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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 263 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 (Article in Progress)
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 the teaching of Physical Sciences in Rural schools: Rural Blended Learning Strategy Tebogo Edwin Nkanyani
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.v7i2.728

Abstract

This paper designed a blended learning strategy for teaching Physical Sciences in rural schools. It followed a social constructivism approach since it is embedded in learners' engagement in a co-operative manner with the Analyze, Design, Develop, Implement, and Evaluate model key in the strategy design, inspired by the flipped classroom model. The study ensued through a qualitative approach to research, using semi-structured interviews together with both classroom and field observations. A purposeful sampling strategy was employed, and the participants were from a rural area. The findings reveal that the sampled school suffers from network issues, which are compounded by loadshedding, long distances to Wi-Fi centers, 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 P Maepa; Owen Mukwawaya; Tapiwa Betera
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.v7i2.837

Abstract

Most higher learning institutions in Zimbabwe have adopted a modular based teaching approach in line with the Ministry of Higher and Tertiary Education, Innovation, Science and Technology Development’s Education 5.0 Philosophy. The present study aimed to gather the qualitative insights from lecturers regarding the effectiveness of modular based teaching approach at one public university in Zimbabwe. The study used a qualitative approach and a case study design to solicit for lecturers’ perspectives on the effectiveness of modular based teaching approach at university level. Twelve participants were purposively selected from across six university faculties to respond to interview questions. Each faculty provided two participants. The participants had qualifications ranging from Master’s degree to Professorship. The data for the study was collected using an interview guide. The interview was conducted face to face with the participating lecturers. The generated data were analysed thematically using N-vivo version 15. The study found there are both opportunities and challenges to the teaching and learning experiences brought about by modular based teaching. The study also found that the modular based teaching was only as effective as students were able to effectively manage time. In addition, the study found that for modular based teaching to be effective there is a need for the deployment of resources to support modular based teaching through online learning platforms like Moodle. Based on the key findings of the study, it is recommended that the modular based teaching adopt artificial intelligence (AI) as part of teaching instruction evolution and innovation.

Page 27 of 27 | Total Record : 263

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