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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 2 No 1 (2025): January-March Edition" : 5 Documents clear
Correlational Study Between Conceptual Understanding and Critical Thinking Skills of Students on Biology Materials Bambang Rismanto; Muhammad Aqillul Hayat
Universal Education Jurnal Teaching and Learning Vol 2 No 1 (2025): January-March Edition
Publisher : Universal Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63081/uejtl.v2i1.37

Abstract

This study aims to identify the relationship between students' understanding of biological concepts and their critical thinking skills. This research uses a quantitative approach with a correlational study design. The research was carried out in Tanjung Jabung Barat Regency, which involved a sample of 328 class XI students, who were selected using simple random sampling from a population of four selected high schools. The data was collected using two validated research instruments, namely the biology concept understanding test and the critical thinking skills test. Descriptive statistics and Pearson Product-Moment correlation were used to test the strength and direction of correlation between the two quantities. The average score for students' understanding of biology concepts was 59.32 (SD = 15.28), while the average score for critical thinking skills was 53.15 (SD = 9.20). This indicates that, on average, students still face difficulties in both aspects. The analysis results showed a significant positive correlation between students' understanding of biological concepts and their critical thinking skills (r = 0.797, p < 0.01). These findings indicate that a good understanding of biological concepts can improve students' critical thinking skills, which are essential for the development of higher-order thinking skills. The critical thinking scores are significantly explained by the students' conceptual understanding since R² = 0.635, which shows that the biological concepts comprehension could account for 63.5% of the critical thinking variance, while the other 36.5% will be due to other factors. These findings highlight the importance of understanding concepts for developing critical thinking skills. The study suggests that teaching strategies focusing on understanding the biological concepts that the students are being taught should come first for students to develop their higher-order thinking skills. Moreover, it is advisable to broaden the scope of contributing factors to encompass such issues as teaching approaches and students’ active participation in future studies. The findings offer useful information for the development of curricula, the goal of which is to integrate the conceptual understanding and critical thinking skills of those being taught biology.
Bibliometric: The Role of Science Learning on Student Motivation in Moral Education Widyaningsih, Mia; Robandi, Babang; Mudzakir, Ahmad
Universal Education Jurnal Teaching and Learning Vol 2 No 1 (2025): January-March Edition
Publisher : Universal Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63081/uejtl.v2i1.39

Abstract

The purpose of this research was to find out the development and understanding of the role of science learning on students' motivation in moral education using a bibliometric study on the Google Scholar database with the help of VOS viewer. From 2019 to 2023, 953 articles were found from Google Scholar, and 795 were selected, which were related to content, based on data collection results using the keywords "science learning", "student motivation", and "moral education". The results of data searches for the last five years show that from 2019 to 2023, the number of publications has decreased. Three types of visualizations in the data mapping analysis were added: network visualization, overlay visualization, and density visualization, to support the analysis of related articles. It is hoped that the results of this study will help researchers identify developments and understanding of international research related to the keywords proposed.
Trends and Directions in Online Learning Research in Physics and Astronomy Education: A Bibliometric Analysis Ishmah Luthfiyah
Universal Education Jurnal Teaching and Learning Vol 2 No 1 (2025): January-March Edition
Publisher : Universal Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63081/uejtl.v2i1.41

Abstract

This study aims to explore the trends and directions in online learning research within the fields of physics and astronomy, with a specific focus on how these disciplines have integrated online learning technologies. Given the rapid advancement in information and communication technologies (ICT), online learning has significantly reshaped education by overcoming traditional constraints of time and geography. This research addresses key questions about the evolution of online learning in these complex subjects, investigating the impact of various educational tools such as simulations, augmented reality (AR), and virtual reality (VR), and identifying the challenges associated with access to technology and digital literacy. To analyze the trends in this field, a bibliometric approach was employed. Data was obtained from the Scopus database, focusing on articles related to "online learning" in physics and astronomy published between 2005 and April 2025. The analysis used tools such as R and VOSviewer to assess publication trends, citation patterns, key authors, and institutional contributions. A total of 472 articles were selected for the analysis, revealing a substantial growth in publications post-2015, particularly after the global pandemic, which spurred interest in online education methods. The findings highlight that the number of publications and citations has increased significantly, with China leading in contributions. Notable sources include journals such as Applied Sciences and Sensors, while key authors like Wang Y and Liu Y have made considerable impacts in this field. Emerging topics in the research include the application of machine learning and the growing integration of personalized learning technologies. These results provide valuable insights into the ongoing development of online learning strategies in physics and astronomy education, emphasizing the need for continued innovation and collaboration in this rapidly evolving area.
Legal Dilemmas in Inclusive Education: Implementation Challenges and Teaching Strategies in Primary Schools Putri, Arizkylia Yoka; Bimantara, Arya
Universal Education Jurnal Teaching and Learning Vol 2 No 1 (2025): January-March Edition
Publisher : Universal Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63081/uejtl.v2i1.42

Abstract

Inclusive education is a fundamental right guaranteed by the constitution and international conventions, ensuring that every child, including those with special needs, has access to quality education. However, despite strong legal foundations, the implementation of inclusive education in primary schools faces significant challenges. This article aims to analyze the legal dilemmas surrounding the implementation of inclusive education, the challenges faced by educators, and propose strategies for effective inclusive teaching. A literature review approach was used to examine relevant legal frameworks, existing policies, and the challenges identified in various studies. The review reveals that a lack of teacher competence in inclusive education, insufficient infrastructure, and societal stigma are major obstacles to the successful implementation of inclusive education. Additionally, regional disparities in the implementation of inclusive education further exacerbate these issues. The study suggests that teacher training programs, better resource allocation, public awareness campaigns, and more consistent policy enforcement are essential to overcoming these barriers. The findings highlight the need for coordinated efforts among policymakers, educators, and the community to ensure that inclusive education becomes a reality for all students.
Joy-Centered Pedagogy in Higher Education: Uplifting Teaching and Learning for All: Eileen Kogl Camfield (Editor), New York: Routledge, 2025, 260 pp., ISBN: 9781032872889 Ariyanto, Komang; Anbar Salma Mardhiyah
Universal Education Jurnal Teaching and Learning Vol 2 No 1 (2025): January-March Edition
Publisher : Universal Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63081/uejtl.v2i1.45

Abstract

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