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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 263 Documents
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Factors Influencing Teachers’ Self-Efficacy in Virtual Classrooms Abeer Althaqafi; Ibtissam Alqahtani
Studies in Learning and Teaching Vol. 7 No. 2 (2026): August (Article in Progress)
Publisher : CV Sinergi Ilmu dan Publikasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46627/silet.v7i2.553

Abstract

The sudden transition to online teaching due to the Covid-19 pandemic has compelled teachers to use a new mode of teaching, which is online teaching, whether or not they are competent users of online tools. Therefore, this study aims to explore Saudi female EFL teachers’ perceptions of factors that might influence their self-efficacy in online teaching. Drawing on self-efficacy theoretical framework, the study measured efficacy beliefs through external and internal barriers to technology integration. Following a quantitative research design, the study utilized a questionnaire to investigate teachers’ perceptions of external and internal factors influencing their self-efficacy in online teaching. The questionnaire was administered and completed by 60 female Saudi teachers. The results indicated that internal barriers, such as knowledge, skills, beliefs and attitudes, affect teachers’ SE more negatively than external ones, such as time, technical support and PDs. In addition, it has been found that novice teachers perceived online teaching more positively than experienced ones. However, the study revealed that both experienced and novice teachers required support and assistance, particularly in the online pedagogy knowledge base. The study calls for reform in teacher preparation programs and calls for the need to provide a pedagogically-oriented online curriculum.
If nothing is done, attrition will remain a challenge: Lecturers’ experiences and perspectives on effective hybrid learning systems in open and distance learning terrain. Rendani Sipho Netanda
Studies in Learning and Teaching Vol. 7 No. 2 (2026): August (Article in Progress)
Publisher : CV Sinergi Ilmu dan Publikasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46627/silet.v7i2.613

Abstract

Despite the adequate pervasiveness of hybrid learning systems in open and distance e-learning (ODeL) environments, student attrition remains a significant concern, impacting student success, retention, and institutional performance. This study investigates the lecturers’ experiences with the use and effectiveness of hybrid learning systems in reducing attrition rates in open and distance e-learning settings. The purpose of this study was to establish how the hybridization of in-person and e-learning approaches contributes to attrition in ODeL. The study was informed by the following research questions: What are lecturers’ experiences of hybrid learning systems in reducing attrition rates in open and e-learning institutions? What perceptions are there of lecturers towards increasing the effectiveness of hybrid learning systems? Data was collected from lecturers using in-depth interviews to determine their experiences of hybrid learning systems and correlations between hybrid learning modalities and attrition rates. Findings reveal that using hybrid learning systems effectively, coupled with a comprehensive support model, can improve student engagement and persistence and reduce attrition rates at lower postgraduate levels in ODeL by providing a flexible, supportive learning environment. The study provides valuable insights for lecturers, policymakers, and the management of ODeL institutions.
Gaming and Digital Technology in Healthcare Training: A Scoping Review of Studies in African Countries Oluwarotimi Randle; Selvarani Moodley; Dhanashree Pillay
Studies in Learning and Teaching Vol. 7 No. 2 (2026): August (Article in Progress)
Publisher : CV Sinergi Ilmu dan Publikasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46627/silet.v7i2.793

Abstract

Healthcare training institutions worldwide are under increasing pressure to adopt innovative, scalable, and contextually relevant teaching methods to address gaps in workforce skills and training capacity. The integration of gaming and digital technology into healthcare training has accelerated globally. While these technologies have enhanced interactivity, engagement, and skill acquisition, evidence from African contexts remains fragmented and under-reported. This scoping review addresses this gap by identifying, mapping, and synthesizing published studies on the use of digital gaming and technology for healthcare training across African countries, guided by Arksey and O’Malley’s (2005) scoping review framework and PRISMA guidelines. Findings show a growing body of African research on digital tools such as virtual reality, serious games, mobile applications, and gamified learning platforms, with a significant increase in studies since 2021. The studies encompassed various technologies such as virtual reality, serious games, and mobile apps, applied across. key areas of healthcare. This is the first consolidated overview of how digital gaming and technology are being adopted within healthcare education in Africa. It highlights both the potential of these tools to strengthen training and the need to amplify African-led innovations, foster cross-regional collaboration, and address linguistic and contextual barriers that may limit knowledge sharing.
Differentiated Instruction in Medical Laboratory Science Education in Eswatini: Challenges and Successes Phumuzani Mpofu; Mlungisi Patrick Msibi; Mkhumbulo Ndlovu
Studies in Learning and Teaching Vol. 7 No. 2 (2026): August (Article in Progress)
Publisher : CV Sinergi Ilmu dan Publikasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46627/silet.v7i2.828

Abstract

Differentiated Instruction (DI) is a learner-centred approach that adapts content, processes, assessments, and learning environments to address students’ diverse needs. Although widely used in general education, its application in laboratory-based medical sciences remains limited, especially in resource-constrained tertiary contexts. This qualitative study examined the challenges and successes of DI in Medical Laboratory Sciences (MLS) classrooms across three higher education institutions in Eswatini. Guided by Cultural-Historical Activity Theory and a transformative paradigm, semi-structured interviews were conducted with 20 purposively selected lecturers. Thematic analysis of the interview data indicated that participants perceived differentiated instruction (DI) as an adaptive and inclusive strategy that supports student engagement, conceptual understanding, and practical competence. Participants described practices such as tiered tasks, case-based learning, peer support, flexible grouping, multimodal resources, and varied assessment methods as ways through which DI could be implemented in the classroom. However, large class sizes, limited laboratory resources, time constraints, inadequate training, and rigid institutional structures constrained implementation. Despite these barriers, DI improved weaker students’ confidence, engagement, and laboratory accuracy while fostering collaboration. Participants advocated for institutional support, resource enhancement, and DI-focused professional development. The findings suggest that differentiated instruction may offer a practical pedagogical approach for supporting inclusive and competency-based learning in medical laboratory sciences programmes within resource-constrained tertiary institutions in Eswatini, while also contributing empirical insight into how DI is perceived and applied in specialised health science classrooms.
Analysis of Mathematics Student Teachers’ Conceptions of the Limit of a Function: An Autoethnographic Perspective Koena Mabotja; Dimakatjo Muthelo
Studies in Learning and Teaching Vol. 7 No. 2 (2026): August (Article in Progress)
Publisher : CV Sinergi Ilmu dan Publikasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46627/silet.v7i2.833

Abstract

The limit concept is often regarded as the foundation for Calculus. This study explores the First-year Mathematics student teachers’ conceptions of the limit of a function. This study was carried out in one of the public universities in Limpopo Province, South Africa. We used an autoethnographic design to describe and interpret three student teachers’ conceptions about the limit of a function concept. The test was used as a data collection instrument. The test was based on the limit concept, covering the intuitive definition of a limit, the application of the intuitive definition of a limit using a table of values, the graphical determination of a limit, and the algebraic determination of a limit. The thematic analysis procedure was used to analyse student teachers’ test scripts. Three student teachers’ test scripts were qualitatively analysed. The findings of the study revealed that students have underdeveloped conceptions of the intuitive definition of the limit concept. The findings also revealed that students show some conceptions of the limit concepts, particularly on the algebraic representations, as compared to other forms of representations, such as numerical and graphical.
Analysis of Politeness in Bilingual Indonesian–English Language Use in Elementary School Environments Ricky Setiawan; Wahyu Sukartiningsih; Ulhaq Zuhdi; Bambang Edi Siswanto; Donne Jone Panizales Sodusta; Zeni Zakia Zamania
Studies in Learning and Teaching Vol. 7 No. 2 (2026): August (Article in Progress)
Publisher : CV Sinergi Ilmu dan Publikasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46627/silet.v7i2.841

Abstract

In elementary schools, the use of Indonesian and English not only serves as communication but also reflects the norms of politeness in social interactions. This study aims to describe the practice of politeness principles in Indonesian and English, as well as to analyze the level of politeness based on Brown and Levinson's scale in learning interactions in bilingual elementary schools, an area that has not been previously explored. This study uses a descriptive qualitative approach with data in the form of speech acts recorded during observations in the 5th grade of one of the elementary schools in Surabaya. Data were collected through listening, recording, and note-taking techniques. Data were analyzed using thematic analysis through the process of coding, categorization, and identification of language politeness patterns. Data validity was ensured through source triangulation, method triangulation, and member checking. The results showed that bilingual interactions were dominated by the directness and positive politeness strategies. Negative politeness and off-record strategies appear with limited frequency, especially when the level of stress is high or when teachers want to avoid direct criticism. These results suggest that politeness practices in bilingual classrooms are a balance between the need to foster a supportive learning atmosphere and hierarchical demands.
The Positive School Culture Management and Student Wellbeing I Eskasasnanda
Studies in Learning and Teaching Vol. 7 No. 2 (2026): August (Article in Progress)
Publisher : CV Sinergi Ilmu dan Publikasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46627/silet.v7i2.847

Abstract

Education is an important asset to build intelligent and civilized people for the future of a nation. One obstacle that hinders effective education in Indonesia is that schools have not optimally considered the importance of well-being for the success of student education. This study is a qualitative organizational ethnography study that examines how state junior high school organizations try to create student well-being. Data and information collection was carried out with three main activities: observation of student learning activities in class and school, interviews with principals, teachers, and students, and school document studies. The results of this study indicate that the school's ability to communicate and establish partnerships with parents is the main key to building student well-being. Schools that have strong partnerships with parents can make students prosperous because they can develop and grow optimally, have a sense of autonomy; have good social relations with teachers and peers; and get satisfactory recognition from parents as the closest and most important people to them.
Challenges Faced by Second Language Learners in Writing Paragraphs at Secondary Schools: Teachers' Perspectives in South Africa Lundi Nomlala
Studies in Learning and Teaching Vol. 7 No. 2 (2026): August (Article in Progress)
Publisher : CV Sinergi Ilmu dan Publikasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46627/silet.v7i2.850

Abstract

This paper investigates challenges South African secondary school second-language (L2) learners face in paragraph writing and identifies effective pedagogical solutions, as perceived by their teachers. Using a qualitative case study design, data were collected from 12 in-service English First Additional Language (EFAL) teachers from the public secondary schools in a selected district of the Eastern Cape, South Africa. Participant demographics included teachers with 3 to 18 years of teaching experience, representing rural-area school contexts. The research instruments comprised a semi-structured interview protocol (schedule) with questions aligned with the study’s objectives. Data analysis employed thematic analysis, following Braun and Clarke’s six-phase model, involving verbatim transcription, inductive coding, and iterative theme refinement to identify patterns related to writing challenges and pedagogical strategies. Findings reveal internal factors (limited linguistic competence, poor planning, low confidence) and external factors (time constraints, few writing opportunities) as key difficulties. Specific challenges include constructing topic sentences, ensuring cohesion and coherence, and applying grammar. Effective strategies identified include explicit instruction on paragraph structure, process-oriented approaches, blended learning tools, and formative feedback. The study concludes that improving L2 paragraph writing requires a shift from product-focused evaluation to a scaffolded, process-oriented, technology-enhanced approach.
Reclaiming Cognitive Skills in Electrical Technology: Addressing AI Dependence in South African Technical Schools Dayi Nzaliseko; Mtshali Thokozani Isaac
Studies in Learning and Teaching Vol. 7 No. 2 (2026): August (Article in Progress)
Publisher : CV Sinergi Ilmu dan Publikasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46627/silet.v7i2.867

Abstract

This study investigated the growing dependence on artificial intelligence (AI) tools among learners studying electrical technology in South African technical schools and its influence on cognitive and critical thinking skills. The purpose of this study was to examine how excessive dependence on AI affects learners’ problem-solving skills and practical competence, which are important for meeting the demands of the Electrical Technology curriculum and the broader technical industry in South Africa. A quantitative research approach was adopted using a descriptive survey design. Simple random sampling was used to select 120 electrical technology learners from four technical high schools across Gauteng Province, South Africa. The data were collected using structured questionnaires and online surveys focusing on learners’ use of AI, engagement in problem-solving, and performance in Electrical Technology Practical Assessment Tasks (PATs). Furthermore, this data was analyzed using descriptive and inferential statistics. Findings revealed that the majority of learners mostly relied on AI to complete written tasks and PATs, resulting in reduced critical thinking, limited conceptual understanding of electrical concepts, and poor practical performance. The study recommends the integration of digital ethics, guided AI use, and cognitive-based teaching strategies to foster independent reasoning and ensure learners acquire practical skills aligned with industry expectations.
The Innovative Strategies for Integrating Technology into Agricultural TVET Programs in South African Ramongwane Daniel Sephokgole
Studies in Learning and Teaching Vol. 7 No. 2 (2026): August (Article in Progress)
Publisher : CV Sinergi Ilmu dan Publikasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46627/silet.v7i2.868

Abstract

Integrating technology into Technical and Vocational Education and Training (TVET) is a smart move to align agricultural education with the demands of the global economy. This mixed-methods approach exposes infrastructure and training inadequacies that impede market-oriented teaching by comparing the usage of modern agricultural equipment and basic classroom ICT in TVET colleges. Data was gathered from 482 National Accredited Technical Education Diploma (NATED) and National Certificate of Vocational NC(V) students in three chosen TVET colleges using a questionnaire and observation schedule. Pearson chi-square tests and descriptive analysis showed that most variables had extremely significant associations (P<0.05). The findings indicated that students view technology as a suitable tool to utilize, but they are hampered by poor connectivity and a shortage of technical learning tools. Technological tools should be made available to TVET colleges to facilitate digital training in their programs. The modern existing technologies can be integrated to enhance theoretical learning, professional skills, and the noticeable "digital divide." Therefore, TVET colleges ought to invest in robust ICT infrastructure and specialized professional development. To determine how precision agricultural technologies affect TVET students' employment after graduation, more long-term research is advised.

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