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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 5 Documents
 1 
Search results for , issue "Vol 1 No 4 (2024): October-December Edition" : 5 Documents clear
Comparative Study of Students' Motivation in Learning Biology between Private Schools in Urban and Rural Areas Raja, Nova Riama Lumban; Sasono, Tjatur Imbang
Universal Education Jurnal Teaching and Learning Vol 1 No 4 (2024): October-December Edition
Publisher : Universal Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63081/uejtl.v1i4.71

Abstract

This study compares students' motivation to study Biology between private schools in urban and rural areas. A quantitative approach with a comparative design was used in this study, involving 47 private high school students in Malang City as a representation of the urban areas and 37 private high school students in Malang Regency as a representation of rural areas. The research instrument was a closed questionnaire consisting of 31 statements reflecting the five dimensions of learning motivation: perseverance, tenacity, interest, achievement, and independence. Data were analyzed using descriptive statistics to see an overview of student motivation and the Mann-Whitney U test to test for significant differences between the two groups. The descriptive analysis results showed that students' mean motivation in urban areas was higher (4.56) than in rural areas (3.96). The standard deviation of urban students (0.57) was lower than that of rural students (0.65), indicating a smaller score variation. The Mann-Whitney U test showed a significant difference in motivation between the two groups. The results of this study confirm that students' learning motivation in urban private schools is higher compared to students in rural areas, which differences may influence educational facilities, access to learning resources, and environmental support. The findings are expected to serve as a basis for policymakers to design interventions to reduce the learning motivation gap between urban and rural areas.
Are Feedback and Reinforcement Questions in The Recitation Program Able to Improve Students' Conceptual Mastery? Rahim, Handy Faishal; Biruni, Iqbal Bilgrami; Romansyah, Teddy Amin; Hidayat, Arif Hidayat; Sutopo, Sutopo
Universal Education Jurnal Teaching and Learning Vol 1 No 4 (2024): October-December Edition
Publisher : Universal Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63081/uejtl.v1i4.72

Abstract

One of the primary goals of physics education is to achieve a solid conceptual understanding among learners. This conceptual understanding, which enables students to address the challenges they encounter effectively, is conceptual mastery. A higher level of conceptual mastery correlates with an increased capacity for students to tackle everyday problems successfully. This study aims to identify the improvement of students' conceptual mastery through a multi-representation-based recitation program accompanied by feedback and reinforcement questions. The method used in this research is descriptive quantitative, carried out on 36 students of the Physics Undergraduate Study Program. The recitation program is multi-representational and multi-context-based, which contains reinforcement questions and feedback used by students outside of lecture hours to help master the concepts obtained in class. The results showed the mastery of concepts of momentum and impulse students increased, indicated by the transition of student's answers and the average of students from 30.8 to 52.8. The increase in students' mastery of concepts is shown in questions in the context of determining impulses in related problems and the conservation of momentum in related problems. The multi-representation and multi-context presented in the recitation program and pretest and posttest questions affect students' mastery of concepts in solving problems.
Methods for Facilitating Adult Learning: Strategies for Enhancing Instruction and Instructor Effectiveness: Joellen E. Coryell, Lisa M. Baumgartner, and Jeremy W. Bohonos (eds). 2024. Routledge, 404 pp, ISBN 978-1-642-67496-5 (hbk), ISBN 978-1-642-67497-2 (pbk), ISBN 978-1-003-44601-9 (ePDF) Alif, Muhammad Isma
Universal Education Jurnal Teaching and Learning Vol 1 No 4 (2024): October-December Edition
Publisher : Universal Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63081/uejtl.v1i4.75

Abstract

Autonomous Learning in Higher Education: An Iraqi EFL Students’ Perceptions Ranjbar, Mohammad Hossein; Nasiri, Sara Fatemeh
Universal Education Jurnal Teaching and Learning Vol 1 No 4 (2024): October-December Edition
Publisher : Universal Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63081/uejtl.v1i4.87

Abstract

This study investigates the perceptions of Iraqi EFL (English as a Foreign Language) students regarding autonomous learning (AL) and its impact on their academic development. With the increasing importance of English for communication, education, and career prospects in a globalized world, understanding students' views on AL is critical, especially in Iraq, where traditional, teacher-centered pedagogies dominate. The research employs a survey method, gathering data from 359 EFL students across six universities in Iraq. The questionnaire addresses various aspects of AL, including perceptions, benefits, challenges, independence in learning management, and the role of the teacher. The findings indicate that Iraqi students generally view AL positively, with high scores for motivation, goal-setting, and critical thinking, underscoring the value of learner autonomy. Benefits such as improved problem-solving skills and deeper engagement with course material were frequently mentioned. However, challenges such as difficulty in self-motivation and the lack of social support were also highlighted. Additionally, students expressed a desire for more structured teacher involvement in guiding their autonomous learning efforts. This study concludes that while AL significantly enhances student independence and learning outcomes, the success of AL initiatives in Iraqi higher education depends on providing sufficient support, motivation, and resources for students. The research also emphasizes the need for teachers to play a facilitative role in the AL process. The findings contribute valuable insights into how AL can be adapted to meet the specific needs and challenges of Iraqi EFL learners, offering a foundation for future educational reforms in the region.
Bibliometric Analysis of Language Learning in Elementary Schools: Trends and Future Research Directions Mowla, Fazlul Anwar; Chowdhury, Shafiqul Alam; Akter, Nusrat Jahan; Bhuiyan, Haque Kabir
Universal Education Jurnal Teaching and Learning Vol 1 No 4 (2024): October-December Edition
Publisher : Universal Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63081/uejtl.v1i4.90

Abstract

Language learning in elementary schools is fundamental for children’s literacy and communication development, yet no bibliometric study has comprehensively mapped this field. This study fills that gap by conducting a bibliometric analysis using the Scopus database with the keywords “language learning” AND “elementary school,” yielding 355 documents, of which 204 articles published between 2004 and 2024 were analyzed following PRISMA procedures. Data were processed using Bibliometrix (R) and VOSviewer to examine publication trends, citations, and keyword networks. The results show a significant rise in publications since 2015, driven by global agendas such as SDG 4, the expansion of digital and mobile learning, and national policies emphasizing literacy. Keyword mapping revealed three dominant clusters: language learning and development linked to motivation and anxiety; child development and primary education, highlighting the role of developmental psychology; and language learning disorders, linguistics, and writing, underscoring inclusivity and technical aspects. Recent trends further indicate growing interest in vocabulary acquisition, technology-based pedagogy, and problem-solving approaches. This study offers novelty as the first bibliometric mapping of language learning in elementary schools, providing a holistic overview of research growth, thematic focus, and directions for future inquiry in digital pedagogy, inclusivity, and international collaboration.

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