Submissions

Author Guidelines

1. General Author Guidelines

Cetta: Jurnal Ilmu Pendidikan, published by Jayapangus Press, is a scholarly journal dedicated to advancing educational sciences through the publication of original, theoretically grounded, methodologically rigorous, and academically significant research. The journal welcomes contributions from national and international scholars that enhance educational knowledge, policy, and practice across all levels and types of education.

All authors must comply with the following requirements:

a. Manuscripts must be written in Indonesian or English, represent original scholarly work, and must not have been previously published or be under consideration for publication elsewhere.

b. Manuscripts must demonstrate clear relevance to the journal's Focus and Scope, including:

1) Educational curriculum studies, curriculum development, implementation, and evaluation.

2) Learning materials, instructional resources, and teaching material development.

3) Instructional media, educational technology, and teaching aids.

4) Teaching methods, instructional approaches, and learning strategies.

5) Teacher competencies, professionalism, pedagogical development, and instructional performance.

6) Learner and teacher development, including cognitive, affective, social, emotional, and professional development.

7) Educational institution management, educational leadership, administration, and institutional development.

8) Character education, gender issues in education, educational assessment, and evaluation.

Research addressing these areas must demonstrate a direct contribution to educational theories, teaching and learning practices, institutional improvement, or educational policy.

c. The journal primarily accepts Original Research Articles and Review Articles. In addition, Case Studies and Literary Studies may be considered on a limited and selective basis, provided that they demonstrate a clear educational focus and substantial scholarly contributions.

d. All manuscripts must follow the IMRAD structure, consisting of Introduction, Method, and an integrated Results and Discussion section, followed by Conclusions and References. Each research finding must be directly accompanied by its scholarly discussion rather than separating results and discussion into different subsections.

e. Authors must prepare manuscripts according to the journal's official article template, formatting requirements, citation style, and publication ethics policies.

f. Manuscripts must not exceed 8,000 words, excluding the reference list, table contents, and figures. The word count includes the abstract, main text, footnotes, and table and figure captions.

g. Manuscripts must demonstrate originality, appropriate acknowledgment of sources, methodological transparency, sound academic argumentation, and compliance with research and publication ethics. All submissions are subject to initial editorial screening, including assessment of originality and possible plagiarism.

h. Authors must register and submit manuscripts through the journal's official online submission system.

i. All submissions undergo initial editorial screening and, when appropriate, independent peer review under the journal's single-blind peer-review system.

j. Final publication decisions are based on scholarly merit, methodological rigor, relevance to educational sciences, ethical compliance, and satisfactory completion of the editorial and peer-review processes.

2. Types of Manuscripts

a. Original Research Articles

Original Research Articles present original empirical findings, theoretical investigations, or scholarly analyses that contribute to the advancement of educational sciences, educational practices, or educational policies.

These manuscripts may employ qualitative, quantitative, mixed-methods, experimental, quasi-experimental, research and development (R&D), design-based research, classroom action research, phenomenological, ethnographic, or other academically recognized educational research approaches.

Relevant research areas include curriculum development and evaluation, learning materials, instructional media, educational technology, pedagogical approaches, teacher competencies, student learning and development, educational leadership, educational management, character education, gender equality in education, and educational assessment.

Authors must clearly explain the research objectives, theoretical foundations, research design, participants or data sources, methodological procedures, principal findings, and implications for educational knowledge and practice.

Research and development studies must explain the development model, product design procedures, validation processes, evaluation methods, and empirical evidence supporting the developed educational product, according to the research stages actually implemented.

Original Research Articles must demonstrate analytical originality and meaningful contributions beyond descriptive accounts of educational activities or institutional practices.

b. Review Articles

Review Articles provide critical, comprehensive, and methodologically sound examinations of existing scholarly literature relevant to educational sciences.

The journal considers narrative reviews, systematic literature reviews (SLRs), scoping reviews, integrative literature reviews, and other academically recognized forms of literature review.

Review Articles may address educational theories, curriculum innovations, teaching methods, instructional technologies, student learning outcomes, teacher professional development, educational leadership, character education, gender perspectives in education, and assessment practices.

Review Articles must:

1) Establish a clear educational research problem or review question.

2) Explain the scholarly significance and rationale for conducting the review.

3) Describe literature identification, selection, and analytical procedures appropriate to the review design.

4) Critically examine relevant theories, empirical findings, educational practices, or methodological developments.

5) Identify agreements, inconsistencies, research gaps, or emerging developments in educational scholarship.

6) Present an original synthesis that contributes to educational theory, research, policy, or practice.

Review Articles must go beyond descriptive summaries of previous publications. They must develop critical interpretations, conceptual insights, or meaningful directions for educational research and improvement.

All Review Articles must follow the journal's integrated IMRAD structure.

c. Case Studies

Case Studies present systematic and in-depth investigations of specific educational phenomena, learning environments, instructional practices, educational programs, or educational institutions.

Appropriate subjects include classroom learning experiences, curriculum implementation, instructional innovation, teacher professional development, student learning difficulties, educational leadership, institutional management, character education programs, inclusive education, and educational assessment practices.

These manuscripts must explain the case selection, educational context, research objectives, data sources, participant selection where applicable, methodological procedures, principal findings, and broader educational implications.

Case Studies must demonstrate analytical contributions beyond institutional descriptions, program reports, or narratives of educational activities.

The findings must be interpreted using relevant educational theories, conceptual frameworks, and previous scholarly research.

Case Studies must follow the journal's integrated IMRAD structure and are accepted on a limited and selective basis.

d. Literary Studies

Literary Studies present original scholarly analyses of literary texts, educational literature, children's literature, textbooks, traditional narratives, regional literary works, or other textual materials that have direct relevance to educational sciences.

Such studies must explicitly investigate the educational, pedagogical, literacy-related, curricular, or character-development significance of the selected texts.

Appropriate research topics may include:

1) Literary texts as instructional materials for language, literature, or literacy education.

2) Children's literature and its contributions to learning and character development.

3) Representation of educational values, gender, or learner development in literary materials.

4) Traditional narratives and regional literature as contextual learning resources.

5) Textbook content, educational discourse, and pedagogical representations in textual materials.

6) Literary approaches that support reading comprehension, critical literacy, or instructional innovation.

Relevant analytical approaches may include textual analysis, literary criticism, hermeneutics, semiotics, discourse analysis, content analysis, and other academically recognized interpretative methodologies.

Literary Studies must demonstrate analytical originality, theoretical relevance, methodological rigor, and meaningful contributions to educational knowledge or teaching and learning practices.

Studies that focus exclusively on literary aesthetics, theological interpretation, philosophical doctrines, or cultural narratives without clear educational relevance fall outside the journal's Focus and Scope.

All Literary Studies must follow the integrated IMRAD structure, presenting textual findings together with their educational interpretation and critical scholarly discussion.

Literary Studies are accepted on a limited and selective basis.

3. Structure of Manuscripts

a. Title

The title must be concise, informative, and accurately reflect the educational research subject, problem, or investigation.

The title must not exceed 20 words and should avoid unnecessary abbreviations or ambiguous terminology.

The title should clearly represent the principal educational variables, phenomena, intervention, instructional approach, research subject, or educational context, as appropriate to the study.

b. Authors' Names and Affiliations

The manuscript must include the authors' full names, institutional affiliations, institutional addresses, and email addresses.

Academic degrees, professional titles, and job positions must not be included in author names.

The corresponding author must be clearly identified.

c. Abstract

The abstract must be written as a single paragraph of no more than 250 words and must clearly contain the following five essential components:

1) Background: A brief explanation of the educational context, significance of the research problem, and relevant scholarly background.

2) Research Objectives: A clear statement of the research objectives or questions addressed in the study.

3) Methods: A concise explanation of the research design, educational setting or context where relevant, participants or data sources, and principal analytical procedures.

4) Results: A substantive presentation of the principal research findings, including the most significant empirical, theoretical, instructional, developmental, or evaluative contributions.

5) Conclusions: A meaningful synthesis of the principal findings, their educational significance, and the study's original contribution to educational knowledge or practice.

The abstract must place greater emphasis on the Results and Conclusions than on the Background and Methods. The Results and Conclusions should constitute the most substantial portion of the abstract.

The abstract must not merely describe research activities, instructional procedures, or methodological steps. It must explicitly communicate what the study discovered and what can reasonably be concluded from those findings.

For Research and Development studies, the abstract must highlight the principal characteristics and evaluated outcomes of the developed educational product, including relevant validation or effectiveness findings.

For Review Articles, the abstract must emphasize the principal findings of the literature synthesis, significant educational research gaps, and the main scholarly conclusions.

For Case Studies, the abstract must present the essential findings of the investigated educational case and explain their broader significance.

For Literary Studies, the abstract must identify the principal textual findings and explain their educational, pedagogical, literacy-related, or character-development significance.

The abstract must be self-contained, academically precise, and consistent with the manuscript's content. It must not contain citations, unsupported claims, or unnecessary abbreviations.

d. Keywords

Authors must provide three to five keywords that accurately represent the principal educational concepts, research subject, methodology, instructional intervention, or disciplinary contribution.

Keywords should use established academic terminology in educational sciences and generally be written in lowercase, except for proper names.

e. Introduction

The Introduction must provide a clear scholarly foundation for the educational research.

It should include the research background, significance of the educational problem, relevant previous studies, identified research gap, research objectives, and expected scholarly contribution.

Authors must critically engage with relevant educational literature rather than merely presenting descriptive information about schools, classroom activities, educational programs, or institutional conditions.

The Introduction must establish how the research contributes to existing educational knowledge and why the investigated problem warrants scholarly examination.

The Introduction must fulfill the following requirements according to manuscript type:

1) Original Research Articles and Case Studies: Clearly establish the educational research problem, relevant empirical or theoretical context, scholarly significance, research gap, and objectives. When applicable, explain the justification for the instructional intervention, educational program, or institutional case examined.

2) Review Articles: Explain the rationale for conducting the literature review, limitations or inconsistencies in existing educational scholarship, research questions, and expected contribution of the synthesis.

3) Literary Studies: Identify the literary or textual materials examined, establish their educational relevance, review relevant previous research, identify analytical or pedagogical research gaps, and state the objectives of the study.

All theoretical concepts, educational constructs, and technical terminology must be clearly defined where necessary.

f. Method

The Method section must be written in a single coherent paragraph, using clear, concise, and operational academic language, without in-text citations or theoretical quotations.

The Method section must explain the procedures actually implemented in the educational research rather than merely presenting definitions, general methodological theories, or descriptions of research methods.

At a minimum, the methodological description must address the following components, as applicable to the research design:

1) Research Type: Identify the type of research conducted, such as qualitative, quantitative, mixed-methods, experimental, quasi-experimental, research and development, classroom action research, literature review, case study, or educational literary research.

2) Research Approach and Design: Explain the specific methodological approach or research design employed, including its relevance to the educational research objectives.

3) Research Setting and Context: Identify the educational setting, institution, level of education, instructional environment, or other relevant research context when applicable.

4) Research Participants or Data Sources: Identify the students, teachers, educational administrators, research participants, educational documents, journal articles, books, instructional materials, or other research sources actually examined.

5) Sampling or Participant Selection Techniques: Explain the procedures used to select participants, research samples, institutions, classes, or data sources, including relevant selection criteria and sampling techniques where applicable.

6) Research Instruments: Describe the instruments used to obtain or analyze research data, such as questionnaires, interview guides, observation sheets, achievement tests, assessment rubrics, validation sheets, documentation instruments, or analytical matrices.

7) Data Collection Procedures: Explain the actual procedures used to collect, identify, select, observe, measure, or document research data and materials.

8) Data Analysis Techniques: Describe the procedures used to organize, process, interpret, compare, synthesize, validate, or statistically analyze the collected data.

The presentation of these components must be integrated into one paragraph without separate methodological subsections or numbered lists in the manuscript.

The methodological description must be sufficiently specific to demonstrate how the research was conducted, how the evidence was obtained, and how the conclusions were derived.

Additional Requirements Based on Manuscript Type

a) Original Research Articles

The Method section must operationally describe the research design, educational setting where relevant, participants or data sources, sampling procedures, research instruments, data collection techniques, and analytical procedures.

Quantitative and experimental research must explain relevant variables, sample selection, measurement instruments, research procedures, and statistical analysis techniques.

Qualitative research must explain the educational context, participants or information sources, data collection procedures, analytical techniques, and relevant data validation or trustworthiness procedures.

Mixed-methods research must explain the qualitative and quantitative components and how their findings were integrated.

Research and Development studies must describe the development model, stages actually implemented, product design procedures, validation instruments, expert or user assessments where applicable, and evaluation or effectiveness analysis procedures.

Classroom Action Research must describe the participants, action cycles actually conducted, instructional intervention, observation procedures, assessment instruments, and analysis of changes in learning processes or outcomes.

b) Review Articles

The Method section must explain the type of literature review, academic databases or scholarly sources used, literature search strategies, publication selection procedures, inclusion and exclusion criteria where applicable, analytical frameworks, and techniques used to synthesize the selected literature.

For systematic or scoping reviews, authors must provide sufficient methodological information to ensure transparency and reproducibility of the literature identification and selection procedures.

Review Articles are not required to include research participants when the study relies exclusively on published literature. Instead, authors must explain the criteria and procedures used to identify, select, and analyze the reviewed publications.

c) Case Studies

The Method section must describe the case study design, educational case selection criteria, research context, participants or data sources, research instruments, data collection procedures, and analytical techniques.

Where appropriate, authors must explain triangulation, data validation, or other procedures employed to strengthen the credibility of the findings.

d) Literary Studies

The Method section must describe the type of literary or textual research, educational analytical approach, primary textual materials, secondary scholarly sources, procedures for selecting texts, analytical instruments or frameworks, textual data collection procedures, and techniques used to interpret the educational significance of the texts.

Literary Studies based exclusively on textual or library research are not required to include informants or field research instruments. Authors must instead explain the selection of literary sources and the operational procedures used to analyze their relevance to educational theories, pedagogy, literacy, curriculum, or character development.

All manuscript types must present the Method section in one paragraph without citations. Methodological requirements that do not apply to a particular research design must not be artificially included.

g. Results and Discussion

The Results and Discussion section must present research findings and scholarly interpretation in an integrated, systematic, and critical manner.

Each research finding must be directly followed by its analysis and discussion within the same subsection or sequence of paragraphs.

Authors must not separate research findings and discussion into different sections or subsections.

Subheadings may be organized according to research themes, educational problems, principal findings, instructional interventions, learning outcomes, analytical categories, or research questions. Each subheading must contain both the relevant findings and their scholarly discussion.

1) Original Research Articles

Authors must:

a) Present the principal research findings supported by relevant empirical, statistical, documentary, observational, or theoretical evidence.

b) Immediately interpret the significance of each finding in relation to the educational research objectives.

c) Compare each finding with relevant previous educational studies.

d) Explain agreements, differences, or new contributions to existing educational knowledge.

e) Discuss the theoretical, methodological, pedagogical, or practical implications of the findings.

f) Explain how the findings contribute to understanding or improving educational processes, instructional practices, curriculum development, teacher competencies, learner development, educational management, or assessment.

For quantitative research, findings must include appropriate statistical evidence and interpretations consistent with the research design.

For qualitative research, findings must be supported by credible empirical evidence, such as participant statements, observations, documents, or systematically analyzed research materials.

For Research and Development studies, authors must present product development findings, relevant validation or evaluation results, and critical discussion of their educational implications.

For classroom action research, authors must present the results of the implemented action cycles and analyze the observed changes in learning processes or outcomes.

2) Review Articles

The Results and Discussion section must integrate the principal findings of the educational literature review with critical analysis and scholarly synthesis.

Authors must:

a) Present findings according to relevant educational research themes, conceptual categories, pedagogical developments, or theoretical perspectives.

b) Immediately compare and critically analyze the findings of previous educational studies.

c) Identify agreements, differences, inconsistencies, and significant developments in educational scholarship.

d) Discuss research gaps, methodological limitations, theoretical implications, and challenges in educational practice.

e) Explain the implications of the synthesized evidence for educational theories, curriculum, teaching methods, educational technologies, teacher development, institutional management, or assessment practices.

f) Present an original synthesis that contributes meaningfully to educational sciences.

Review Articles must not consist solely of summaries of previous publications. Each identified theme or finding must be accompanied by substantial critical discussion.

3) Case Studies

Authors must:

a) Present the principal findings of the educational case supported by credible empirical or documentary evidence.

b) Immediately interpret the findings within their relevant classroom, institutional, curricular, pedagogical, or educational policy contexts.

c) Compare the findings with appropriate educational theories, conceptual frameworks, and previous research.

d) Explain the broader scholarly implications of the investigated case for educational knowledge or practice.

Case Studies must demonstrate contributions beyond the description of educational programs, school activities, institutional conditions, or individual experiences.

4) Literary Studies

Authors must:

a) Present the principal textual findings supported by relevant passages, quotations, translations, or references to primary literary materials.

b) Immediately interpret each finding using appropriate educational, literary, pedagogical, hermeneutic, semiotic, or other relevant analytical approaches.

c) Explain the significance of the findings for literacy education, language learning, instructional materials, curriculum development, critical reading, character education, or other relevant educational fields.

d) Compare the interpretations with previous scholarly studies and relevant educational frameworks.

e) Demonstrate the original contribution of the textual analysis to educational theory or practice.

Literary Studies must not merely retell narratives, summarize literary texts, reproduce quotations, or present cultural interpretations without critical examination of their educational significance.

All manuscript types must integrate findings and discussion under a single Results and Discussion section. Separate subsections exclusively titled "Results" and "Discussion" are not permitted.

h. Conclusions

The Conclusions section must directly answer the research objectives and provide a concise but substantive synthesis of the principal findings.

Conclusions must emphasize the study's original scholarly contributions and their relevance to educational sciences, educational research, or teaching and learning practices.

The conclusions must reflect the characteristics of each manuscript type:

1) Original Research Articles: Summarize the principal research findings and their theoretical, empirical, pedagogical, or practical contributions to educational knowledge.

2) Review Articles: Present the principal insights from the educational literature synthesis, significant research gaps, and relevant implications for future educational scholarship.

3) Case Studies: Explain the main findings of the investigated educational case and their broader theoretical or practical significance.

4) Literary Studies: Summarize the principal textual interpretations and their significance for educational theories, literacy development, instructional practices, curriculum, or character education.

The Conclusions section must not merely repeat the abstract or Results and Discussion, introduce new findings, or include unsupported claims.

Conclusions must be written without in-text citations. Recommendations for future educational research or practice may be included when directly supported by the study's findings.

i. References

All manuscripts must comply with the following reference requirements:

1) Minimum Number of References

Each manuscript must include at least 20 references that are relevant to the educational research subject and directly support the scholarly arguments presented in the article.

2) Minimum Proportion of Journal Articles

At least 80% of the references must consist of scholarly journal articles.

For example, a manuscript containing 20 references must include at least 16 journal articles. The remaining references may consist of relevant academic books.

Authors are encouraged to prioritize recent journal articles, particularly those published within the preceding five years, while allowing relevant foundational scholarly works where necessary.

3) Permitted Reference Sources

Only scholarly journal articles and books are permitted in the reference list.

References originating from websites, blogs, newspapers, magazines, conference proceedings not published as journal articles or books, unpublished theses or dissertations, unpublished reports, presentations, and other sources outside the permitted categories must be removed from the reference list.

For educational research involving curriculum documents, learning materials, educational regulations, institutional records, or instructional resources, such materials may be examined as primary research data where methodologically appropriate. Authors must clearly identify the materials and explain their selection and analytical procedures. Any proposed bibliographic treatment of primary documents outside the permitted reference categories is subject to editorial consideration.

4) Citation and Reference Style

All references must follow the American Psychological Association (APA) Sixth Edition citation and referencing style.

Authors must follow the bibliographic formatting examples provided in the official journal article template.

5) Book References

All book references must include the city of publication and the publisher's name, in accordance with APA Sixth Edition requirements.

The bibliographic information must be complete, accurate, and consistent with the cited publication.

6) Consistency Between Citations and References

Every reference listed in the References section must be cited in the main text of the manuscript.

Conversely, every in-text citation to a journal article or book must correspond accurately to an entry in the reference list.

References that are not cited in the manuscript must be removed.

Authors must ensure consistency between author names, publication years, titles, and other bibliographic information appearing in in-text citations and reference entries.

7) Reference Accuracy and Management

Authors are responsible for verifying the accuracy, relevance, completeness, and authenticity of all cited publications.

Reference management applications such as Mendeley, Zotero, or EndNote are recommended to maintain citation consistency and minimize bibliographic errors.

Manuscripts that do not meet the minimum reference requirements, permitted source categories, or APA Sixth Edition formatting standards may be returned to authors for revision during the initial editorial screening.

4. Manuscript Preparation and Submission

a. All manuscripts must be prepared using the official Cetta: Jurnal Ilmu Pendidikan article template and submitted through the journal's online submission system.

b. Authors must ensure that manuscripts comply with the required IMRAD structure, abstract requirements, operational Method section, integrated Results and Discussion, minimum reference requirements, and APA Sixth Edition citation style.

c. Manuscripts must demonstrate clear relevance to educational sciences and contribute meaningfully to educational theory, educational research, instructional practices, curriculum development, teacher or learner development, educational management, character education, gender perspectives in education, or educational assessment.

d. Authors must comply with the journal's publication ethics policies, including requirements concerning originality, authorship, plagiarism, research integrity, data accuracy, ethical treatment of research participants, conflicts of interest, and appropriate acknowledgment of scholarly sources.

e. Manuscripts that do not meet the journal's academic, formatting, reference, or publication ethics requirements may be returned for revision before further editorial consideration.

f. The editorial team reserves the right to reject manuscripts that fall outside the journal's Focus and Scope, demonstrate insufficient scholarly contributions, contain serious methodological deficiencies, or violate publication ethics.

g. Manuscripts that satisfy the initial screening requirements may proceed to independent peer review under the journal's single-blind peer-review system.

h. Final publication decisions remain subject to editorial assessment, peer-review recommendations, and satisfactory completion of the revision process.

i. Authors must comply with the applicable submission and publication fee provisions, as separately disclosed in the journal's official Article Processing Charge policy.

Through these guidelines, Cetta: Jurnal Ilmu Pendidikan seeks to ensure consistent manuscript preparation, methodological transparency, academic originality, ethical research practices, and high-quality scholarly publication that advances educational knowledge, teaching and learning practices, educational management, and educational development across diverse educational contexts.