Studies in Learning and Teaching
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.
Articles
241 Documents
<![CDATA[Effectiveness of Learning Management System and Peer Assessment Method in Parasitology Learning at Padjadjaran University, Faculty of Medicine ]]>
<![CDATA[Afiat Berbudi]]>;
<![CDATA[Faqih Achmad Rabbani]]>;
<![CDATA[Kurnia Wahyudi]]>
<![CDATA[ Studies in Learning and Teaching Vol. 5 No. 1 (2024): April ]]>
Publisher : <![CDATA[Indonesia Approach Education ]]>
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DOI: 10.46627/silet.v5i1.351
<![CDATA[The early 2020 COVID-19 pandemic disrupted community activities, including education. Online education and various teaching methods have been implemented by the Indonesian government to reduce classroom learning. This study investigates the impact of asynchronous learning and peer assessment in the parasitology course via the Learning Management System (LMS). This quantitative study evaluated the effectiveness of Learning Management System to facilitate asynchronous learning and peer assessment in the fifth-semester parasitology course. All 247 course students were the study's target group. The data was acquired using a structured questionnaire. A quantitative analysis was done utilizing Sugiyono's efficacy formula. To draw relevant conclusions, qualitative questionnaire data was recorded and rigorously analyzed. The survey indicated that 37% of respondents thought LMS was beneficial for Parasitology E-learning and 39% said it improved course understanding. In the GIS system, 91% of participants said peer assessment helped them comprehend parasitology topics. This study demonstrates that the LMS can effectively and efficiently facilitate peer assessment to address the challenges in providing feedback to students in order to improve learning outcomes.]]>
<![CDATA[Exploring History Teachers' Understanding of Using Local History Projects to Develop Learner's Historical Skills ]]>
<![CDATA[Zwelinjane Mbatha]]>;
<![CDATA[Boitumelo Moreeng]]>
<![CDATA[ Studies in Learning and Teaching Vol. 5 No. 2 (2024): August ]]>
Publisher : <![CDATA[Indonesia Approach Education ]]>
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DOI: 10.46627/silet.v5i2.353
<![CDATA[In this empirical study, we explore the understanding of Social Science teachers on using local history projects to develop learners' historical skills. Teaching local history projects can potentially develop learners' different historical skills as it forces one to compare perspectives, reflect, and re-conceptualise past people and events and locate their places in the present. To achieve the study's aims and objectives, the study employs critical pedagogy as a conceptual framework guiding the study along with an interpretive paradigm that will guide the qualitative approach. The study purposefully sampled five participants from five different schools. Semi-structured interviews and document analysis were used as data collection strategies. The researcher's findings show that no opportunities were created to explore history teachers' understanding of using local history projects to develop learners' historical skills. The paper suggests that the lesson study approach is a valuable intervention that can better the teachers' understanding to establish learners' historical skills. To achieve this, the teachers need workshops on local history projects to develop students' historical skills in schools.]]>
<![CDATA[Parental Involvement in Supporting Academic Performance of Intermediate Phase Learners in a Low Socio-Economic Context ]]>
<![CDATA[Tumelo Mekgwe]]>;
<![CDATA[Nonhlanhla Maseko]]>;
<![CDATA[Mabatho Sedibe]]>
<![CDATA[ Studies in Learning and Teaching Vol. 5 No. 2 (2024): August ]]>
Publisher : <![CDATA[Indonesia Approach Education ]]>
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DOI: 10.46627/silet.v5i2.354
<![CDATA[Parental involvement is essential for realising quality school performance and good academic performance. The study explores the role of parents’ involvement in intermediate-phase learners’ academic performance in a low socio-economic context in the North West Province, South Africa. This study intended to assist schools with strategies that could be used by the schools to involve parents to enhance the academic performance of learners. The study followed a qualitative design, underpinned by the interpretivism paradigm to explore the role of parental involvement in supporting intermediate-phase learners academically. Data was gathered using semi-structured individual and focus group interviews, and document analysis. Three parents were purposively selected to participate, from each grade (Grades 4,5,6). Thus, the total number of participating parents was nine, comprising six females and three males. The article is underpinned by the Epstein model of school, family, and community partnership that encourages mutual collaboration between different stakeholders. The findings indicated that parental involvement in children’s education enhances their academic performance.]]>
<![CDATA[Providing Ubuntuism Through Participatory Culture Framework: Sustainable Development Goals 4 and 5 ]]>
<![CDATA[Oluwarotimi Randle]]>
<![CDATA[ Studies in Learning and Teaching Vol. 5 No. 1 (2024): April ]]>
Publisher : <![CDATA[Indonesia Approach Education ]]>
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DOI: 10.46627/silet.v5i1.356
<![CDATA[South Africa is a country of diverse sets of individuals who have different backgrounds and beliefs, there has been a global discussion for the promotion of sustainable development goals, and this paper proposes an approach for the implementation of sustainable development goals 4 and 5 within the South African landscape. (1) The purpose of the research is to discuss the utilization of the African Ubuntu Philosophy through the participatory culture framework for promoting inclusive education. (2) This research was conducted utilizing the 11 components of the Participatory culture framework to practically implement the African Ubuntu Philosophy through the themes defined by Adewale (2023) which included inclusive education, gender sensitization programs, peer support, and mentorship, life orientation curriculum, conflict resolution and restorative justice, student leadership and participation, parent, and community involvement. The utilization of the African Ubuntu Philosophy within a South African University was successful and showed that the approach promoted teamwork and collaboration among the students, it further ensured the provision of leadership roles during classroom activities. The application of the participatory culture framework contributed to the promotion of Sustainable Development Goals 4 and 5 within the classroom environment.]]>
<![CDATA[Understanding the Meaning and Importance of Philosophy of Education for Performing Arts Education Students: A Case Study ]]>
<![CDATA[Roy Martin Simamora]]>;
<![CDATA[Sarjiwo]]>;
<![CDATA[Syafiq Faliq]]>
<![CDATA[ Studies in Learning and Teaching Vol. 5 No. 1 (2024): April ]]>
Publisher : <![CDATA[Indonesia Approach Education ]]>
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DOI: 10.46627/silet.v5i1.357
<![CDATA[This case study explores the meaning and importance of the philosophy of education for students studying in the performing arts education department. By examining the beliefs, values, and educational philosophies of performing arts students, this study aims to uncover the profound impact of philosophy on their educational experiences and future artistic endeavors. This study utilized a case study approach. Questionnaires were administered to performing arts education students. The questionnaire consisted of eight questions that were carefully structured to uncover the students' views, beliefs, and experiences relating to the philosophy of education. Data collection was conducted online through Google Forms. Google Forms were then distributed to 35 participants in early May 2023. After the deadline for form completion at the end of May 2023, responses from the participants were automatically collected by Google Forms. The responses were then aggregated and an in-depth analysis was conducted to look at themes, patterns, and relationships prevalent in the responses. The results of this study highlight the role of diverse educational philosophies in shaping learning experiences, influencing academic achievement, and impacting educational policy and practice. This study enriches the dialogue on performing arts education, providing valuable insights for educators and policymakers. By elevating the discussion from visible aspects to the underlying philosophical structure, it offers an innovative approach for a more holistic educational experience for performing arts students.]]>
<![CDATA[Nonformal Education and Merdeka Curriculum Policy: The Leaders’ Perspective ]]>
<![CDATA[Suryawahyuni Latief]]>;
<![CDATA[Samsuddin]]>;
<![CDATA[Ahmad Subhan]]>
<![CDATA[ Studies in Learning and Teaching Vol. 5 No. 1 (2024): April ]]>
Publisher : <![CDATA[Indonesia Approach Education ]]>
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DOI: 10.46627/silet.v5i1.358
<![CDATA[This study investigates the perspective of non-formal education leaders in Jambi province, Indonesia on the implementation of Merdeka curriculum policies in non-formal education providing equal education service managed by the community. Six leaders were selected using purposive sampling and data was collected through open-ended telephone interviews and one-on-one meetings. The findings revealed that the leaders had interesting experiences implementing the new curriculum, with a focus on providing non-formal education units. However, there were challenges in translating the curriculum structures into the operational curriculum of educational units, especially for students who are not of school age. The leaders suggested socialization, assistance, and training actively pour the curriculum into the operational curriculum. They also recommended support from the government in the form of material and non-material support. Further research is needed to evaluate the effectiveness of the policies and strategies used by non-formal education units in the implementation of the new curriculum, including those managed by the government and community, and to compare the implementation in non-formal and formal education units.]]>
<![CDATA[Research Trend of PBL and PjBL in Bibliometric Analysis: Implications for a Better Future of Physics Education ]]>
<![CDATA[Dwikoranto]]>;
<![CDATA[I R Dawana]]>;
<![CDATA[Rahyu Setiani]]>
<![CDATA[ Studies in Learning and Teaching Vol. 5 No. 2 (2024): August ]]>
Publisher : <![CDATA[Indonesia Approach Education ]]>
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DOI: 10.46627/silet.v5i2.359
<![CDATA[This research investigates the growing research trends surrounding the application of Problem-Based Learning (PBL) and Project-Based Learning (PjBL) in the Physics Education domain. Using a bibliometric analysis approach, data sourced from the Scopus database yielded 89 related documents. The findings revealed a significant surge of scholarly interest in the implementation of PBL and PjBL in Physics Education over the past decade, indicating a growing area for further exploration. In particular, there is a growing trend to integrate PBL and PjBL methodologies with STEM education, as this incorporation has shown promise in enhancing critical thinking, problem-solving abilities, and student engagement. However, it's important to note that this researh was constrained by its dependence on a sole database, namely Scopus, for the collection of data. Future research efforts in PBL and PjBL in Physics Education are encouraged to utilise diverse databases to ensure comprehensive coverage and analysis.]]>
<![CDATA[Inquiry Models STEM in Physics Education for Innovative Learning Paradigm: Bibliometric Analysis Research ]]>
<![CDATA[Setiani, Rahyu]]>;
<![CDATA[Dawana, I R]]>;
<![CDATA[Dwikoranto, D]]>;
<![CDATA[Zuhro, Putri Fatimatuz]]>
<![CDATA[ Studies in Learning and Teaching Vol. 5 No. 3 (2024): December ]]>
Publisher : <![CDATA[Indonesia Approach Education ]]>
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DOI: 10.46627/silet.v5i2.360
<![CDATA[The aim of this research was to investigate research trends on Inquiry STEM topic in the context of physics education and conduct a bibliometric analysis to understand the development of research in this domain. Data were collected from the Scopus database using keywords relevant to Inquiry STEM and physics. The approach used in the analysis was the bibliometric method by utilising the Scopus database and VOSviewer, which resulted in 62 relevant documents. The results showed that the use of Inquiry STEM in physics education has become an increasingly popular topic over the past ten years, despite fluctuations in publication rates. This indicates potential challenges that need to be further explored in the future. Further research of Inquiry STEM in physics education could be helpful in improving students' critical thinking skills and motivation, given the evidence that this instructional model has demonstrated effectiveness in improving students' problem-solving abilities, critical thinking, and motivation. However, it's worth noting that this research has limitations due to its sole reliance on one database, namely Scopus, for data collection. Therefore, it is advisable for future research on Inquiry STEM in physics education to incorporate the utilization of other databases besides Scopus to ensure a broader range of data is considered.]]>
<![CDATA[Analysis of Information Literacy Skills in Student Essay Writing Using Mind Mapping ]]>
<![CDATA[Frilia Shantika Regina]]>;
<![CDATA[Vismaia S Damaianti]]>;
<![CDATA[Yeti Mulyati]]>;
<![CDATA[Andoyo Sastromiharjo]]>
<![CDATA[ Studies in Learning and Teaching Vol. 5 No. 1 (2024): April ]]>
Publisher : <![CDATA[Indonesia Approach Education ]]>
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DOI: 10.46627/silet.v5i1.361
<![CDATA[Information literacy is an ability that accommodates 21st-century skills. The aim of this research is to determine students' literacy skills in essays prepared with the help of mind mapping. This type of research is descriptive quantitative with the population namely students for the 2020/2021 academic year who have contracted the Criticism and Essay courses. This research analyzes student essays with assessment indicators containing aspects of information literacy based on the Association of College and Research Libraries (ACRL) with adjustments. The results showed that 41.17% were not yet competent, 47.05% were quite competent, and 11.78% were competent. Based on the research results, show that students' literacy skills expressed in essay form are still low. This was concluded because students were less proficient in developing a thesis, unable to modify information in their own words, and did not have written sources to support the statement. Apart from that, abilities at the phonological, morphological, and syntactic levels still need strengthening. Mind maps in essay writing can be combined with learning media to improve information literacy skills that can be described in essays.]]>
<![CDATA[The Role of Classroom Management in Enhancing Learners’ Academic Performance: Teachers’ Experiences ]]>
<![CDATA[Nadeem Ahmed]]>;
<![CDATA[du Plessis Pierre]]>
<![CDATA[ Studies in Learning and Teaching Vol. 5 No. 1 (2024): April ]]>
Publisher : <![CDATA[Indonesia Approach Education ]]>
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DOI: 10.46627/silet.v5i1.364
<![CDATA[Learners’ academic performance is one of the most imperative elements of the classroom and a core responsibility of teachers as well as schools. Thus, it is imperative to manage a classroom in a way that is conducive to teaching and learning that can promote high academic performance. Consequently, the study aimed to examine the role of classroom management in enhancing learners' academic performance. A generic qualitative research method approach was employed in the study. A purposive sampling technique was used to select a total of 18 teachers from six government secondary schools to study the phenomenon. Therefore, it was found that effective classroom management plays an important role in learners' performance. During the research, it was found that the no availability of physical resources and poor classroom management contribute to learners, performance. Based on the research findings it was identified that teacher effectiveness, teacher preparedness and teacher social and emotional proficiency, teacher-learner relationship, and learners' motivation, behavior, and discipline are the major factors that also have a strong role on learners' performance. The schools selected to conduct research are lacking resources, and teachers are not as effective and skilled as required. Due to the lack of resources and skills, teachers can't manage classrooms which can enhance learners' academic performance. It is thus mandatory to provide resources to schools and skills and training to teachers.]]>
