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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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Exploring the Teachers’ Understanding of the Role and Functionality of School-Based Support Teams Netshipale, Adziliwi Martha; Tlale, Lloyd Daniel Nkoli; Phala, Thembi Anastacia Lucky
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.v6i2.594

Abstract

Teachers’ understanding of the role and functionality of School-Based Support Teams is critical in executing the responsibilities of teaching, learning and provision of additional support to their learners. The study explored participants’ views, experiences, knowledge and practices on their understanding of the role and functionality of school-based support in education. Qualitative approach, interpretivism paradigm, and instrumental case study design were adopted. Purposeful sampling method was used to select 35 participants from five rural secondary schools (ten members of school governing bodies, five principals, fifteen teachers who were members of school-based support teams and five district-based support team members). Questionnaires, field notes, focus groups and individual interviews were used to collect data. The results showed that teachers had a clear understanding of the role and functionality of school-based support teams. However, due to time constraints, they prioritize the completion of a syllabus over engaging in support teams. The study's recommendations included the provision of additional human resources in schools to assist teachers.
One Plus One Equals Three: The Synergy Between GenAI and Writing Centers in ESL Writing Development Maphoto, Kgabo
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.v6i2.599

Abstract

This article examined the intersection of Generative Artificial Intelligence (GenAI), writing centers, and English as a Second Language (ESL) student support. It posed the central research question: ‘How can writing centers effectively integrate GenAI to support ESL student writers? The novelty of this research lies in its conceptual exploration of integrating GenAI into writing centers within a South African distance education (DE) context. The article addressed how this synergy can provide targeted, responsive, and culturally sensitive writing support designed for linguistically diverse students. The article conducted a comprehensive literature review and thematic synthesis, reviewing 35 scholarly sources to explore the theoretical and practical implications grounded in Sociocultural Theory (SCT). A conceptual design was employed to investigate the integration of GenAI in writing centers and its potential to support ESL students’ academic writing development. Results indicate that GenAI tools act as cognitive mediators, providing scaffolded support that enhances writing fluency, grammatical accuracy, and learner autonomy, particularly beneficial for DE students who often face isolation and limited access to human tutors. However, concerns such as over-reliance on GenAI tools, epistemological bias, and digital inequities highlight the need for human-mediated guidance and ethical integration. The article concluded that despite existing challenges, GenAI holds transformative potential as a complementary tool to enhance writing instruction. It advances inclusivity, self-regulated learning, and academic success among ESL students in multilingual and digitally constrained contexts.
Evaluating Student Activity and Learning on Moodle: A Data-Driven Analysis and Insights of Usage Reports Mbodila, Muneinge; Elegbeleye, Femi
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.v6i2.623

Abstract

Learning Management Systems (LMS) are extensively utilized to enhance teaching and learning in higher education institutions. These platforms provide invaluable insights into users' usage data and behavior within the online environment. Therefore, evaluating users' activity on these platforms is essential to maximize their effectiveness. This study aims to evaluate usage reports and engagement patterns and analyze online student learning activity using Moodle's tracking features. To achieve this, statistical and visualization techniques were employed to analyze student data from a year-long module delivered in a blended mode during the first semester at a South African university. The study utilized LMS log data to evaluate students' and instructors' usage patterns and engagement levels on the online platform, focusing on module-related activities. The data mining analysis revealed that LMS usage was significantly higher when students were on campus during the first semester and relatively lower when off-campus or in residence. In addition, no significant differences were observed in the type of LMS tools used or module activities across the eight months of the first semester. In conclusion, this data-driven approach and its findings underscore the importance of monitoring LMS activity.
Unveiling Science Edupreneurship: Perspective Analysis on Trends and Impact on SDGs Sunarti, Titin; Hariyono, Eko; Isnawati, I; Sunni, Fajriatul Mufarriha; Dawana, Irgy Redityo; Wardi, Ladika Zuhrotul; Arivi, Maharani Agustina
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.v6i2.632

Abstract

In this dynamic era, introducing entrepreneurship into science education can produce entrepreneurial-minded graduates capable of creating independent businesses. This concept is essential in basic science, enabling the use of scientific concepts to develop innovative solutions. This research aims to explore the trends in science edupreneurship and its impact on SDGs through bibliometric analysis. The literature review and Meta-Analyses (PRISMA) method were used in this study, combined with bibliometric analysis using the Scopus database. The findings show that research on science edupreneurship has increased significantly over the last 10 years. The most common document type is articles, with the majority of sources coming from journals, and the most publications contributed by the United States of America. The results of this study provide a broad overview of the importance of integrating science edupreneurship and its impact on SDGs. The mapping results also offer several strategic recommendations, including the need to further develop interdisciplinary approaches to meet the challenges of education and innovation. Additionally, the use of educational technology and innovative teaching methods should be considered to enhance learning effectiveness. International collaboration among researchers and institutions is also necessary to share knowledge and develop effective strategies. Education tailored to the individual needs of students is recommended to ensure effective learning. Integration with local communities and industries can increase the relevance of education to the relevance of industries’ needs.
Optimizing Family and School Partnership in Managing Learners' Behavioural Problems in a Full-Service School Setting Mekgwe, Tumelo; Maseko, Nonhlanhla; Sedibe, Mabatho
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.v6i2.639

Abstract

ersistent learners’ behavioural problems in many schools disrupt the teaching and learning process. Every learner has specific demands, and when those needs aren't met at a given point in the educational process, children start acting strangely. This qualitative study explored strategies that families and teachers can employ to manage learners’ behavioural problems in schools in the North West Province. The study was underpinned by Bronfenbrenner's ecological model and the Ubuntu theory. The data were extracted through semi-structured interviews, focus group interviews, and document analysis from twenty-four purposively sampled parents and teachers from two full-service schools. The data were analyzed thematically. Ethical considerations maintained during the investigation include maintaining participants’ confidentiality, obtaining informed consent, ensuring anonymity, and promoting voluntary participation. The findings of this study indicated that effective school and family partnerships are crucial in managing learners’ behavioural problems. Furthermore, the findings reveal that some parents and teachers outlined a welcoming environment, training, consistent communication, and partnership values as strategies that can be adopted to ensure effective family and school partnerships in managing learners' behavioural problems. It was thrilling that both parents and teachers committed to effectively partnering and being agents of change in the development of learners so that they become responsible citizens. This study concludes that the realization of effective family and school partnerships depends on identifying and implementing Ubuntu principles of respect and care. This study also provides a model that is practically usable in inclusive educational settings and contextually grounded, since it uniquely examines how families and full-service schools might optimize their collaborative efforts in managing learners’ behavioural problems.
Generative AI in Higher Education: Perception and Attitude of Students from a University in South Africa Megbowon, Funmilola Kemi
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.v6i2.641

Abstract

This study explores the perception and attitude of university students in a South Africa-based institution towards generative AI. The specific objectives of the study are to i) examine students’ attitude towards generative AI, ii) assess students’ perceptions of the impacts of generative AI on learning dynamics, and iii) access students’ views regarding the ethical use of generative AI. Premised on the Technology Acceptance Model, the study takes an exploratory approach hence, a qualitative research method that allows gathering of non-numeric data was adopted. Data was obtained through open-ended structured interviews from first-, second-, and third-year students of the Department of Arts. Generally, the findings indicate a positive attitude towards the use of generative AI with the recognition of generative AI-embedded tools’ potential in enhancing learning by providing personalized learning support and tailored learning resources. In terms of attitude, a mix of excitement, skepticism, ethical concerns evaluative trust in generated information, and reflective compliance was observed. Equally, while generative AI was agreed to be an ethical learning aid, it was, however, perceived that ethics in its use are to be dependent on context, intent, and personal accountability. The study concludes on the need for institutions to create awareness, guidelines, and training to address issues on the ethical use of GenAI tools by higher education students.
Optimizing Ethnopedagogy-Based Teaching Skills of Prospective Elementary School Teachers: A Study on the Implementation of the SMILE Model Hendratno, H; Istiqfaroh, Nurul; Kharisma, Nanda Veruna Enun; Fakhrudin, Ali; Jehyeh, Nureeman
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.v6i2.663

Abstract

This study aims to examine the effectiveness of the SMILE model (Sustainable, Multicultural, Inclusive Learning Evaluation) in optimizing ethnopedagogy-based teaching skills among prospective elementary school teachers. The main issue addressed in this research is the limited integration of local values and cultural wisdom in the teaching practices of teacher candidates, which may hinder the development of students' cultural identity. The study was conducted at a public university in Indonesia, involving 180 students from the Elementary Teacher Education Program. A quasi-experimental method with a quantitative approach was employed. Research instruments included an observation sheet for teaching skills and an ethnopedagogical perception questionnaire, both of which had been tested for validity (r > 0.70) and reliability (α = 0.89). Data were analyzed using paired t-tests and ANCOVA to measure the effectiveness of the intervention. The results showed a significant increase in ethnopedagogy-based teaching skill scores (pretest mean = 71.43; posttest mean = 85.62; p < 0.001). The findings conclude that the SMILE model is effective in preparing teacher candidates to integrate local cultural values into the learning process, thereby supporting sustainable education rooted in local identity.
Designing Better Educators: Impact of Using Active Learning to Enhance Design Thinking Training in Higher Education du Plessis, Yâchal
Studies in Learning and Teaching Vol. 6 No. 3 (2025): December
Publisher : CV Sinergi Ilmu dan Publikasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46627/silet.v6i3.566

Abstract

As educational institutions work to improve the quality of their instruction in a changing environment, the need for more dynamic and interactive methods of professional learning is becoming essential. Active learning workshops support immediate changes, as well as long-term enhancements in teaching strategies. The study assessed the effects a practical, hands-on approach to design thinking training had on educators' understanding and preparedness to implement design thinking principles. Using a longitudinal, mixed-method study, data were collected through a pre- and post-workshop survey over a two-week period. The study involved Human Resources Management (HRM) educators from a selected university in South Africa. Participants were diverse in gender, aged between 18 and 69, with experience ranging from less than 1 year to over 10 years. Furthermore, the majority of participants are of Black and Indian ethnicity. The research instrument for the study included a pre- and post-test structured questionnaire, including both open- and closed-ended questions. The study emphasized the advantages of professional development workshops that use a practical, hands-on approach to learning that will have an impact on students’ success. The results of the study demonstrated that participants showed a significantly better understanding and preparedness to implement design thinking after the workshop. Furthermore, data revealed that the impact of the workshop had both immediate and long-term improvements that included practical outcomes, increased empathy, and mindset shifts.
An Introduction of a CIRGON Geoboard as a Manipulative for Teaching Geometry in K-12 Mathematics Sibiya, Mandlenkosi Richard; Roux, Annalie; Kloppers, Magda
Studies in Learning and Teaching Vol. 6 No. 3 (2025): December
Publisher : CV Sinergi Ilmu dan Publikasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46627/silet.v6i3.585

Abstract

South African learners consistently underperform in mathematics, particularly in geometry, as shown by national and international assessments such as the Trends in Mathematics and Science Study (TIMSS). Euclidean geometry remains a major area of difficulty, with learners performing significantly worse than in other mathematical domains, signaling persistent challenges in teaching and learning. A key contributing factor is the mismatch between the reasoning required for Grade 12 geometry tasks (typically at Van Hiele level 3) and learners’ actual cognitive levels, which are often at Van Hiele level 1. This study adopts a practice-based research methodology to examine the effectiveness of the CIRGON Geoboard (CGG), a low-cost manipulative designed to support geometry instruction across the K–12 spectrum. Integrated into classroom practice and aligned with the Curriculum and Assessment Policy Statement (CAPS), the CGG promotes active, hands-on learning and scaffolds learners’ progression through the Van Hiele levels of geometric reasoning. Findings from classroom-based interventions indicate that the CGG enhances learner engagement and conceptual understanding, helping to bridge the gap between curriculum demands and learner capabilities. The study concludes that the CGG shows promise for addressing persistent challenges in geometry education and recommends further research into its long-term impact on learners’ geometric reasoning and problem-solving skills.
Incorporating Comprehension Reading Strategies in Grade 4 English First Additional Language Classrooms: Challenges and Opportunities Dube, Ntokozo Pallo; Mogale, Makobo Lydia
Studies in Learning and Teaching Vol. 6 No. 3 (2025): December
Publisher : CV Sinergi Ilmu dan Publikasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46627/silet.v6i3.640

Abstract

Reading comprehension is a foundational skill that is essential for learners’ academic achievement in the intermediate phase. However, Grade 4 learners in South Africa continue to face challenges in acquiring this skill, particularly because English is not their home language. This study aimed to explore the barriers and facilitators that Grade 4 English First Additional Language (FAL) teachers encounter when incorporating comprehension reading strategies into their instructional practices. Guided by Shulman’s theory of Pedagogical Content Knowledge (PCK), the study adopted a qualitative approach situated within the interpretivist paradigm. An exploratory case study design was used to gain in-depth insights from three Grade 4 English FAL teachers in the Motheo District, Free State Province. Data was generated through document analysis, classroom observations, and semi-structured interviews. Thematic analysis revealed that technological resources and teacher collaboration served as methods of effective comprehension instruction. In contrast, challenges such as limited pedagogical knowledge, curriculum misalignment, and persistent language barriers hindered the implementation of comprehension strategies. The study concludes that meaningful professional development, combined with improved alignment between curriculum content and reading pedagogy, is crucial for equipping teachers to support learners' reading comprehension effectively.

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