Abstract

The abstract should consist of 150–200 words and include: two sentences of background, the research objective, the research method (type and approach, participants, data collection, and data analysis), main findings, and the contribution of the research. The abstract must be written in English, typed as a single paragraph, single-spaced. (Cambria 11, spacing 1)

Keywords: 3–5 words (bold and italic).   

 

INTRODUCTION

Authors should use the Introduction to discuss the research topic with a focus on empirical problems, research questions, and literature evidence that justifies the problem. Identify gaps in the related literature, explain why the issue is important, present the specific research problem, and show how the current study addresses those gaps so readers can appreciate the contribution. Discuss relevant prior studies but avoid providing a complete historical account of the topic. Finally, clearly state the hypotheses (if applicable) and briefly summarize the methods used to test them. The Introduction must include all necessary background information for readers to understand the manuscript; therefore, all important concepts should be defined.

(Body text: Cambria 11, regular, line spacing 1.15, spacing before 0 pt, after 0 pt).

 

METHODS

To write a strong Methods section, prioritize clarity and sufficient detail. Begin by describing the type and approach of the research (qualitative, quantitative, or mixed methods) and the specific design (e.g., case study, experiment). Justify these choices with respect to the research objectives, the nature of required data (narrative vs. numeric), and the chosen analysis methods (e.g., thematic analysis or inferential statistics). Next, describe participants in detail: inclusion/exclusion criteria (e.g., age, profession, experience), demographic characteristics (sample size, age range, education/ethnicity), sampling technique (e.g., purposive sampling), and the rationale for participant selection. Provide a step-by-step account of data collection procedures and instruments, including recruitment, ethical approval/consent, location and duration, and interactions during data collection. Specify instruments used (e.g., semi-structured interview guide) and justify their suitability for answering the research questions. Cite relevant and up-to-date sources where appropriate. Use concise references for methodological justifications.

 

RESULTS AND DISCUSSION

For readability, present Results first followed by Discussion as separate subsections. This section should occupy the majority of the manuscript (at least 60% of the main text).

Start with a brief summary of the main findings to give readers an overview. Present the structure of findings visually when appropriate (tables, concept maps, or diagrams that map relationships between elements). Focus on the main themes that emerged from the data. Each theme should be derived from specific categories, and each category built from empirical codes identified during analysis. Organize this hierarchy systematically, codes → categories → themes. Support each level with direct participant quotes as evidence—choose quotations that most represent the meaning, emotion, or unique context of the finding. Integrate quotes naturally into the analytic narrative, not as isolated inserts.

Begin by restating the essence of the study, reintroducing the main topic, reiterating the research problem, and briefly summarizing key findings (without repeating detailed results). Then interpret the findings by comparing similarities and differences with previous literature: why do your results align with or diverge from other studies? Discuss unexpected or negative findings (e.g., counterintuitive data) and provide plausible explanations. Finally, emphasize the significance of the research for the field: what are the main conclusions? How do the findings fill theoretical or practical gaps? Include concrete implications for scholarship, policy, and practice.

 

CONCLUSION

Begin with the most important findings that readers should remember, phrased as definitive answers to the research problem. Describe the concrete implications of the findings for theory, policy, or practice. Acknowledge the study’s limitations (e.g., sample size, methodology, context) candidly but proportionally. Conclude with directions for future research and specific recommendations for follow-up studies (e.g., new approaches, additional variables, or different populations).

 

REFERENCES

Reference entries should be arranged alphabetically. Every work cited in the text must appear in the reference list, and every entry in the reference list must be cited in the text. It is recommended to use recent journal articles (last five years) indexed in Web of Science/Scopus/Sinta (about 15 references) as sources, rather than books or proceedings. Authors must provide accurate reference details and include the URL (https) or DOI (Digital Object Identifier) where available, especially for journal articles. Use an automatic citation manager (e.g., Mendeley) for reference formatting.

(Formatting: Cambria 11, regular, spacing 1) Examples:

De Porter, Bobbi dan Hernacki, Mike. 1992. Quantum Learning. Membiasakan Belajar Nyaman dan Menyenangkan. Terjemahan oleh Alwiyah Abdurrahman. Bandung: Penerbit Kaifa.

Fauziddin. 2014. Pembelajaran PAUD Bermain Cerita Menyanyi Secara Islami. Bandung. PT. Remaja Rosda Karya.

Sujimat, D. Agus. 2000. Penulisan karya ilmiah. Makalah disampaikan pada pelatihan penelitian bagi guru SLTP Negeri di Kabupaten Sidoarjo tanggal 19 Oktober 2000 (Tidak diterbitkan). MKKS SLTP Negeri Kabupaten Sidoarjo

Suparno. 2000. Langkah-langkah Penulisan Artikel Ilmiah dalam Saukah, Ali dan Waseso, M.G. 2000. Menulis Artikel untuk Jurnal Ilmiah. Malang: UM Press.

Retnowati, E., Fathoni, Y., & Chen, O. (2018). Mathematics problem solving skill acquisition: learning by problem posing or by problem solving? Cakrawala
Pendidikan, 37(1), 1-10. https://doi.org/10.21831/cp.v37i1.18787.

 

 FIGURES AND TABLES

Place table captions above the table and figure captions below the figure. Refer to specific tables by their number (e.g., Table 1).