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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. 3 (2025): December" : 20 Documents clear
Designing Better Educators: Impact of Using Active Learning to Enhance Design Thinking Training in Higher Education du Plessis, Yâchal
Studies in Learning and Teaching Vol. 6 No. 3 (2025): December
Publisher : CV Sinergi Ilmu dan Publikasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46627/silet.v6i3.566

Abstract

As educational institutions work to improve the quality of their instruction in a changing environment, the need for more dynamic and interactive methods of professional learning is becoming essential. Active learning workshops support immediate changes, as well as long-term enhancements in teaching strategies. The study assessed the effects a practical, hands-on approach to design thinking training had on educators' understanding and preparedness to implement design thinking principles. Using a longitudinal, mixed-method study, data were collected through a pre- and post-workshop survey over a two-week period. The study involved Human Resources Management (HRM) educators from a selected university in South Africa. Participants were diverse in gender, aged between 18 and 69, with experience ranging from less than 1 year to over 10 years. Furthermore, the majority of participants are of Black and Indian ethnicity. The research instrument for the study included a pre- and post-test structured questionnaire, including both open- and closed-ended questions. The study emphasized the advantages of professional development workshops that use a practical, hands-on approach to learning that will have an impact on students’ success. The results of the study demonstrated that participants showed a significantly better understanding and preparedness to implement design thinking after the workshop. Furthermore, data revealed that the impact of the workshop had both immediate and long-term improvements that included practical outcomes, increased empathy, and mindset shifts.
An Introduction of a CIRGON Geoboard as a Manipulative for Teaching Geometry in K-12 Mathematics Sibiya, Mandlenkosi Richard; Roux, Annalie; Kloppers, Magda
Studies in Learning and Teaching Vol. 6 No. 3 (2025): December
Publisher : CV Sinergi Ilmu dan Publikasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46627/silet.v6i3.585

Abstract

South African learners consistently underperform in mathematics, particularly in geometry, as shown by national and international assessments such as the Trends in Mathematics and Science Study (TIMSS). Euclidean geometry remains a major area of difficulty, with learners performing significantly worse than in other mathematical domains, signaling persistent challenges in teaching and learning. A key contributing factor is the mismatch between the reasoning required for Grade 12 geometry tasks (typically at Van Hiele level 3) and learners’ actual cognitive levels, which are often at Van Hiele level 1. This study adopts a practice-based research methodology to examine the effectiveness of the CIRGON Geoboard (CGG), a low-cost manipulative designed to support geometry instruction across the K–12 spectrum. Integrated into classroom practice and aligned with the Curriculum and Assessment Policy Statement (CAPS), the CGG promotes active, hands-on learning and scaffolds learners’ progression through the Van Hiele levels of geometric reasoning. Findings from classroom-based interventions indicate that the CGG enhances learner engagement and conceptual understanding, helping to bridge the gap between curriculum demands and learner capabilities. The study concludes that the CGG shows promise for addressing persistent challenges in geometry education and recommends further research into its long-term impact on learners’ geometric reasoning and problem-solving skills.
Incorporating Comprehension Reading Strategies in Grade 4 English First Additional Language Classrooms: Challenges and Opportunities Dube, Ntokozo Pallo; Mogale, Makobo Lydia
Studies in Learning and Teaching Vol. 6 No. 3 (2025): December
Publisher : CV Sinergi Ilmu dan Publikasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46627/silet.v6i3.640

Abstract

Reading comprehension is a foundational skill that is essential for learners’ academic achievement in the intermediate phase. However, Grade 4 learners in South Africa continue to face challenges in acquiring this skill, particularly because English is not their home language. This study aimed to explore the barriers and facilitators that Grade 4 English First Additional Language (FAL) teachers encounter when incorporating comprehension reading strategies into their instructional practices. Guided by Shulman’s theory of Pedagogical Content Knowledge (PCK), the study adopted a qualitative approach situated within the interpretivist paradigm. An exploratory case study design was used to gain in-depth insights from three Grade 4 English FAL teachers in the Motheo District, Free State Province. Data was generated through document analysis, classroom observations, and semi-structured interviews. Thematic analysis revealed that technological resources and teacher collaboration served as methods of effective comprehension instruction. In contrast, challenges such as limited pedagogical knowledge, curriculum misalignment, and persistent language barriers hindered the implementation of comprehension strategies. The study concludes that meaningful professional development, combined with improved alignment between curriculum content and reading pedagogy, is crucial for equipping teachers to support learners' reading comprehension effectively.
The Existence of Sarimukti TPA and Its Influence on the Social Environment in Elementary Schools Rohartati, Sri; Maftuh, Bunyamin; Sopandi, Wahyu; Subekti, Eri; Zuhro, Putri Fatimatuz
Studies in Learning and Teaching Vol. 6 No. 3 (2025): December
Publisher : CV Sinergi Ilmu dan Publikasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46627/silet.v6i3.657

Abstract

This study aims to examine the impact of the Sarimukti Final Disposal Site (TPA) on the social environment in three elementary schools located around the site, as well as the perceptions of students, teachers, and parents regarding its impact. The Sarimukti TPA raises concerns about air, soil, and water pollution that can affect the health and well-being of the surrounding community, especially elementary school students. The research uses a qualitative descriptive method with a case study design, involving three school principals, six teachers, twenty students, and three parents as research subjects. Data was collected through interviews, observations, and documentation. The results of the study show that the existence of the Sarimukti landfill has the potential to cause negative impacts on children's health and the social environment of the school and the surrounding community. These impacts affect not only physical conditions but also the social aspects and welfare of students, teachers, and parents. In addition to interactions in the teaching and learning process at school, students' interactions with the surrounding social environment, including physical environmental conditions, also determine the quality of education in primary schools. Thus, the existence of the landfill has a significant impact on the social environment and education in the area.
University-Community Partnership of Work-Integrated Learning for Preservice Teachers as Support to Primary Rural Schools Dlamini, Moeketsi Elias
Studies in Learning and Teaching Vol. 6 No. 3 (2025): December
Publisher : CV Sinergi Ilmu dan Publikasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46627/silet.v6i3.662

Abstract

This qualitative paper reports on the work-integrated learning of preservice teachers in two primary rural schools implementing multigrade teaching as support to schoolteachers. The problem in this study is that it is not common for preservice teachers to do their work integrated learning in multigrade schools. The aim of this study is to use work-integrated learning of preservice teachers as support to teachers teaching in rural primary schools. The study is couched in critical emancipatory research as the theoretical framework to empower and engage participants in the research study. Participants in this study were ten purposefully selected preservice teachers from one university and four experienced teachers, two from one of two primary schools. Participatory action research with focus group discussions was used to generate data. Data were analyzed using thematic analysis by identification and reporting of patterns. The findings revealed that work-integrated learning of preservice teachers provides support to teachers in rural schools. The study suggests a continuous working relationship between rural schools and the teacher education institutions. The recommendation in this study is for teacher education institutions to support teachers in rural schools by sending preservice teachers to rural schools during work-integrated learning.
Improving Contextual Abilities through Problem-Based Learning and Teaching at the Right Level Ariyanti, Gregoria; Amalia, Nabilla Dihni; Purwaningsih, Purwaningsih; Jr, Rosalio G. Artes
Studies in Learning and Teaching Vol. 6 No. 3 (2025): December
Publisher : CV Sinergi Ilmu dan Publikasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46627/silet.v6i3.673

Abstract

This study aims to analyze the process and results of improving students' mathematical abilities in solving contextual problems through the implementation of the Problem-Based Learning (PBL) model and the Teaching at the Right Level (TaRL) approach. The PBL model is designed to develop problem-solving and critical thinking skills through problems relevant to the real world. The TaRL approach is integrated to accommodate the heterogeneity of students' levels of understanding through identifying individual needs and providing guidance. The Kemmis and McTaggart Classroom Action Research (CAR) model was carried out for two cycles. The subjects of the study were 32 students in the second grade of senior high school in Surabaya. Data collection techniques included contextual problem-solving ability tests (descriptions) and participatory observations using teacher and student observation sheets. Quantitative data were analyzed descriptively to calculate the average class score and percentage of learning completion. Minimum competency achievement is 75. Qualitative data were analyzed to describe the quality of the learning process. The results showed a significant increase. In cycle 1, the average class score reached 85.47 (good category) with a completion of 84.38%. The improvement continued in cycle 2, where the average value increased to 89.12 (Very Good category) and completion reached 93.75%. The novelty of this research lies in integrating the Problem-Based Learning (PBL) model with the Teaching at the Right Level (TaRL) approach, a combination rarely used to simultaneously improve students' problem-solving abilities and address differences in learning levels within the same class.
Synergy of Research Paradigms and Critical Theory in an Action Research Study Matsekoleng, Tsebo Kgoto; Mapotse, Tomé Awshar
Studies in Learning and Teaching Vol. 6 No. 3 (2025): December
Publisher : CV Sinergi Ilmu dan Publikasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46627/silet.v6i3.682

Abstract

The study explores the synergy of research paradigms comprising the living education paradigm, action learning paradigm, action science paradigm, and cooperative paradigm with critical theory in an action research study. This is supported by the explanation in Figure 4. Action research changes situations that people encounter in their everyday activities. Purposive sampling was used to select Grade 8 Technology Education (TE) teachers. Thirteen TE teachers from seven public schools participated in the study through the emancipation action research approach. Data were generated through observations and interviews. In collaboration, TE teachers were engaged in Progressive Environmental Action Research (PEAR) activities. The study found that TE teachers experience challenges in schools, including the integration of environmental matters into their subject. The implementation of PEAR activities addressed teachers’ challenges in their schools and shared insights on the synergy of research paradigms and critical theory. There is a synergy between research paradigms and critical theory, where identified problems are turned into workable solutions. Applying the research paradigms and the critical theory in TE has implications for teaching and learning in schools. The study’s findings are useful for TE teachers and other stakeholders when planning activities that promote collaborative learning, as advocated by research paradigms and critical theory.
Improving English Speaking Skills Through AI-Based Voice Chatbots: A Systematic Review of Vocational Education Studies Halimah, Adik Nur; Budianto, Aris; Hoesny, Mariana Ulfah; Cabuquin, Jomar C.; Ulfa, Saida
Studies in Learning and Teaching Vol. 6 No. 3 (2025): December
Publisher : CV Sinergi Ilmu dan Publikasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46627/silet.v7i1.684

Abstract

Artificial intelligence offers teachers the opportunity to improve English-language skills among vocational high school students, enabling them to compete globally. This study aims to evaluate the effectiveness of AI-based voice chatbots through a systematic literature review. Following the PRISMA protocol, 16 articles were comprehensively analyzed after rigorous screening of 374 studies from the Scopus and ScienceDirect databases. The findings revealed a diverse range of platforms, with Duolingo dominating as the primary learning medium. The integration of voice chatbots has been shown to significantly improve students' oral performance, particularly in pronunciation, grammatical accuracy, coherence, and fluency. This improvement in speaking skills is driven by automated feedback based on repeated practice. AI-based chatbots have also been shown to increase motivation by enhancing Willingness to Communicate (WTC) and learning enjoyment through gamification elements and a non-judgmental interaction environment. Practically, vocational high school teachers are advised to integrate AI as a partner in authentic communication simulations. The study recommends learning designs that combine instant AI feedback with specific scenarios to create an adaptive and low-stress learning ecosystem.
Comparative Evaluation of Adaptive Learning Models for Trustworthy Personalised Education Elegbeleye, Femi; Isong, Bassey
Studies in Learning and Teaching Vol. 6 No. 3 (2025): December
Publisher : CV Sinergi Ilmu dan Publikasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46627/silet.v6i3.698

Abstract

Adaptive learning systems (ALSs) aim to personalize education by adjusting content and learning pathways in response to learner performance and behavior. This study conducts a comparative evaluation of four widely adopted adaptive learning models: Item Response Theory (IRT), Bayesian Networks (BN), Collaborative Filtering (CF), and Reinforcement Learning (RL). The evaluation integrates conceptual analysis and empirical simulation, using the large-scale EdNet dataset comprising over 131 million learner interactions. Each model was implemented in Python and assessed with standard metrics, including accuracy, precision, recall, and F1-score, with class imbalance addressed through SMOTE. Results show that RL consistently achieves the strongest performance across personalization accuracy, adaptability, and responsiveness to learner feedback, particularly under balanced conditions. BN closely follows, offering robust predictive accuracy alongside interpretability and cognitive modelling. CF shows moderate effectiveness, with improvements under SMOTE but limited adaptability in sparse or dynamic environments. IRT consistently performs lowest, maintaining value primarily in assessment contexts. Based on these findings, the study proposes a hybrid RL–BN framework, combining RL’s dynamic personalization with BN’s interpretability to create transparent, scalable, and pedagogically grounded ALSs. The results contribute evidence-based guidance for educators and developers in selecting and integrating adaptive learning models to meet diverse learner and institutional needs.
The Standard-Based Creative Arts Curriculum Implementation in Primary Schools: Teacher Perceptions, Agency, and Resource Availability Alhassan, Hamza; Essel, Harry Barton; Kquofi, Steve
Studies in Learning and Teaching Vol. 6 No. 3 (2025): December
Publisher : CV Sinergi Ilmu dan Publikasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46627/silet.v6i3.702

Abstract

This study examines the impact of teacher agency on the implementation of Ghana’s 2019 Standards-Based Creative Arts Curriculum in public and private primary schools. While the curriculum promotes creativity, cultural identity, and critical thinking, its implementation faces challenges such as inadequate resources, limited teacher training, and institutional neglect. Guided by the Concerns-Based Adoption Model (CBAM), the study investigates how teacher perceptions, professional autonomy, and resource environments affect curriculum enactment. A quantitative approach using a descriptive survey design was adopted, with data collected from 387 teachers (96.75% response rate). Structured questionnaires assessed teacher perceptions, instructional autonomy, and resource access. Statistical analysis revealed a mixed picture of teacher empowerment—high autonomy in instruction but limited involvement in decision-making. Resource constraints were a significant barrier, particularly in under-resourced public schools. Despite these limitations, teachers employed adaptive strategies to deliver Creative Arts instruction. The findings offer actionable insights for policymakers, teacher educators, and curriculum developers to strengthen implementation through improved resourcing and teacher support. By centering teacher perspectives, this study highlights the gap between curriculum design and classroom realities, advocating for creative arts as a vital component of holistic education in Ghana and across Africa.

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