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Universal Education Journal of Teaching and Learning
Published by Universal Education
ISSN : -     EISSN : 30478235     DOI : https://doi.org/10.63081/uejtl
Core Subject : Education,
Education Other
The Universal Education Journal of Teaching and Learning (UEJTL) is an internationally recognized, peer-reviewed journal dedicated to advancing knowledge and innovation in the field of education. Published quarterly (January–March, April–June, July–September, and October–December), UEJTL provides a platform for high-quality scholarly work that explores diverse aspects of teaching and learning across all educational levels and contexts. The journal welcomes original research articles, theoretical papers, and critical reviews that contribute to the understanding and improvement of educational practices and policies. Areas of interest include, but are not limited to: - Instructional strategies and pedagogical innovations - Learning theories and learner development - Curriculum design and evaluation - Learning environments, both formal and informal - Teacher education and professional development - Integration of educational technologies - Educational development in diverse global contexts UEJTL encourages submissions that span the full spectrum of learners, from early childhood to adult education, and that address current challenges and emerging trends in education worldwide.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 28 Documents
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Students Conceptual Understanding of Energy: Classroom Action Research with Contextual Learning Asnaini
Universal Education Jurnal Teaching and Learning Vol 1 No 1 (2024): January-March Edition
Publisher : Universal Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63081/uejtl.v1i1.1

Abstract

This study aims to improve students' ability to understand the concept of Energy. This research is a classroom action research conducted in two cycles. The action is implemented by applying contextual learning. The research was conducted at SDN 144/V Betara Kiri with 29 students. The types of data in this study are quantitative data and qualitative data. Quantitative data were obtained from tests at the end of each lesson in each cycle, and qualitative data were obtained from observations in the implementation of actions. Quantitative data analysis was carried out by determining the average score of students' understanding of the concept of effort and energy. Qualitative data were analyzed with the aim of improving the implementation of the action. The learning results show that students' ability to understand the concept of Energy has increased with the application of contextual learning. This is indicated by the increased ability to understand concepts from 68.22 in cycle I to 81.63 in cycle II.
Improvement of Pantun Writing Skills with Serial Writing Method Integrated with Smart Card Media Miftakhul Firman Ferdiansyah Efendi
Universal Education Jurnal Teaching and Learning Vol 1 No 1 (2024): January-March Edition
Publisher : Universal Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63081/uejtl.v1i1.2

Abstract

This study aims to improve pantun writing skills through Classroom Action Research (PTK) activities. This research was conducted at Senior High School (SMAN) 1 Sidayu, Gresik, of XI grade as many as 36 students. The research was conducted for 2 cycles. The instrument used in this study was a description test that assessed four aspects, namely content, text structure, line cohesiveness, and linguistic rules. The results showed that students' skills in writing rhymes increased based on the average score, which increased from 57.94 to 71.94. This can also be seen from the increasing number of students who get adequate and good score categories and those who get scores in the lower category, which decreases.
Concrete Media to Increase Activities and Cognitive Learning Outcomes of Addition and Subtraction Kastiniwati; Firman Ferdiansyah
Universal Education Jurnal Teaching and Learning Vol 1 No 1 (2024): January-March Edition
Publisher : Universal Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63081/uejtl.v1i1.3

Abstract

In order to improve cognitive thinking skills and the student’s learning activities concerning mathematics, specifically on addition and subtraction topics, concrete media is employed in this research. The research was conducted as a Classroom Action Research (CAR) in the form of the Kemmis & McTaggart model and targeted at grade II students of SDN 184/V Parit Ponco, Jambi Province, with seven participants. The implementation of research is confined to the following four phases, i.e., planning and action, observation, and reflection, with a focus on the fact that some observation is done simultaneously with action. The application of such tools as colorful pictures, sticks, and real objects enabled the students to picture and physically interact with quite abstract objects in mathematics. This enhanced their interest and understanding of the subject matter. The results have shown improvement in learning outcomes and the level of student activity across cycles. The average score of cognitive outcomes, which was 32.86 in the pre-cycle, has improved to 45.71 in cycle I and 75.71 in cycle II. Similarly, students’ level of learning activity increased from 39.16% in pre-cycle to 75.23% in Cycle I and 87.39% in Cycle II. Concrete media, such as its interactive and practical aspects, worked well with different learning preferences in the classroom and served to call for active participation, teamwork, and self-directed problem-solving. This method also puts to practice the fact that linking theory to practice helps students to understand and remember better because it becomes clear and concrete and facilitates the notion that learning should be purposeful, cognitive, and contextualized for the student so that learning can be long-lasting and meaningful. From this research, it is evident that concrete media can help in improving elementary education and can be utilized in other learning environments.
Analysis of the Correlation Between Learning Motivation and Critical Thinking Skills of Students on the Subject of Particle Dynamics Anindyta Nur Rizkyana Safitri; I Gede Nengah Prasi
Universal Education Jurnal Teaching and Learning Vol 1 No 1 (2024): January-March Edition
Publisher : Universal Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63081/uejtl.v1i1.30

Abstract

This research uses descriptive qualitative-quantitative research which aims to describe critical thinking skills on particle dynamics material. The population used was physics students at Malang State University and this sample was chosen randomly using a random sampling technique. This study uses an instrument and a questionnaire. The instrument used was as many as 5 elaboration questions about particle dynamics based on critical thinking indicators according to Ennis and the learning motivation questionnaire. From the research that has been done, it is obtained that the critical thinking skills of Malang State University students are sufficient with a total percentage value of 68.30%. The highest percentage average score of each indicator is the second indicator that determines the basis for decision making by 87.7%, then the fourth indicator is 76.4%, the third indicator is 70.7%, the first indicator is 58.5% and the lowest percentage is the average score the average of each indicator is the fifth indicator with a percentage of 48.1%. So, it can be concluded that the first and fifth indicators are still relatively low. Students' motivation in learning at the State University of Malang is quite sufficient at 72.71%. The percentage of each aspect on average reaches almost 50%.
Needs Analysis of Physics Learning Media Development Achmad Ridho Khuzaini
Universal Education Jurnal Teaching and Learning Vol 1 No 1 (2024): January-March Edition
Publisher : Universal Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63081/uejtl.v1i1.31

Abstract

Learning media is one of the important aspects in physics learning. This research aims to analyze the needs of physics learning media development. The research was conducted in four high schools in Malang Regency. We have distributed questionnaires to 9 physics teachers and 143 students. The questionnaire for students consists of three aspects, namely student response, learning experience, and media needs. The questionnaire for teachers consisted of two aspects, namely experience in learning, and media needs. The results of this study show that learning still needs innovative media development, one of which is Lectora Inspire-based media. Lectora Inspire-based media has several advantages that will be discussed in this article.
Analysis of Student Learning Difficulties in Blended Learning in Classical Mechanics Course Muhammad Zaki Zamani; Agus Suyudi
Universal Education Jurnal Teaching and Learning Vol 1 No 2 (2024): April-June Edition
Publisher : Universal Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63081/uejtl.v1i2.32

Abstract

This study aims to identify the difficulties experienced by students in Classical Mechanics lectures using blended learning. The research was designed using descriptive quantitative. This research was conducted at one of the Universities in East Java, on 67 Physics Students and 74 Physics Education Students. Data collection techniques were in the form of a closed questionnaire using a Likert scale with five answer options, namely strongly agree (SA), agree (A), neutral (N), disagree (D), and strongly disagree (SD) and equipped with an open questionnaire containing written questions which were then analyzed quantitatively. The results showed that students still experienced difficulties in attending lectures using the blended learning method.
Improving Natural Science Cognitive Learning Outcomes Through the Make-A-Match Learning Model Firman Ferdiansyah; Wiwik Rumiati
Universal Education Jurnal Teaching and Learning Vol 1 No 2 (2024): April-June Edition
Publisher : Universal Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63081/uejtl.v1i2.33

Abstract

This research is based on the finding that the cognitive learning outcomes of fourth grade students in natural sciences subjects are still very low. This study aims to improve students' cognitive learning outcomes in science subjects by applying the Make-a-Match learning model. This study used classroom action research. The research was conducted on 24 fourth grade students in one of the elementary schools in Tanjung Jabung Barat Regency. The research was conducted in two cycles: planning, implementation, observation, and reflection. The instruments used in this study were cognitive learning outcomes test questions, observation sheets, and interview guidelines. The results showed that students' learning outcomes improved, based on the average score of cognitive learning outcomes they obtained, namely 50.5 in pre-cycle, 74.21 in cycle I, and 81.04 in cycle II. In addition, students are more active in participating in learning that applies the make-a-match learning model.
Multi-Representation Approach in Improving 1-Dimensional Kinematics Conceptual Understanding Muhammad Aminuddin; Zulfikar Salman; Asim; Ani Irawati
Universal Education Jurnal Teaching and Learning Vol 1 No 2 (2024): April-June Edition
Publisher : Universal Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63081/uejtl.v1i2.34

Abstract

This study aims to improve students' understanding of 1-dimensional kinematics concepts through a multi-representation approach. A total of 42 physics teacher candidates participated in this study, which used a one-group pretest-posttest experimental design. The instrument used was 18 multiple-choice questions that included various concept representations, such as mathematical, graphical, tabular, pictorial, and verbal. The results showed a significant increase in students' concept understanding after the application of multi-representation learning. The pretest mean score was 44.44, which increased to 89.81 on the posttest, with an n-gain of 0.81 (high category). The paired sample t-test showed a significant difference between the pretest and post-test (Sig. 2-tailed = 0.000). The multi-representation approach allows students to understand concepts from various points of view, helps reduce misconceptions, and supports various learning styles. However, this study has limitations in the design of feedback and formative assessment, which are important to improve in future research to strengthen the effectiveness of learning.
Error Analysis of Junior High School Students on Linear Equations of Two Variables Topic Pujiono; Boyke H Siahaan; Heddy Rosida
Universal Education Jurnal Teaching and Learning Vol 1 No 2 (2024): April-June Edition
Publisher : Universal Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63081/uejtl.v1i2.35

Abstract

Mathematics is an important science and has a lot to do with the development of other sciences. One of the essential topics in physics is linear equations of two variables. However, many students experience errors on this topic. The purpose of this study is to identify students' errors on the material of linear equations of two variables. The research is a descriptive study conducted on 83 students at SMPN 1 Tanjung Jabung Barat. The instrument used in this question is five description questions. This question has been validated and tested empirically. The five questions are suitable for research. The data analysis technique used in this research is descriptive analysis. The results showed that students made many errors in operations, concepts, and skills.
Problem-Based Learning in Improving Student Learning Outcomes in Biology Learning Amirra Putri; Soesy Asiah Soesilawati; Neneng Diani
Universal Education Jurnal Teaching and Learning Vol 1 No 2 (2024): April-June Edition
Publisher : Universal Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63081/uejtl.v1i2.36

Abstract

This study explores the impact of the Problem-Based Learning (PBL) method on improving biology learning outcomes among high school students. Despite biology’s critical role in addressing global challenges, students often struggle with understanding basic biological concepts, leading to unsatisfactory academic performance. This research aimed to assess the effectiveness of PBL in enhancing students' biology comprehension. The study was conducted at SMAN 17 Bandung with 69 students as participants and utilized a one-group pretest-posttest design. Data were collected through a validated learning outcome test and analyzed using a paired sample t-test. The results indicated a significant improvement in students' post-test scores, with a mean difference of 38.88 points between the pretest and post-test and an N-gain of 0.703, categorized as high. These findings demonstrate that PBL significantly enhances students' understanding of biology by encouraging active engagement, critical thinking, and problem-solving. The study concludes that PBL is an effective learning method that improves biology learning outcomes, preparing students to become independent and collaborative problem solvers. However, challenges such as teacher readiness, time constraints, and limited resources must be addressed for broader implementation.

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