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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 4 Documents
 1 
Search results for , issue "Vol. 7 No. 1 (2026): April (Article in Progress)" : 4 Documents clear
The School Community Responses to the Impact of Overcrowding, Subject Streaming, and Systemic Challenges in a South African Township School Nyathi, Patrick A.; Luvalo, Loyiso
Studies in Learning and Teaching Vol. 7 No. 1 (2026): April (Article in Progress)
Publisher : CV Sinergi Ilmu dan Publikasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46627/silet.v6i3.724

Abstract

Overcrowding, subject streaming, and broader systemic challenges are persistent issues in many township schools across South Africa. This study aimed to examine how these factors shape teaching, learning, and learner pathways in a South African township school. Using a qualitative research design, the study collected data through semi-structured interviews with 14 participants, including the deputy principal, departmental heads, and grade 12 teachers. Interview guides served as the primary research instrument, and thematic analysis was used to analyze the data. Drawing on interviews with participants and grounded in educational theories that guide classroom management in diverse contexts, the findings reveal that while subject streaming is intended to support differentiated instruction, it often intensifies overcrowding in certain subjects, limits access to gateway subjects, and reinforces existing learner inequalities. Educators also experience increased workloads due to large class sizes and limited resources. The study concludes that although subject streaming offers some instructional efficiencies, its unintended consequences undermine equity and educational quality. A holistic reconsideration of placement practices, resource allocation, and system-level support is therefore necessary to promote fair learning opportunities in South African township schools.
Development of Innovative Learning Materials Integrated Augmented Reality to Address Challenges in Problem-Solving: PLS-SEM Analyses Bashri, Ahmad; Puspitawati, Rinie Pratiwi; Wisanti, Wisanti; Indana, Sifak; Yakub, Pramita; Rukmana, Rinaldiyanti; Shodiq, Jakfar
Studies in Learning and Teaching Vol. 7 No. 1 (2026): April (Article in Progress)
Publisher : CV Sinergi Ilmu dan Publikasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46627/silet.v6i3.737

Abstract

This study examines the viability of cutting-edge educational resources that use Augmented Reality (AR) to address issues with problem-solving-based learning in higher education settings. Evaluating the content validity of these AR-integrated educational resources is the main goal. The study uses Aiken's V in conjunction with the ADDIE model, emphasizing important elements like language appropriateness, presentation feasibility, and content feasibility. A panel of experts with relevant educational backgrounds assessed the materials. PLS-SEM was then used in a thorough statistical analysis to guarantee the validation process's robustness. The model's validity and suitability for educational use are confirmed by the findings, which show that the average Aiken's V values across all categories significantly exceed the 0.85 threshold. The outcomes also show how well the model incorporates key learning concepts. These results imply that the instructional materials are legitimate, dependable, and flexible enough to be used in a variety of higher education contexts. Innovative learning materials that incorporate augmented reality (AR) have been shown to be a validated educational tool that satisfies theoretical and practical requirements and adds to the body of knowledge on educational models. These resources improve students' preparedness to tackle real-world issues by highlighting active learning techniques.
Conflicting Perspectives on GenAI in Higher Education: A Qualitative Study of Student Use and Marker Responses in an ODeL Context Mohale, Ntshimane Elphas
Studies in Learning and Teaching Vol. 7 No. 1 (2026): April (Article in Progress)
Publisher : CV Sinergi Ilmu dan Publikasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46627/silet.v7i1.753

Abstract

The surge of GenAI in higher education has sparked mixed reactions among students, markers, and scholars. Guided by Moore’s Transactional Distance Theory, this qualitative case study investigates conflicting perceptions of GenAI use in an ODeL context, where limited dialogue and increased transactional distance hinder effective communication. Data were collected through open-ended online questionnaires from students and structured evaluation forms from markers. Results show that students use GenAI to improve grammar, vocabulary, idea generation, and structural quality, which promotes cognitive development and helps overcome writer’s block and low confidence. However, students fear being stigmatized by markers and often self-censor due to unclear institutional policies. Markers, on the other hand, question the authenticity and depth of GenAI-incorporated content, viewing it as generic and lacking critical engagement. This leads to biased assessments, ethical dilemmas, and strained student–marker relationships, worsened by unreliable GenAI detection tools and the absence of institutional guidelines. The study concludes that GenAI’s influence on transactional distance depends on institutional readiness to integrate and regulate its use responsibly. Therefore, institutions should develop transparent GenAI policies, provide literacy training, and promote open dialogue to ensure fair assessment, reduce bias, and reframe GenAI as a transformative pedagogical tool rather than a threat.
The Evaluating the Quality of SIM-PAK Implementation and Its Impact on Faculty Professional Development and Learning Effectiveness Yoeliyanto, Joko; Yulianto, Bambang; Trihantoyo, Syunu; Fitrotus Sa’diyah, Dewi; Sa’ari, Noor Akhmarisha
Studies in Learning and Teaching Vol. 7 No. 1 (2026): April (Article in Progress)
Publisher : CV Sinergi Ilmu dan Publikasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46627/silet.v7i1.815

Abstract

Digital transformation in higher education requires effective academic information systems to support governance and improve teaching quality. One strategic process in faculty resource management is academic rank promotion, which demands a transparent, efficient, and accountable administrative system. This study examines the role of Credit Point Assessment Management Information System (SIM-PAK) implementation quality in shaping faculty satisfaction and enhancing the effectiveness and speed of academic rank promotion processes. A quantitative survey was conducted involving 267 faculty members at Universitas Negeri Surabaya who have used SIM-PAK. Data were collected through a structured questionnaire measured on a five-point Likert scale and analyzed using Partial Least Squares–Structural Equation Modeling (SEM-PLS). The results show that SIM-PAK implementation quality positively and significantly affects process effectiveness (β = 0.52; p < 0.001), process speed (β = 0.47; p < 0.001), and faculty satisfaction (β = 0.61; p < 0.001). This study highlights system implementation quality as a key factor in reducing administrative workload, enabling faculty to focus more on teaching innovation and learning development. Practically, universities should prioritize high-quality academic information systems to enhance faculty performance and institutional effectiveness.

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