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 217 Documents
 18   19   20   21   22 
Analysis of Mathematical Critical Thinking Skills in Non-Formal Learning Based on Learning Assistance Setiana, Dafid Slamet; Hakim, Septian Rahman; Booribon, Gumpanat
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.v6i1.561

Abstract

This research aims to analyze students' critical thinking skills in non-formal learning based on learning assistance for elementary school level students in the gemstone craft center area of Sukodono Village. The type of research is descriptive research with a quantitative approach. The research subjects were elementary school age students who had previously been provided with non-formal learning assistance using techniques to stimulate critical thinking. Test results are analyzed based on scoring guidelines and critical thinking indicators, then converted into scores and categorized based on critical thinking skills criteria. The novelty of this research is that the analysis of critical thinking skills in non-formal learning has never been carried out before. Analysis of critical thinking skills indicators shows the value of the Focus indicator of 85.7 (very high); Reason indicator of 63.2 (high); Inference indicator of 78.5 (high); Situation indicator of 73.8 (high); Clarity indicator of 70.4 (high); Overview indicator of 58.7 (fair). This indicates that non-formal learning based on learning assistance is useful in improving aspects of knowledge, especially in critical thinking skills. Therefore, non-formal education can be used as an alternative method in increasing the potential of students as a support for formal learning.
Understanding the Competency Levels of Art-Based Students in Utilising Technological Tools for Learning: A Case of a Digital Art Students Randle, Oluwarotimi
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.v6i2.563

Abstract

Using technology as a pedagogical teaching tool is a well-established concept, with numerous studies demonstrating its effectiveness in enhancing learning outcomes. However, few studies have explored the connection between technology and the proficiency of art-based students utilising technology for the purpose of designing and creating digital media, such as video games, comics, and animations. This study explored how facilitating conditions, prior access, and technology usage influenced the competency level of students. A quantitative descriptive approach was used to collect data from 119 students who voluntarily participated by completing an online questionnaire. Structural equation modelling was utilised to process the data obtained from the questionnaire results. The findings indicated that both computer self-efficacy and facilitating conditions had a positive effect on the perceived ease of use within a technological learning environment. This, in turn, influenced the competency of digital art students in utilising technology. Past exposure to technology influenced digital art students’ openness to experimenting with new game design and animation technologies in the technology playroom.
The Effectiveness of Video Vlog Media to Improve Communication and Emotional Skills of Children with ADHD: A Case Study at Elementary School in Surabaya Zahro, Dike Annisa Ramadina Az; Pinastika , Cahya Nastiti; Farah, Dhea Nailul; Suandi , Ristie
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.v6i2.564

Abstract

Attention Deficit Hyperactivity Disorder (ADHD) affects the development of communication and emotion management in children, which impacts their ability to interact in the school environment. This study aims to explore the use of video vlog media as a creative approach in helping two learners, Subject S and Subject A, at SDN Ketintang II Surabaya, who have been diagnosed with ADHD, with different characteristics. The research method includes direct observation, video analysis, and interviews with teachers. So based on the research methods, the results of this study show that the use of video vlog media significantly improves the communication and emotional skills of subject S compared to subject A, who is more closed in expression. Therefore, this video vlog media provides a platform that allows them to express themselves more freely, so that they can improve their communication skills and emotional management through an interpersonal approach. However, the importance of assistance by parents and teachers during the implementation is that it can provide the necessary direction to help children overcome the various challenges faced.
Global Research Trends on 21st Century Teacher Competency Using Bibliometric Analysis Chotijah, Hindun Yafa; Suparman, S; Kusumaningtyas, Dian Arta; Raman, Arumugam
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.v6i2.573

Abstract

Educators are critical facilitators of learning and development in the education system. This study investigates 21st-century teacher competencies in education between 2015 and 2024, analysing publication trends, citation patterns, and their alignment with the Sustainable Development Goals (SDGs). This study uses bibliometric analysis and systematic literature review methodologies, leveraging data from Dimensions.ai (January 15, 2025) via the PRISMA framework, which yielded 985 data points. Analysis through VOS viewer maps collaboration networks and assesses citation impacts, revealing a consistent rise in publications and citations over the period. Notably, the most cited works appeared in reputable, indexed journals. The bibliometric map identifies eight distinct clusters, with “21st-century skills” as the central theme. Current trends link teacher competencies to key areas such as Digital Competency, TPACK (Technological Pedagogical Content Knowledge), Pre-service Teacher preparation, Communication Skills, and Pedagogical Competence. Findings highlight a strong connection between 21st-century competencies and SDG 4 (Quality Education), underscoring their role in improving global education quality. The study emphasizes the necessity of equipping teachers with these competencies to address modern educational challenges effectively. The novelty of this study lies in its integrative approach to bibliometric and systematic review methods to comprehensively map global research trends and gaps in 21st-century teacher competencies over the past decade.
Character Education Curriculum of Primary School in Taiwan vs Indonesia: A Comparison Study: Teachers Implement Character Education Efendi, Moch Yusuf; Maryono, Ahamd; Syarifah, Laili; Ha, Luong Ngoc
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.v6i1.586

Abstract

This study employed a quantitative method with a comparative survey design to examine the character of education in primary school curricula in Taiwan and Indonesia. A total of 330 teachers (165 from each country) participated in the study. The research focused on curriculum content, character-building methods, and educational approaches. Data were collected through a structured questionnaire and analyzed using t-tests. The findings revealed that both countries emphasize character education through structured programs beyond formal learning. In Taiwan, the development program involves collaboration between principals and teachers, while in Indonesia, principals supervise teachers in implementing character values across intra- and extracurricular activities. This study used a quantitative survey design to compare character education in Taiwanese and Indonesian primary school curricula, involving 330 teachers from both countries. It examined curriculum content, character-building methods, and educational approaches in each system. Findings showed that both countries emphasize character education, with Taiwan favoring principal-teacher collaboration, while Indonesia emphasizes principal-led supervision in both intra- and extracurricular settings.
The Impact of Continuous Professional Teacher Development on Teacher Engagement Levels in Private Family Schools in South Africa Masha, Anthony Kambi; Agyeman, Nana Yaw Brenya
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.v6i2.588

Abstract

This was a case study that used a quantitative research approach to gauge educators’ perspectives on how management engages them in continuing professional teachers’ development (CPTD) in private family business schools (PFBSS). The study is set against the background that educators need to be engaged in their jobs for students to excel. However, literature suggests that engagement levels of educators are low in South Africa. A notable reason amongst them is the lack of CPTD. This ensures that schools provide education as a core building block in making South Africa a successful country. Without good schools that prepare young people for the world of work, the problems South Africa faces will remain intractable. Poor results impact the non-actualisation of the Millennium Development Goals, Sustainable Development Goals, National Development Plan, and the African Union’s Agenda 2063. This study examines the link between school-level support and engagement. This is an area that has received little attention in South Africa. The study utilised a non-experimental research design and a positivist paradigm to collect data through structured questionnaires and test the hypothesis using inferential statistics and non-parametric analysis techniques. The study revealed that CPTD predicts engagement levels of educators in PFBSS. The study recommended that educators should be exposed to CPTD sessions often to capacitate them. The study concluded that management in PFBSS should not ignore the human resources development aspect of CPTD.
Nationalism in History Learning: Reflections on Kampus Merdeka Learning Kurikulum Merdeka Through Modul Nusantara Program Naredi, Hari; Saripudin, Didin; Yulifar, Leli; Sjamsuddin, Helius
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.v6i2.596

Abstract

The purpose of the study is to explore the advantages and disadvantages of the Modul Nusantara Implementation Process, Independent Student Exchange, and Knowing Nationalism in History Learning in the Context of Kurikulum Merdeka. History teaching in high schools has undergone a significant transformation. This concept encourages students to be more actively involved in managing their learning, exploring personal interests, and increasing independence. Students have the freedom to choose historical topics that interest them, explore various perspectives, and develop research and analysis skills. History teachers act as facilitators, providing guidance and support. Even though history teaching has had many breakthroughs and developments to make learning interesting, this research analyzes and explores one universal breakthrough, namely the advantages and disadvantages of the Nusantara Module implementation process, independent student exchange, and to get to know nationalism in history learning in the context of the independent curriculum. This research uses a mixed-method approach using a sequential Explanatory design. The researcher collected and analyzed quantitative data first, followed by qualitative data collection and analysis to help explain or deepen the quantitative findings. The respondents of the study were the first batch of independent exchange students from the Ministry of Education and Culture. Semi-structured questionnaires, interviews, and document analysis were used as data collection strategies. The findings show that after taking Modul Nusantara, and third, related to pride in Indonesian culture, out of 52 respondents (100%), all stated that they were proud. Through Modul Nusantara, their love for their homeland could be increased.
Exploring the Role of Fathers in the Lives of Children in Eswatini Dlamini, Bakhe; Mpofu, Phumuzani
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.v6i1.603

Abstract

The absence of fathers is a widespread issue that quietly undermines communities across the globe, and the Kingdom of Eswatini is no exception. This study aimed to explore how fathers contribute to their children's growth, identify barriers to their involvement, and propose strategies to foster greater paternal engagement in parenting. A transformative qualitative design was employed, utilizing purposive sampling to select participants. The sample consisted of four juvenile schoolteachers two males and two females, four male inmates aged between 20 and 35, four young adults aged between 20 and 25, and four parents (both fathers and mothers). Data was gathered through semi-structured and focus group interviews, which were analyzed thematically to uncover key insights. In response to our first research question, the study found that fathers contribute to their children’s development by: 1) providing basic needs, 2) instilling discipline, 3) offering positive role models, 4) ensuring emotional stability, 5) showing love, and 6) protecting their children. Regarding the second research question, which explored the reasons why fathers may not be supporting their children, the following barriers emerged: 1) involvement with new partners, 2) children being used to settle parental disputes, 3) inherent negligence in some fathers, 4) lack of financial resources, 5) insufficient grooming on how to be a responsible father, and 6) disputed paternity. For the final research question, which focused on strategies to enhance father involvement, the following themes were identified: 1) awareness programs on the importance of father involvement in a child’s life, 2) educating parents, especially women, to avoid using children in conflicts, 3) conducting DNA tests in cases of disputed paternity, and 4) encouraging current fathers to serve as good role models.
Language of Instruction as a Limiting Factor in Learner Participation in the Classroom Netshivhumbe, Ndivhuwo Prudence
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.v6i2.608

Abstract

This study explored the role of the language of teaching and learning as a limiting factor in learner participation at selected schools in the Vhembe district. This research utilized an interpretative qualitative approach; the research involved physical science teachers and learners from three schools. Data were collected through classroom observations. The findings revealed that the use of English as the medium of instruction in physical science hindered both classroom interaction and discourse. Limited interaction was observed between teachers and learners, as well as among learners themselves, due to the use of a language that was neither the teachers' nor the learners' first language. As a result, learners struggled to engage fully in class activities because they did not completely understand the language of instruction. Additionally, the language barrier hindered their ability to grasp scientific concepts, ask questions, and participate in discussions. Based on these findings, the study recommends the development of teaching and learning materials in African indigenous languages to improve learner participation and performance. Furthermore, it advocates for the use of a language that both teachers and learners are comfortable with to enhance teaching and learning outcomes. The study highlighted how the language of instruction impacts learners' learning, while also suggesting ways to advocate for change.
Investigating Teacher Instructional Strategies in the Teaching of Natural Sciences in the Senior Phase Netshivhumbe, Ndivhuwo Prudence
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.v6i1.609

Abstract

This paper examined the instructional strategies used by senior phase natural science teachers in schools located in the Vhembe District, Limpopo Province. The study employed a qualitative case study approach, with one natural science teacher from each of the three selected schools participating. Data were collected through semi-structured interviews and classroom observations. The findings of the study revealed that teachers employed a variety of teaching methods, explanatory frameworks, and activities as instructional strategies. These strategies facilitated interactions between learners and their teachers, as well as between learners and the subject matter. However, opportunities for learners to engage with one another were limited, as teachers primarily conveyed a significant amount of information to the class. Additionally, the study highlighted that the participating teachers did not have natural science as part of their formal teaching qualifications. Based on these findings, it is recommended that continuous development programs focus not only on subject matter knowledge but also on instructional strategies relevant to specific topics. Furthermore, the government should consider investing in the construction of laboratories and community libraries, as well as providing schools with qualified subject teachers and adequate teaching materials to support effective teaching and learning.

Page 20 of 22 | Total Record : 217

 18   19   20   21   22 

Filter by Year

2020 2025


Reset
Filter By Issues
All Issue 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