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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, using a proofreader’s services. The body of the manuscript can be written 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 advised to carefully check the manuscript and send it to a reliable language editor before submission. Secondly, authors have the responsibility to avoid plagiarism at all costs. The editor of Akademika: Jurnal Pemikiran Islam examines the resemblance of texts using computer software (e.g., Turnitin), allowing tolerance of not more than 20%.
Generally, an article is between 5,000 and 8.000 words, including the title, abstract, tables, and references. The article is typed on 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%). The reference list is also an important part of the article. It is advisable to include only internationally accessible, reliable, and reputable references.

 

Abstract
As a primary goal, the abstract should render the work's general significance and conceptual advance clearly accessible to a broad readership. In the abstract, minimize using abbreviations and do not cite references.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, boldface and italicized.

 

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

 

Method
Written briefly, concisely, and clearly, but adequately so that it can be replicated. This section explains the research approach, study subjects, conduct of the research procedure, use of materials and instruments, data collection, and analysis techniques. These are not theories. In the case of statistical uses, generally known formulas 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, the research material, and the data collection procedure. 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, a minimum of 60%, of the whole body of the article.

Findings
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, or too many. The writer is advised to use decent variation in presenting tables, graphs, or verbal descriptions.  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 unnecessary, e.g., .12. The alphabet is italicized for mathematical symbols or notations, 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 with degrees of freedom such as t, F, atau Z, 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 results from rigorous qualitative data analysis. Tables, diagrams, charts, or other data visualizations may be 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.

Discussion
It is intended to give interpretation and meaning to the study results following the theories and references 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, journals. Integrating findings into collecting theories or established knowledge, developing a new theory, or modifying existing theories is advisable. Implications of the research findings are given.

Quoting
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. Authors' names can also be mentioned outside the braces, e.g., following the writing style, Nurgiyantoro & Efendi (2017). For direct quotations 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. One should be used; however, it should be written in the (“...”) format in the paragraph for a quotation of fewer than 40 words. A direct quotation of more than 40 words is written in a separate block (outside the paragraph), half an inch indented from the left margin, with no quotation marks, followed by (name of the author, year: page number).
For a core statement taken from several references, all the sources should be acknowledged alphabetically using a semicolon (;); e.g., (Sahlberg, 2012; Schunk, 2012; Retnowati, Fathoni, & Chen, 2018). For translated sources, the sourcebook's author, the translation's year, and the source book's title are mentioned. When 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).

 

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

 

Acknowledgments
I intend to thank sponsors, fund bearers, resource persons, and other parties with important roles in the study. The writer needs permission from persons or institutions to mention them in the acknowledgments. Editors need not be acknowledged in writing.

 

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). For 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.

 

References
The reference entry is arranged in alphabetical order. All that is referred to in the text must be listed in the reference list, and all written in the reference list must be referred to in the text. It is advisable to use current 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 validly according to the sources and URL (https of the DOI (digital object identifier) when available), particularly for journal entries. Regarding cities of publication, differences should be made between writing cities in the USA and cities outside the USA. For example, cities in the USA are listed together with the initials of the state, e.g., for Boston of Massachusetts: Boston, MA. For assistance, please use management reference (Mendeley or Zotero) and the American Psychological Association 7th Edition format. 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 fiction 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: proceedings)
Retnowati, E. (2012, 24-27 November). Learning mathematics collaboratively or individually. Paper presented at 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].

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

 

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