learners while providing essential tasks that develop cognitive skills. The types of tasks used in these resources directly affect learners’ cognitive growth and show why textbooks must contain various question types. Current research lacks examination of mathematics textbooks in South African schools, even though learners consistently perform poorly in mathematics. This study investigated whether a widely used Grade 10 Mathematics textbook challenged learners to various question types that help build problem-solving skills and high-level thinking. A deductive content analysis approach evaluated 1 360 questions from the textbook’s algebra content, including algebraic expressions, exponents, equations and inequalities, number patterns, and functions. The research results indicated that most questions (62%) required routine calculations while the content lacked questions that required higher-order cognitive skills such as problem-solving, argumentation and interpretation. The assessed textbook appears to fail learners by not adequately developing critical thinking skills that learners need for both future advanced math classes and practical applications. The study recommends more diverse question types in mathematics textbooks to develop learners’ cognitive skills and problem-solving abilities.
Evaluation of the Implementation of the Merdeka Belajar Kampus Merdeka (MBKM) Policy at the Faculty of Languages, Arts, and Culture: Student Perspectives Kencana, Bekti Anggi Kuala; Sari, Esti Swatika; Suryaman, Maman; Gang, Huang
Studies in Learning and Teaching Vol. 6 No. 1 (2025): April
Publisher : CV Sinergi Ilmu dan Publikasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46627/silet.v6i1.545

Abstract

The objective of this study is to examine the implementation of the Merdeka Belajar Kampus Merdeka (MBKM) policy at the Faculty of Languages, Arts, and Culture, Yogyakarta State University, from the perspective of students. The study adopts a mixed-methods approach, integrating quantitative data collected from questionnaires filled out by 63 participants with qualitative insights obtained from interviews with 2 MBKM lecturers and 2 students who have taken part in the MBKM program. The study investigates students’ understanding, satisfaction, perceived effectiveness, and relevance of the MBKM program, as well as challenges faced during its implementation. Results indicate that students generally understand the MBKM objectives and benefit from enhanced skills, practical experiences, and preparation for the workforce. However, issues such as administrative complexity, limited guidance, and insufficient socialization were identified as significant barriers. The study highlights the need for improved information dissemination, streamlined administrative processes, and stronger institutional support to enhance program effectiveness. The novelty of this study lies in its focus on student perspectives, offering valuable insights into how the MBKM policy impacts educational experiences and identifying actionable recommendations for program improvement. This study contributes to the ongoing evaluation of MBKM, ensuring it aligns with students' needs and institutional objectives in preparing graduates for the 21st-century workforce.
Analysis of Mathematical Critical Thinking Skills in Non-Formal Learning Based on Learning Assistance Setiana, Dafid Slamet; Hakim, Septian Rahman; Booribon, Gumpanat
Studies in Learning and Teaching Vol. 6 No. 1 (2025): April
Publisher : CV Sinergi Ilmu dan Publikasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46627/silet.v6i1.561

Abstract

This research aims to analyze students' critical thinking skills in non-formal learning based on learning assistance for elementary school level students in the gemstone craft center area of Sukodono Village. The type of research is descriptive research with a quantitative approach. The research subjects were elementary school age students who had previously been provided with non-formal learning assistance using techniques to stimulate critical thinking. Test results are analyzed based on scoring guidelines and critical thinking indicators, then converted into scores and categorized based on critical thinking skills criteria. The novelty of this research is that the analysis of critical thinking skills in non-formal learning has never been carried out before. Analysis of critical thinking skills indicators shows the value of the Focus indicator of 85.7 (very high); Reason indicator of 63.2 (high); Inference indicator of 78.5 (high); Situation indicator of 73.8 (high); Clarity indicator of 70.4 (high); Overview indicator of 58.7 (fair). This indicates that non-formal learning based on learning assistance is useful in improving aspects of knowledge, especially in critical thinking skills. Therefore, non-formal education can be used as an alternative method in increasing the potential of students as a support for formal learning.
Character Education Curriculum of Primary School in Taiwan vs Indonesia: A Comparison Study: Teachers Implement Character Education Efendi, Moch Yusuf; Maryono, Ahamd; Syarifah, Laili; Ha, Luong Ngoc
Studies in Learning and Teaching Vol. 6 No. 1 (2025): April
Publisher : CV Sinergi Ilmu dan Publikasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46627/silet.v6i1.586

Abstract

This study employed a quantitative method with a comparative survey design to examine the character of education in primary school curricula in Taiwan and Indonesia. A total of 330 teachers (165 from each country) participated in the study. The research focused on curriculum content, character-building methods, and educational approaches. Data were collected through a structured questionnaire and analyzed using t-tests. The findings revealed that both countries emphasize character education through structured programs beyond formal learning. In Taiwan, the development program involves collaboration between principals and teachers, while in Indonesia, principals supervise teachers in implementing character values across intra- and extracurricular activities. This study used a quantitative survey design to compare character education in Taiwanese and Indonesian primary school curricula, involving 330 teachers from both countries. It examined curriculum content, character-building methods, and educational approaches in each system. Findings showed that both countries emphasize character education, with Taiwan favoring principal-teacher collaboration, while Indonesia emphasizes principal-led supervision in both intra- and extracurricular settings.
Exploring the Role of Fathers in the Lives of Children in Eswatini Dlamini, Bakhe; Mpofu, Phumuzani
Studies in Learning and Teaching Vol. 6 No. 1 (2025): April
Publisher : CV Sinergi Ilmu dan Publikasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46627/silet.v6i1.603

Abstract

The absence of fathers is a widespread issue that quietly undermines communities across the globe, and the Kingdom of Eswatini is no exception. This study aimed to explore how fathers contribute to their children's growth, identify barriers to their involvement, and propose strategies to foster greater paternal engagement in parenting. A transformative qualitative design was employed, utilizing purposive sampling to select participants. The sample consisted of four juvenile schoolteachers two males and two females, four male inmates aged between 20 and 35, four young adults aged between 20 and 25, and four parents (both fathers and mothers). Data was gathered through semi-structured and focus group interviews, which were analyzed thematically to uncover key insights. In response to our first research question, the study found that fathers contribute to their children’s development by: 1) providing basic needs, 2) instilling discipline, 3) offering positive role models, 4) ensuring emotional stability, 5) showing love, and 6) protecting their children. Regarding the second research question, which explored the reasons why fathers may not be supporting their children, the following barriers emerged: 1) involvement with new partners, 2) children being used to settle parental disputes, 3) inherent negligence in some fathers, 4) lack of financial resources, 5) insufficient grooming on how to be a responsible father, and 6) disputed paternity. For the final research question, which focused on strategies to enhance father involvement, the following themes were identified: 1) awareness programs on the importance of father involvement in a child’s life, 2) educating parents, especially women, to avoid using children in conflicts, 3) conducting DNA tests in cases of disputed paternity, and 4) encouraging current fathers to serve as good role models.
Investigating Teacher Instructional Strategies in the Teaching of Natural Sciences in the Senior Phase Netshivhumbe, Ndivhuwo Prudence
Studies in Learning and Teaching Vol. 6 No. 1 (2025): April
Publisher : CV Sinergi Ilmu dan Publikasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46627/silet.v6i1.609

Abstract

This paper examined the instructional strategies used by senior phase natural science teachers in schools located in the Vhembe District, Limpopo Province. The study employed a qualitative case study approach, with one natural science teacher from each of the three selected schools participating. Data were collected through semi-structured interviews and classroom observations. The findings of the study revealed that teachers employed a variety of teaching methods, explanatory frameworks, and activities as instructional strategies. These strategies facilitated interactions between learners and their teachers, as well as between learners and the subject matter. However, opportunities for learners to engage with one another were limited, as teachers primarily conveyed a significant amount of information to the class. Additionally, the study highlighted that the participating teachers did not have natural science as part of their formal teaching qualifications. Based on these findings, it is recommended that continuous development programs focus not only on subject matter knowledge but also on instructional strategies relevant to specific topics. Furthermore, the government should consider investing in the construction of laboratories and community libraries, as well as providing schools with qualified subject teachers and adequate teaching materials to support effective teaching and learning.
User Experience Analysis: ChatGPT-based AI in Islamic Religious Education Learning Nisa, Wahdatun; Sulaiman, Mashithah
Studies in Learning and Teaching Vol. 6 No. 1 (2025): April
Publisher : CV Sinergi Ilmu dan Publikasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46627/silet.v6i1.612

Abstract

The purpose of the study was to analyse the user experience of ChatGPT-based AI in Islamic education learning. This study used a quantitative approach with a survey research type, with 84 teachers in Teacher Professional Education (PPG) as the respondents. The instrument had twenty-six items and six scales and was analysed using ueq-online.org. The study's findings demonstrated the value of incorporating AI under the direction of experienced educators in the subject of Islamic religious studies, on the six scales of user experience: Attractiveness, Efficiency, Perspicuity, Dependability, Stimulation, and Novelty, found on the benchmark above average, except on the Stimulation scale the results were good, meaning that the Stimulation value has shown more attention for Islamic Education teachers, In conclusion, even if the study's findings are outstanding, it is crucial to apply ChatGPT-based AI in Islamic education by taking consideration of students' interests, difficulties, and other barriers to make learning more innovative and effective.
Analysing Educational Support Systems for Life Sciences Teachers in Integrating Environmental Education Munasi, Khathutshelo Ronald
Studies in Learning and Teaching Vol. 6 No. 1 (2025): April
Publisher : CV Sinergi Ilmu dan Publikasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46627/silet.v6i1.614

Abstract

Increasing environmental literacy and promoting sustainable development rely on the integration of Environmental Education (EE) into the Life Sciences curriculum. This study examines the support mechanisms available to Life Sciences teachers in the Vhembe District of South Africa, focusing on policy documents, instructional materials, and subject advisors. Data was collected through document analysis and semi-structured interviews with Life Sciences teachers and a subject advisor, employing a qualitative, phenomenological case study design. Based on Bronfenbrenner's Ecological Systems Theory, the results show that materials like textbooks and the Curriculum and Assessment Policy Statement (CAPS) only give basic advice and don't show how to effectively include EE in the curriculum. Subject advisors, while potentially valuable, face systemic constraints, emphasizing general curriculum objectives over specialized EE support. The study underscores the need for enhanced professional development, targeted resources, and better alignment between policy and classroom practices to support effective EE integration.
Analysis of Natural Science Problem Solving Ability at Junior High School on Temperature and Heat Material Arrayan, Hamdi; Suprapto, Nadi; Munasir, M; Ilhami, Fasih Bintang; Sihombing, Rizky Agassy
Studies in Learning and Teaching Vol. 6 No. 1 (2025): April
Publisher : CV Sinergi Ilmu dan Publikasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46627/silet.v6i1.620

Abstract

This research aims to examine junior high school students' problem-solving abilities on the topic of temperature and heat. A qualitative descriptive method was employed, involving 20 seventh-grade students from SMP Negeri 1 Ngoro during the 2024/2025 academic year. The instrument used was an essay test, with problem-solving indicators based on Polya’s stages: understanding the problem, devising a plan, carrying out the plan, and reviewing the solution. The findings revealed that students’ performance across these four stages remained relatively low. Most students tended to bypass crucial steps and proceeded directly to the solution without proper planning. Only a few were able to follow the entire process coherently and accurately. These results are consistent with previous studies, highlighting that students’ problem-solving skills vary significantly depending on their ability level. Therefore, more contextual, interactive, and student-centered learning strategies are necessary to enhance critical and scientific thinking skills in problem-solving.
Exploring High School Students’ Perception of Mobile-Cipta Puisi (MCP) Application Kartini, Ari; Sunendar, Dadang; Sumiyadi, S; Yulianeta, Y; Zuhro, Putri Fatimatuz
Studies in Learning and Teaching Vol. 6 No. 1 (2025): April
Publisher : CV Sinergi Ilmu dan Publikasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46627/silet.v6i1.626

Abstract

This study aims to explore students' perceptions of Mobile-Cipta Puisi (MCP), a digital learning application designed to foster creativity and enhance the learning experience in poetry writing. This study employed a descriptive quantitative approach utilizing a survey design. Data were collected using a Likert-scale questionnaire covering two main aspects: students’ responses to the application's format and usefulness, and their reactions, including interest and self-confidence. A total of 126 tenth-grade high school students from five schools in Garut Regency participated as respondents. The collected data were analyzed descriptively using descriptive statistical methods. The results indicate a notably positive reception of MCP, with an average score of 83% across both measured aspects. Features such as relaxation music, the ability to save and share poetry, and access to inspirational poems were particularly appreciated for making the poetry-writing process both enjoyable and accessible. A novel contribution of this research lies in the development and testing of MCP as a poetic learning tool that not only offers a digital writing medium but also integrates emotional and collaborative support features elements that are rarely found in similar applications within the context of Indonesian literary education.

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