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International Journal of Universal Education
Published by Universitas Muhammadiyah Palangkaraya
ISSN : -     EISSN : 30465249     DOI : https://doi.org/10.33084/ijue
Core Subject : Education,
Education Other
International Journal of Universal Education is an international journal managed by the Universitas Muhammadiyah Palangkaraya and published twice a year in June and December by the Institute for Research and Community Services Universitas Muhammadiyah Palangkaraya. The International Journal of Universal Education publishes journals universally in the field of education concerning educational technology, guidance, and counseling, behavior in education, mathematics education, natural sciences education, social sciences education, sports education, history education, religious education, culture in education, language education, economic education, basic education, and special education.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 40 Documents
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Facility Degradation in Surabaya Zoo Oktavia, Rani; Larasati, Diyas Age; Azhara, Andita Amma; Ningrum, Dwi Agus Tina; Saputra, Maulana Rafi Rulis; Sodik, Fajar
International Journal of Universal Education Vol. 2 No. 2 (2024): International Journal of Universal Education
Publisher : Institute for Research and Community Services Universitas Muhammadiyah Palangkaraya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33084/ijue.v2i2.9094

Abstract

The zoo is one of the popular educational tourist destinations in Surabaya. Issues regarding facilities, service quality and animal welfare are always the subject of evaluation because they are to satisfy visitors to the Surabaya Zoo.  This study used direct observation methods, unstructured interviews and documentation at the Surabaya Zoo. The results of the study showed that the destruction of facilities at the Surabaya Zoo is a common occurrence and a serious problem that can disrupt the comfort of visitors and animal welfare. This study discusses the behavior of visitors who can damage facilities at the Surabaya Zoo and the lack of supervision from the Surabaya Zoo. This study is expected to encourage the authorities at the Surabaya Zoo to take steps to improve and revitalize the Surabaya Zoo, for the sake of sustainable conservation and to become a better educational environment and can provide a good impression for visitors to the Surabaya Zoo in the future.
Sustainable Development 2030: Primary School Education Policy based on Multicultural Education Sari, Erika; Marfilinda, Riri; Noor, Ady Ferdian
International Journal of Universal Education Vol. 2 No. 2 (2024): International Journal of Universal Education
Publisher : Institute for Research and Community Services Universitas Muhammadiyah Palangkaraya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33084/ijue.v2i2.9152

Abstract

The global education development agenda is reflected in Goal 4 (SDG4) of the 2030 Sustainable Development Agenda, which was adopted by countries around the world, including Indonesia. Indonesia strives to ensure inclusive and equitable quality education and promote lifelong learning opportunities for all by 2030 through various government policies. The policy aims to reconfigure the entire education system to support and encourage curriculum and learning, so that all critical targets and goals (SDGs) of the 2030 agenda for sustainable development can be achieved.The education system in Indonesia is derived from Indonesian culture and society. This is what differentiates the system in Indonesia from other countries, we are different from the United States, Australia, different from neighboring countries such as Malaysia and Thailand. Indonesian education is part of cultural sovereignty, not just political sovereignty. The birth of the education system in Indonesia came from the grassroots of society. The education sector needs to be improved in terms of the system, actors including teachers and students, as well as cultivating tolerance in the classroom with various educational policies. Education now makes measuring human abilities the main and most important indicator. However, it is impossible for education to measure human abilities to limit, reduce and ultimately hide human abilities from themselves because humans have diversity. 262 million people are expected to be university students worldwide by 2025. The government is an institution that has the authority to make and take decisions in the form of policies regarding education. Policies regarding education depend on the problems that occur. The current problem is differences in understanding and thinking about diversity. Diversity includes cultural values that exist in society. Cultural values come from the place of residence and society, which is local wisdom which is the basis of multicultural education. Keyword: Sustainable Development, Policy, Multicultural Education, Primary Schools
Teachers Professional Development And Students' Academic Achievement In Public Senior Secondary School In Niger State, Nigeria Olaifa, Adeseko Sunday; Ciroma, Usman Abdul; Olaifa, Ebunlomo Oreoluwa; Onikoyi, Olawale Abayomi; Shittu, Adesina Afeez
International Journal of Universal Education Vol. 3 No. 1 (2025): International Journal of Universal Education
Publisher : Institute for Research and Community Services Universitas Muhammadiyah Palangkaraya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33084/ijue.v3i1.9576

Abstract

This study investigated teacher's professional development and students' academic achievement in public senior secondary schools in Niger State, Nigeria. The descriptive survey of the correlational type was adopted for the study. The population of this study comprised 7,825 Public Senior Secondary School Teachers. A sample of 367 teachers was selected using purposive and simple random sampling techniques. A researcher-designed instrument titled "Teacher's Professional Development and Students' Academic Achievement Questionnaire (TPDSAAQ) was utilised for data collection. The findings of this study revealed that; teachers' professional development programmes engaged in senior secondary schools in Niger State include seminars, workshops, conferences, online courses and peer observation. Similarly, the level of students' academic achievement in public senior secondary schools in Niger State, Nigeria is high. There is a significant relationship between teacher's professional development and students' academic achievement in public senior secondary schools in Niger State, Nigeria. It was recommended, among others, that the government prioritise sustaining and expanding teachers' professional development programs. Policymakers should regularly assess the effectiveness of teachers' professional development initiatives in improving classroom practice and student performance. Teachers should be encouraged to apply the strategies learned from professional development programs in the classroom, and structured follow-ups should be provided to provide ongoing support. School authorities should encourage and formalise peer observation programs, where teachers regularly observe each other's lessons and provide constructive feedback.
The Impact of Mind Mapping on Science Learning on Student Learning Outcomes Waliyah, Waliyah; Solikin, Asep
International Journal of Universal Education Vol. 3 No. 1 (2025): International Journal of Universal Education
Publisher : Institute for Research and Community Services Universitas Muhammadiyah Palangkaraya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33084/ijue.v3i1.10530

Abstract

Background: Science learning in schools has long focused predominantly on products such as facts, laws, and theories, with limited attention to processes and attitudes. This approach often results in students struggling to understand concepts and apply them in real-life contexts. In response, Aim: this study aims to examine the application of the Mind Mapping strategy in science learning to improve students’ cognitive and affective outcomes, particularly on the topic of ecosystems. Method: The research employed a descriptive qualitative method involving 27 seventh-grade students at SMP Negeri Satap 8 Bulik in the 2023/2024 academic year. Data were collected through pre-tests, learning activities, post-tests, and interviews with teachers and students, and analyzed through data collection, reduction, presentation, and conclusion drawing. Results and discussions: The results showed that learning management using the Mind Mapping strategy was well executed, supported by validated learning tools. Cognitive outcomes achieved 100% classical mastery, while affective outcomes reached 80.6%, slightly below the Merdeka Curriculum target. Students responded very positively, with the majority perceiving Mind Mapping as enhancing creativity, focus, and material retention. However, challenges included limited time allocation and difficulty in translating ideas into visual form. Conclusion: Overall, the implementation of Mind Mapping positively influenced students’ engagement and learning outcomes, demonstrating its potential as an effective approach to science instruction.
Analysis of Science Literacy Skills in Science Subjects on Heat Material of Grade VII Students at Junior High School 10 Sampit Setiawan, Ronny; Elhawwa, Tazkiyatunnafs
International Journal of Universal Education Vol. 3 No. 1 (2025): International Journal of Universal Education
Publisher : Institute for Research and Community Services Universitas Muhammadiyah Palangkaraya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33084/ijue.v3i1.10547

Abstract

The results of the 2022 PISA (Paris-Pelaksanaan Sains Indonesia/PISA) show that Indonesian students' scientific literacy remains low, including in heat. This study aims to analyze the scientific literacy skills of seventh-grade students at Junior High School 10 Sampit regarding scientific knowledge and attitudes. The study used a descriptive quantitative method with a sample of 55 students. Data were obtained through a scientific literacy test and a scientific attitudes questionnaire, then analyzed using descriptive percentages. The results show that scientific literacy achievement in the knowledge aspect was 41.21% (very poor category) and in the scientific attitudes aspect was 69.92% (sufficient category). The highest level of knowledge was in content (43.33%) and the lowest in epistemic (36.36%), while the highest level of scientific attitudes was in understanding environmental issues (72.00%) and the lowest level in interest in science and technology (69.23%). The main influencing factors were interest in learning science, limited practical work, and lack of experience working on scientific literacy-based problems. These findings indicate the need to improve practice-based learning strategies and practice problems.
The Impact of Chromebook Integration on Student Engagement and Learning Outcomes in a Rural Junior High School: A Case Study at Junior High School Satap 4 Sematu Jaya Mudasir, Mudasir; Noor, Ady Ferdian
International Journal of Universal Education Vol. 3 No. 1 (2025): International Journal of Universal Education
Publisher : Institute for Research and Community Services Universitas Muhammadiyah Palangkaraya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33084/ijue.v3i1.10552

Abstract

In the digital era, educational technology integration is becoming increasingly important, particularly in rural schools that lag in technology access and utilization. This study aims to analyze the impact of Chromebook use on student engagement and learning outcomes at SMP Satap 4 Sematu Jaya, a rural school that has recently adopted these devices. The research used a case study with data collection techniques through observation, interviews, document analysis, and questionnaires. Analysis was conducted qualitatively (thematic) and quantitatively (descriptive statistics). The results showed a significant increase in student engagement, both cognitively, emotionally, and behaviorally, after implementing Chromebooks. As many as 85% of students felt more motivated and were able to access digital learning resources that were previously unavailable. Average grades in Mathematics and Science increased by approximately 10% compared to before the use of Chromebooks. Furthermore, there was an increase in students' digital literacy, including the ability to search for information and collaborate online. However, the study also identified obstacles, such as limited internet access, a lack of teacher training, and inequality of access at home for students from low-income families. These findings confirm that Chromebook integration can improve engagement and learning outcomes in rural schools if supported by adequate infrastructure, teacher training, and equitable access. In conclusion, technologies like Chromebooks have the potential to narrow the education gap in remote areas, but their success requires implementation strategies that adapt to local conditions.
Lecturers' Competence Levels and Goal Achievement of Universities in Kwara State Olaifa, Adeseko Sunday; Hassan, Solawat Ajibola; Ayoku, Oba Baba; Shittu, Adesina Afeez; Haruna, Lauratu Sani
International Journal of Universal Education Vol. 3 No. 2 (2025): International Journal of Universal Education
Publisher : Institute for Research and Community Services Universitas Muhammadiyah Palangkaraya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33084/ijue.v3i2.11422

Abstract

Background: Universities rely heavily on the competence of their lecturers to achieve excellence in teaching, research, and community service. In the context of growing digital transformation, institutions face the challenge of ensuring that lecturers possess adequate technological, pedagogical, and professional competencies to drive institutional effectiveness and maintain academic quality. Aim: This study aimed to investigate the relationship between lecturers’ competence levels and the achievement of university goals in Kwara State, Nigeria. Specifically, it sought to determine the levels of lecturers’ competencies, assess the extent to which universities achieve their institutional goals, and examine how each competence dimension contributes to overall goal attainment. Method: A descriptive correlational survey design was adopted for the study. The sample consisted of 333 lecturers selected from three universities using proportionate stratified random sampling. Data were collected through a validated instrument titled Lecturers’ Competence Levels and Goal Achievement Questionnaire (LCLGAQ). The data were analysed using mean and standard deviation to describe competence levels and goal achievement, while Pearson’s Product-Moment Correlation was used to test relationships among variables at a 0.05 significance level. Results and Discussion: Findings revealed that lecturers exhibited high levels of technological and professional competence, but moderate levels of pedagogical competence. University goals related to teaching and research were highly achieved, whereas community service goals showed moderate achievement. Statistical analysis indicated significant positive relationships between all competence dimensions and university goal achievement, with technological competence emerging as the strongest predictor. These findings underscore the critical role of lecturers’ competencies in enhancing institutional performance and achieving academic excellence. Conclusion: The study concludes that technological, pedagogical, and professional competences collectively determine the effectiveness of universities in accomplishing their teaching, research, and community service mandates. Strengthening lecturers’ competencies across these dimensions will enhance institutional capacity to meet core educational objectives and sustain competitive performance in higher education.
Evaluating Principals’ Administrative Planning Skills in Public Senior Secondary Schools in Ethiope East, Delta State Ovie , Nuvie Nunu Aruekure Brown; Eregie, Augustine Edomwonyi; Ugbenu, Avwerosuo Rachel
International Journal of Universal Education Vol. 3 No. 2 (2025): International Journal of Universal Education
Publisher : Institute for Research and Community Services Universitas Muhammadiyah Palangkaraya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33084/ijue.v3i2.11432

Abstract

Background: Effective school administration depends largely on the planning ability of principals to manage financial, physical, and strategic aspects of educational institutions. In many public secondary schools, the level of administrative planning directly influences teaching quality, infrastructure condition, and long-term school improvement. Aim: The study was conducted to evaluate the administrative planning skills of principals in public senior secondary schools in Ethiope East Local Government Area of Delta State. It focused specifically on assessing their competence in financial planning, physical facilities maintenance planning, and strategic planning. Method: A descriptive survey design was used to collect data from 100 randomly selected teachers using a validated instrument titled Assessment of Principals’ Administrative Skills on Educational Planning Questionnaire (APASEPQ). The data were analysed using frequency counts, percentages, and mean scores to determine the levels and dimensions of principals’ administrative planning skills. Results and Discussion: Findings revealed that principals demonstrated a high level of competence in physical facilities maintenance and strategic planning, indicating effective supervision, stakeholder engagement, and goal-oriented leadership. However, their financial planning skills were only moderate, reflecting gaps in transparency, accountability, and detailed financial control. Overall, 68% of teachers rated their principals’ administrative planning skills as high, confirming that most school leaders are performing effectively in managing school operations but still require improved financial management capacity. Conclusion: The study concludes that principals in Ethiope East Local Government Area possess generally strong administrative planning abilities that positively influence school functioning. Nevertheless, their limited financial planning competence underscores the need for continuous professional development in budgeting, expenditure tracking, and accountability practices. Strengthening these areas will enhance principals’ overall effectiveness and contribute to sustained educational quality and institutional improvement across public senior secondary schools in Delta State.
Graduate Assistantships as Catalysts for Professional Development and Experiential Learning for Equitable Access in Higher Education Adeoye, Moses Adeleke
International Journal of Universal Education Vol. 3 No. 2 (2025): International Journal of Universal Education
Publisher : Institute for Research and Community Services Universitas Muhammadiyah Palangkaraya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33084/ijue.v3i2.11444

Abstract

Background: Graduate assistantships have become essential components of higher education because they offer financial support alongside structured professional development, yet many institutions continue to struggle with inequitable access, unclear policies, inconsistent supervision, and limited coordination needed to maximise their developmental value. Method: This study used a qualitative desk-based research approach relying solely on secondary data from academic literature, institutional documents, and policy reports published between 2015 and 2025. Relevant materials were systematically identified, screened, and analysed through thematic content analysis to explore patterns related to assistantship design, experiential learning, student development, and institutional frameworks. Results and Discussion: The findings show that graduate assistantships provide significant opportunities for students to develop communication skills, teaching competence, research capability, leadership qualities, and reflective judgment through direct participation in academic, research, and administrative work. The analysis also reveals that the effectiveness of assistantships depends heavily on institutional structures, including clarity of roles, supervision quality, workload balance, and the presence of coordinated support led by Student Affairs units. Well-organised programs enhance experiential learning, foster professional identity formation, and promote equitable access, while poorly structured programs limit learning, create stress, and reduce developmental outcomes. These insights highlight how assistantships function as experiential learning environments where theory is integrated with practice and professional skills are strengthened. Conclusion: Overall, the study concludes that graduate assistantships are most impactful when intentionally designed, transparently managed, and supported through strong institutional policies and mentorship systems. Strengthening supervision, equity mechanisms, and Student Affairs coordination is essential for ensuring that assistantships fulfil their potential as transformative experiences that prepare postgraduate students for academic, administrative, and professional career pathways.
The Role of Pancasila and Civic Education in Shaping Tolerance and Bhineka Tunggal Ika Attitudes Among Generation Z at Muhammadiyah Junior High School in Palangka Raya Mahendra, Irvan
International Journal of Universal Education Vol. 3 No. 2 (2025): International Journal of Universal Education
Publisher : Institute for Research and Community Services Universitas Muhammadiyah Palangkaraya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33084/ijue.v3i2.12206

Abstract

This study aims to explore the role of Pancasila and Citizenship Education (PPKn) in shaping attitudes of tolerance and the values ​​of Bhineka Tunggal Ika (Unity in Diversity) in Generation Z students at Muhammadiyah Junior High School Palangka Raya. This study used a qualitative approach with a case study design involving 13 informants, consisting of 9 students (grades VII, VIII, and IX), 2 PPKn teachers, 1 school counselor, and 1 administrative staff. Data collection techniques included in-depth interviews, participant observation, and document analysis. Data were analyzed using a thematic approach with the stages of transcription, coding, identification of main themes, interpretation of findings, and preparation of narrative descriptions. The results showed that PPKn learning played a significant role in internalizing Pancasila values ​​through group strategy discussions, contextual examples, and reflection activities. Students' attitudes of tolerance were formed through formal learning and social interactions in the school environment, with the level of understanding developing according to grade level. Reinforcement of the Bhineka Tunggal Ika value was strengthened through a school culture that supports diversity, flag ceremonies, national day commemorations, and collaborative projects. Exemplary teachers, supportive guidance and counseling services, and inclusive school policies create a conducive educational environment for student character development. This study confirms that PPKn serves as an important vehicle for instilling the values ​​of tolerance and Bhinneka Tunggal Ika (Unity in Diversity) in Generation Z, emphasizing the need to strengthen meaningful learning supported by a consistent school culture to develop citizens capable of living harmoniously in a multicultural society and possessing a strong commitment to national unity.

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