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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 13 Documents
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Search results for , issue "Vol. 7 No. 1 (2026): April" : 13 Documents clear
From Theory to Practice: Exploring the Use of Physical Visualization Objects in Rural Mathematics Classrooms Ngwabe, Abongile Happy
Studies in Learning and Teaching Vol. 7 No. 1 (2026): April
Publisher : CV Sinergi Ilmu dan Publikasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46627/silet.v7i1.764

Abstract

Physical visualization objects play a critical role in mathematics education, particularly in rural settings where access to digital resources is limited. This study explores how preservice teachers in rural schools utilize physical visualization objects in mathematics lessons, highlighting their impact on teaching and learning. Guided by Instrumental Genesis Theory and Reflective Practice Theory, the study examines how preservice teachers transform physical objects into instructional tools and adapt their teaching strategies through reflective practice. Adopting a qualitative case study design within an interpretive paradigm, the study involved ten final-year preservice mathematics teachers undertaking teaching practice in rural schools. Data were collected through classroom observations and written reflections and analyzed using thematic analysis to examine preservice teachers’ use of physical visualization objects in mathematics instruction. Findings reveal that physical visualization objects enhance conceptual understanding, learner engagement, and teaching effectiveness. However, challenges such as classroom management, time constraints, and limited access to materials were reported. The study emphasizes the need for structured teacher training to optimize the pedagogical use of physical visualization objects. Future research should investigate the long-term impact of physical visualizations on learner achievement and explore their integration across diverse educational contexts, especially in resource-constrained environments.
Exploring Life Orientation Teachers’ Experiences Facilitating Active and Self-directed Learning in Cooperative Learning Classrooms Seherrie, Aloysius Claudian
Studies in Learning and Teaching Vol. 7 No. 1 (2026): April
Publisher : CV Sinergi Ilmu dan Publikasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46627/silet.v7i1.779

Abstract

Cooperative learning is a vital pedagogical method in teacher education, enabling teachers to facilitate active and self-directed learning in authentic contexts. This paper, exploring life orientation teachers’ experiences facilitating active and self-directed learning in a cooperative learning classroom, followed a qualitative interpretive-phenomenological design. Through purposive sampling, seven participants were selected based on their experience in facilitating active and self-directed learning. Data were collected through interviews and analyzed using inductive thematic analysis. Cooperative learning emerged as a pivotal support strategy to enhance active and self-directed learning skills, facilitated by teachers who are crucial to promoting these skills and equipping learners with 21st-century life skills. Implementing active and self-directed learning practices through a cooperative learning approach should begin with teacher education. Therefore, policy and a skills-driven cooperative approach must be implemented to promote active and self-directed learning. Further research is needed, using a larger sample, which might yield different or more nuanced results in cooperative learning classrooms.
Assessment of User Satisfaction with Educational Management Information System in Southwestern Nigerian Universities Ayanlade, Oluwatoyin; Akinwole, Tinuade Oluwatosin; Oyebisi, Timothy Oyedepo
Studies in Learning and Teaching Vol. 7 No. 1 (2026): April
Publisher : CV Sinergi Ilmu dan Publikasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46627/silet.v7i1.832

Abstract

User satisfaction is a significant factor in ensuring the effective implementation and long-term viability of Educational Management Information Systems (EMIS) in higher education. This study examines the level of satisfaction among EMIS users in selected Nigerian universities, with specific attention to service quality, information quality, system quality, outcome expectations, and organizational factors. A mixed-methods approach was adopted, combining questionnaire surveys and semi-structured interviews among EMIS officers from state ministries of education, ICT personnel, university administrators, and students across six universities in Southwestern Nigeria. Quantitatively, three hundred copies of the questionnaire were administered among the students and staff (technology users) of the selected educational institutions using the EMIS technology and also among EMIS officers at the ministry of education in each of the states of the zone. Quantitative data were analyzed using mean ratings, while qualitative interview responses were analyzed thematically to provide contextual insight into user experiences. The mean ratings indicated that users were extremely satisfied with all the examined variables. Although this study's emphasis is on user satisfaction rather than administrative efficiency, it concluded that strengthening information quality, improving technical support services, and enhancing institutional commitment are essential for enhancing user satisfaction for sustainable use of EMIS in Nigerian universities.

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