Author Guidelines
INSTRUCTIONS FOR AUTHORS
1. Authors are required to send their articles via the journal website, by first registering as an author.
2. The submitted manuscript is the result of research or literature review, and has never been published in any media. Writing articles must follow the rules for writing educational insight journal articles. The article template can be downloaded on the journal web.
3. Manuscripts are written in docx or RTF (Microsoft Word) format, containing between 6000-10,000 words. Manuscript Structure are
i. TITLE; Times New Roman 13 Font, Capital, Bold. The title must be written in a maximum of 20 words
ii. NAME and AFFILIATION; write the full name without title and write the affiliation of each author
iii. ABSTRACT: abstract is written between 150-200 words. contains a summary of the research background, research methods, results, and conclusions. written in times new roman, font 10, 1 spacing. If the manuscript is written in Indonesian, then the Abstract is written in Indonesian and English. If the manuscript is written in English, then the abstract can simply be written in English.
iv. KEYWORDS; written in 3-5 words that indicate the contents of the manuscript being written
v. CORRESPONDENCE and EMAILS; written in full with the name of the country. Emails simply include the first author's email
vi. INTRODUCTION; Contains the background, rationale, and/or urgency of the research. References (relevant literature or research), need to be included in this section, their relationship to the justification of the urgency of the research, the emergence of research errors, alternative solutions, and the chosen solution. The way the source is written in the text needs to clearly indicate the name of the author and the citation of the source, which is in the form of the year of publication and the page where the manuscript is located. For example: ........ The results of the study show that more than 69% of students are unable to recognize authentic problems..... (Budiman, 2015:76).
The degree of up-to-date material is referred to by looking at the proportion of the last 10 years and referring to the primary library. The problems and objectives, as well as the usefulness of the research, are written narratively in paragraphs, and do not need to be given special subheadings. Similarly, operational definitions, if deemed necessary, are also written narratively. The article is written with TNR-12 upright, with a spacing of 1.15. Each paragraph begins with a word that juts out into 5 digits, or about 1 cm from the left edge of each column.
vii. METHOD; Contains the type of research, time and place of research, targets/objectives, research subjects, procedures, data analysis instruments and techniques and other matters related to the research method. Targets/objectives, research subjects, procedures, data and instruments, and data collection techniques, as well as data analysis techniques and other matters related to the way the research is conducted can be written in sub-subchapters, with sub-subheading. The sub-subheadings are not notated, but are written in lowercase letters starting with capital letters, TNR-12 unbold, left-aligned. Especially for qualitative research, the time and place of research need to be clearly written (for quantitative research, it is also necessary). The targets/subjects of the study (for qualitative research) or the populations (for quantitative research) need to be clearly described in this section. It is also necessary to write the technique of obtaining the subject (qualitative research) and or the sampling technique (quantitative research).
Procedures need to be described according to the type of research. How the research is conducted and the data will be obtained, needs to be described in this section. For experimental research, the type of design used should be written in this section. The types of data, how the data is collected, the instruments by which the data are collected, and how technically it is collected, need to be clearly described in this section. How to interpret the data obtained, in relation to the problems and objectives of the research, needs to be clearly described.
(Note: Sub-subchapters can differ, according to the type or approach of the research used. If there is a procedure or step that is sequential, it can be given notation (numbers or letters) according to its position).
viii. RESULTS AND DISCUSSION; The purpose of the Results and Discussion is to state your findings and make interpretations and/or opinions, explain the implications of your findings, and make suggestions for future research. Its main function is to answer the questions posed in the Introduction, explain how the results support the answers and, how the answers fit in with existing knowledge on the topic. The Discussion is considered the heart of the paper and usually requires several writing attempts.
The discussion will always connect to the introduction by way of the research questions or hypotheses you posed and the literature you reviewed, but it does not simply repeat or rearrange the introduction; the discussion should always explain how your study has moved the reader's understanding of the research problem forward from where you left them at the end of the introduction. To make your message clear, the discussion should be kept as short as possible while clearly and fully stating, supporting, explaining, and defending your answers and discussing other important and directly relevant issues. Care must be taken to provide commentary and not a reiteration of the results. Side issues should not be included, as these tend to obscure the message.
The results of the research are presented in the form of graphs, tables, or descriptive. Analysis and interpretation of these results are necessary before they are discussed. The table is written in the middle or at the end of each text describing the research results/acquisitions. If the width of the table is not enough to be written in half a page, then it can be written to a full page. Table titles are written from the left to the center, all words are preceded by capital letters, except for conjunctions. If more than one line is written in a single space. The results are in the form of images, or data made by drawings/schemes/graphs/diagrams/their compatriots, the presentation also follows the existing rules; The title or name of the image is placed below the image, from the left, and spaced 1 space away from the image. If there is more than 1 line, the lines are given a single space. The discussion focused on relating the data and the results of its analysis to the problem or research objectives and the broader theoretical context. It can also be an answer to the question of why facts are found as in the data. The discussion is written attached to the data discussed. The discussion is tried not to be separate from the data discussed.
ix. CONCLUSION; The conclusion can be a generalization of the findings according to the research problem, or it can be in the form of a recommendation for the next step.
x. BIBLIOGRAPHY; The preparation of a Bibliography that follows standard techniques must be done in a standard and consistent manner. To maintain consistency in how references, citations and bibliographies are used, you should use a Reference Manager application, such as Zotero, Mendeley, or other paid applications. Authors are required to use primary and up-to-date references. Bibliography is not allowed to come from the web or blogs. Written in single spaces, the bibliographies are spaced 1 space. Some examples of how to write references/references in the Bibliography, are given as follows.
Daniel, W.W. (1980). Applied nonparametric statistics. (Translation by Tri Kuntjoro). Jakarta : Gramedia.
Effendi, S. (1982). Elements of scientific research. in Masri Singarimbun (Ed.). Survey research methods. Jakarta: LP3ES.
Gronlund, N.E. & Linn, R.L. (1990). Measurement and evaluation in teaching. (6thed.). New York: Macmillan.
Kho, T.H., Yeo, S.M., & Lim, J. (2009). The Singapore Model Method for Learning Mathematics. Singapore: EPB Pan Pacific.
Rahmawati, U., & Suryanto, S. (2014). Development of a problem-based mathematics learning model for junior high school students. Journal of Mathematics Education Research, 1(1), 88-97. Retrieved from http://journal.uny.ac.id/index.php/jrpm/article/view/2667
Retnawati, H. (2014). Theory of item response and its application. Yogyakarta: Nuha Medika.
Simpol, N.S.H., Shahrill, M., Li, H.C., & Prahmana, R.C.I. (2017). Implementing thinking aloud pair and Pólya problem solving strategies in fractions. Journal of Physics Conference Series, 943(1), 012013.
Suyanto, S (2009). The school's success in the national exam is reviewed from the learning organization. Dissertation, not published. State University of Jakarta.
