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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 53 Documents
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Ethnomathematics in the Jonggan Art of the Dayak Kanayat’n Rino Sinus Pandanu
Universal Education Jurnal Teaching and Learning Vol 1 No 3 (2024): July-September Edition
Publisher : Universal Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63081/uejtl.v1i3.49

Abstract

This study explores the role and presence of ethnomathematics in jonggan, a traditional art form of the Dayak Kanayat’n community. Jonggan is a social dance involving dancers, musicians, and singers that reflects the community's rich cultural heritage. This study employs a qualitative approach through a literature review to identify mathematical concepts embedded in the patterns, rhythms, and choreography of jonggan. The findings reveal the presence of geometric forms such as triangular and rectangular prisms, circles, and trapezoids, as well as numerical sequences in the dance movements and musical instruments. These elements not only enrich the aesthetic structure of jonggan but also serve as a medium for transmitting cultural knowledge. The study concludes that integrating ethnomathematical elements into mathematics education can create a more engaging and culturally relevant learning experience. By illustrating how mathematics is inherent in Dayak Kanayat’n traditions, this research contributes to a deeper understanding of the intersection between culture and mathematics and supports the development of contextualized learning strategies.
Empowering Education and Culture: A Guide to Employee Training and Skill Development Programs Napat Panya Panya; Kanyawee Srisuk Srisuk; Thanakrit Phukhao Phukhao
Universal Education Jurnal Teaching and Learning Vol 1 No 3 (2024): July-September Edition
Publisher : Universal Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63081/uejtl.v1i3.73

Abstract

This study explores the importance of strategic leadership in the development of educational institutions, with a particular focus on human resource development (HRD) in Thailand. HRD is recognized as a cornerstone for national progress, especially in the face of rapid technological changes and globalization. The paper emphasizes that HRD in the education sector must go beyond technical skills to include the development of moral values, ethics, and national character. The research utilizes a traditional literature review methodology to analyze existing sources related to HRD and employee training, offering actionable insights for the design and implementation of effective training programs. The findings underline the need for training initiatives that not only enhance technical competencies but also foster attitudes, behaviors, and interpersonal skills, ensuring that employees are equipped to handle the challenges of a rapidly changing global environment. This holistic approach to HRD is seen as crucial for the long-term sustainability of educational institutions and their ability to adapt to future demands. The study concludes by proposing guidelines for developing strategic leadership skills among school administrators to improve organizational effectiveness and contribute to societal development.
Developing Sustainable Technological Pedagogical Content Knowledge (S-TPACK) in Teaching Science Zahra Sadat Roozafzai
Universal Education Jurnal Teaching and Learning Vol 2 No 3 (2025): July-September Edition
Publisher : Universal Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63081/uejtl.v2i3.83

Abstract

This mixed-methods study introduces the concept of Sustainable Technological Pedagogical Content Knowledge (Sustainable TPACK), extending the TPACK framework with a focus on eco-friendly technology integration in science education. The research aimed to operationalize the Sustainable TPACK framework and explore its application in science teaching contexts. A survey was administered to assess in-service science teachers' self-reported Sustainable TPACK levels, followed by in-depth case studies involving classroom observations, interviews, and document analysis. The findings demonstrated that science teachers generally possessed moderate to high levels of Sustainable TPACK and faced challenges in implementing eco-friendly technology, which could be overcome through collaboration and professional development opportunities. The study highlights the need for targeted initiatives supporting science educators in developing Sustainable TPACK, fostering environmental stewardship among students, and addressing domain-specific challenges. Future research may examine the impact of Sustainable TPACK on student learning outcomes and the effectiveness of various professional development strategies in promoting this framework among science educators.
Pre-service Biology Teachers Academic Performance and Retention using Jigsaw Presentation Learning Strategy Usman Musa
Universal Education Jurnal Teaching and Learning Vol 2 No 3 (2025): July-September Edition
Publisher : Universal Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63081/uejtl.v2i3.96

Abstract

There has been a paradigm shift in the instructional approaches of engaging the learner from teacher-centered approach to students-centered approach. Lecture method of teaching has not been so helpful in improving student performance and retention. Student-centered approach such as jigsaw cooperative learning strategy has been identified to be effective in advancing communication skills, interpersonal skills as well as academic performance and retention. This study investigated pre-service Biology teacher’s academic performance and retention using jigsaw cooperative presentation learning strategy (JCPLS) in Kebbi and Sokoto States Universities, Nigeria. The study employed quasi-experimental research design; one hundred and twenty seven (127) pre-service Biology teachers were purposively selected as the sample for the study. Lower Invertebrate performance test (LIPT) with option A-D forms the instrument for the study. LIPT instrument was validated by 3 experts, the pilot testing result of LIPT shows the reliability index of .89 using PPMC. Two objectives, research questions and null hypotheses guided the study. The results revealed that experimental group to which JCPLS was used in teaching Lower Invertebrate Course performed better than the control group to which lecture method was used. Also the results showed that there was no significant difference between post test and follow-up test scores in experimental group. It was concluded that JCPLS is effective in improving academic performance and retention of Lower Invertebrate Course content among pre-service biology teachers. It was recommended among others that lecturers should utilize JCPLS in teaching Lower Invertebrate Course and other courses.
Impact of PhET Simulation-Assisted Problem-Based Learning Model on Students' Problem-Solving Skills Muhammad Zain Zainulloh Irsyad; Istikaroh Istikaroh; Farisa Chaierunnisa
Universal Education Jurnal Teaching and Learning Vol 1 No 3 (2024): July-September Edition
Publisher : Universal Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63081/uejtl.v1i3.43

Abstract

This study aims to examine the effect of Problem-Based Learning (PBL) assisted by PhET simulation on students' problem-solving abilities. Using a quasi-experimental research design with a Nonequivalent Control Group model, this study involved 146 students from four classes, divided into two groups, namely the experimental group that used the PBL model with PhET simulation assistance and the control group that followed the conventional learning method. After a pretest to measure initial problem-solving skills, the experimental group underwent PBL with PhET simulations, while the control group used traditional teaching methods. The results showed that both groups experienced improvement, but the experimental group demonstrated more significant improvement, with higher N-gain values (0.630 compared to 0.407) and larger effect sizes (Cohen's d = 3.52 compared to 2.19). Statistical analysis using the Mann-Whitney U test revealed significant differences in posttest scores, confirming that the PBL model assisted by PhET simulations is more effective in enhancing problem-solving skills compared to conventional learning methods. These findings emphasize the importance of implementing interactive learning approaches in improving students' cognitive abilities, particularly in physics education.
Colleges of Education Pre-Service Teachers’ Awareness, Readiness, and Accessibility Levels with Intelligent Tutoring Systems in North-Central, Nigeria Hameed Olalekan Bolaji; Abdulahi Adedolapo Ahmed
Universal Education Jurnal Teaching and Learning Vol 2 No 3 (2025): July-September Edition
Publisher : Universal Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63081/uejtl.v2i3.98

Abstract

Intelligent Tutoring Systems (ITS) are automated teaching tools that leverage artificial intelligence to interact with students directly and deliver customised learning experiences, substituting the instructional tasks typically handled by human educators. However, a gap exists in understanding the current state of ITS among pre-service teachers of Colleges of Education in Nigeria. This research sought to investigate the awareness, readiness and accessibility levels regarding ITS among pre-service teachers. Specifically, the study examined: (i) the awareness level of ITS among pre-service teachers; (ii) the readiness level of pre-service teachers towards ITS; and (iii) the accessibility level of pre-service teachers to use ITS. The research employed descriptive research of the cross-sectional survey design using a quantitative approach. The population consisted all pre-service teachers in all the Colleges of Education in North Central Nigeria. Multistage sampling techniques were used to select the representative samples of 656 pre-service teachers from the target population of 40,148 from 20 Colleges of Education across six states and the Federal Capital Territory. Data were collected using a researcher-designed questionnaire and were further analysed using descriptive and inferential statistics. The significance level was set at 0.05, and the instrument’s reliability and validity were ensured through expert reviews and pilot testing. The study revealed that: i. Pre-service teachers are moderately aware of Intelligent Tutoring Systems; ii. Pre-service teachers have a positive readiness towards the use of ITS; iii. The finding implies that college ownership and school of discipline, play a crucial role in influencing the effective adoption of ITS. This study recommends training programmes for pre-service teachers to enhance ITS awareness and readiness, improvement of technological infrastructure to increase accessibility and incorporation of collaborative tools to foster engagement among pre-service teachers.
Bridging or Limiting Inclusion? Deaf Perspectives on Sign Language Interpretation in Zambian Education Kenneth Kapalu Muzata; Rachel Muuma Chomba
Universal Education Jurnal Teaching and Learning Vol 2 No 3 (2025): July-September Edition
Publisher : Universal Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63081/uejtl.v2i3.99

Abstract

This study explores the attitudes of persons with deafness toward sign language interpretation as a means of inclusion in Zambia’s educational system. Although sign language interpretation is widely considered a critical tool for bridging communication barriers, its effectiveness depends on how it is perceived and experienced by those it seeks to serve. Guided by a qualitative research design, semi-structured interviews were conducted with deaf learners to capture their perspectives on the benefits, limitations, and challenges of interpretation services. The findings reveal a duality of attitudes: while interpretation fosters access to information, confidence, and participation in mainstream education, it also raises concerns about dependency, misrepresentation, and the erosion of opportunities for direct communication between deaf and hearing individuals. Attitudes varied by gender and onset of deafness, with postlingual participants emphasizing interpreter competence and prelingual participants advocating for teachers to acquire direct sign language skills. The study concludes that sign language interpretation is valuable but insufficient on its own for genuine inclusion. It recommends investment in both professional interpreter training and sign language proficiency among educators to strengthen sustainable, inclusive education in Zambia.
Implementation of the Merdeka Curriculum in Physics Learning Muhammad Reyza Arief Taqwa; Riandi Riandi; Diana Rochintaniawati
Universal Education Jurnal Teaching and Learning Vol 1 No 3 (2024): July-September Edition
Publisher : Universal Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63081/uejtl.v1i3.91

Abstract

The issue of the suitability of the learning process with the Merdeka Curriculum is something that has not been researched much so far since the change of curriculum in Indonesia. This research aims to reveal (1) the suitability of teacher lesson plans with the Merdeka Curriculum, and (2) the suitability of classroom learning with the module design and the Merdeka Curriculum. This research was conducted at a private school in Malang City. Data collection was carried out by conducting observations for 4 classes and interviewing 3 physics teachers. The research results showed that (1) based on the 15 aspects we observed in the lesson plans that had been designed by teachers, only 3 (20.00%) were in accordance with the demands of the Merdeka Curriculum; and (2) discrepancies are still found between classroom learning activities with the RPP and the Merdeka Curriculum.
Development of a Scientific Approach-Based Pocketbook (5M) on the Diversity of Boss Plants in the Sari Embun Lake Area, Tanah Laut Regency Fahira Ramadhani; Sri Amintarti; Amalia Rezeki
Universal Education Jurnal Teaching and Learning Vol 1 No 3 (2024): July-September Edition
Publisher : Universal Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63081/uejtl.v1i3.57

Abstract

The presence of moss in the environment can be used as a source of student learning. The advantages of using the environment as a learning resource are that it makes students get information based on direct experience, is more communicative, makes lessons more real, and makes students know and love the environment. The purpose of this study was to describe the feasibility, suitability, legibility, and response of students to the pocket book of moss plants around the Sari Dew Lake, Tanah Laut Regency. This research is a research and development with a 4-D (four D) development model. The results of the development of a pocket book based on (5M) material on the diversity of moss plants in the area of Danau Sari Embun, Tanah Laut Regency, obtained an average suitability score of 4.52 for expert subjects, which is categorized as very suitable for learning objectives. The feasibility test got an average feasibility score from expert subjects of 4.33, which was included in the very worthy category for use as a learning material. The readability test got an average readability score by students of 90.45% which was included in the very good category for students to read. The student response test got an average score of 4.67, which was included in the very positive category when used as a learning material in the learning process. Research on the diversity of organisms in the area of Lake Sari Embun, Tanah Laut Regency, can still explore the potential related to local wisdom. Efforts to promote and introduce the Sari Dew lake area are needed so that the area can be utilized optimally, especially in the field of education.
Analysis of Conceptual Readiness in Chemical Bonding Concepts among Pre-Service Chemistry Teachers Using a Three-Tier Diagnostic Test Allika Haya Fahrunisa; Nahadi Nahadi; Soja Siti Fatimah
Universal Education Jurnal Teaching and Learning Vol 2 No 3 (2025): July-September Edition
Publisher : Universal Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63081/uejtl.v2i3.79

Abstract

The conceptual readiness of pre-service chemistry teachers regarding chemical bonding plays a crucial role in supporting pedagogical competence and deep content understanding. This study aims to analyze the level of students’ conceptual readiness in understanding chemical bonding concepts using a three-tier diagnostic test. A qualitative research method with a descriptive approach was employed, involving 27 students from the chemistry education program at a private university in North Sumatra. The results indicate that most students are at a partial understanding level, with a dominance of misconceptions particularly in concepts such as ionic bonding, compound polarity, and valence bond theory. These findings highlight the urgent need to strengthen pedagogical strategies and enhance instructional design to improve conceptual literacy and prepare future teachers to face the challenges of 21st-century science education. The study recommends the integration of diagnostic assessment into teacher education curricula to support the development of chemistry instruction that is conceptually grounded and sustainability-oriented.

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