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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 20 Documents
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Search results for , issue "Vol. 6 No. 2 (2025): August" : 20 Documents clear
The Role of Social Media in Education: A Case Study of Tertiary Students’ and Lecturers’ Perceptions at a South African University of Technology Ndukwani, Tiyiselani; Smith, Corle; Rwodzi, Christopher
Studies in Learning and Teaching Vol. 6 No. 2 (2025): August
Publisher : CV Sinergi Ilmu dan Publikasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46627/silet.v6i2.490

Abstract

The use of social media has affected the landscape of learning and is prompted by the need to communicate using novel Internet platforms. Social media serves as a networking database with a plurality of messages, allowing individuals to be connected. This paper explores the role of social media in education. The research problem stems from the growing integration of social media in educational environments, which raises questions about its effectiveness, challenges, and impact on teaching and learning processes. The lack of a comprehensive understanding of lecturers’ and students’ perceptions creates a gap in incorporating social media in education effectively. It was a qualitative study underscoring the views of a selection of teachers and students. Twelve (12) participants at a University of Technology were sampled purposefully to solicit their views on the role of social media in education. It emerged from the responses of participants that using Facebook had privacy challenges, and opposing views surfaced due to a lack of time to keep tracking friends’ posts. The novelty of this study lies in its comparative exploration of Facebook and WhatsApp as educational tools, highlighting specific challenges like privacy concerns, trolling, and time constraints.
Re-imagining Transformative Pedagogies in Higher Education for Social Change and Equity Dyantyi, Ntsika; Mkabile-Masebe, Bulelwa
Studies in Learning and Teaching Vol. 6 No. 2 (2025): August
Publisher : CV Sinergi Ilmu dan Publikasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46627/silet.v6i2.526

Abstract

In the context of growing inequalities and diverse student populations, traditional pedagogical models often fail to address the complex socio-economic and cultural realities students face. This qualitative conceptual discourse argues that student-centred learning, critical thinking, reflexivity, and collaborative and participatory learning approaches are crucial for cultivating inclusive learning environments that empower all students, particularly those from marginalised communities. The study findings revealed that these approaches enhance social awareness and responsibility, promote inclusivity and diversity, and empower marginalised communities. Ultimately, this paper recommends that re-imagined transformative pedagogies should prioritise inclusive curricula, active and collaborative learning, and culturally responsive teaching to foster social change and equity in higher education. Higher Education Institutions (HEI) must integrate technology thoughtfully, promote student agency, and engage with communities. For long-term success, continuous professional development for lecturers and institutional policy changes are essential. This aligns with the Agenda 2063 and the Sustainable Development Goals (Goal 4) by promoting quality education, inclusive education, reducing inequalities, and fostering social change, contributing to Africa's development and global equity.
Understanding the Competency Levels of Art-Based Students in Utilising Technological Tools for Learning: A Case of a Digital Art Students Randle, Oluwarotimi
Studies in Learning and Teaching Vol. 6 No. 2 (2025): August
Publisher : CV Sinergi Ilmu dan Publikasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46627/silet.v6i2.563

Abstract

Using technology as a pedagogical teaching tool is a well-established concept, with numerous studies demonstrating its effectiveness in enhancing learning outcomes. However, few studies have explored the connection between technology and the proficiency of art-based students utilising technology for the purpose of designing and creating digital media, such as video games, comics, and animations. This study explored how facilitating conditions, prior access, and technology usage influenced the competency level of students. A quantitative descriptive approach was used to collect data from 119 students who voluntarily participated by completing an online questionnaire. Structural equation modelling was utilised to process the data obtained from the questionnaire results. The findings indicated that both computer self-efficacy and facilitating conditions had a positive effect on the perceived ease of use within a technological learning environment. This, in turn, influenced the competency of digital art students in utilising technology. Past exposure to technology influenced digital art students’ openness to experimenting with new game design and animation technologies in the technology playroom.
The Effectiveness of Video Vlog Media to Improve Communication and Emotional Skills of Children with ADHD: A Case Study at Elementary School in Surabaya Zahro, Dike Annisa Ramadina Az; Pinastika , Cahya Nastiti; Farah, Dhea Nailul; Suandi , Ristie
Studies in Learning and Teaching Vol. 6 No. 2 (2025): August
Publisher : CV Sinergi Ilmu dan Publikasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46627/silet.v6i2.564

Abstract

Attention Deficit Hyperactivity Disorder (ADHD) affects the development of communication and emotion management in children, which impacts their ability to interact in the school environment. This study aims to explore the use of video vlog media as a creative approach in helping two learners, Subject S and Subject A, at SDN Ketintang II Surabaya, who have been diagnosed with ADHD, with different characteristics. The research method includes direct observation, video analysis, and interviews with teachers. So based on the research methods, the results of this study show that the use of video vlog media significantly improves the communication and emotional skills of subject S compared to subject A, who is more closed in expression. Therefore, this video vlog media provides a platform that allows them to express themselves more freely, so that they can improve their communication skills and emotional management through an interpersonal approach. However, the importance of assistance by parents and teachers during the implementation is that it can provide the necessary direction to help children overcome the various challenges faced.
Global Research Trends on 21st Century Teacher Competency Using Bibliometric Analysis Chotijah, Hindun Yafa; Suparman, S; Kusumaningtyas, Dian Arta; Raman, Arumugam
Studies in Learning and Teaching Vol. 6 No. 2 (2025): August
Publisher : CV Sinergi Ilmu dan Publikasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46627/silet.v6i2.573

Abstract

Educators are critical facilitators of learning and development in the education system. This study investigates 21st-century teacher competencies in education between 2015 and 2024, analysing publication trends, citation patterns, and their alignment with the Sustainable Development Goals (SDGs). This study uses bibliometric analysis and systematic literature review methodologies, leveraging data from Dimensions.ai (January 15, 2025) via the PRISMA framework, which yielded 985 data points. Analysis through VOS viewer maps collaboration networks and assesses citation impacts, revealing a consistent rise in publications and citations over the period. Notably, the most cited works appeared in reputable, indexed journals. The bibliometric map identifies eight distinct clusters, with “21st-century skills” as the central theme. Current trends link teacher competencies to key areas such as Digital Competency, TPACK (Technological Pedagogical Content Knowledge), Pre-service Teacher preparation, Communication Skills, and Pedagogical Competence. Findings highlight a strong connection between 21st-century competencies and SDG 4 (Quality Education), underscoring their role in improving global education quality. The study emphasizes the necessity of equipping teachers with these competencies to address modern educational challenges effectively. The novelty of this study lies in its integrative approach to bibliometric and systematic review methods to comprehensively map global research trends and gaps in 21st-century teacher competencies over the past decade.
The Impact of Continuous Professional Teacher Development on Teacher Engagement Levels in Private Family Schools in South Africa Masha, Anthony Kambi; Agyeman, Nana Yaw Brenya
Studies in Learning and Teaching Vol. 6 No. 2 (2025): August
Publisher : CV Sinergi Ilmu dan Publikasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46627/silet.v6i2.588

Abstract

This was a case study that used a quantitative research approach to gauge educators’ perspectives on how management engages them in continuing professional teachers’ development (CPTD) in private family business schools (PFBSS). The study is set against the background that educators need to be engaged in their jobs for students to excel. However, literature suggests that engagement levels of educators are low in South Africa. A notable reason amongst them is the lack of CPTD. This ensures that schools provide education as a core building block in making South Africa a successful country. Without good schools that prepare young people for the world of work, the problems South Africa faces will remain intractable. Poor results impact the non-actualisation of the Millennium Development Goals, Sustainable Development Goals, National Development Plan, and the African Union’s Agenda 2063. This study examines the link between school-level support and engagement. This is an area that has received little attention in South Africa. The study utilised a non-experimental research design and a positivist paradigm to collect data through structured questionnaires and test the hypothesis using inferential statistics and non-parametric analysis techniques. The study revealed that CPTD predicts engagement levels of educators in PFBSS. The study recommended that educators should be exposed to CPTD sessions often to capacitate them. The study concluded that management in PFBSS should not ignore the human resources development aspect of CPTD.
Nationalism in History Learning: Reflections on Kampus Merdeka Learning Kurikulum Merdeka Through Modul Nusantara Program Naredi, Hari; Saripudin, Didin; Yulifar, Leli; Sjamsuddin, Helius
Studies in Learning and Teaching Vol. 6 No. 2 (2025): August
Publisher : CV Sinergi Ilmu dan Publikasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46627/silet.v6i2.596

Abstract

The purpose of the study is to explore the advantages and disadvantages of the Modul Nusantara Implementation Process, Independent Student Exchange, and Knowing Nationalism in History Learning in the Context of Kurikulum Merdeka. History teaching in high schools has undergone a significant transformation. This concept encourages students to be more actively involved in managing their learning, exploring personal interests, and increasing independence. Students have the freedom to choose historical topics that interest them, explore various perspectives, and develop research and analysis skills. History teachers act as facilitators, providing guidance and support. Even though history teaching has had many breakthroughs and developments to make learning interesting, this research analyzes and explores one universal breakthrough, namely the advantages and disadvantages of the Nusantara Module implementation process, independent student exchange, and to get to know nationalism in history learning in the context of the independent curriculum. This research uses a mixed-method approach using a sequential Explanatory design. The researcher collected and analyzed quantitative data first, followed by qualitative data collection and analysis to help explain or deepen the quantitative findings. The respondents of the study were the first batch of independent exchange students from the Ministry of Education and Culture. Semi-structured questionnaires, interviews, and document analysis were used as data collection strategies. The findings show that after taking Modul Nusantara, and third, related to pride in Indonesian culture, out of 52 respondents (100%), all stated that they were proud. Through Modul Nusantara, their love for their homeland could be increased.
Language of Instruction as a Limiting Factor in Learner Participation in the Classroom Netshivhumbe, Ndivhuwo Prudence
Studies in Learning and Teaching Vol. 6 No. 2 (2025): August
Publisher : CV Sinergi Ilmu dan Publikasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46627/silet.v6i2.608

Abstract

This study explored the role of the language of teaching and learning as a limiting factor in learner participation at selected schools in the Vhembe district. This research utilized an interpretative qualitative approach; the research involved physical science teachers and learners from three schools. Data were collected through classroom observations. The findings revealed that the use of English as the medium of instruction in physical science hindered both classroom interaction and discourse. Limited interaction was observed between teachers and learners, as well as among learners themselves, due to the use of a language that was neither the teachers' nor the learners' first language. As a result, learners struggled to engage fully in class activities because they did not completely understand the language of instruction. Additionally, the language barrier hindered their ability to grasp scientific concepts, ask questions, and participate in discussions. Based on these findings, the study recommends the development of teaching and learning materials in African indigenous languages to improve learner participation and performance. Furthermore, it advocates for the use of a language that both teachers and learners are comfortable with to enhance teaching and learning outcomes. The study highlighted how the language of instruction impacts learners' learning, while also suggesting ways to advocate for change.
Enabling Leadership Behaviours of Principals Leading Rural Primary Schools in the Ilembe District, South Africa Ncokwana, Zamokwakhe Thandinkosi; Blose, Sibonelo
Studies in Learning and Teaching Vol. 6 No. 2 (2025): August
Publisher : CV Sinergi Ilmu dan Publikasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46627/silet.v6i2.616

Abstract

This paper flows from a research project that examined the Principals’ lived experiences of leading rural primary schools. It focuses specifically on leadership behaviours enabling the principals in leading rural primary schools against challenging contextual realities. The servant leadership concept was adopted to frame our understanding of and engagement with participants’ experiences. Regarding the research method, we employed the narrative inquiry design to inquire into principals’ experiences. In keeping with this design, we generated field texts using a narrative interview, an unstructured type of interview. The generated field texts were subsequently analyzed through narrative analysis and analysis of narratives. The findings revealed important leadership behaviours that appeared to enable the participating principals in leading rural primary schools; these include embracing all stakeholders as a family, leading a rural school as a servant, and leveraging stakeholder support to benefit learners. In conclusion, we deduce that the participating rural primary school principals keep their schools afloat by setting themselves as servants who show support to all stakeholders and who are willing to go out of their way to solicit charity to expand the support.
Breaking the Cycle: School Leadership in Action for Creating a Bully-Free Learning Environment Mokoena, Mkhulu David; Letuma, Motsekiso Calvin; Makhasane, Sekitla Daniel
Studies in Learning and Teaching Vol. 6 No. 2 (2025): August
Publisher : CV Sinergi Ilmu dan Publikasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46627/silet.v6i2.621

Abstract

Bullying remains a persistent challenge, affecting both students and the overall school environment. Enhancing the school management team’s (SMT) capacity to address this issue helps create safer, more supportive environments that foster quality education, aligning with the fourth Sustainable Development Goal. This study explores strategies to enhance the leadership practices of SMT in addressing bullying in South African secondary schools. The study adopted an interpretative paradigm and a qualitative approach, with a multiple case study design. Three secondary schools and nine SMT members were selected using purposive sampling. Data was collected using semi-structured interviews and was analyzed thematically. The findings highlight several key areas for improvement. Professional development through workshops was identified as a crucial method for equipping SMT with the knowledge and skills to tackle bullying. The study also found that collaboration with external stakeholders, including the Department of Inclusive Education, the South African Police Service, correctional services, and Non-Governmental Organizations, is essential to provide a holistic response to bullying. Additionally, the study suggests that district-based support teams should broaden their scope, shifting from only curriculum-related matters to social challenges like bullying. Furthermore, integrating bullying prevention into the Life Orientation curriculum was recommended to raise awareness and equip students with the skills to prevent bullying. The study recommends regular training, greater collaboration, and curriculum reforms to foster a bullying-free school culture. The study concludes that a distributed leadership approach, where responsibility is shared among SMTs, external stakeholders, and the district, is essential for creating an environment where bullying can be managed.

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