About the Journal
Publication Details
Journal Information and Aim and Scope
Journal Information
| Item | Information |
|---|---|
| Journal Title | Journal of Educational Research and Practice (JERP) |
| Publisher | Yayasan Centre for Studying and Milieu Development of Indonesia (CESMiD) |
| Online ISSN | 3062-7605 |
| Print ISSN | 3062-7613 |
| DOI | https://doi.org/10.70376/jerp |
| DOI Prefix | 10.70376/jerp |
| Collaboration | Perkumpulan Dosen Tarbiyah Islam Indonesia (PDTII) |
| Peer Review Process | Double-anonymous peer review |
| Publication Frequency | Three times a year: March, July, and November |
| Language | English |
Aim and Scope
Journal of Educational Research and Practice (JERP)
The Journal of Educational Research and Practice (JERP) is a peer-reviewed journal that publishes scholarly work on education, pedagogy, and learning practices in diverse educational, cultural, religious, community, and digital contexts.
JERP welcomes manuscripts that are relevant to educational research and practice. Submitted manuscripts should show clear alignment with the journal’s scope, appropriate scholarly grounding, ethical awareness, and a contribution that is meaningful for the field or context being studied.
Core orientation: JERP is interested in educational scholarship that connects pedagogy with equity, cultural responsiveness, religion and local knowledge, community engagement, sustainable educational development, and ethical digital transformation.
Journal Aim
JERP aims to provide a scholarly space for studies that examine how education, pedagogy, curriculum, assessment, learning environments, teacher practices, educational leadership, religious education, community knowledge, and digital innovation relate to educational improvement and learner development.
The journal considers manuscripts that examine educational problems, engage relevant literature, present credible evidence or reasoned argumentation, and discuss implications for research, pedagogy, curriculum, policy, institutional practice, religious and cultural education, community engagement, or educational technology.
Editorial Pathways
Manuscripts submitted to JERP should be connected to at least one of the following editorial pathways. A manuscript may combine two or more pathways when the focus of the study supports such integration.
Equity in Education
Studies that examine access, participation, inclusion, learner diversity, educational opportunity, or barriers that affect learning experiences and outcomes.
Culturally Responsive Pedagogy
Studies that explore how teaching, curriculum, assessment, and learning relate to learners’ cultural, linguistic, social, religious, or community identities.
Culture, Religion, and Local Knowledge
Studies on religious education, Islamic education, local wisdom, Indigenous knowledge, moral education, spiritual development, and community-based educational traditions.
Community-Engaged Learning
Studies that examine relationships between educational institutions and families, communities, religious institutions, practitioners, local organizations, or public stakeholders.
Sustainable Educational Development
Studies that discuss long-term educational improvement, teacher capacity, institutional development, curriculum renewal, policy implementation, or social sustainability.
Ethical Digital Transformation
Studies that examine educational technology, artificial intelligence, digital learning, data practices, digital access, privacy, or responsible use of technology in education.
Scope of the Journal
JERP considers manuscripts from various educational levels, settings, and traditions, including early childhood education, primary and secondary education, higher education, teacher education, vocational education, adult learning, community education, religious education, Islamic education, pesantren-based education, madrasah education, and non-formal education.
The journal welcomes local, national, regional, comparative, and international studies. Manuscripts that focus on a specific setting should explain the relevance of the study for educational knowledge, practice, or future inquiry.
| Scope Area | Relevant Topics |
|---|---|
| Pedagogy and Learning | Teaching strategies, learner engagement, differentiated instruction, inclusive learning, classroom interaction, learning design, pedagogical innovation, and learner-centered education. |
| Curriculum and Assessment | Curriculum development, culturally responsive curriculum, religious education curriculum, assessment for learning, authentic assessment, competency-based education, curriculum policy, and curriculum transformation. |
| Equity and Inclusion | Educational access, learner diversity, disability inclusion, gender equity, rural and remote education, marginalized learners, socioeconomic inequality, inclusive religious education, and barriers to learning. |
| Culture, Religion, and Local Knowledge | Religious education, Islamic education, madrasah education, pesantren-based education, moral education, spiritual development, cultural identity, multilingual education, Indigenous knowledge, local wisdom, culturally sustaining pedagogy, interreligious understanding, and community-based learning traditions. |
| Teacher Education and Professional Learning | Teacher preparation, professional development, religious education teacher competence, reflective practice, teacher identity, pedagogical competence, teacher agency, mentoring, and instructional leadership. |
| Educational Leadership and Policy | School leadership, madrasah leadership, pesantren leadership, higher education governance, educational reform, policy implementation, institutional quality, school improvement, and evidence-informed decision-making. |
| Community and Sustainable Development | School-community partnership, family engagement, religious community engagement, civic education, social sustainability, environmental education, education for sustainable development, and community empowerment. |
| Digital Learning and Educational Technology | AI in education, digital pedagogy, digital religious education, learning platforms, online and blended learning, digital literacy, data ethics, technology access, privacy, and responsible digital innovation. |
Types of Manuscripts Considered
JERP considers several types of scholarly manuscripts, provided that they are aligned with the journal’s aim and scope.
| Manuscript Type | Expected Focus |
|---|---|
| Empirical Research Article | Reports original quantitative, qualitative, or mixed-methods research with a clear research problem, appropriate design, transparent analysis, and relevant educational implications. |
| Systematic Review or Scoping Review | Synthesizes existing scholarship through transparent search, screening, selection, appraisal, and synthesis procedures. |
| Conceptual or Theoretical Article | Develops a conceptual discussion, theoretical perspective, analytical model, or critical argument relevant to educational scholarship. |
| Policy, Curriculum, or Practice Analysis | Examines educational policy, curriculum, institutional practice, religious education policy, or pedagogical reform through a clear analytical framework. |
| Design-Based or Educational Innovation Study | Analyzes the design, implementation, evaluation, or refinement of educational innovations, learning environments, digital tools, religious learning platforms, or pedagogical interventions. |
Manuscript Alignment Expectations
To be considered within the scope of JERP, a manuscript should generally show the following qualities:
- Clear relevance to education, pedagogy, or learning practices.
- Connection to at least one JERP editorial pathway or scope area.
- A focused research problem, conceptual issue, policy concern, or practice-based question.
- Engagement with relevant scholarly literature.
- Appropriate methodology, review procedure, conceptual reasoning, or analytical framework.
- Claims that are supported by evidence, literature, theory, or coherent argumentation.
- Discussion of implications for research, pedagogy, curriculum, policy, religious education, community practice, institutional development, or educational technology.
- Responsible treatment of learners, teachers, communities, cultures, religions, local knowledge, data, and digital tools.
Out of Scope
JERP may return manuscripts before peer review when they fall into one or more of the following categories:
- Manuscripts that are not related to education, pedagogy, learning, curriculum, assessment, educational policy, teacher education, community education, religious education, or educational technology.
- Manuscripts that only describe classroom activities, institutional programs, religious practices, or local traditions without sufficient analysis or scholarly framing.
- Manuscripts that report survey results without a clear research problem, theoretical grounding, methodological explanation, or meaningful interpretation.
- Manuscripts that discuss religion, culture, or local knowledge only as background information without clear educational relevance.
- Manuscripts that focus on technology only as a technical system without addressing educational, pedagogical, ethical, social, cultural, religious, or learner-related implications.
- Manuscripts that use discriminatory, stigmatizing, or deficit-based language toward learners, teachers, cultures, communities, religions, genders, disabilities, or social groups.
- Manuscripts with serious ethical concerns, including plagiarism, duplicate publication, fabricated data, manipulated authorship, undisclosed conflicts of interest, or irresponsible use of generative AI.
Intended Readership
JERP is intended for researchers, lecturers, teachers, religious education educators, school and madrasah leaders, curriculum developers, educational policymakers, graduate students, community education practitioners, and professionals interested in pedagogy, equity, culture, religion, local knowledge, sustainability, and educational technology.
The journal is open to studies grounded in specific educational, cultural, religious, or community contexts. Authors are encouraged to explain how their findings, arguments, frameworks, or implications may be relevant to broader educational discussions.
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