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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 264 Documents
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Communication Education in Indonesia-Timor Leste Border Schools in Building Ecological Awareness and National Resilience Florens Maxi Un Bria; Vinsensius Bawa Toron; Joel C. Sagut
Studies in Learning and Teaching Vol. 7 No. 2 (2026): August
Publisher : CV Sinergi Ilmu dan Publikasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46627/silet.v7i2.872

Abstract

This study aims to conduct and observe the implementation of communication education in schools in the Indonesia-Timor Leste border area, as well as analyze its influence on the formation of students' ecological awareness in strengthening national resilience and national defense attitudes, and can contribute to the development of communication education models based on ecological and national values in border areas. This study used a qualitative approach with a case study design where three selected schools are Surya Catholic High School in Timor’s capital city, Dili. The number of participants in this study was thirty, including school administrators, teaching staff, and their students. Data were collected by observations and in-depth interviews and analyzed using a qualitative approach, which is data reduction, data display, and conclusion drawing (triangulation). The learning interaction model of dialogical and participatory fostered the contextual learning related to environmental ecology and the incorporation of national values and morality in the community life. The studies are innovative for their approach in integrating communication education, ecological awareness, and national resilience in socio-cultural field border area schools and contextual and participative learning processes.
The Rural Blended Learning Strategy for Teaching Physical Sciences: A Case Study in Rural Schools Tebogo Edwin Nkanyani; Awelani V. Mudau; Lettah Sikhosana
Studies in Learning and Teaching Vol. 7 No. 2 (2026): August
Publisher : CV Sinergi Ilmu dan Publikasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46627/silet.v7i2.728

Abstract

This paper aims to develop a blended learning strategy for teaching and learning physical sciences in rural schools. A purposeful sampling strategy was used to select participants from a rural school. It was a qualitative case study of a physical sciences teacher, learners, school principal, school governing body member and senior education specialist’s challenges and opportunities of the use of blended learning to teach and learn physical sciences. Data was collected through semi-structured interviews, focus group interviews, field, and classroom observations. An audio recorder and video and photo cameras were used to record the data in order to produce transcripts and pictures for analysis. A thematic analysis was utilised to analyse the data with the help of the detailed analysis system and literature. The findings reveal that the sampled school suffered from network issues, which are compounded by loadshedding, long distances to Wi-Fi centres, and poor institutional support for learners, among others. However, the school provides good institutional support to teachers; has exposure to social media learning; and contains a number of devices. The paper concludes by proposing the Rural Blended Learning Strategy to be used in physical sciences classrooms in rural schools, together with its practical implications.
Lecturers’ Perspectives on the Effectiveness of Modular-Based Teaching in Higher Education in Zimbabwe Mqemane Tshababa; Mokoena Patronella Maepa; Owen Mukwawaya; Tapiwa Noel Gavaza Betera
Studies in Learning and Teaching Vol. 7 No. 2 (2026): August
Publisher : CV Sinergi Ilmu dan Publikasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46627/silet.v7i2.837

Abstract

Most higher learning institutions in Zimbabwe have embraced modular-based teaching in line with the Ministry of Higher and Tertiary Education’s Education 5.0 Philosophy. This study explored lecturers’ perspectives on the effectiveness of this approach at a public university. Using a qualitative case study design, twelve lecturers from six faculties were purposively selected, representing qualifications from master's level to professorship. Data were collected through face-to-face interviews guided by semi-structured questions and analysed thematically using N-vivo version 15. Findings revealed that modular-based teaching presents both opportunities and challenges. While it offers flexibility and innovation in teaching and learning, its success largely depends on students’ ability to manage time effectively. Lecturers emphasised that adequate resources, particularly online platforms such as Moodle, are essential to support modular delivery. The study further recommended integrating artificial intelligence (AI) into teaching practices to enhance instructional innovation and align with evolving educational demands. Distinctively, this research contributes to understanding modular-based teaching effectiveness by foregrounding the lived experiences and insights of university lecturers, highlighting the need for resource deployment and technological integration to maximise its potential in Zimbabwean higher education.
From Symptom Recognition to Referral Readiness: Teachers' Diagnostic Literacy for Attention-Deficit/Hyperactivity Disorder in a Mainstream South African Primary School Lucas Pillay
Studies in Learning and Teaching Vol. 7 No. 2 (2026): August
Publisher : CV Sinergi Ilmu dan Publikasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46627/silet.v7i2.883

Abstract

Teachers are “primary identifiers” in attention-deficit/hyperactivity disorder (ADHD) identification in schools, yet evidence suggests that recognising symptoms does not automatically translate into evidence-based referral practices. This study examines how mainstream primary teachers construct and enact diagnostic literacy (functional knowledge of what counts as referral‑relevant evidence, how multi‑informant diagnosis works, and what teachers should/should not do) and what supports strengthen referral readiness. A qualitative narrative inquiry case study was conducted in a public primary school in Phoenix, Durban. Six teachers, each representing a different classroom, generated data through collage elicitation, reflective journals, and semi-structured interviews; data were re-analysed thematically with attention to diagnostic talk, artefacts (checklists/DSM), and system constraints. Results show a consistent pattern: teachers demonstrated strong symptom recognition and classroom accommodations but uneven engagement with diagnostic processes, including role boundary confusion (“I can’t diagnose”), reliance on informal checklists, and limited confidence using DSM-based constructs. Teachers located referral breakdowns in overcrowding, limited specialist access, and weak school–clinic feedback loops. This article proposes a preliminary referral readiness framework derived from the thematic re-analysis of arts-based narrative data and informed by existing literature on teacher diagnostic literacy, referral decision-making, inclusive education implementation, and teacher professional development. The framework offers a conceptual interpretation of how symptom recognition, diagnostic literacy, referral practices, school support structures, and feedback processes may interact within a mainstream primary school context.

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