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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
Education and Empowerment Service Program at Halfway Houses in the Special Region of Yogyakarta Septiarti, Serafin Wisni; Sugito, S; Setiana, Dafid Slamet; Hakim, Septian Rahman; Booribon, Gumpanat
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.v6i2.622

Abstract

This research focuses on developing a prototype model of education and empowerment services at halfway houses with the aims of: 1) to produce a prototype model of education and empowerment services that is feasible and practical for use in the management of halfway; 2) to determine the feasibility of the service model; and 3) to determine the practicality of the education and empowerment service model. The research method used is R&D which refers to the Borg & Gall development procedure consisting of problem definition, initial information gathering, planning, initial development, expert validation, revision, initial field trial, continuous revision, full implementation, and evaluation. The validation test subjects were carried out through expert judgement by media/prototype experts and community empowerment experts. The subjects of the product practicality trial were 12 shelter managers. Data collection techniques using validation instruments and product practicality questionnaires. The data that has been obtained is analyzed quantitatively and qualitatively. The assessment results were analyzed by calculating the average ideal score and ideal standard deviation. The results of this study are: 1) producing a prototype model of education and empowerment services at halfway houses through the input, process, and termination stages; 2) the prototype model produced is feasible to use with a very good feasibility category; 3) the prototype model produced is practical to use with a very practical category. Through efforts to improve the management model of the halfway house, it is hoped that it can optimize its role as the spearhead of handling street children.
Navigating AI in Producing Cohesion Devices in the Preparatory Paragraph of the Essay Maisa, M; Agustien, Najwa Septya; Fanany, Syarla Salsabilla; Wirabhakti, Agus; Kereibayeva, Aigerim
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.v6i2.642

Abstract

Even though technology is the subject of numerous studies, none of them have systematically investigated the upgrading of technology skills in navigating AI to produce cohesion devices, especially in preparatory paragraphs in writing in the ELT context. The investigative approach employed in this study utilized qualitative descriptive methods with thematic and written discourse analysis. The aim of the research is to find out how the teacher students navigate the AI in creating Cohesion Devices in the Preparatory Paragraph of the Essay. The data for this study comprised introductions extracted from the final project essays of English Department undergraduate students during the academic year of 2020-2021. The findings of this study imply that students are less exposed to diverse AI-supported writing because they only integrate ChatGPT, Grammarly, Quilbot, and DeepL AI writing tools in their essays. Students found themselves indirectly using AI, but they also used their critical thinking skills. Brainstorming, Structured Questioning, Idea Selection, and Appropriate Choice are the lead indicators to perceive AI Suggestion adaptation.
Supporting Factors of Student Exchange Programs: An Analysis of Students’ Perceptions Supriyanto, S; Hisham, Ts. Syariffanor binti; Roesminingsih, Erny; Nuphanudin, N; Wulandari, Ayu; Muhimmah, Hitta Alfi; Wibowo, Amiruddin Hadi; Sabariah, S
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.v6i2.671

Abstract

This study describes the perceptions of outbound and inbound students about various supporting factors of the student exchange program at Universitas Negeri Surabaya. This study used an evaluation research design with a descriptive quantitative approach. Data were collected through a questionnaire and analyzed using descriptive statistics. The results show that most respondents said pre-departure communication and support from the university were good or very good. Students also felt ready to join the program, helped by their own motivation and support from their families. They thought it was good that they could take different courses and get cross-credit. However, there were still some problems with adjusting the curriculum. The collaborative learning process and active participation in seminars and workshops strengthen the student learning experience. In addition, the level of tolerance and social acceptance between exchange program students and regular students is very high. This study provides a comprehensive empirical picture of the implementation of the student exchange program and can be a reference for developing more inclusive and adaptive policies in higher education.
Exploring the Teachers’ Understanding of the Role and Functionality of School-Based Support Teams Netshipale, Adziliwi Martha; Tlale, Lloyd Daniel Nkoli; Phala, Thembi Anastacia Lucky
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.v6i2.594

Abstract

Teachers’ understanding of the role and functionality of School-Based Support Teams is critical in executing the responsibilities of teaching, learning and provision of additional support to their learners. The study explored participants’ views, experiences, knowledge and practices on their understanding of the role and functionality of school-based support in education. Qualitative approach, interpretivism paradigm, and instrumental case study design were adopted. Purposeful sampling method was used to select 35 participants from five rural secondary schools (ten members of school governing bodies, five principals, fifteen teachers who were members of school-based support teams and five district-based support team members). Questionnaires, field notes, focus groups and individual interviews were used to collect data. The results showed that teachers had a clear understanding of the role and functionality of school-based support teams. However, due to time constraints, they prioritize the completion of a syllabus over engaging in support teams. The study's recommendations included the provision of additional human resources in schools to assist teachers.
One Plus One Equals Three: The Synergy Between GenAI and Writing Centers in ESL Writing Development Maphoto, Kgabo
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.v6i2.599

Abstract

This article examined the intersection of Generative Artificial Intelligence (GenAI), writing centers, and English as a Second Language (ESL) student support. It posed the central research question: ‘How can writing centers effectively integrate GenAI to support ESL student writers? The novelty of this research lies in its conceptual exploration of integrating GenAI into writing centers within a South African distance education (DE) context. The article addressed how this synergy can provide targeted, responsive, and culturally sensitive writing support designed for linguistically diverse students. The article conducted a comprehensive literature review and thematic synthesis, reviewing 35 scholarly sources to explore the theoretical and practical implications grounded in Sociocultural Theory (SCT). A conceptual design was employed to investigate the integration of GenAI in writing centers and its potential to support ESL students’ academic writing development. Results indicate that GenAI tools act as cognitive mediators, providing scaffolded support that enhances writing fluency, grammatical accuracy, and learner autonomy, particularly beneficial for DE students who often face isolation and limited access to human tutors. However, concerns such as over-reliance on GenAI tools, epistemological bias, and digital inequities highlight the need for human-mediated guidance and ethical integration. The article concluded that despite existing challenges, GenAI holds transformative potential as a complementary tool to enhance writing instruction. It advances inclusivity, self-regulated learning, and academic success among ESL students in multilingual and digitally constrained contexts.
Evaluating Student Activity and Learning on Moodle: A Data-Driven Analysis and Insights of Usage Reports Mbodila, Muneinge; Elegbeleye, Femi
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.v6i2.623

Abstract

Learning Management Systems (LMS) are extensively utilized to enhance teaching and learning in higher education institutions. These platforms provide invaluable insights into users' usage data and behavior within the online environment. Therefore, evaluating users' activity on these platforms is essential to maximize their effectiveness. This study aims to evaluate usage reports and engagement patterns and analyze online student learning activity using Moodle's tracking features. To achieve this, statistical and visualization techniques were employed to analyze student data from a year-long module delivered in a blended mode during the first semester at a South African university. The study utilized LMS log data to evaluate students' and instructors' usage patterns and engagement levels on the online platform, focusing on module-related activities. The data mining analysis revealed that LMS usage was significantly higher when students were on campus during the first semester and relatively lower when off-campus or in residence. In addition, no significant differences were observed in the type of LMS tools used or module activities across the eight months of the first semester. In conclusion, this data-driven approach and its findings underscore the importance of monitoring LMS activity.
Unveiling Science Edupreneurship: Perspective Analysis on Trends and Impact on SDGs Sunarti, Titin; Hariyono, Eko; Isnawati, I; Sunni, Fajriatul Mufarriha; Dawana, Irgy Redityo; Wardi, Ladika Zuhrotul; Arivi, Maharani Agustina
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.v6i2.632

Abstract

In this dynamic era, introducing entrepreneurship into science education can produce entrepreneurial-minded graduates capable of creating independent businesses. This concept is essential in basic science, enabling the use of scientific concepts to develop innovative solutions. This research aims to explore the trends in science edupreneurship and its impact on SDGs through bibliometric analysis. The literature review and Meta-Analyses (PRISMA) method were used in this study, combined with bibliometric analysis using the Scopus database. The findings show that research on science edupreneurship has increased significantly over the last 10 years. The most common document type is articles, with the majority of sources coming from journals, and the most publications contributed by the United States of America. The results of this study provide a broad overview of the importance of integrating science edupreneurship and its impact on SDGs. The mapping results also offer several strategic recommendations, including the need to further develop interdisciplinary approaches to meet the challenges of education and innovation. Additionally, the use of educational technology and innovative teaching methods should be considered to enhance learning effectiveness. International collaboration among researchers and institutions is also necessary to share knowledge and develop effective strategies. Education tailored to the individual needs of students is recommended to ensure effective learning. Integration with local communities and industries can increase the relevance of education to the relevance of industries’ needs.
Optimizing Family and School Partnership in Managing Learners' Behavioural Problems in a Full-Service School Setting Mekgwe, Tumelo; Maseko, Nonhlanhla; Sedibe, Mabatho
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.v6i2.639

Abstract

ersistent learners’ behavioural problems in many schools disrupt the teaching and learning process. Every learner has specific demands, and when those needs aren't met at a given point in the educational process, children start acting strangely. This qualitative study explored strategies that families and teachers can employ to manage learners’ behavioural problems in schools in the North West Province. The study was underpinned by Bronfenbrenner's ecological model and the Ubuntu theory. The data were extracted through semi-structured interviews, focus group interviews, and document analysis from twenty-four purposively sampled parents and teachers from two full-service schools. The data were analyzed thematically. Ethical considerations maintained during the investigation include maintaining participants’ confidentiality, obtaining informed consent, ensuring anonymity, and promoting voluntary participation. The findings of this study indicated that effective school and family partnerships are crucial in managing learners’ behavioural problems. Furthermore, the findings reveal that some parents and teachers outlined a welcoming environment, training, consistent communication, and partnership values as strategies that can be adopted to ensure effective family and school partnerships in managing learners' behavioural problems. It was thrilling that both parents and teachers committed to effectively partnering and being agents of change in the development of learners so that they become responsible citizens. This study concludes that the realization of effective family and school partnerships depends on identifying and implementing Ubuntu principles of respect and care. This study also provides a model that is practically usable in inclusive educational settings and contextually grounded, since it uniquely examines how families and full-service schools might optimize their collaborative efforts in managing learners’ behavioural problems.
Generative AI in Higher Education: Perception and Attitude of Students from a University in South Africa Megbowon, Funmilola Kemi
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.v6i2.641

Abstract

This study explores the perception and attitude of university students in a South Africa-based institution towards generative AI. The specific objectives of the study are to i) examine students’ attitude towards generative AI, ii) assess students’ perceptions of the impacts of generative AI on learning dynamics, and iii) access students’ views regarding the ethical use of generative AI. Premised on the Technology Acceptance Model, the study takes an exploratory approach hence, a qualitative research method that allows gathering of non-numeric data was adopted. Data was obtained through open-ended structured interviews from first-, second-, and third-year students of the Department of Arts. Generally, the findings indicate a positive attitude towards the use of generative AI with the recognition of generative AI-embedded tools’ potential in enhancing learning by providing personalized learning support and tailored learning resources. In terms of attitude, a mix of excitement, skepticism, ethical concerns evaluative trust in generated information, and reflective compliance was observed. Equally, while generative AI was agreed to be an ethical learning aid, it was, however, perceived that ethics in its use are to be dependent on context, intent, and personal accountability. The study concludes on the need for institutions to create awareness, guidelines, and training to address issues on the ethical use of GenAI tools by higher education students.
Optimizing Ethnopedagogy-Based Teaching Skills of Prospective Elementary School Teachers: A Study on the Implementation of the SMILE Model Hendratno, H; Istiqfaroh, Nurul; Kharisma, Nanda Veruna Enun; Fakhrudin, Ali; Jehyeh, Nureeman
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.v6i2.663

Abstract

This study aims to examine the effectiveness of the SMILE model (Sustainable, Multicultural, Inclusive Learning Evaluation) in optimizing ethnopedagogy-based teaching skills among prospective elementary school teachers. The main issue addressed in this research is the limited integration of local values and cultural wisdom in the teaching practices of teacher candidates, which may hinder the development of students' cultural identity. The study was conducted at a public university in Indonesia, involving 180 students from the Elementary Teacher Education Program. A quasi-experimental method with a quantitative approach was employed. Research instruments included an observation sheet for teaching skills and an ethnopedagogical perception questionnaire, both of which had been tested for validity (r > 0.70) and reliability (α = 0.89). Data were analyzed using paired t-tests and ANCOVA to measure the effectiveness of the intervention. The results showed a significant increase in ethnopedagogy-based teaching skill scores (pretest mean = 71.43; posttest mean = 85.62; p < 0.001). The findings conclude that the SMILE model is effective in preparing teacher candidates to integrate local cultural values into the learning process, thereby supporting sustainable education rooted in local identity.

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