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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 241 Documents
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Comparison of Video-Based Learning Versus Presentations in Lectures Amongst Medical Students in Pharmacology Pradnya Deolekar; Kavitha Dongerkery; Azra Naseem; Mayakalyani Srivathsan; Sonal Signapurkar; Pramila Yadav; Shloka Hegde; Prasad Kakde
Studies in Learning and Teaching Vol. 4 No. 3 (2023): December
Publisher : Indonesia Approach Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46627/silet.v4i3.238

Abstract

Innovative teaching methods are constantly being explored to keep students engaged and challenge them academically. This study compared the benefits of video-based learning methods compared to conventional PowerPoint presentations. A total of 150 second-year medical undergraduate students were divided into two groups. Both groups were given a pre-test to test their baseline knowledge of the topic. One group was taught the mechanisms of action of the drugs by using lectures during presentations and the other group was taught with the help of videos. A post-test was conducted, and the scores of the two groups were compared. Feedback questionnaires were also administered to understand the students’ perception of the two teaching methods. The mean score in the video-based group was 15.59+2.46 and, in the presentation group, was 11.43+1.53, out of a total score of 20. A majority of 77.33% preferred video-based learning techniques. This study shows that conventional teaching techniques no longer suffice to keep students engaged and that novel approaches yield higher scores and a better learning experience. Similar studies exploring newer approaches in education are scarce. The findings of this study can be a jumping-off point for inculcating more creative teaching methods in the classroom.
The Development of Project-Based Learning Models That Accommodate the Reflective and Impulsive Cognitive Style Imas Cintamulya; Warli; Lilik Mawartiningsih
Studies in Learning and Teaching Vol. 5 No. 1 (2024): April
Publisher : Indonesia Approach Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46627/silet.v5i1.279

Abstract

Ideally, a teacher must choose a learning model, approach, method, or technique that suits the student's learning style. This research describes the design of a project-based learning (PjBL) model that accommodates reflective and impulsive cognitive styles. For this reason, development research was carried out using the Plomp model. To determine the quality of the results of PjBL development that accommodates reflective and impulsive cognitive styles, validity, practicality, and effectiveness tests were carried out. Based on the results of the validity test analysis, it was concluded that content validity was very good, while construct validity was good. The results of the practicality test concluded that the syntax and social system were declared good, while the reaction and management principles were declared very good. For the effectiveness test results, it was concluded that teacher and student activities were good, learning management abilities were stated to be very good, student responses to learning components and processes were stated to be good, and learning outcome tests were also good. Overall, it can be concluded that the PjBL model, which accommodates reflective and impulsive cognitive styles, is good and suitable for use. The research results imply that this model can be used as a choice for teachers in learning.
Mathematical Identity in Learning Mathematics: Bibliometric Review Muhamat Hidayatul Ridho; Ilham Muhammad; Endang Cahya Mulyaning A
Studies in Learning and Teaching Vol. 4 No. 3 (2023): December
Publisher : Indonesia Approach Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46627/silet.v4i3.287

Abstract

Students' mathematical identities must be appropriately identified to obtain information on the causes of difficulties and decreased student motivation in learning mathematics so that this becomes a teacher's reference in preparing learning scenarios that can form strong and enduring mathematical characters in students. This bibliometric study aims to assess the global research trends in the field of mathematical identity by analyzing publication output, co-authorship among authors and their country affiliations, and the co-occurrence of author keywords. Using the Scopus database, a total of 53 journal articles published between 2007 and 2023 were collected. The findings indicate a consistent growth in the number of publications since 2018, with an increment of 5 articles every two years. Consequently, the cumulative total of articles has steadily increased. The United States stands out as the leading contributor, accounting for approximately 60% of the global publications, surpassing ten other countries/territories. Moreover, among the most productive universities in the top 5 countries, four of them are ranked in the top 1000 universities in the world. In conclusion, recent advancements in research on mathematical identity encompass various aspects such as mathematics achievement, race, equity, learners' mathematical identity, and black students.
The Effect of Project-Based Learning Model and Learning Motivation on Writing Anecdotal Text Skills of Grade X Students Ega Septiviana; Abdurrahman
Studies in Learning and Teaching Vol. 5 No. 1 (2024): April
Publisher : Indonesia Approach Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46627/silet.v5i1.293

Abstract

There are still problems in writing anecdote text because it requires a critical thought process. Based on the problem, this study aims to determine the effect of the Project-Based Learning model on the ability to write anecdotal text, then see the effect of student motivation, and finally see the form of interaction of the two independent variables on the dependent variable. The type of research used is quantitative with a pseudo-experimental method. The population of this study were grade X students of UNP Laboratory Development High School who were enrolled in the 2022/2023 academic year. The sample of this study were students of class X.B as an experimental class and X.A as a control class. The results showed that 1) the Project-Based Learning model influenced students' ability to write anecdotal text, 2) motivation does not affect students' ability to write anecdotal text, and 3) there is no interaction between the Project-Based Learning model and students' learning motivation.
Multi-Causal Predictors of Academic Performance Among Senior Secondary School Students: Peer Influence, Social Network Use, and Gender Habeeb Omoponle Adewuyi
Studies in Learning and Teaching Vol. 5 No. 1 (2024): April
Publisher : Indonesia Approach Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46627/silet.v5i1.297

Abstract

The study investigated the causal relationship between peer influence, social network usage, gender, and academic performance of senior secondary school students. A descriptive survey research design was used for the study. Both the independent and dependent variables were measured with standardized instruments, which included peer influence factor scale (α = .81), social network questionnaire (α = .78) and student achievement scale (α = .83). The result showed that academic performance has a significant relationship with all the independent variables when put together, with the value of R adjusted = .626 and R2 adjusted = .386; the analysis of variance yielded an F ratio value of 63.62 at 0.05 significant level. In terms of the magnitude of contributions, peer influence made the most with (beta = .554, t = 11.772, p<0.05) followed by social network usage (beta = .168, t = 3.562, p<0.05), while gender had no significant contribution (beta = -.094, t = -2.064, p>0.05). Therefore, it is advised that parents, guardians, and other interested parties be made aware of the consequences of uncultured use of social media among peers and that students be encouraged to make effective and efficient use of their time, especially their free time.
Techniques and a Model for the Incorporation of Indigenous Knowledge Systems Into the Natural Science Curriculum in Schools Benkosi Madlela
Studies in Learning and Teaching Vol. 5 No. 1 (2024): April
Publisher : Indonesia Approach Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46627/silet.v5i1.310

Abstract

The study explored the techniques and a model that could be used to incorporate Indigenous Knowledge Systems (IKS) into the Natural Science (NS) curriculum. An interpretivist research philosophy and a qualitative research approach guided the collection of in-depth data from participants in their natural settings in schools. Data was collected from Headmasters through face-to-face interviews using an interview guide, and from NS Heads of Departments (HODs) and NS teachers through a focus group discussion guide. In each of the five selected schools in Pongola, three NS teachers, one Headmaster and one NS HOD participated in the study. This gave a total of twenty-five participants. Findings revealed that though NS Curriculum and Policy Statements (CAPS) 2012 curriculum documents instructs teachers to use IKS in class, these documents do not state which IKS content should be taught. Discretion is left to individual teachers. This poses challenges to teachers as IKS differ across different cultures in the country, and schools did not have IKS study material for teachers and learners. The study recommended that the Department of Basic Education should review its policy and clearly state the content of IKS that should be taught in NS, broaden the scope of parental involvement to include participation in IKS topics and activities, develop a standardised IKS knowledge strand, involve researchers and publishers to produce IKS study material, and adopt the Madlela model as a guiding Framework to incorporate IKS into the NS curriculum as a full knowledge strand.
Profile of High School Students' Problem-Solving Skills and the Application of Problem-Based Learning: A Preliminary Study Abdul Ghofur; Budi Jatmiko; I Gusti Made Sanjaya
Studies in Learning and Teaching Vol. 4 No. 3 (2023): December
Publisher : Indonesia Approach Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46627/silet.v4i3.317

Abstract

This study's purpose is to obtain a profile of students' problem-solving skills and describe the achievement of implementing Problem-Based Learning (PBL) in high schools. The profile of problem-solving skills was obtained by giving tests and questionnaires to 53 students, while the achievement of implementing the PBL model was obtained by interviewing six students and one chemistry teacher. The research data obtained is then described. The findings revealed that the students' problem-solving skills remained low, namely in the poor and very poor categories with a percentage of 67.93%. Meanwhile, students' problem-solving skills were in the enough category at 20.75%, in the good category at 11.32%, and in the very good category were not found. This study also demonstrates that the teacher's application of learning with the PBL has yet to lead to students achieving the problem-solving skill indicators that are measured. In addition, students' prior knowledge was found to have contributed to the achievement of these indicators. This study suggests adapting and modifying the PBL model's syntax based on all present constraints to develop a new learning model capable of appropriately training students' problem-solving skills by focusing on the side of students' prior knowledge, formulation hypothesis, and reflection activities in learning.
Secondary School Learners' Self-Efficacy and Achievement in Non-Routine Mathematics Problem-Solving Munyaradzi Chirove
Studies in Learning and Teaching Vol. 4 No. 3 (2023): December
Publisher : Indonesia Approach Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46627/silet.v4i3.321

Abstract

This paper uses a correlational research design to investigate the predictive power of the sources of self-efficacy and non-routine problem-solving achievement. The data were collected from a sample of 118 high-achieving secondary school learners in the Gauteng province, South Africa, using questionnaires, a problem-solving test, and interviews. Their self-efficacy beliefs were categorized into mastery experience, vicarious experience, social persuasion, and physiological state. The findings revealed that the physiological state, vicarious experience, and mastery experience self-efficacy beliefs positively impacted problem-solving achievement, while that of social persuasion was negative. The magnitudes of the impact of the physiological state and social persuasion sources of self-efficacy were relatively greater than the others. Each source of self-efficacy was discovered to have an insignificant, weak, positive linear relationship with problem-solving achievement.
Teachers’ Perceptions on Assessment for Learning in Geography: An Exploratory Approach Retselisitsoe Lebona; Musa Adekunle Ayanwale
Studies in Learning and Teaching Vol. 5 No. 1 (2024): April
Publisher : Indonesia Approach Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46627/silet.v5i1.328

Abstract

Assessment for Learning (AfL) plays a crucial role in the effective teaching and learning of Geography, offering educators a means to enhance student achievement. Through ongoing evaluations involving verbal and written exercises, AfL not only readies students for summative Assessment of Learning (AoL) but also supports them in grasping complex Geography concepts, features, and processes, as evidenced by examination performance. Over the last five years, as indicated by the Examinations Council of Lesotho, persistent challenges have emerged in this regard, potentially stemming from inadequacies in assessment strategies. This study delves into the perceptions of Geography teachers concerning Assessment for Learning. Employing a qualitative approach, the research utilizes non-participatory observations and in-depth interviews to collect data. The study is grounded in Gregory's Theory of Perception and Keeping Learning on Track Theory of Action, offering theoretical frameworks for analysis. The findings reveal that teachers face obstacles when implementing Assessment for Learning, including time constraints and issues related to classroom overcrowding. Notably, a significant insight is the lack of both Assessment knowledge and Pedagogical Content Knowledge among teachers. As a resolution, it is recommended that comprehensive assessment training be provided for both pre-service and in-service teachers, addressing these identified gaps.
Research on Bibliometric Analysis of Lawson Classroom Test of Scientific Reasoning in the Past Ten Years Noly Shofiyah; Budi Jatmiko; Nadi Suprapto
Studies in Learning and Teaching Vol. 4 No. 3 (2023): December
Publisher : Indonesia Approach Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46627/silet.v4i3.332

Abstract

The Lawson Classroom Test of Scientific Reasoning (LCTSR) is a popular instrument that measures the development of students’ scientific reasoning skills. Through large-scale applications, several issues have been observed in terms of validity, scoring, and the way of interpretation. This study aims to identify the contribution and describe the research profile of applying LCTSR in education during the last ten years. The method used in this research is a bibliometric analysis based on Scopus data with the help of Biblioshiny and VOSviewer. The study obtained 43 documents related to LCTSR. The results showed that the use of LCTSR every year has increased and decreased in the last ten years. Journals and proceedings in the field of physics dominate the publication sources for LCTSR research. Furthermore, Bao, Koenig, and Xiao were the three most prolific authors and also had research collaborations. The dominant country for publication is the United States. The area most often associated with LCTSR research is social science, whose purpose is to measure the development of student’s cognitive abilities. The scope of this research analysis is limited to certain databases or languages, so this study recommends finding renewed discussions about the use of LCTSR in education over a longer period.

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