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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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Blended Grammar Instruction via LMS and Peer Teaching in EFL Classrooms Widari, IGA; Jazadi, Iwan; Pratiwi, Dirgahayu; Amri, Samsun; Jalaluddin, Jalaluddin
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.v6i3.710

Abstract

This mixed-methods study investigates implementing a blended grammar instruction model that integrates LMS-based formative quizzes and student-led peer presentations within a lesson study framework in an Indonesian teacher education context. Drawing on mastery learning, sociocultural theory, and cognitive load principles, the study examines how this approach impacts student grammar mastery, perceptions, and instructor workload. The research employed quantitative analysis of student academic scores and Likert-scale survey data alongside qualitative insights from open-ended student reflections and instructor logs to enable triangulation of findings. Participants included 12 pre-service English teachers and three instructors in a semester-long Advanced English Structure course. Results show substantial gains in grammar performance, especially on cumulative assessments, and high student engagement with both LMS and peer learning components. Students valued repeated quiz practice, structured feedback, and collaborative presentations. Instructors reported reduced grading fatigue and increased pedagogical focus through LMS automation and team-based lesson study. Despite minor challenges in digital access and learner consistency, the model proved pedagogically effective and operationally sustainable. Findings affirm blended grammar instruction's relevance for enhancing student learning and instructional resilience in resource-constrained EFL settings.
Transformation of New Student Admissions Policy from PPDB to SPMB: Rhetoric or Substantive Policy? Latief, Suryawahyuni; Putri, Elza Eka; Khairan, Khairan; Thepmondhari, Rangsan; Hua, Wu Hui
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.v6i3.714

Abstract

This research explores the policy transformation of student admission from Penerimaan Peserta Didik Baru (PPDB) to Seleksi Penerimaan Murid Baru (SPMB) through the lens of rhetoric or substance. It investigates whether this shift reflects genuine policy reform or merely rhetorical packaging. This study used a qualitative descriptive approach; the research collected data through observation, in-depth interviews, and analysis of policy documents related to student admission practices. This study was conducted at two public junior high schools in the central area of Jambi City. The findings reveal that the transformation from the PPDB to SPM is not fully substantive; rather, it functions largely as a rhetorical response to public pressure. Nevertheless, the SPMB policy introduces several procedural adjustments, including greater flexibility in technical guidelines and modifications to the transfer pathway. These findings suggest the need for more comprehensive reforms to ensure that policy changes meaningfully improve equity and transparency in new student admission.
The School Community Responses to the Impact of Overcrowding, Subject Streaming, and Systemic Challenges in a South African Township School Nyathi, Patrick A.; Luvalo, Loyiso
Studies in Learning and Teaching Vol. 7 No. 1 (2026): April (Article in Progress)
Publisher : CV Sinergi Ilmu dan Publikasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46627/silet.v6i3.724

Abstract

Overcrowding, subject streaming, and broader systemic challenges are persistent issues in many township schools across South Africa. This study aimed to examine how these factors shape teaching, learning, and learner pathways in a South African township school. Using a qualitative research design, the study collected data through semi-structured interviews with 14 participants, including the deputy principal, departmental heads, and grade 12 teachers. Interview guides served as the primary research instrument, and thematic analysis was used to analyze the data. Drawing on interviews with participants and grounded in educational theories that guide classroom management in diverse contexts, the findings reveal that while subject streaming is intended to support differentiated instruction, it often intensifies overcrowding in certain subjects, limits access to gateway subjects, and reinforces existing learner inequalities. Educators also experience increased workloads due to large class sizes and limited resources. The study concludes that although subject streaming offers some instructional efficiencies, its unintended consequences undermine equity and educational quality. A holistic reconsideration of placement practices, resource allocation, and system-level support is therefore necessary to promote fair learning opportunities in South African township schools.
Development of Innovative Learning Materials Integrated Augmented Reality to Address Challenges in Problem-Solving: PLS-SEM Analyses Bashri, Ahmad; Puspitawati, Rinie Pratiwi; Wisanti, Wisanti; Indana, Sifak; Yakub, Pramita; Rukmana, Rinaldiyanti; Shodiq, Jakfar
Studies in Learning and Teaching Vol. 7 No. 1 (2026): April (Article in Progress)
Publisher : CV Sinergi Ilmu dan Publikasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46627/silet.v6i3.737

Abstract

This study examines the viability of cutting-edge educational resources that use Augmented Reality (AR) to address issues with problem-solving-based learning in higher education settings. Evaluating the content validity of these AR-integrated educational resources is the main goal. The study uses Aiken's V in conjunction with the ADDIE model, emphasizing important elements like language appropriateness, presentation feasibility, and content feasibility. A panel of experts with relevant educational backgrounds assessed the materials. PLS-SEM was then used in a thorough statistical analysis to guarantee the validation process's robustness. The model's validity and suitability for educational use are confirmed by the findings, which show that the average Aiken's V values across all categories significantly exceed the 0.85 threshold. The outcomes also show how well the model incorporates key learning concepts. These results imply that the instructional materials are legitimate, dependable, and flexible enough to be used in a variety of higher education contexts. Innovative learning materials that incorporate augmented reality (AR) have been shown to be a validated educational tool that satisfies theoretical and practical requirements and adds to the body of knowledge on educational models. These resources improve students' preparedness to tackle real-world issues by highlighting active learning techniques.
Educator and Student Experiences of AI Integration in Higher Education Pedagogy Mpofu, Phumuzani; Machingauta, Tatenda Thelma; Khumalo, Nontobeko Prudence
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.v6i3.748

Abstract

This study explored educators’ and students’ experiences of integrating artificial intelligence (AI) in higher education pedagogy. Guided by Sociotechnical Systems Theory (STS) and the transformative paradigm, it examined how AI influences teaching, learning, and assessment while raising issues of equity, ethics, and academic integrity. Using a qualitative phenomenological design, data were collected through semi-structured interviews, focus group discussions, and reflective journals from 26 participants, including students, lecturers, and academic leaders. Thematic analysis identified seven themes: enhanced efficiency and professionalization; curriculum and assessment transformation; originality and academic integrity concerns; digital divide and fairness; critical thinking and independent learning; institutional preparedness and ethics; and responsible, inclusive integration. Participants acknowledged AI’s capacity to improve productivity, accessibility, and learning support but cautioned against overreliance, inequities, and ethical uncertainties. The study highlights the need for ethical AI literacy, institutional preparedness, and equitable access to technology. Its novelty lies in combining educator and student perspectives to reveal how human and technological systems co-evolve within the digital transformation of higher education.
STEM-Driven Project Worksheets for Teaching Mathematical Concepts in Differential Equations: Development and Impact through the Aquaponics Context Rodliyah, Iesyah; Rahmawati, Novia Dwi; Sa'adah, Nihayatus; Saraswati, Sari; Susilo, Claudya Zahrani; Asmarani, Ratih; Khabibah, Siti
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.v6i3.749

Abstract

This study aimed to develop and evaluate the effectiveness of student worksheets based on Project-Based Learning (PjBL) integrated with the STEM approach in the context of mathematical aquaponics for an Ordinary Differential Equations course. The research employed a mixed-methods design using the ADDIE development model, with a quantitative approach through pretest and posttest evaluations and a qualitative approach through observations and a student response questionnaire. Expert validation results indicate that the developed worksheets achieved a high level of validity in terms of content, structure, and language. The implementation of the worksheets involved 10 fourth-semester students of the Mathematics Education program at Hasyim Asy’ari University. Statistical test results show a significant improvement in student learning outcomes after using the STEM-PjBL-based worksheets, with a significance value more than 0.05. Additionally, 88.89% of students gave positive responses to the worksheets, particularly in the aspects of learning motivation, active engagement, and contextual understanding of concepts. These findings indicate that the integration of STEM with PjBL in worksheets within the aquaponic context is effective in improving learning outcomes, critical thinking skills, and student engagement in meaningful mathematics learning.
Integrating Pro-Tech Learning into a Sociolinguistic Approach Through Practitioners’ Involvement for Multicultural Awareness Rosiana, Caltira; Cahyanti, Triana Wuri
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.v6i3.751

Abstract

This research aims to enhance multicultural awareness for university students through the integration of Pro-Tech Learning in sociolinguistic instruction. A qualitative classroom action research design was employed through two instructional cycles consisting of planning, action, observation, and reflection. The participants were 19 undergraduate students of the English Language Education Department enrolled in a sociolinguistics course. Data were collected using questionnaires, classroom observations, performance-based projects, interviews, and documentation. The data were analyzed through descriptive quantitative analysis and paired-sample t-tests, supported by thematic qualitative analysis. The findings reveal a significant improvement in students’ sociolinguistic conceptual understanding, learning engagement, and technology integration after the implementation of Pro-Tech Learning. Students demonstrated stronger critical analysis of sociolinguistic phenomena, increased tolerance, and greater sensitivity toward cultural and linguistic diversity. This study concludes that integrating Pro-Tech Learning with practitioner involvement effectively bridges theoretical knowledge and real-world sociolinguistic practice, thereby fostering inclusive and multicultural-oriented learning in higher education.
Comparative Paradigms in Early Childhood Educator Professional Development: Systematic Review and Implications for Indonesia Lestiawati, I Made; Wiranata, I Gusti Lanang Agung; Mahendra, Made Wahyu
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.v6i3.752

Abstract

This study explores different methods of the professional development (PD) of early childhood educators (ECEs) across various countries and assesses their relevance for Indonesia. Guided by PRISMA, a systematic review synthesizes 20 international and national publications from 2014 to 2025. Four main themes emerged: global trends in ECE teacher professionalism, PD models and strategies, shifts toward transformative approaches, and contextual implications for Indonesia. The findings indicate that effective PD worldwide emphasizes ongoing coaching, collaborative learning communities, reflective practices, and the integration of digital technologies. Countries such as Finland, Singapore, Japan, Canada, and Kenya show strong systemic links between policy frameworks, teacher induction, continuous professional development, and career pathways. Based on these insights, Indonesia could adopt a hybrid model that combines top-down policy support with bottom-up, teacher-led initiatives, supported by digital platforms, professional learning networks, and child-centered reflective practices. The study underscores the importance of coherent policy design, equitable access to PD, and structured career pathways in enhancing ECE teacher professionalism. Future research should use empirical methods to evaluate hybrid PD models and examine their long-term impact on teaching quality and child outcomes.
Conflicting Perspectives on GenAI in Higher Education: A Qualitative Study of Student Use and Marker Responses in an ODeL Context Mohale, Ntshimane Elphas
Studies in Learning and Teaching Vol. 7 No. 1 (2026): April (Article in Progress)
Publisher : CV Sinergi Ilmu dan Publikasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46627/silet.v7i1.753

Abstract

The surge of GenAI in higher education has sparked mixed reactions among students, markers, and scholars. Guided by Moore’s Transactional Distance Theory, this qualitative case study investigates conflicting perceptions of GenAI use in an ODeL context, where limited dialogue and increased transactional distance hinder effective communication. Data were collected through open-ended online questionnaires from students and structured evaluation forms from markers. Results show that students use GenAI to improve grammar, vocabulary, idea generation, and structural quality, which promotes cognitive development and helps overcome writer’s block and low confidence. However, students fear being stigmatized by markers and often self-censor due to unclear institutional policies. Markers, on the other hand, question the authenticity and depth of GenAI-incorporated content, viewing it as generic and lacking critical engagement. This leads to biased assessments, ethical dilemmas, and strained student–marker relationships, worsened by unreliable GenAI detection tools and the absence of institutional guidelines. The study concludes that GenAI’s influence on transactional distance depends on institutional readiness to integrate and regulate its use responsibly. Therefore, institutions should develop transparent GenAI policies, provide literacy training, and promote open dialogue to ensure fair assessment, reduce bias, and reframe GenAI as a transformative pedagogical tool rather than a threat.
Critical Reflection as a Transformative Learning Approach in an Accounting Classroom: A Case Study of Accounting Education Pre-Service Teachers Mhlongo, Favourite
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.v6i3.686

Abstract

Attaining favorable student outcomes, including effective learning behaviors, skills, and attitudes that facilitate deep learning, is paramount for numerous universities globally. Research focusing on accounting students indicates that many encounter difficulties attaining the desired outcomes regardless of their degree program. Meanwhile, such outcomes are particularly vital in subjects like accounting, where fundamental understanding of knowledge must be obtained before its application. Among the factors that have emerged in the literature as influencing the achievement of desirable student outcomes in accounting are the approaches employed in teaching and learning the subject, one of which is reflective practice. However, there is a paucity of research examining the impact of reflective practice on the outcomes of accounting students, particularly pre-service teachers, as this population of accounting students remains underexplored, especially in developing nations such as South Africa. The present qualitative study followed a case study research design, employing a phenomenological approach to describe how a study sample of fifteen accounting students who were preservice teachers enrolled for a content knowledge-focused accounting module offered in the Bachelor of Education degree at one particular South African university experienced the application of the reflective practice and how it impacted their capacity to attain desired student outcomes in accounting. Employing content analysis and drawing on the reflective and transformative learning theories, this study's findings frame critical reflection employed in accounting education as a transformative approach for enhancing learning and achieving favorable outcomes for accounting students who are pre-service teachers. Critical reflection was found to have the potential to transform accounting students' learning behaviors, critical thinking dispositions, and attitudes, potentially supporting them to achieve better outcomes.

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