Author Guidelines

  1. Format
  1. Manuscript length range is approximately 3,000 - 6,000 words includes references.
  2. The manuscript should be written with A4 (210 x 297 mm) page size and with a left and top margin of 2,5 cm, a right and bottom margin of 2 cm;
  3. All pages are numbered sequentially (including references ). 
  4. The manuscript should be written in good Indonesian or English
  5. The manuscript must follow the Article's template of manuscript. 
  1. Article Structure
    1. Title
    A title of an article should be the fewest possible words that accurately describe the content of the paper. The title should be succinct and informative and no more than about 12 words in length. 
    2. Author's name, institution, country, and email address.
    The author's name (without academic degree), name of institution, country and email address are written under the article title. When the script is written by a team, the editor only deals with the first author or corresponding author. 
    3. Abstract
    This section contains the background of the problem, solutions, research objectives, methods/approaches, instruments, research subjects, research results, and conclusions. The abstract is presented at the beginning of the manuscript and the presentation is approximately 150 to 250 words. The abstract is approximately followed by keywords 3 to 5 words. 
    4. Introduction
    This section describes the background of issues as well as the urgency and rationalization of the research. This section also describes the aims and contributions of research and organization of an article.
    5. Methods
    This section describes the research design, scope or object (population and sample), data collection techniques, operational definition of research variables, and analytical techniques.
    6. Result and Discussion
    This section presents research analysis results. Tables, graphs (figures), and/or charts can be added to research analysis. The discussion section is describing data processing results, interpreting the findings logically, and linking with the relevant referral sources.
    7. Conclusion
    The conclusion contains a brief summary of the research results and discussion which answers the research objectives.
  2. Tables and Figures
    Tables are typed with single line spacing, with the initial and end horizontal line (table subtitle), without a vertical line. Tables are numbered sequentially from one.  Figures must be prepared in printable.
  3. Citation
    Citation text is written by mentioning the author's last name and year of publication.
    Example Quotation:
  1. One source and one author: Chang (2010) or (Chang, 2010)
  2. One source and two authors: Arora and Sharma (2016). or (Arora & Sharma, 2016).
  3. One source and more than two authors: Quote all author's names on the first quotation : Lawter, Rua and Guo (2014) or (Lawter, Rua & Guo, 2014). For the next quotation is written by the first author's name and followed by "et al." : Lawter et al. (2011) or (Lawter et al, 2011)
  4. More than one source and one author : Azmi (2003); Berry (2003) or (Azmi, 2003; Berry, 2003).
  5. Source from an institution: IAI (2004) or (IAI, 2004).
  6. For direct quote with less than 40 words, enclose the quotation within double quotation marks (“...........”). Single space the entire quote and indented style. If the quotation is 40 words or more do not use the quotation marks with double space and indented style. (author’s name, year of publication and page number/s).
  1. References
    The main references are international journals and proceedings. All references should be to the most pertinent, up-to-date sources and the minimum of references are 15 entries (for original research paper) and 50 entries (for review/survey paper). It is also highly suggested to use recent references (less than 10 years sources) unless they are essential (more than 10 years sources). References are written in IEEE style. The complete guide can be accessed at (http://ipmuonline.com/guide/refstyle.pdf). Use a tool such as EndNote, Mendeley, or Zotero for reference management and formatting, and choose IEEE style. Please use a consistent format for references-see examples (Justified – 8 pt.).

Examples of Reference:

  • Journal/Periodicals

Basic Format:

  1. K. Author, “Title of paper,” Abbrev. Title of Journal/Periodical, vol. x, no. x, pp. xxx-xxx, Abbrev. Month, year, doi: xxx.

Examples:

  • M. Chiampi and L. L. Zilberti, “Induction of electric field in human bodies moving near MRI: An efficient BEM computational procedure,” IEEE Trans. Biomed. Eng., vol. 58, pp. 2787–2793, Oct. 2011, doi: 10.1109/TBME.2011.2158315.
  • Fardel, M. Nagel, F. Nuesch, T. Lippert, and A. Wokaun, “Fabrication of organic light emitting diode pixels by laser-assisted forward transfer,” Appl. Phys. Lett., vol. 91, no. 6, Aug. 2007, Art. no. 061103, doi: 10.1063/1.2759475.

 

  • Conference Proceedings

Basic Format:

  1. K. Author, “Title of paper,” in Abbreviated Name of Conf., (location of conference is optional), year, pp. xxx–xxx, doi: xxx.

Examples:

  • Veruggio, “The EURON roboethics roadmap,” in Proc. Humanoids ’06: 6th IEEE-RAS Int. Conf. Humanoid Robots, 2006, pp. 612–617, doi: 10.1109/ICHR.2006.321337.
  • Zhao, G. Sun, G. H. Loh, and Y. Xie, “Energy-efficient GPU design with reconfigurable in-package graphics memory,” in Proc. ACM/IEEE Int. Symp. Low Power Electron. Design (ISLPED), Jul. 2012, pp. 403–408, doi: 10.1145/2333660.2333752.

 

  • Book

Basic Format:

  1. K. Author, “Title of chapter in the book,” in Title of His Published Book, X. Editor, Ed., xth ed. City of Publisher, State (only U.S.), Country: Abbrev. of Publisher, year, ch. x, sec. x, pp. xxx–xxx.

Examples:

  • Taflove, Computational Electrodynamics: The Finite-Difference Time-Domain Method in Computational Electrodynamics II, vol. 3, 2nd ed. Norwood, MA, USA: Artech House, 1996.
  • L. Myer, “Parametric oscillators and nonlinear materials,” in Nonlinear Optics, vol. 4, P. G. Harper and B. S. Wherret, Eds., San Francisco, CA, USA: Academic, 1977, pp. 47–160.

 

  • Theses (B.S., M.S.) and Dissertations (Ph.D.)

Basic Format:

  1. K. Author, “Title of thesis,” M.S. thesis, Abbrev. Dept., Abbrev. Univ., City of Univ., Abbrev. State, year.
  2. K. Author, “Title of dissertation,” Ph.D. dissertation, Abbrev. Dept., Abbrev. Univ., City of Univ., Abbrev. State, year.

Examples:

  • O. Williams, “Narrow-band analyzer,” Ph.D. dissertation, Dept. Elect. Eng., Harvard Univ., Cambridge, MA, USA, 1993.
  • Kawasaki, “Parametric study of thermal and chemical nonequilibrium nozzle flow,” M.S. thesis, Dept. Electron. Eng., Osaka Univ., Osaka, Japan, 1993.

See the example below

[1]                P. Delgadoa, C. Vargasb, R. Ackermanc, and L. Salmerón, “Don’t throw away your printed books: A meta-analysis on the effects of reading media on reading comprehension,” Educ. Res. Rev., vol. 25, pp. 23–38, 2018, doi: 10.1016/j.edurev.2018.09.003.

[2]                F. Reichert, D. Lange, and L. Chow, “Educational beliefs matter for classroom instruction: A comparative analysis of teachers’ beliefs about the aims of civic education,” Teach. Teach. Educ., vol. 98, pp. 1–13, 2020, doi: 10.1016/j.tate.2020.103248.

[3]                J. Roick and T. Ringeisen, “Students’ math performance in higher education: examining the role of self-regulated learning and self-efficacy,” Learn. Individ. Differ., vol. 65, pp. 148–158, 2018.

[4]                G. Ocak and A. Yamaç, “Examination of the relationships between fifth graders’ self-regulated learning strategies, motivational beliefs, attitudes, and achievement,” Educ. Sci. Theory Pract., vol. 13, no. 1, pp. 380–387, 2013.

[5]                S. Li and J. Zheng, “The relationship between self-efficacy and self-regulated learning in one-to-one computing environment: The mediated role of task values,” Asia-Pacific Educ. Res., vol. 27, no. 6, pp. 455–463, 2018, doi: 10.1007/s40299-018-0405-2.

[6]                B. J. Zimmerman and A. R. Moylan, “Self-regulation: where metacognition and motivation intersect,” in D. J. Hacker, J. Dunlosky, and A. C. Graesser, Eds., Handbook of Metacognition in Education, 2009, pp. 299–315.

[7]                P. R. Pintrich, D. A. F. Smith, T. Duncan, and W. Mckeachie, A manual for the use of the motivated strategies for learning questionnaire (MSLQ). Ann Arbor, Michigan, 1991.

[8]                M. Pressley and C. B. McCormick, Advanced educational psychology for educators, researchers, and policymakers. New York, USA: HarperCollins College Publishers, 1995.

[9]                A. Bandura, Prentice-Hall series in social learning theory. Social foundations of thought and action: A social cognitive theory. Prentice-Hall, Inc., 1985.

[10]              A. L. Dent and A. C. Koenka, “The relation between self-regulated learning and academic achievement across childhood and adolescence: a meta-analysis,” Educ. Psychol. Rev., vol. 28, no. 3, pp. 425–474, 2015, doi: 10.1007/s10648-015-9320-8.

[11]              T. J. Cleary and A. Kitsantas, “Motivation and self-regulated learning influences on middle school mathematics achievement,” School Psych. Rev., vol. 46, no. 1, pp. 88–107, 2017.

[12]              P. R. Pintrich, “Chapter 14 - The Role of Goal Orientation in Self-Regulated Learning,” in in M. Boekaerts, P. Pintrich, M. Zeidner, Eds., Handbook of Self-Regulation, San Diego, California: Academic Press, 2000, pp. 451–502.

[13]              H. Vonkova and J. Hrabak, “The (in) comparability of ICT knowledge and skill self-assessments among upper secondary school students: The use of the anchoring vignette method,” Comput. Educ., vol. 85, pp. 191–202, 2015, doi: 10.1016/j.compedu.2015.03.003.

[14]              F. Baier, A.-T. Decker, T. Voss, T. Kleickmann, U. Klusmann, and M. Kunter, “What makes a good teacher? The relative importance of mathematics teachers’ cognitive ability, personality, knowledge, beliefs, and motivation for instructional quality,” Br. J. Educ. Psychol., vol. 89, no. 4, pp. 767–786, 2019, doi: 10.1111/bjep.12256.

[15]              A. M. Flanagan, D. C. Cormier, and O. Bulut, “Achievement may be rooted in teacher expectations: examining the differential influences of ethnicity, years of teaching, and classroom behaviour,” Soc. Psychol. Educ., vol. 23, pp. 1429–1448, 2020, doi: 10.1007/s11218-020-09590-y.

[16]              F. M. van der Kleij, “Comparison of teacher and student perceptions of formative assessment feedback practices and association with individual student characteristics,” Teach. Teach. Educ., vol. 85, no. 1, pp. 175–189, 2019.

[17]              R. G. Brockett and R. Hiemstra, Self-direction in adult learning: Perspectives on theory, research, and practice. London and New York: Routledge, 2020.

[18]              R. Hiemstra and R. G. Brockett, “Reframing the Meaning of Self-Directed Learning: An Updated Modeltt,” in Adult Education Research Conference Proceedings, 2012, pp. 155–161.

[19]              S. Geng, K. M. Y. Law, and B. Niu, “Investigating self-directed learning and technology readiness in blending learning environment,” Int. J. Educ. Technol. High. Educ., vol. 16, no. 17, pp. 1–22, 2019, doi: 10.1186/s41239-019-0147-0.

[20]              J. R. Fraenkel, N. E. Wallen, and H. H. Hyun, How to design and evaluate research in education. New York, USA: McGraw-Hill, 2012.

[21]              M. Honey and D. Marshall, “The impact of on-line muti-choice questions on undergraduate student nurses’ learning,” in Proceedings of the 20th Annual Conference of the Australasian Society for Computers in Learning in Tertiary Education (ASCILITE), 2003, pp. 236–243.

[22]              R. A. Krueger and M. A. Casey, Focus groups: A practical guide for applied research. London: Sage Publications, Inc., 2015.

[23]              J. W. Creswell and V. L. P. Clark, “Choosing a mixed methods design,” in Designing and Conducting Mixed Methods Research, California: Sage Publications, Inc., 2011, pp. 53–106.

[24]              E. H. Mahvelati, “Learners’ perceptions and performance under peer versus teacher corrective feedback conditions,” Stud. Educ. Eval., vol. 70, 2021, doi: 10.1016/j.stueduc.2021.100995.

[25]              K. Ismayilova and R. M.Klassen, “Research and teaching self-efficacy of university faculty: Relations with job satisfaction,” Int. J. Educ. Res., vol. 98, pp. 55–66, 2019, doi: 10.1016/j.ijer.2019.08.012

  1. Online Submitting Manuscript Guidelines
    The manuscript text must be submitted by one of two systems (second procedure will be preferred):
  1. Submitting document should be done by Online Submission System in the Journal portal here.
  2. First, the author should register as an author or reviewer (checking role as author or reviewer) in the “Register” or here.
  3. After registration completed, log in as an author, click in “New Submission”. The article submits stage consist five stages, such as:  (1). Start, (2). Upload Submission, (3). Enter Metadata, (4). Upload Supplementary Files, (5). Confirmation.
  4. In the “Start” column, chose Journal Section (Full Article), check all the checklists.
  5. In the “Upload Submission” Columns, upload the manuscript files at MSWord format in this column.
  6. In the “Enter Metadata” columns, fill out all the author data and affiliation. Following the Journal Title, Abstract, and Indexing Keywords.
  7. In the “Upload Supplementary Files” columns, allowed to upload supplementary data file or the statement letter or other else.
  8. In the “Confirmation” columns, if all the data that you enter were right, then click “Finish Submission”.
  9. If the author has difficulties in the submitting process via online system, please contact Jurnal IJESS Editorial team at admin@intjess.com.
  1. Review Method
    Articles that have passed in the initial review by the editor will be sent to one or two reviewers (reviewers will not know the author's name and vice versa). The blind review results produce the following statement :
  1. Accept Submission.
  2. Revision Required (as recommended by peer reviewers and board of editor).
  3. Resubmit For Review (as recommended by peer reviewers and board of editors).
  4. Decline Submission.