Author Guidelines
1. General Guidelines
All submitted manuscripts should be written based on original research.
Authors are strongly recommended to submit their manuscripts through our Open Access Journal system at the following address:
http://ejournal.upi.edu/index.php/ije/about/submissions#onlineSubmissions
Click the sub-menu of REGISTER, fill out the registration form, and please register as an author in order to submit your manuscript. Registering to the site will also allow authors to be a reviewer and a reader.
Once you are registered as an author, log in to the website and follow the step-by-step submission processes:
Start a new submission > upload submission > enter metadata > upload supplementary files > confirmation
Note: A short CV, not more than 80 words, of all contributors or authors should be submitted as a supplementary file. The CV should contain the author’s position, fields of interest, research areas, and activities.
International Journal of Education does not charge any article processing charges and submission fees.
All manuscripts submitted to the International Journal of Education are automatically screened for plagiarism before going through the review process, and the Journal has a zero-plagiarism policy.
Accepted manuscripts are generally between 5,000 and 7,000 words in length, excluding references. Manuscripts with more than 7,000 words may be included with some considerations.
2. Manuscript Preparation Guidelines
Starting from 2018, the articles published in the International Journal of Education will strictly follow the format of IMRAD (Introduction, Method, Results, and Discussion). The section of "Literature Review" will be omitted and the review of related literature should be integrated into the "Introduction" section.
Please download the article template for detailed instructions on how to format the manuscript.
Below are the guidelines for the manuscript:
2.1. Abstract
The abstract must indicate the importance of the topic or background and the purpose of the study, and it should summarize the methodology or approach, findings (for qualitative research) or results (for quantitative research), and implications. It should be kept as brief as possible, not exceeding 300 words. The abstract should be accompanied by 3-8 keywords written in alphabetical order.
2.2. Introduction
The introduction should consist of the background of the study, research contexts, state of the art, research gap, and research objective. It should be presented in the form of paragraphs, not pointers, with a proportion of 15-20% of the whole article length.
2.4. Method
The method section consists of a description concerning the research design, data sources, data collection, and data analysis with the proportion of 10-15% of the total article length, all presented in the form of paragraphs.
2.5. Findings/Results and Discussion
The findings (for qualitative research)/results (for quantitative research) and discussion section consist of a description of the results of the data analysis to answer the research question(s) and their meanings seen from current theories and references of the area addressed. The proportion of this section is 40-60% of the total article length.
2.6. Conclusions
The conclusion section consists of the summary, restatement, comment, or evaluation of the main findings.
2.7. References
Every source cited in the body of the article should appear in the references, and all sources appearing in the references should be cited in the body of the article.
The sources cited should at least 80% come from journal articles published in the last 10 years. The sources cited are primary sources in the forms of journal articles, books, and research reports, including theses and dissertations.
Citation is done using brackets (last name and year of publication). When the sources are cited verbatim, the page number is included (p. 78 or pp. 78-89).
Quotation and references follow APA style in the following examples:
Bergmann, P. G. (1993). Relativity. In The New Encyclopedia Britannica (Vol. 26, pp. 501-508). Chicago, IL: Encyclopedia Britannica.
Bruckman, A. (1997). MOOSE Crossing: Construction, community, and learning in a networked virtual world for kids (Doctoral dissertation, Massachusetts Institute of Technology). Retrieved from http://www-static.cc.gatech.edu/~asb/thesis
Costner, K. (Director), & Blake, M. (Writer). (1990). Dances with wolves [Motion picture]. United States: Majestic Film/Tig Productions.
Cox, C. (1999). Teaching language arts: A student-and response-centered classroom (3rd ed.). Needam Heights, MA: Allyn & Bacon.
Cramond, B. (2007). Enriching the brain? Probably not for psychologists [Review of the book Enriching the brain: How to maximize every learner’s potential]. PsycCRITIQUES, 52(4), Article 2. Retrieved from http://www.apa.org/psyccritiques/
Dorland’s illustrated medical dictionary (29th ed.). (2000). Philadelphia: Saunders.
Hunston, S. & Oakey, D. (2010). Introducing applied linguistics: Concepts and skills. New York, NY: Routledge.
Johnson, L., Lewis, K., Peters, M., Harris, Y., Moreton, G., Morgan, B., et al. (2005). How far is far? London: McMillan.
Kassover, A. (1987). Treatment of abusive males: Voluntary vs. court-mandated referrals (Unpublished doctoral dissertation). Nova University, Fort Lauderdale, FL.
Novianti, N. (2016). English literature teaching: An Indonesian context. Indonesian Journal of Applied Linguistics, 6(1), 42-49. DOI: http://dx.doi.org/10.17509/ijal.v6i1.2660
Palmer, R. (in press). A third way: online labs integrated with print materials. Indonesian Journal of Applied Linguistics.
Schnase, J. L., & Cunnius, E. L. (Eds.). (1995). Proceedings from CSCL '95: The First International Conference on Computer Support for Collaborative Learning. Mahwah, NJ: Erlbaum.
Sklair, L. (2010). Iconic architecture and the culture-ideology of consumerism. Theory Culture Society, 27(135), 135-159. DOI: 10.1177/0263276410374634.
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