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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 217 Documents
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User Experience Analysis: ChatGPT-based AI in Islamic Religious Education Learning Nisa, Wahdatun; Sulaiman, Mashithah
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.v6i1.612

Abstract

The purpose of the study was to analyse the user experience of ChatGPT-based AI in Islamic education learning. This study used a quantitative approach with a survey research type, with 84 teachers in Teacher Professional Education (PPG) as the respondents. The instrument had twenty-six items and six scales and was analysed using ueq-online.org. The study's findings demonstrated the value of incorporating AI under the direction of experienced educators in the subject of Islamic religious studies, on the six scales of user experience: Attractiveness, Efficiency, Perspicuity, Dependability, Stimulation, and Novelty, found on the benchmark above average, except on the Stimulation scale the results were good, meaning that the Stimulation value has shown more attention for Islamic Education teachers, In conclusion, even if the study's findings are outstanding, it is crucial to apply ChatGPT-based AI in Islamic education by taking consideration of students' interests, difficulties, and other barriers to make learning more innovative and effective.
Analysing Educational Support Systems for Life Sciences Teachers in Integrating Environmental Education Munasi, Khathutshelo Ronald
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.v6i1.614

Abstract

Increasing environmental literacy and promoting sustainable development rely on the integration of Environmental Education (EE) into the Life Sciences curriculum. This study examines the support mechanisms available to Life Sciences teachers in the Vhembe District of South Africa, focusing on policy documents, instructional materials, and subject advisors. Data was collected through document analysis and semi-structured interviews with Life Sciences teachers and a subject advisor, employing a qualitative, phenomenological case study design. Based on Bronfenbrenner's Ecological Systems Theory, the results show that materials like textbooks and the Curriculum and Assessment Policy Statement (CAPS) only give basic advice and don't show how to effectively include EE in the curriculum. Subject advisors, while potentially valuable, face systemic constraints, emphasizing general curriculum objectives over specialized EE support. The study underscores the need for enhanced professional development, targeted resources, and better alignment between policy and classroom practices to support effective EE integration.
Enabling Leadership Behaviours of Principals Leading Rural Primary Schools in the Ilembe District, South Africa Ncokwana, Zamokwakhe Thandinkosi; Blose, Sibonelo
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.v6i2.616

Abstract

This paper flows from a research project that examined the Principals’ lived experiences of leading rural primary schools. It focuses specifically on leadership behaviours enabling the principals in leading rural primary schools against challenging contextual realities. The servant leadership concept was adopted to frame our understanding of and engagement with participants’ experiences. Regarding the research method, we employed the narrative inquiry design to inquire into principals’ experiences. In keeping with this design, we generated field texts using a narrative interview, an unstructured type of interview. The generated field texts were subsequently analyzed through narrative analysis and analysis of narratives. The findings revealed important leadership behaviours that appeared to enable the participating principals in leading rural primary schools; these include embracing all stakeholders as a family, leading a rural school as a servant, and leveraging stakeholder support to benefit learners. In conclusion, we deduce that the participating rural primary school principals keep their schools afloat by setting themselves as servants who show support to all stakeholders and who are willing to go out of their way to solicit charity to expand the support.
Analysis of Natural Science Problem Solving Ability at Junior High School on Temperature and Heat Material Arrayan, Hamdi; Suprapto, Nadi; Munasir, M; Ilhami, Fasih Bintang; Sihombing, Rizky Agassy
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.v6i1.620

Abstract

This research aims to examine junior high school students' problem-solving abilities on the topic of temperature and heat. A qualitative descriptive method was employed, involving 20 seventh-grade students from SMP Negeri 1 Ngoro during the 2024/2025 academic year. The instrument used was an essay test, with problem-solving indicators based on Polya’s stages: understanding the problem, devising a plan, carrying out the plan, and reviewing the solution. The findings revealed that students’ performance across these four stages remained relatively low. Most students tended to bypass crucial steps and proceeded directly to the solution without proper planning. Only a few were able to follow the entire process coherently and accurately. These results are consistent with previous studies, highlighting that students’ problem-solving skills vary significantly depending on their ability level. Therefore, more contextual, interactive, and student-centered learning strategies are necessary to enhance critical and scientific thinking skills in problem-solving.
Breaking the Cycle: School Leadership in Action for Creating a Bully-Free Learning Environment Mokoena, Mkhulu David; Letuma, Motsekiso Calvin; Makhasane, Sekitla Daniel
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.v6i2.621

Abstract

Bullying remains a persistent challenge, affecting both students and the overall school environment. Enhancing the school management team’s (SMT) capacity to address this issue helps create safer, more supportive environments that foster quality education, aligning with the fourth Sustainable Development Goal. This study explores strategies to enhance the leadership practices of SMT in addressing bullying in South African secondary schools. The study adopted an interpretative paradigm and a qualitative approach, with a multiple case study design. Three secondary schools and nine SMT members were selected using purposive sampling. Data was collected using semi-structured interviews and was analyzed thematically. The findings highlight several key areas for improvement. Professional development through workshops was identified as a crucial method for equipping SMT with the knowledge and skills to tackle bullying. The study also found that collaboration with external stakeholders, including the Department of Inclusive Education, the South African Police Service, correctional services, and Non-Governmental Organizations, is essential to provide a holistic response to bullying. Additionally, the study suggests that district-based support teams should broaden their scope, shifting from only curriculum-related matters to social challenges like bullying. Furthermore, integrating bullying prevention into the Life Orientation curriculum was recommended to raise awareness and equip students with the skills to prevent bullying. The study recommends regular training, greater collaboration, and curriculum reforms to foster a bullying-free school culture. The study concludes that a distributed leadership approach, where responsibility is shared among SMTs, external stakeholders, and the district, is essential for creating an environment where bullying can be managed.
Education and Empowerment Service Program at Halfway Houses in the Special Region of Yogyakarta Septiarti, Serafin Wisni; Sugito, S; Setiana, Dafid Slamet; Hakim, Septian Rahman; Booribon, Gumpanat
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.v6i2.622

Abstract

This research focuses on developing a prototype model of education and empowerment services at halfway houses with the aims of: 1) to produce a prototype model of education and empowerment services that is feasible and practical for use in the management of halfway; 2) to determine the feasibility of the service model; and 3) to determine the practicality of the education and empowerment service model. The research method used is R&D which refers to the Borg & Gall development procedure consisting of problem definition, initial information gathering, planning, initial development, expert validation, revision, initial field trial, continuous revision, full implementation, and evaluation. The validation test subjects were carried out through expert judgement by media/prototype experts and community empowerment experts. The subjects of the product practicality trial were 12 shelter managers. Data collection techniques using validation instruments and product practicality questionnaires. The data that has been obtained is analyzed quantitatively and qualitatively. The assessment results were analyzed by calculating the average ideal score and ideal standard deviation. The results of this study are: 1) producing a prototype model of education and empowerment services at halfway houses through the input, process, and termination stages; 2) the prototype model produced is feasible to use with a very good feasibility category; 3) the prototype model produced is practical to use with a very practical category. Through efforts to improve the management model of the halfway house, it is hoped that it can optimize its role as the spearhead of handling street children.
Exploring High School Students’ Perception of Mobile-Cipta Puisi (MCP) Application Kartini, Ari; Sunendar, Dadang; Sumiyadi, S; Yulianeta, Y; Zuhro, Putri Fatimatuz
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.v6i1.626

Abstract

This study aims to explore students' perceptions of Mobile-Cipta Puisi (MCP), a digital learning application designed to foster creativity and enhance the learning experience in poetry writing. This study employed a descriptive quantitative approach utilizing a survey design. Data were collected using a Likert-scale questionnaire covering two main aspects: students’ responses to the application's format and usefulness, and their reactions, including interest and self-confidence. A total of 126 tenth-grade high school students from five schools in Garut Regency participated as respondents. The collected data were analyzed descriptively using descriptive statistical methods. The results indicate a notably positive reception of MCP, with an average score of 83% across both measured aspects. Features such as relaxation music, the ability to save and share poetry, and access to inspirational poems were particularly appreciated for making the poetry-writing process both enjoyable and accessible. A novel contribution of this research lies in the development and testing of MCP as a poetic learning tool that not only offers a digital writing medium but also integrates emotional and collaborative support features elements that are rarely found in similar applications within the context of Indonesian literary education.
Effectiveness of Media-Assisted Inquiry Learning Models Interactive Flip Book to Improve Critical Thinking Undergraduate Students Anggraeni, Desak Made; Saphira, Hanandita Veda
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.v6i1.634

Abstract

This study investigates the effectiveness of an inquiry-based learning model supported by interactive flipbook media in enhancing students' critical thinking skills (CTS) on the topic of optics. The research employed an experimental design with a repeated measures pre-test and post-test format, without a control group. The sample consisted of 40 fourth-semester students enrolled in the Optical Waves course during the 2024/2025 academic year. CTS was assessed using a standardized test instrument. Data were analyzed using paired t-tests or Wilcoxon tests, N-Gain analysis, effect size calculations, and independent t-tests. The findings indicate that the media-assisted inquiry learning model significantly improves students' CTS, as evidenced by: (1) a statistically significant increase in CTS scores; (2) N-Gain values falling within the medium to high range; (3) an effect size of 1.4, categorized as strong; and (4) consistent average N-Gain scores across classes at the 5% significance level. The study concludes that the use of interactive flipbook media within an inquiry-based framework is effective in fostering students' CTS.
Navigating AI in Producing Cohesion Devices in the Preparatory Paragraph of the Essay Maisa, M; Agustien, Najwa Septya; Fanany, Syarla Salsabilla; Wirabhakti, Agus; Kereibayeva, Aigerim
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.v6i2.642

Abstract

Even though technology is the subject of numerous studies, none of them have systematically investigated the upgrading of technology skills in navigating AI to produce cohesion devices, especially in preparatory paragraphs in writing in the ELT context. The investigative approach employed in this study utilized qualitative descriptive methods with thematic and written discourse analysis. The aim of the research is to find out how the teacher students navigate the AI in creating Cohesion Devices in the Preparatory Paragraph of the Essay. The data for this study comprised introductions extracted from the final project essays of English Department undergraduate students during the academic year of 2020-2021. The findings of this study imply that students are less exposed to diverse AI-supported writing because they only integrate ChatGPT, Grammarly, Quilbot, and DeepL AI writing tools in their essays. Students found themselves indirectly using AI, but they also used their critical thinking skills. Brainstorming, Structured Questioning, Idea Selection, and Appropriate Choice are the lead indicators to perceive AI Suggestion adaptation.
Supporting Factors of Student Exchange Programs: An Analysis of Students’ Perceptions Supriyanto, S; Hisham, Ts. Syariffanor binti; Roesminingsih, Erny; Nuphanudin, N; Wulandari, Ayu; Muhimmah, Hitta Alfi; Wibowo, Amiruddin Hadi; Sabariah, S
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.v6i2.671

Abstract

This study describes the perceptions of outbound and inbound students about various supporting factors of the student exchange program at Universitas Negeri Surabaya. This study used an evaluation research design with a descriptive quantitative approach. Data were collected through a questionnaire and analyzed using descriptive statistics. The results show that most respondents said pre-departure communication and support from the university were good or very good. Students also felt ready to join the program, helped by their own motivation and support from their families. They thought it was good that they could take different courses and get cross-credit. However, there were still some problems with adjusting the curriculum. The collaborative learning process and active participation in seminars and workshops strengthen the student learning experience. In addition, the level of tolerance and social acceptance between exchange program students and regular students is very high. This study provides a comprehensive empirical picture of the implementation of the student exchange program and can be a reference for developing more inclusive and adaptive policies in higher education.

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