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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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Scientific Reasoning Skill and Multiple Representations in Education Research During Last Ten Years: A Review Bibliometric Study (2013-2022) and the Contribution of Indonesia Wicaksono, Iwan; Ma'rof, Aini Marina; Mahardika, I Ketut; Rosida, Rina Fatiya; Erlina, Nia
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.v5i3.510

Abstract

The development of scientific literacy in education relies heavily on two fundamental capabilities: scientific reasoning, which enables systematic analysis and evidence-based conclusions, and multiple representations, which facilitate understanding through diverse forms of concept presentation. Despite their importance, no comprehensive analysis has mapped the research landscape connecting these crucial educational components. This study conducted a bibliometric analysis of research trends in scientific reasoning and multiple representations published between 2013-2022. A systematic search using Google Scholar yielded 392 relevant articles (234 focusing on scientific reasoning, 158 on multiple representations), which were analyzed using VOSviewer visualization software. The analysis revealed five distinct research clusters: (1) scientific reasoning and knowledge development, emphasizing theoretical foundations; (2) multiple representations in education, focusing on pedagogical applications; (3) student learning in physics, highlighting discipline-specific implementations; (4) scientific reasoning skills analysis, examining assessment methods; and (5) chemistry and inductive reasoning, exploring subject-specific reasoning patterns. Indonesian researchers made significant contributions to the field, particularly in developing innovative approaches to scientific reasoning skills and multiple representation strategies in science education. This analysis not only maps the current research landscape but also identifies promising directions for future studies, especially in developing integrated approaches that combine scientific reasoning development with multiple representation techniques in science education.
Analysis of Students' Physics Numeracy Literacy Ability and Its Learning Implementation: Case Study in Nganjuk City Sunarti, Titin; Wasis, W; Setyarsih, Woro; Zainuddin, Abu; Jauhariyah, Mukhayyarotin Niswati Rodliyatul; Zakaria, Azar; Rizki, Iqbal Ainur
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.v5i3.537

Abstract

This study aims to identify high school students' numeracy literacy abilities and physics learning that trains numeracy literacy. The study involved 183 students from three high schools (SMAN A, B, and C) in Nganjuk district, along with 9 teachers. Research instruments included a Numeracy Literacy Test and Physics learning response questionnaire, both validated by experts. Results showed that students' literacy skills were high (81.5%), with interpretation and integration scoring highest (90.33%), followed by information finding (77.33%) and evaluation/reflection (77.13%). In numeracy abilities, understanding scored highest (88.47%), followed by application (72.37%) and reasoning (63.9%). The reliability analysis of the research instrument showed a Cronbach's Alpha value of 0.87, indicating very good internal consistency in measuring the literacy-numeracy skills of high school students in Nganjuk Regency. This high reliability value provides a strong level of confidence in the research findings, including the average literacy skills (81.5%) and numeracy (78.25%). The overall average numeracy ability was 74.91%, falling in the sufficient category. Common teaching approaches included explanation with example problems, practice questions, and practicals (55%), along with the 5M approach (observe-question-try-analyze-communicate) used often (44.4%) or always (33.3%). Popular learning models included Direct Instruction (55.5%), Cooperative Learning (44.4%), Inquiry (22.2%), Problem-Based Learning (33.3%), and Project-Based Learning (66.6%). Other models included Discovery learning, Cooperative game learning, and differentiated PjBL. In conclusion, students' numeracy literacy ability reached a sufficient level at 78.5%.
School Enrichment Programmes to Bolster Self-Directed Language Learning Skills of Students' Limited English FAL Proficiency in Rural Mokoena, Mosebetsi
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.v5i3.383

Abstract

Although English is the language of instruction in many South African schools, most learners are not native speakers of the language. As a result, attaining high levels of proficiency in English first additional language (English FAL) remains a problem for most learners in rural schools. Although many intervention strategies have been explored to address this challenge, research linking school enrichment programs, English proficiency, and self-directed learning in rural contexts remains limited. That is, little is known about how school enrichment programs could be used to bolster the self-directed learning skills of learners with limited English proficiency. Therefore, this qualitative study is guided by a transformative paradigm, the constructivist learning theory and participatory action research methodology to explore the use of school enrichment programs in bolstering learners’ self-directed language learning skills to improve proficiency in English FAL. For data generation, three teachers and nine learners of English FAL in one secondary school were conveniently selected to participate in the focus-group discussions and observations. A thematic analysis of data revealed that SEPs bolstered the self-directed language skills of learners by creating a space for remedial assistance in reading, providing a constructivist learning environment, and maintaining extrinsic motivation levels and supportive teacher-learner relationships.
Implementation of Multicultural Education Values in Higher Education: A Case Study of Indonesian Universities Rohartati, Sri; Maftuh, Bunyamin; Sopandi, Wahyu; Subekti, Eri; Zuhro, Putri Fatimatuz
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.v5i3.393

Abstract

The purpose of this research is to describe the implementation of multicultural education ideals at Langlangbuana University, as well as the significance of multicultural education for students and lecturers at the university. As a research subject, Langlangbuana University may have been chosen because of its diversity or special initiatives in implementing multicultural education. This research can identify how these values are implemented in the curriculum, extracurricular activities, and university life in general. A qualitative case study methodology is used in this work. This research is organized and structured in such a way that it is based on facts that occur in the field to gain answers to the research questions. Each participant responds to questions about the implications and importance of values in intercultural education at Langlangbuana University by drawing on their knowledge of specific cases or experiences. Tolerance values, democratic values, justice values, and patriotic values are among the multicultural education values implemented at Langlangbuana University. In-depth observations and interviews were used to describe the attitudes of Langlangbuana University students and lecturers toward tolerance, democracy, justice, and patriotism. Despite their differing religions, they get along well and appreciate each other. The relevance of multicultural education at Langlangbuana University can help students and lecturers comprehend and be conscious of Indonesia's diversity, as well as create mutual respect and collaboration among students and lecturers. Aside from that, multicultural education can assist students and lecturers in creating a pleasant learning atmosphere with mutual respect between individuals from various backgrounds. This research could be one of the few or even the research that in-depth examines the implementation of multicultural education at Langlangbuana University.
An Appraisal of Digital Storytelling in English Language Learning Moyo, Rachel
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.v5i3.398

Abstract

The movement restrictions imposed by governments due to the COVID-19 pandemic in early 2020 challenged the status quo in education and will likely see traditional methods of teaching waning. The unprecedented shift to online instruction pronounced the fourth education revolution, particularly in developing economies, amid the fourth and in some parts, the fifth industrial revolution, a world seized by digital technologies. The current study sought to appraise digital storytelling as a teaching strategy in English second language learning, motivated by the noted generally poor performance in the subject. A literature review of empirical findings on digital storytelling in English language learning was conducted based on their availability. The review findings reveal a consensus among researchers that the language competence of learners taught using digital storytelling improved compared to traditional methods across grade levels from primary to high school levels. To this end, a digital storytelling model for language learning was developed, indicating the challenges faced by the learners and how digital storytelling can be used to scaffold the understanding of these concepts. Education departments should invest in hardware and software for innovative, digital teaching methods to improve learning and to keep abreast with advancing technologies.
Exploring Activities Teachers Use to Develop Learners' Readiness in Grade R: A Holistic Development Perspective Segooa, Mapule Yvonne
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.v5i3.430

Abstract

The study sought to explore the methods used by Grade R instructors to assess students' readiness to progress to Grade One. Typically, both indoor and outdoor play activities are utilised in the teaching and learning process, with a focus on readiness exercises to analyse the generated data. Thematic analysis was used in conjunction with observations and document analysis. The findings revealed that Grade R instructors employ various strategies to promote readiness, including continuous evaluation through observation and formal and informal activities. These activities are aligned with CAPS guidelines to ensure students are adequately prepared and engaged in their learning as they transition to first grade. Suitable recommendations were made based on the results of the study.
Factors Affecting Students’ Acceptance of Gamified Learning (SAGL) Randle, Oluwarotimi A.
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.v5i3.431

Abstract

Gamification is commonly used for improving student learning experiences. The purpose of this paper is to understand the factors that influence the acceptance of gamification in learning. The paper employs a meta-analysis approach to identify the factors that affect students’ acceptance of gamified learning. The benefit of meta-analysis is its ability to synthesize and utilize the results obtained from various primary research papers to discover the critical factors that influence the acceptance of game design elements in online courses. The PRISMA protocol was used to analyze the meta-analysis. While much research has been done on gamified learning, there is a lack of meta-analysis research on the acceptance of gamified learning elements. The results of the meta-analysis indicated that performance expectancy, student satisfaction, and social interaction are the critical factors influencing the acceptance of gamified learning. These results are beneficial because they not only focus on learning but also provide an opportunity for industry experts to be aware of the critical factors that influence the acceptance of gamified learning. This paper’s novelty lies in its analysis of statistical heterogeneity, effect size, and publication bias across research that employed various statistical techniques.
Effect of Problem-Based Learning Model on Critical Thinking Skills in Civic Education Learning Sari, Noor Asni; Dasna, I Wayan; Kusumaningrum, Shirly Rizki; Sitanggang, Indah
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.v5i3.433

Abstract

Research has been conducted on the problem by discussing the effect of the Problem Base Learning model to improve students' critical thinking skills in civic education subjects in class III elementtary school Srewendari. The study aims to determine the effect of the Problem-Based Learning model on critical thinking skills in analyzing facts, presenting arguments, providing conclusions, conveying the concept of Pancasila, arguing, independent thinking in reflection, solving problems and recognizing information found in class III elementtary school in Srewendari Malang City. This research is quasi-experimental (quasi experiment) using the Nonequivalent groups pretest-posttest control group design refers to this design, the effect of the PBL model on critical thinking skills will be known through the comparison of the average posttest score of critical thinking skills between the experimental class and the control group through the t-test. The population of this study was third-grade students of public elementary schools in Malang City. The research conducted has samples taken in the form of experimental class a as many as three and control class b as many as three, data collected through observation with rating scale instruments and tests with instruments in the form of test or evaluation questions conducted in class. The data were analyzed quantitatively through a difference test with a confidence interval greater than 95%. The results of the research conducted show that the application of the Problem-Based Learning model has a positive and significant effect on student's critical thinking skills in civic education subjects.
Enhancing Student Understanding of Newton's Laws Through the PODEW Analogy-Based Strategy in High School Physics Hidayat, Taufik; Wasis, W; Suprapto, Nadi; Diantoro, Markus; H, Supriyono Koes; Hidaayatullaah, Hasan Nuurul; Mapandi, Rohanie D
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.v5i3.511

Abstract

Students frequently encounter alternative conceptions regarding physics, both before and after studying physics concepts. This study aims to examine the effectiveness of the PODEW (Predict, Observe, Discuss, Explain, Write) strategy integrated with analogy-based learning in addressing these misconceptions. A mixed-method explanatory model was employed, involving both quantitative and qualitative approaches. Quantitative data were collected through pretests and posttests and analyzed using ANCOVA, N-Gain calculations, and effect size measurements. Qualitative data were obtained via interviews with selected students to provide further insights into the findings. The study involved 60 high school students from State Senior High School of Pandewu 1, with Grade 10 Science-1 (experimental group) utilizing the PODEW strategy with analogy and Grade 10 Science-2 (control group) employing the PODEW strategy without analogy. Results indicated a significant difference between the two groups, with the experimental group achieving an N-Gain score of 0.64 compared to 0.48 in the control group, indicating greater improvement in addressing alternative conceptions. Despite these improvements, some students in the experimental group shifted from scientific understanding to alternative conceptions, suggesting the need for further refinement of the strategy. Overall, the findings highlight the potential of the PODEW strategy with analogy in reducing misconceptions and improving students' conceptual understanding of Newton's Laws.
Development of an Inclusive E-Learning Platform for Visually Impaired Students Oyekunle, Rafiat Ajibade; Chukwura, Henry Chukwunonso; Talpur, Noureen; Balogun, Abdullateef Oluwagbemiga
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.v5i3.528

Abstract

This research focuses on developing an inclusive e-learning platform to enhance accessibility for visually impaired students, addressing shortcomings in conventional learning environments. The primary aim is to create an educational space that is more accommodating and supportive of diverse user needs. The platform prioritizes user-friendliness, offering essential features such as language translation and support for multimodal content, including text and video formats. The development process employed the Rapid Application Development (RAD) methodology, enabling iterative prototyping and seamless integration of user feedback. This approach facilitated continuous refinement of the platform to meet real user needs effectively. The design adhered strictly to W3C accessibility guidelines, ensuring compliance with global web accessibility standards. Technologies like HTML, CSS, PHP, and JavaScript were utilized, alongside accessibility testing tools such as non-visual desktop access (NVDA) and WAVE, to ensure a robust and accessible user experience. Key features, including font size and contrast adjustment sliders, were integrated based on user feedback. The results indicate that the platform significantly enhances the accessibility of educational resources, empowering visually impaired students. Its novel combination of RAD methodology and strict adherence to accessibility standards demonstrates a practical and user-centered approach to tackling educational inequities.

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