cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Nadi Suprapto, Ph.D
Contact Email
journalsilet@gmail.com
Phone
+6281332334242
Journal Mail Official
journalsilet@gmail.com
Editorial Address
Jl Ketintang, Surabaya 60231, Indonesia
Location
Unknown,
Unknown
INDONESIA
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
 17   18   19   20   21 
Management of Student Welfare Services and Educational Stability of Undergraduates in Nigerian Universities Fasanmi, Success Ayodeji
Studies in Learning and Teaching Vol. 6 No. 1 (2025): April
Publisher : CV Sinergi Ilmu dan Publikasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46627/silet.v6i1.506

Abstract

Transitioning from high school to university is one of the challenges undergraduates face when navigating their studies. This study assessed the management of welfare services and determined the level of students’ educational stability in Nigerian universities. The research was based on Maslow’s Hierarchy of Needs, providing insights into how students’ welfare needs impact on their educational stability. The study utilized descriptive research survey design. Two universities, namely Obafemi Awolowo University (OAU) and Oduduwa University (OUI) in Nigeria, were purposively selected for the study. A sample of 500 students was chosen from six out of the thirteen faculties in OAU and two out of the four colleges in OUI using a simple random sampling technique. Data were collected through questionnaires and analyzed using descriptive statistics. The study revealed that while clear policies guide the management of students’ affairs in the universities, there is inadequate engagement with the students by the authorities in managing students' welfare services, leading to student unrest at times. The study recommends the necessity for proper engagement and more responsive efforts to address the welfare needs of students by relevant authorities.
Artificial Intelligence and the Tripartite Role of University Teachers Fasanmi, Success Ayodeji; Seyama, Sadi
Studies in Learning and Teaching Vol. 6 No. 1 (2025): April
Publisher : CV Sinergi Ilmu dan Publikasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46627/silet.v6i1.507

Abstract

Artificial intelligence (AI) is making impact in every field of study, various aspects of human life, and the higher education sector. The functioning of the university revolves around three main functions which include teaching, research and community service. This study examined the impact of AI on the performance of the three core functions of the university teacher. The theoretical framework for the study is the connectivism theory, which is of the view that technology plays a crucial role in connecting teachers, researchers, and learners to a vast amount of information. Using the thematic review approach and available secondary data on impact of AI on teaching, research and community service, the desktop design was employed for the paper. The desktop design is concerned with cross-referencing and collection of data from existing resources such as academic publications, empirical reports and bulletins. The findings of the study established that the emergence of AI in higher education is a positive development which has made the task of teaching, research and community service easier with the various AI support tools. The study concluded by emphasizing the need for education stakeholders to use various AI tools responsibly.
Impact of Teachers' Pedagogical Content Knowledge on Learner Outcomes in Libode Sub-District, South Africa Mjobo, Nobabalo Mandisa; Cishe, Elphina Nomabandla; Omojemite, Matthew Damilola
Studies in Learning and Teaching Vol. 6 No. 1 (2025): April
Publisher : CV Sinergi Ilmu dan Publikasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46627/silet.v6i1.508

Abstract

The effectiveness of reading instruction in the Foundation Phase (FP) is critical for developing learners' reading abilities. Despite this, FP teachers often face challenges related to their pedagogical content knowledge (PCK), teaching methods, and lesson preparation. This study investigates the impact of teachers' pedagogical content knowledge on learner outcomes in Libode Sub-District. The study was quantitative research which involved the use of descriptive research design. The population of the study was 200 teachers. Systematic random sampling was used to select forty (40) Grade 3 teachers. Teachers from all participating schools were allocated numbers 1 - 200, which were put in a hat. The main question addressed by the study requires the understanding of the contribution of FP teachers’ lack of reading pedagogical content knowledge to Grade 3 learners’ inability to read EFAL texts. Data were evaluated using analytical and logical reasoning to examine each component of data provided. The study's findings reveal a significant challenge in stimulating reading both inside and outside the classroom. Teachers in this group encounter difficulties that may be due to factors such as limited resources, insufficient parental involvement, and inadequate professional development. It was recommended that schools increase the availability of diverse reading resources, enhance parental involvement, provide targeted professional development for teachers, and promote student-centered approaches to reading instruction.
“Asah Asih Asuh”: Learning Concept at Kasih I-CARE Nusantara Borobudur School Pramudia, Rosa Virginia Cindy; Sarjiwo, S; Probosini, Agustina Ratri; Alfan, Syafiq Faliq
Studies in Learning and Teaching Vol. 6 No. 1 (2025): April
Publisher : CV Sinergi Ilmu dan Publikasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46627/silet.v6i1.516

Abstract

The school serves as a crucial setting for children's learning and personality growth. Within this environment, the essential foundations of knowledge, skills, and moral values are instilled in the younger generation. Kasih I-CARE Nusantara School reflects this principle through its vision and mission to provide quality education using the “asah asih asuh” approach. This research aims to explore the concept of “asah asih asuh” education through tembang dolanan at Kasih I-CARE Nusantara Borobudur School. The research method used is qualitative research with a case study approach. The object of the research is the concept of asah asih asuh applied in the school, while the research subjects include teacher who are also the founders of the school, 3 other teachers, 2 employees, 2 parents of students and 2 students themselves. The data collection techniques used include direct observation, in-depth interviews, and document collection. Data validity was ensured through triangulation of techniques and sources. Data analysis was conducted through three main stages: data reduction to identify key themes; data presentation to organize findings in a structured manner, and conclusion drawing to make in-depth interpretations of the data collected. Data verification was conducted directly and indirectly through the WhatsApp application to obtain additional clarification if needed. The results showed that the concept of sinau kanthi seneng can be found in the asah asih asuh education implemented at Kasih I-CARE Nusantara Borobudur School. This illustrates that the joyful learning approach not only improves learning effectiveness, but also strengthens social and emotional values that are important in the holistic development of learners.
The Teacher Recruitment and Deployment in Pakistani Private Schools Ahmed, Nadeem
Studies in Learning and Teaching Vol. 6 No. 1 (2025): April
Publisher : CV Sinergi Ilmu dan Publikasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46627/silet.v6i1.523

Abstract

Teacher recruitment and deployment is one of the most essential ingredients of the school and teaching-learning process. Therefore, schools must recruit and deploy qualified, skilled, and professional teachers to satisfy learners’ educational requirements. The research aimed to examine the process and type of teacher hired in Pakistani private schools to teach learners. A phenomenological approach of qualitative research was employed to conduct the study. The purposive sampling method was utilized to undertake the research. Two focus groups discussion and six individual face-to-face interviews were conducted in two different private schools. It was found that teacher recruitment and deployment in private schools is a serious concern that needs to be addressed. Based on the findings, most middle-class private schools are facing a challenge to attract, recruit, and retain qualified teachers. The intention to gain maximum revenue impels these individual-owned business enterprise private schools to recruit under-qualified females on lower salaries. Moreover, non-availability and not-in-practice of the recruitment policies, procedures, and yardsticks are also reasons for under-qualified teachers’ recruitment. It is thus necessary for private schools to recruit qualified teachers for better teaching-learning.
An Enquiry into Learners' Disengagement from Schooling-South African Secondary Schools: Teachers' Perspective Ahmed, Nadeem
Studies in Learning and Teaching Vol. 6 No. 1 (2025): April
Publisher : CV Sinergi Ilmu dan Publikasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46627/silet.v6i1.524

Abstract

Learners’ disengagement from schooling exhibit behaviors that evade being on track for learning, resulting in learners’ lower academic performance, and a serious concern of South African secondary schools. The high probability of learners’ disengagement from schooling (45%) in South Africa is not only a concern for learners, teachers, and schools but it is also a concern for a family and society. Thus, the research intends to examine the factors associated with learners’ disengagement from schooling at secondary schools. The research employed a generic qualitative research approach. A total of eighteen teachers from six secondary schools were selected to undertake the research by employing a purposive sampling technique. It was identified that multiple factors play a negative role which leads learners to disengage from schooling. Disengagement negatively impacts learners’ academic achievement and results in low performance. Low-performer learners have behavioral and social issues with peers and long-term negative effects on their future lives. Moreover, disengaged learners have more probability of being involved in drug abuse and have a higher risk of dropping out of school. During the research, it was found that poverty and socio-economic background, teenage pregnancies, drug abuse, and broken family structure are some of the major challenges that South African society faces and are the main factors that influence learners’ disengagement from schooling. The schools that choose to accomplish the research deal with learners from diverse backgrounds. Learners from these backgrounds cannot engage themselves with schooling because of the shortage of essential educational resources, and lack of motivation and guidance from parents. It is hence mandatory for the parents, teachers, and society to address the challenges to minimize learners’ disengagement ratio from schooling.
Re-imagining Transformative Pedagogies in Higher Education for Social Change and Equity Dyantyi, Ntsika; Mkabile-Masebe, Bulelwa
Studies in Learning and Teaching Vol. 6 No. 2 (2025): August
Publisher : CV Sinergi Ilmu dan Publikasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46627/silet.v6i2.526

Abstract

In the context of growing inequalities and diverse student populations, traditional pedagogical models often fail to address the complex socio-economic and cultural realities students face. This qualitative conceptual discourse argues that student-centred learning, critical thinking, reflexivity, and collaborative and participatory learning approaches are crucial for cultivating inclusive learning environments that empower all students, particularly those from marginalised communities. The study findings revealed that these approaches enhance social awareness and responsibility, promote inclusivity and diversity, and empower marginalised communities. Ultimately, this paper recommends that re-imagined transformative pedagogies should prioritise inclusive curricula, active and collaborative learning, and culturally responsive teaching to foster social change and equity in higher education. Higher Education Institutions (HEI) must integrate technology thoughtfully, promote student agency, and engage with communities. For long-term success, continuous professional development for lecturers and institutional policy changes are essential. This aligns with the Agenda 2063 and the Sustainable Development Goals (Goal 4) by promoting quality education, inclusive education, reducing inequalities, and fostering social change, contributing to Africa's development and global equity.
Pre-Service Mathematics Teachers’ Responses to Mathematics Word Problem with Contradictory Information in Context Saleh, Sitti Fithriani; Mutmainnah, M; Abdullah, Abdul Halim; Baharullah, B; Akbar, Muh.; Mohamad, Nurain Nadhirah
Studies in Learning and Teaching Vol. 6 No. 1 (2025): April
Publisher : CV Sinergi Ilmu dan Publikasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46627/silet.v6i1.527

Abstract

Most mathematics word problems contain real-life context, but not all are relevant to real-life reality. Despite the mathematical solvability of these problems, their contexts may be contrary to the facts in the real world. This study explored the responses of pre-service mathematics teachers while facing the mathematics word problem containing contradictory information within a real-life context. A total of 48 pre-service mathematics teachers from various cohorts participated in this study. The participants were asked to solve a mathematics word problem that was designed to be solvable mathematically but presented a situation that contradicted to real-life context. The findings reveal that while the participants are adept at mathematical procedures, many did not realize and some were confused by the anomalies within the problem context. Only a few of them recognized the contradictory information and stated that the problem was illogical or impossible. This study specifically explores the gap between mathematical solvability and the relevance of real-world contexts in word problems. Most previous research has primarily focused on pre-service teachers’ ability to solve mathematical problems without examining whether they notice the anomalies in the problem’s context. This study emphasizes raising pre-service mathematics teachers’ awareness of the real-life context in mathematics word problems.
Algebraic Question Types in Grade 10 Mathematics Textbook: A Cognitive Perspective Sibiya, Mandlenkosi Richard; Sekao, David; Ogbonnaya, Ugorji
Studies in Learning and Teaching Vol. 6 No. 1 (2025): April
Publisher : CV Sinergi Ilmu dan Publikasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46627/silet.v6i1.531

Abstract

Mathematics education depends on textbooks as the primary source of information for both teachers and learners while providing essential tasks that develop cognitive skills. The types of tasks used in these resources directly affect learners’ cognitive growth and show why textbooks must contain various question types. Current research lacks examination of mathematics textbooks in South African schools, even though learners consistently perform poorly in mathematics. This study investigated whether a widely used Grade 10 Mathematics textbook challenged learners to various question types that help build problem-solving skills and high-level thinking. A deductive content analysis approach evaluated 1 360 questions from the textbook’s algebra content, including algebraic expressions, exponents, equations and inequalities, number patterns, and functions. The research results indicated that most questions (62%) required routine calculations while the content lacked questions that required higher-order cognitive skills such as problem-solving, argumentation and interpretation. The assessed textbook appears to fail learners by not adequately developing critical thinking skills that learners need for both future advanced math classes and practical applications. The study recommends more diverse question types in mathematics textbooks to develop learners’ cognitive skills and problem-solving abilities.
Evaluation of the Implementation of the Merdeka Belajar Kampus Merdeka (MBKM) Policy at the Faculty of Languages, Arts, and Culture: Student Perspectives Kencana, Bekti Anggi Kuala; Sari, Esti Swatika; Suryaman, Maman; Gang, Huang
Studies in Learning and Teaching Vol. 6 No. 1 (2025): April
Publisher : CV Sinergi Ilmu dan Publikasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46627/silet.v6i1.545

Abstract

The objective of this study is to examine the implementation of the Merdeka Belajar Kampus Merdeka (MBKM) policy at the Faculty of Languages, Arts, and Culture, Yogyakarta State University, from the perspective of students. The study adopts a mixed-methods approach, integrating quantitative data collected from questionnaires filled out by 63 participants with qualitative insights obtained from interviews with 2 MBKM lecturers and 2 students who have taken part in the MBKM program. The study investigates students’ understanding, satisfaction, perceived effectiveness, and relevance of the MBKM program, as well as challenges faced during its implementation. Results indicate that students generally understand the MBKM objectives and benefit from enhanced skills, practical experiences, and preparation for the workforce. However, issues such as administrative complexity, limited guidance, and insufficient socialization were identified as significant barriers. The study highlights the need for improved information dissemination, streamlined administrative processes, and stronger institutional support to enhance program effectiveness. The novelty of this study lies in its focus on student perspectives, offering valuable insights into how the MBKM policy impacts educational experiences and identifying actionable recommendations for program improvement. This study contributes to the ongoing evaluation of MBKM, ensuring it aligns with students' needs and institutional objectives in preparing graduates for the 21st-century workforce.

Page 19 of 25 | Total Record : 241

 17   18   19   20   21 

Filter by Year

2020 2026


Reset
Filter By Issues
All Issue Vol. 7 No. 1 (2026): April (Article in Progress) Vol. 6 No. 3 (2025): December Vol. 6 No. 2 (2025): August Vol. 6 No. 1 (2025): April Vol. 5 No. 3 (2024): December Vol. 5 No. 2 (2024): August Vol. 5 No. 1 (2024): April Vol. 4 No. 3 (2023): December Vol. 4 No. 2 (2023): August Vol. 4 No. 1 (2023): April Vol. 3 No. 3 (2022): December Vol. 3 No. 2 (2022): August Vol. 3 No. 1 (2022): April Vol. 2 No. 3 (2021): December Vol. 2 No. 2 (2021): August Vol. 2 No. 1 (2021): April Vol. 1 No. 3 (2020): December Vol. 1 No. 2 (2020): August Vol. 1 No. 1 (2020): April More Issue