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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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Managing Differentiated Learning Process in Implementing Emancipated Curriculum at Thailand - Indonesian School Shelly Andari; Karwanto Karwanto; Ainur Rifqi; Ahmad Wicaksono; Khairul Azhar Jamaludin; Mohd Hanafi; Syunu Trihantoyo
Studies in Learning and Teaching Vol. 5 No. 2 (2024): August
Publisher : Indonesia Approach Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46627/silet.v5i2.365

Abstract

The policy of Emancipated curriculum is implemented to accelerate the achievement of the national education goals. Moreover, this curriculum is not only implemented in Indonesia but also in Indonesian Schools which located abroad. The focus of this research is directed towards (a) differentiated learning planning at the Indonesian School in Bangkok (SIB), Thailand; (b) implementation of differentiated learning at the SIB, Thailand; and (c) evaluation of differentiated learning at the SIB, Thailand. This study conducted three data collection techniques, including: (1) interviews; (2) documentation; and (3) observation. The data were then processed using NVivo 12. The result of this research is that the learning in the SIB, Thailand is designed by taking into account the developmental stages and the current level of achievement of students. It is aligned with the learning needs and reflects the diverse characteristics and development of students, making the learning meaningful and enjoyable. Moreover, SIB Thailand highly prioritizes future-oriented and sustainable learning.
Online or Face-to-Face: A Data-Analytics Approach to Understanding First-Year Students' Learning Preferences and Academic Achievements Moeketsi Mosia
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.v5i1.366

Abstract

This research explored the predictive power of individual and contextual factors on first-year students' preferences for online versus face-to-face learning environments, examined through a Bayesian framework for analyzing compositional data. Purposefully, it delves into how students' academic performance and geographic location influence their educational modality choices in a post-pandemic context. As quantitative research, the paper employs Bayesian statistical methods, the research analyzed student preferences across varied South African provinces, juxtaposing these with academic performance to uncover patterns and predictors of learning modality preferences. The student learning modalities preferences were collected through questionnaire as a compositional data. The findings revealed a significant correlation analysis which is, that students with higher academic performance and those residing in remote areas show a preference for face-to-face learning modality, challenging the notion that online learning preferences are primarily driven by academic outcomes alone. Adding a novel dimension, this investigation enriches the current understanding of educational preferences by applying a Bayesian approach, revealing that predictive analyses must account for a blend of personal and situational factors. This insight is pivotal for formulating educational policies that are both inclusive and responsive to the diverse needs of the student populace in a dynamically evolving educational terrain.
The Effect of Using Social Media on Student Development in the Learning Process in the Social Science Study Program Branch: A Systematic Review Lady Agustina; Ali Usman
Studies in Learning and Teaching Vol. 5 No. 2 (2024): August
Publisher : Indonesia Approach Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46627/silet.v5i2.371

Abstract

The research aims to determine the influence of social media on student development in the learning process. The research method adopts Husamah et al. (2022) and Katz & Nandi (2021). The first stage is the critical stage—first, the formulation of research questions. Second, identify studies that are relevant to the research topic—Third, evaluate and select studies that best suit the research objectives. The third stage is the initial screening of documents, selecting documents that have high relevance and selecting using relevant keywords. The research results show that social media has a relatively significant role in learning. Platforms such as Facebook, Twitter, Instagram, and YouTube positively enhance the teaching and learning process. It can further increase students' independence and self-confidence and encourage collaborative work in the classroom environment. However, using social media also has risks, such as reducing productive study time due to excessive interaction. Apart from that, it has a negative impact on interactions between students and teachers. Teachers must pay attention to knowledge construction and social interaction in the learning process. So, teachers can design strategies that utilize the positive potential of social media while actively reducing the negative impacts that may arise. Teachers must take an integrated and thoughtful approach to social media to create a balanced and effective learning environment.
Research Trends on Ethnoscience in Physics Learning (EPL): A Bibliometric Network Analysis Titin Sunarti; Nadi Suprapto; Suliyanah; Muhammad Satriawan; Hasan Nuurul Hidaayatullaah
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.v5i1.372

Abstract

In this modern era of education, understanding EPL research trends plays an important role in the development of innovative physics education. The general aim of this research is to comprehensively explore the landscape of Ethnoscience in Physics Learning (EPL). This study used bibliometric analysis to evaluate publications. Data was collected from Scopus and analyzed using VOSviewer and Biblioshiny-Bibliometrix software. The publication trend of EPL research varies annually, with significant growth since 2000 and the highest peak in 2021. Articles are the dominant document type in EPL research, with the average total citations per article varying significantly from year to year. Journal of Physics: Conference Series is the top source for EPL research. The main affiliations and countries contributing significantly are Semarang State University and Indonesia, while physics and astronomy dominate as the main subjects. The authors who contributed and had the most citations in EPL-related research were Beggs J. M. & Plenz D. The keywords that dominated and became a new trend were Physics, Cell Culture, Article, Human, and Student. The novelty of this study lies in its bibliometric approach and network analysis that provides deep insights into research trends and relationships within the field of ethnoscience in physics learning, contributing to a better understanding of the development of physics education.
CPjBL Versus PjBL Instruction: The Practice of Reviewing Literature From Reputable Journals Muzaini, Muhammad; Rahayuningsih, Sri; Akib, Irwan; Kamaruddin, Rahmat
Studies in Learning and Teaching Vol. 5 No. 3 (2024): December
Publisher : Indonesia Approach Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46627/silet.v5i2.375

Abstract

The present study compared the quality of student projects in reviewing literature from reputable journals using computer-assisted project-based learning (CPjBL) and traditional project-based learning (PjBL). This experimental study involved students from a research methodology course at a private university. Experimental group one implemented CPjBL, and experimental group two applied PjBL. The analysis results showed a mean score of 76.41, a standard deviation value of 9.105 for CPjBL, a mean score of 69.78, and a standard deviation value of 9.983 for PjBL. These results suggest that while the mean score of CPjBL was higher than that of PjBL, the difference was insignificant. In conclusion, in a research methodology course, CPjBL is suitable for helping students generate research ideas by optimizing software to review literature from reputable journals.
An Exploration of Curriculum Adequacy for Pre-Service Teachers of Learners With Special Needs Udeme Samuel Jacob; Jace Pillay; Jeffrey Ifeanyichukwu Chisunum
Studies in Learning and Teaching Vol. 5 No. 2 (2024): August
Publisher : Indonesia Approach Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46627/silet.v5i2.376

Abstract

This qualitative research utilised a phenomenological research design to explore the adequacy of the curriculum for pre-service teachers in preparing them to teach learners with special needs. The research involved purposive sampling of eight participants enrolled in a Professional Diploma in Education (PDE) program at a government-funded university in South-South, Nigeria. Data was collected through semi-structured interviews and thematically analysed using ATLAS.ti qualitative software. The research established trustworthiness through rigorous methodological approaches and ethical considerations. The research results indicated that the curriculum was suitable for pre-service teachers but unsuitable for students with special needs. It was discovered that the curriculum failed to adequately accommodate students with special needs, necessitating the need for changes to curriculum content, instructional materials, and delivery methods. Additionally, the research emphasised the lack of specific instructional programs designed to equip educators with the necessary skills and knowledge to effectively teach students with disabilities, suggesting a potential deficiency in teacher training. The findings of this research offer valuable insights that can inform the development and reform of curricula. These insights highlight the importance of consistently modifying and adapting curricula to address the changing educational demands, with a particular focus on special needs education.
Pedagogical Innovations During COVID-19 Lockdowns: Learner (In)accessibility to Radio Lessons in Poorly Resourced African Countries Godsend T Chimbi
Studies in Learning and Teaching Vol. 5 No. 2 (2024): August
Publisher : Indonesia Approach Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46627/silet.v5i2.377

Abstract

The COVID-19 pandemic brought unprecedented challenges in education globally. This article explores how learners in poorly resourced African countries accessed education during national lockdowns, if at all. With schools closed, how could learners in households without electricity and computers continue learning? Policy makers saw radio school as the only alternative. This comparative qualitative study on learner (in)accessibility to radio lessons in poorly resourced African countries during COVID-19 lockdowns is informed by the social justice theory. Data were obtained from online media, primary and secondary sources to generate insights into how radio lessons were conducted in six selected African countries – South Africa, Zimbabwe, Kenya, South Sudan, Liberia, and Sierra Leone. Findings indicate that learner experiences with radio lessons were heterogeneous. Where lesson broadcasts started soon after school shutdowns, worthwhile learning experiences were observed. Where radio school was introduced late, learner uptake of this innovation was low. In countries ravaged by poverty and toxic leadership most poor families could not afford radios, making radio lessons a charade. Compared to their privileged peers, who engaged in digital online learning, learners from poor families lost irrecoverable learning time in 2020 and 2021 - perpetuating existing inequalities and scuttling the drive for social justice.
The Importance of the Spiritual Dimension in Improving the Mental Well-Being of College Students Milatun Nadifa; M Baihaqi Rizki Abdul Latif; Ahmad Yusuf Sobr; Aan Fardani Ubaidillah
Studies in Learning and Teaching Vol. 5 No. 2 (2024): August
Publisher : Indonesia Approach Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46627/silet.v5i2.382

Abstract

The research investigated the relationship between spirituality and students' mental well-being. The aim was to explore the impact of high spiritual levels on different aspects of mental well-being through the results of previous research. This research uses the Systematic Literature Review (SLR) method, which includes the identification, review, evaluation, and interpretation of various existing studies. The findings suggest a strong link between high spiritual levels and improved mental well-being among college students. Students with high spirituality showed higher levels of purpose, gratitude, effective stress management, positive social relationships, and better physical health. The research contributes new insights by highlighting the significant impact of spirituality on diverse aspects of mental well-being in the context of university life and college efforts to deal with it. These findings underscore the importance of integrating the spiritual dimension into mental health and Education programs and provide a foundation for future studies to explore specific spiritual practices and cultural variations in more detail that can be applied practically to higher education. Some of the efforts that universities can make are providing materials about spirituality in the curriculum, providing affordable mental health services, creating a conducive learning environment, and providing social support to students. Some programs that can be done by universities include religious activities, meditation or yoga activities, and volunteer activities. These refinements add a novelty aspect to the research by emphasizing its practical implications. As such, the research not only presents findings on the relationship between spirituality and students' mental well-being but also highlights their relevance in the context of higher education policy and practice.
Promoting Educational Persistence in Crisis Regions: Insights From Students’ Experiences of Online Learning in the University of Buea Mercy Aki Etta
Studies in Learning and Teaching Vol. 5 No. 2 (2024): August
Publisher : Indonesia Approach Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46627/silet.v5i2.400

Abstract

Higher education in Cameroon continues to suffer from the effects of a twin crisis including a current socio-political armed conflict (in its two English-speaking regions) and the COVID-19 pandemic that has left school activities irregular in these regions. However, COVID-19 has brought about an automatic educational change requiring a transition to online learning that provides a window of opportunity for educational persistence in these crisis regions. Regardless of this, students’ voices of their experiences of online learning in the context of pandemics and armed conflicts are almost missing. This paper provides an assessment of students’ perceptions about their experiences with online learning in the wake of COVID-19 using Diffusion of Innovation theory as a framework to describe the (1) relative advantage (2) trialability and (3) complexity of online learning. The study adopted a survey design and data were collected from 1436 students randomly selected from the University of Buea, Cameroon. Findings from frequency counts, percentages, chi-square and thematic analyses revealed that students view online learning as an opportunity for educational persistence in crisis regions, however, trialability is low with younger and undergraduate students having limited online learning experiences (P<0.01). Similarly, students viewed online learning as complex, compounded by enormous challenges to which decision makers can address to sustain learning in armed conflict. To this end, it is recommended amongst others that course syllabuses should be re-organize to include at least 4 hours of online learning to improve students’ online learning experiences and promote educational persistence in crisis regions.
The Parental Role in Supporting Learners With Barriers to Learning in a Secondary School Zinhle Thobeka Fakude; Nonhlanhla Desiree Maseko
Studies in Learning and Teaching Vol. 5 No. 2 (2024): August
Publisher : Indonesia Approach Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46627/silet.v5i2.402

Abstract

Parental role in secondary schools is pivotal to support learners with barriers to learning to enhance their academic performance. Research indicates that parental involvement in leaners’ education decline as learners grow older. Therefore, the study aim was to explore the role of parents in supporting learners with barriers to learning in a secondary school. The research study was set within an interpretivism paradigm and used the qualitative approach. Epstein’s model for parental involvement was adopted in the study to explore the parental role in supporting learners with barriers to learning in a secondary school. The model emphasizes the involvement of parents in learners’ education in schools. The research is a niche as it covers a gap in secondary school where there is insufficient scholarly exploring parental involvement. Data was collected from purposefully sampled participants including parents of learners with barriers to learning, teachers who are teaching learners with barriers to learning and three learners with barriers to learning, through interviews. The thematic data analysis was used to analyze interviews data and document analysis. The findings from the study indicated that parents are keen to play their role in supporting learners with barriers to learning in a secondary school. However, parents are faced with different challenges that hinder their full engagement in supporting learners with barriers to learning. The study recommends that parents should continuously communicate and engage with school on how they can be assisted in supporting learners with barriers to learning at home. The study also recommends that the school should work hand in hand with parents providing guidance on how learners with barriers to learning should be supported at home.

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