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Author Guidelines

Writing Guidelines

Akademika : Jurnal Pemikiran Islam

(Updated 2022)


General Instruction
Manuscript to be sent for publication in the Akademika : Jurnal Pemikiran Islam should be based on results of recent research, either of the quantitative approach or qualitative, involving children of the early-childhood school level to students of the university  as  research  subjects in either formal, informal, or nonformal educational streams.
Manuscripts can be written in Indonesian or English. The writer is advised to  maintain accuracy including, for example, the use of a proofreader’s services. The body of the manuscript can be writtten either in English or Indonesian, however the title, abstract,  and keywords are written in both languages especially for Indonesian writers. The language and styles used in the body of the manuscript are to be considered as one aspect of manuscript evaluation.  Authors are strongly suggested to carefully check the manuscript and send the manuscript to a reliable language editor prior to the submission of the manuscript. Secondly, authors have the responsibility to avoid plagiarism at all cost. The editor of Akademika : Jurnal Pemikiran Islam examines resemblance of texts using a computer software (e.g., Turnitin), allowing tolerance not more than 20%.
In general, an article is between 5,000 and 8.000 words in length including the title, abstract, tables, and references. The article is typed on the Microsoft Word with a line space of 1.5, font type Book Antiqua, font size 12, in one column  of the .doc format, .docx,  or .rtf (not of the pdf. format). Page numbers are not needed.
The body of the article consists of four main sections;  namely:  introduction,  method, findings and discussion, and conclusion.  Length-wise weighting for each section: introduction (20%),  method (10%), findings and discussion (60%), and conclusion (10%). . Reference list is also an important part of the article. It is advisable  to include only internationally accessible, reliable and reputable references.


As a primary goal, the abstract should render the general significance and conceptual advance of the work clearly accessible to a broad readership. In the abstract, minimize the use of abbreviations and do not cite references. The word length is not more than 250 words, written in English. Tips: Background of study; Aims and scope of the paper; Methods; Summary of result or findings; and Conclusions.
Keywords: listing important terms, enabling readers to find the article, 3-5 terms, written below Abstract, bold face and italicized.


Containing backgrounds of the problem, depiction and further scrutiny of the  problem or the gap between what is idealized and what is the reality, supported by relevant theories and recent research, and objective of the study. The problem should offer a new research value or benefit as an innovative endeavour, written more or less 20% of the whole body including the title and abstract.


Written out briefly, concisely, clearly, but adequately so that it can be replicated. This section contains explanation of the research approach, subjects of the study, conducts of the research procedure, use of materials and instruments, data collection and analysis techniques. These are not theories. In the case of statistical uses, formulas that are generally known should not be written down. Any specific criteria used by the researcher in collecting and analyzing the research data should be completely described, including the quality of the instruments, material of the research, and procedure of data collection. This section should be written about 10% (for qualitative research) or 15% (for quantitative research) of the body.


Findings and Discussion
For ease of reading and comprehension, findings are presented first followed by discussion. The Findings sub-title and Discussion sub-title are presented separately. This section should occupy the most part, minimum of 60%, of the whole body of the article.

Results of data analyses can be presented in tables, graphs, figures or any combination of the three. Tables, graphs, or figures should not be too long, too large, nor too many. The writer is advised to use decent variation in presenting tables, graphs, or verbal description.  All displayed tables and graphs should be referred to in the text. Figures are written in the following format. For scripts written in Indonesian, thousands are written out using periods; for example: 1200300 is written as 1.200.300. Decimal points are marked with a comma followed by two number digits; e.g.: 12,34. For figures lower than 1, the zero must be written; e.g.: 0,12.
For scripts written in English, thousands are marked using commas; e.g.: 1200300 is written as 1,200,300. Decimal points are marked with a period followed by two number digits; e.g.: 12.34. For figures lower than 1, the zero is not needed; e.g.: .12. For mathematical symbols or notations, the alphabet is italicized, but Greek letters are written upright using the correct symbols. The equal sign is given a  punch space before and after; e.g. (English format):  r = .456; p =  .008. For statistical values having degrees of freedom such as t, F, atau Z, the figure of the degree of freedom is written in braces such as t(52) = 1.234; F(1, 34) = 4.567. Statistical calculation for hypothesis testing should be completed with effect sizes; for example: the t-test using cohen’s d, the F-test using partial eta squared, or other post-hoc tests in line with the references under consideration.
For qualitative research, findings should substantially be presented in a condensed report based on the results of a rigorous qualitative data analysis. Tables, diagrams, charts, or other data visualizations maybe presented to facilitate ease of reading. Authentic evidence from empirical data (e.g., excerpts from interview transcripts, field-notes, documents) should be presented in a reasonable amount of texts that do not surpass the authors’ statements on their findings.

Intended to give interpretation and meaning to the results of the study in accordance with the theories and references that are used. It is not merely used to present findings. Interpretation should be enriched with referencing, comparing, or contrasting with findings of previous research published in reputable, not predatory, journal. It is advisable to integrate findings into collection of theories or established knowledge, development of a new theory, or modification of existing theories. Implications of the research findings are given.

Referencing in the body of the article uses braces: (...); an example with one author: (Retnowati, 2018); two authors: (Nurgiyantoro & Efendi, 2017), and three to five authors: (Retnowati, Fathoni, & Chen, 2018) for the first mention and (Retnowati et al., 2018) for the subsequent mentions. Names of authors can also be mentioned outside the braces; e.g.: Nurgiyantoro & Efendi (2017) in accordance with the writing style. For direct quotation or particular facts, the page number (numbers) is needed; e.g.: (Nurgiyantoro & Efendi, 2017: 144), (Nurgiyantoro & Efendi, 2017: 144-146).
It is advised not to use too many direct quotations. Should one be used, however, it is written in the (“...”) format in the paragraph for quotation of fewer than 40 words. For a direct quotation of more than 40 words, it is written in a separate block (outside the paragraph), half an inch indented from the left margin, with no quotation marks, and followed by (name of the author, year: page number).
For a core statement taken from a number of references, all the sources should be acknowledged in an alphabetical order using a semicolon (;); e.g., (Sahlberg, 2012; Schunk, 2012; Retnowati, Fathoni, & Chen, 2018). For translated sources, author of the source book, year of the translation, and title of the source book are mentioned. In the case of referencing two sources with the same author and year, the lower-case letters are used after the year; e.g., (Schunk, 2012a) and Schunk (2012b).


Intended not only to repeat findings. Conclusion contains substantialization of meaning. It can present a statement of what is being expected as proposed in the “Introduction” and what has happened as reported in the “Findings and Discussion” so that there is compatibility. An addition can be made concerning the prospects of enriching the research findings and developing the potentials for future research.


Intended to pay gratitude to sponsors, fund bearers, resource persons, and other parties that have important roles in the study. The writer needs to ask for permission from persons or institutions for mentioning them in the acknowledgements. Editors need not be acknowledged in written.


Author Contributions Statement
The Author Contributions Statement can be up to several sentences long and should briefly describe the tasks of individual authors. Please list only 2 initials for each author, without full stops, but separated by commas (e.g. JC, JS). In the case of two authors with the same initials, please use their middle initial to differentiate between them (e.g. REW, RSW). The Author Contributions Statement should be included at the end of the manuscript before the References.


Reference entry is arranged in the alphabetical order. All that are referred to in the  text must be listed in the reference list and all that are written in the reference list must be referred to in the text. It is advisable to use current journal articles from Web of Science/Scopus indexed journals as reference sources, rather than books or proceedings.The writer is oblidged to list all the references in the valid way according to the original sources and URL (https of the DOI (digital object identifier) when available), particularly for entries from journals. In the case of cities of publication, differences should be made in writing cities of the USA and cities outside the USA. For example, cities in the USA are listed together with the intials of the state; e.g.: for Boston of Massachusset: Boston, MA. For assistance please use management reference (Mendeley or Zotero) and utilize the format of the American Psychological Association 7th Edition. If possible, please provide the retrieved link for each reference.

Examples of reference entries:

(Type: book, author = publisher)
American Psychological Association. (2019). Publication manual of the American Psychological Association (7th Ed.). Washington, DC: Author.

(Type: e-book)
Bransford, J. D., Brown, A. L., & Cocking, R. R. (2005). How people learn: Brain, mind, experience and school. https://www.nap.edu/catalog/9853/how-people-learn-brain- mind-experience-and-school-expanded-edition.

(Type: edited book, two editors or more)
Tobias, S., & Duffy, T. M. (Eds.). (2009). Constructivist instruction: Success or failure? New York, NY: Routledge.

(Type: book section)
Sahlberg, P. (2012). The most wanted: Teachers and teacher education in Finland. In L. Darling-Hammond & A. Lieberman (Eds.). Teacher education around the world: changing policies and practices. London: Routledge, pp. 22-44.

(Type: book, one author)
Schunk, D. H. (2012a). Learning theories an educational perspective. Boston, MA: Pearson Education.

(Type: book, in English translated into Indonesian, original title intact)
Schunk, D. H. (2012b). Learning theories: An educational perspective (E. Hamdiah & R. Fajar, Trans.). Yogyakarta: Pustaka Pelajar. (Original work published 2012).

(Type: book, in English translated into Indonesian, title is translated)
Schunk, D. H. (2012b). Teori-teori belajar: Perspektif pendidikan. [Learning theories: An educational perspective] (E. Hamdiah & R. Fajar, Trans.). Yogyakarta: Pustaka Pelajar. (Original work published 2012).

(Type: book, Indonesian, not translation, original title retained, followed by translation)
Nurgiyantoro, B., Gunawan, G., & Marzuki, M. (2019). Statistik terapan untuk penelitian ilmu sosial. [Applied statistics for social science research]. Yogyakarta: Gadjah Mada University Press.

(Type: book, two authors)
Tabachnick, B. G., & Fidell, L. S. (2007). Using multivariate statistics (Fifth ed.). Needham Heights, MA: Allyn & Bacon.

(Type: journal article, online)
Nurgiyantoro, B. & Efendi, A. (2017). Re-Actualization of puppet characters in modern Indonesian fictions of the 21st century. 3L: The Southeast Asian Journal of English Language Studies, 23 (2), 141-153. https://doi.org/10.17576/3L-2017-2302-11.

(Type: journal article, three authors)
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.

(Type: journal article, 3-7 authors, all author names are written)
Booth, J. L., McGinn, K. M., Young, L. K., & Barbieri, C. (2015). Simple practice doesn’t always make perfect: Evidence from the worked example effect. Policy Insights from the Behavioral and Brain Sciences, 2(1), 24–32. http://doi.org/10.1177/ 2372732215601691.

(Types: procedings)
Retnowati, E. (2012, 24-27 November). Learning mathematics collaboratively or individually. Paper presented at the The 2nd International Conference of STEM in Education, Beijing Normal University, China. http://stem2012.bnu.edu.cn/data/short%20paper/stem2012_88.pdf. 

(Type: document, report: institution, government, organization)
NCTM (National Council of Teachers of Mathematics). (2000). Principles and standards for school mathematics. Reston, VA: Author.

(Type: document, legal texts, original terms written followed by translation)
Permendiknas RI 2009 No. 22. Kompetensi dasar pendidikan pancasila dan kewarganegaraan Sekolah Dasar Kelas I-VI. [Basic competence for pancasila and civil education Primary School Grade I-VI].

Appendixes are optional. An appendix should not be longer than two pages.


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