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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 250 Documents
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Mapping Artificial Intelligence for Generation Z: A Systematic Literature Review of the Implications and Future Research Directions Sunarto, M. J. Dewiyani; Wardhanie, Ayouvi Poerna; Lemantara, Julianto; Kisworo, Angen Yudho
Studies in Learning and Teaching Vol. 7 No. 1 (2026): April
Publisher : CV Sinergi Ilmu dan Publikasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46627/silet.v7i1.787

Abstract

As artificial intelligence continues to evolve rapidly, it presents valuable opportunities for enhancing education for educators and Gen-Z learners. However, fully harnessing its potential to improve learning outcomes remains a complex challenge. This study aims to provide a critical mapping of research trends and gaps in the application of artificial intelligence for Generation Z in higher education by examining AI’s impacts, contributions, and future research directions. The research analyzes 40 Scopus-indexed articles from the past ten years using a systematic literature review based on the PRISMA framework. The focus is on identifying, evaluating, and interpreting existing studies on AI's integration in Gen Z education, guided by specific research questions. AI influences every stage of education and streamlines tasks like attendance tracking, financial management, and student counseling. It also has the potential to foster critical thinking, creativity, and communication skills. However, concerns arise around academic integrity when students misuse AI tools to bypass genuine learning. The study's key contribution is its exploration of how AI can support personalized learning through four core dimensions: learning, teaching, assessment, and administration. Such dimension-specific investigations will strengthen the practical applicability of AI in higher education and advance evidence-based educational innovation for Generation Z.
GLOCAREEN–Glocal Character and Environmental Education Based on Madurese Local Wisdom Suttrisno, Suttrisno; Gunansyah, Genes; Mariana, Neni; Ali, Muhammad Hanif Bin
Studies in Learning and Teaching Vol. 7 No. 1 (2026): April
Publisher : CV Sinergi Ilmu dan Publikasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46627/silet.v7i1.791

Abstract

This study develops a conceptual model of GLOCAREEN, a glocal character and environmental education framework grounded in Madurese local wisdom for primary schools. The study addresses the limited integration between global environmental education frameworks and culturally rooted pedagogical practices in primary education. A conceptual qualitative approach was employed through reflective synthesis and thematic analysis of academic literature published between 2018 and 2025, combined with interpretive analysis of Madurese cultural values such as rokat tase’, gotong royong, and the moral philosophy of ta’ abhenta pote mata and abhenta pote tolang. The findings indicate that glocal education enables the integration of global sustainability principles with local ethical systems, resulting in contextual learning experiences that strengthen students’ ecological awareness and character development. The GLOCAREEN model consists of three core dimensions: global environmental awareness, local cultural embodiment, and hybrid pedagogy. This model contributes theoretically to educational glocalization discourse and pedagogically to the design of contextual environmental learning in primary education.
Psychosocial Support for Teachers Experiencing Emotional Challenges in Special Schools: Implications for Counseling Olatunbosun, Stella Oluwakemi; Pillay, Jace
Studies in Learning and Teaching Vol. 7 No. 1 (2026): April
Publisher : CV Sinergi Ilmu dan Publikasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46627/silet.v7i1.484

Abstract

This study examined psychosocial support mechanisms for special education teachers (SETs) in Southwest Nigeria, with a focus on special primary schools by emphasizing implications for counseling and psychological strategies amid emotional challenges. A quantitative design was utilized by targeting SETs. Data were collected through the Psychosocial Support for Teachers Questionnaire (PSSTQ; α=0.82) and analyzed using descriptive statistics such as frequencies, percentages, and percentile ranks. Findings revealed high stress among SETs, propelled by scarce resources such as inadequate teaching materials, outdated technology, and emotional strain from bonding with students facing significant challenges. Notable gaps include insufficient professional development and social support networks, which are hindering stress management and optimal performance. In conclusion, the study emphasizes the need for an elaborate approach to support SETs, integrating professional development, psychological counseling, and the creation of robust support networks. It advocates for policy interventions to bolster resources and support systems, highlighting the indispensable role of SETs in fostering the growth and development of learners with special needs. The implications for counseling include the recommendation for targeted support strategies that address the unique challenges SETs face, promoting their well-being and, by extension, enhancing the quality of education for learners in special schools.
English Teachers’ Experiences with Intervention Strategy Implementation Addressing Literacy Skill Gaps in Progressed Learners Zulu, Nhlakanipho Brian; Mabalane, Valencia Tshinompheni; Feltman, Moagamat Yusuf
Studies in Learning and Teaching Vol. 7 No. 1 (2026): April
Publisher : CV Sinergi Ilmu dan Publikasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46627/silet.v7i1.692

Abstract

This paper explores Grade 7 English teachers’ experiences in implementing inclusive intervention strategies to address the literacy skills gap for advanced learners. Fewer studies exist for teachers' implementation of intervention strategies for literacy skills gaps and the criteria on which they are based. Thus, the study examines the existing intervention strategies for addressing the literacy skills gap and their effectiveness. A qualitative case study, framed within the interpretivist paradigm, was implemented in six primary schools in the Johannesburg North District. Six Grade 7 English teachers with 4-6 years of experience implementing intervention strategies for progressed learners were purposively selected. Non-participant observation, semi-structured interviews, and document analysis methods were used to collect data, which were then interpreted thematically through the lens of sociocultural learning theory to extract findings, limitations, and recommendations. Findings demonstrated that teachers' intervention strategies are ineffective in marginalized contexts due to the intersectionality of pedagogical and social-related challenges. Additionally, teachers' lack of sufficient training, resources, support, and unclear policy guidelines related to the implementation of support interventions sets them up for failure. Consequently, this study advocates for sufficient teacher training and support focused on their knowledge of intervention strategies for advanced learners and knowledge of teaching literacy.
Teachers as Victors: Navigating Shifts in Teaching and Learning During the Covid-19 Pandemic Pillay, Lucas
Studies in Learning and Teaching Vol. 7 No. 1 (2026): April
Publisher : CV Sinergi Ilmu dan Publikasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46627/silet.v7i1.730

Abstract

This article explores how teachers managed shifts in the teaching and learning process during the COVID-19 pandemic and offers insights for designing an intervention program. Conducted as a narrative inquiry, the study involved eleven participants across three secondary and three primary schools in KwaZulu-Natal. Adopting a qualitative, interpretivist approach, data were collected through collages, reflective journals, and interviews. Multiple methods of generating data were selected: collages, reflective journals, and structured interviews. Kurt Lewin’s theory of change was used as a theoretical framework to offer lenses in exploring and understanding how teachers navigate these changes, and it provided a framework for overcoming the challenges in education during crises. During data interpretation and analysis, findings were organized around key themes and sub-themes. The research findings indicate that teachers adapted to the changes brought about by COVID-19 through a range of trial-and-error strategies. The study resulted in the creation of a model and guide for developing context-specific intervention programs. Furthermore, from this study, the researcher developed a theory called ‘Navigating Change Theory.'
Learners' Knowledge Gaps as an Obstacle to Implementing Innovative Pedagogy in Accounting Ngwenya, Jabulisile; Arek-Bawa, Orhe; Ndovela, Sithembele
Studies in Learning and Teaching Vol. 7 No. 1 (2026): April
Publisher : CV Sinergi Ilmu dan Publikasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46627/silet.v7i1.734

Abstract

This study examines how learners’ knowledge gaps hinder the effective implementation of innovative pedagogical practices in accounting classrooms. Framed within an interpretive paradigm, the research employed a qualitative case study approach involving eight accounting teachers who were purposively selected. Data collected through focus group discussions revealed that many learners enter the Further Education and Training (FET) phase without foundational knowledge in financial literacy, numeracy, and key accounting concepts. This lack of preparedness disrupts lesson planning, delays curriculum progression, and limits the implementation of innovative teaching strategies. Although teachers often resort to remedial instruction, the tension between the need for remedial support and the inflexible demands of strict curriculum pacing illustrates a systemic misalignment with constructivist principles. The study suggests the need for early intervention in lower grades and increased curricular flexibility. It offers valuable insights for the Department of Basic Education and school stakeholders to create opportunities for targeted learner support, including structured Grade 10 catch-up programs and differentiated instructional approaches without disrupting curriculum flow or compromising teaching quality.
Transforming the Business Studies Curriculum in South African Secondary Schools: Strategies for Developing Entrepreneurial Skills Among Learners Nzuza, Siyacela Thandazani; Ngwenya, Jabulisile Cynthia
Studies in Learning and Teaching Vol. 7 No. 1 (2026): April
Publisher : CV Sinergi Ilmu dan Publikasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46627/silet.v7i1.758

Abstract

This study sought to explore teachers’ views on strategies to strengthen the Business Studies curriculum in South African secondary schools in order to equip learners with entrepreneurial skills. While entrepreneurship education has gained global attention, limited research has examined teachers’ perspectives on curriculum transformation within the South African high school context. We employed a qualitative research approach, based on an interpretivist paradigm and case study design, which allowed us to engage directly with participants and obtain an in-depth understanding of their views. The constructivist learning theory frames this study. Semi-structured individual interviews and a focus group interview were employed as primary data collection methods. Participants comprised 10 Business Studies teachers, purposively and conveniently sampled from 10 secondary schools in KwaZulu-Natal. Thematic analysis of the responses revealed an urgent need to improve the business studies curriculum by modernizing it through the integration of digital literacy, establishing an experiential learning component through mentorship and industry partnerships, implementing entrepreneurship as a stand-alone subject, and contextualizing pedagogical strategies in business studies. Drawing from the findings, this study contributes to scholarship on curriculum transformation and provides practical recommendations for policymakers and educators seeking to advance entrepreneurial education in secondary schools.
From Theory to Practice: Exploring the Use of Physical Visualization Objects in Rural Mathematics Classrooms Ngwabe, Abongile Happy
Studies in Learning and Teaching Vol. 7 No. 1 (2026): April
Publisher : CV Sinergi Ilmu dan Publikasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46627/silet.v7i1.764

Abstract

Physical visualization objects play a critical role in mathematics education, particularly in rural settings where access to digital resources is limited. This study explores how preservice teachers in rural schools utilize physical visualization objects in mathematics lessons, highlighting their impact on teaching and learning. Guided by Instrumental Genesis Theory and Reflective Practice Theory, the study examines how preservice teachers transform physical objects into instructional tools and adapt their teaching strategies through reflective practice. Adopting a qualitative case study design within an interpretive paradigm, the study involved ten final-year preservice mathematics teachers undertaking teaching practice in rural schools. Data were collected through classroom observations and written reflections and analyzed using thematic analysis to examine preservice teachers’ use of physical visualization objects in mathematics instruction. Findings reveal that physical visualization objects enhance conceptual understanding, learner engagement, and teaching effectiveness. However, challenges such as classroom management, time constraints, and limited access to materials were reported. The study emphasizes the need for structured teacher training to optimize the pedagogical use of physical visualization objects. Future research should investigate the long-term impact of physical visualizations on learner achievement and explore their integration across diverse educational contexts, especially in resource-constrained environments.
Exploring Life Orientation Teachers’ Experiences Facilitating Active and Self-directed Learning in Cooperative Learning Classrooms Seherrie, Aloysius Claudian
Studies in Learning and Teaching Vol. 7 No. 1 (2026): April
Publisher : CV Sinergi Ilmu dan Publikasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46627/silet.v7i1.779

Abstract

Cooperative learning is a vital pedagogical method in teacher education, enabling teachers to facilitate active and self-directed learning in authentic contexts. This paper, exploring life orientation teachers’ experiences facilitating active and self-directed learning in a cooperative learning classroom, followed a qualitative interpretive-phenomenological design. Through purposive sampling, seven participants were selected based on their experience in facilitating active and self-directed learning. Data were collected through interviews and analyzed using inductive thematic analysis. Cooperative learning emerged as a pivotal support strategy to enhance active and self-directed learning skills, facilitated by teachers who are crucial to promoting these skills and equipping learners with 21st-century life skills. Implementing active and self-directed learning practices through a cooperative learning approach should begin with teacher education. Therefore, policy and a skills-driven cooperative approach must be implemented to promote active and self-directed learning. Further research is needed, using a larger sample, which might yield different or more nuanced results in cooperative learning classrooms.
Assessment of User Satisfaction with Educational Management Information System in Southwestern Nigerian Universities Ayanlade, Oluwatoyin; Akinwole, Tinuade Oluwatosin; Oyebisi, Timothy Oyedepo
Studies in Learning and Teaching Vol. 7 No. 1 (2026): April
Publisher : CV Sinergi Ilmu dan Publikasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46627/silet.v7i1.832

Abstract

User satisfaction is a significant factor in ensuring the effective implementation and long-term viability of Educational Management Information Systems (EMIS) in higher education. This study examines the level of satisfaction among EMIS users in selected Nigerian universities, with specific attention to service quality, information quality, system quality, outcome expectations, and organizational factors. A mixed-methods approach was adopted, combining questionnaire surveys and semi-structured interviews among EMIS officers from state ministries of education, ICT personnel, university administrators, and students across six universities in Southwestern Nigeria. Quantitatively, three hundred copies of the questionnaire were administered among the students and staff (technology users) of the selected educational institutions using the EMIS technology and also among EMIS officers at the ministry of education in each of the states of the zone. Quantitative data were analyzed using mean ratings, while qualitative interview responses were analyzed thematically to provide contextual insight into user experiences. The mean ratings indicated that users were extremely satisfied with all the examined variables. Although this study's emphasis is on user satisfaction rather than administrative efficiency, it concluded that strengthening information quality, improving technical support services, and enhancing institutional commitment are essential for enhancing user satisfaction for sustainable use of EMIS in Nigerian universities.

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