Aims and Scope
Aim of the Journal
The Indonesian Journal on Learning and Advanced Education (IJOLAE) aims to advance the global and regional discourse on educational innovation, pedagogical development, and educational policy. The journal seeks to publish rigorous empirical research, systematic literature reviews, and bibliometric analyses that explore transformative learning models, the integration of digital technology, and strategies for empowering learners and educators with 21st-century skills.
Scopes of the Journal
Based on our scholarly portfolio, the scope of IJOLAE is broadly categorized into the following seven core areas:
Instructional Design and Learning Strategies Theoretical Description
This scope focuses on the development and implementation of instructional designs and innovative learning models that shift the paradigm from traditional methods to student-centered learning. Studies within this area include the application of Problem-Based Learning (PBL), which exposes students to authentic and meaningful problem situations to stimulate investigation, critical thinking, and reasoning. Additionally, this focus discusses approaches like Indonesian Realistic Mathematics Education (IRME), which utilizes real-world contexts and concrete objects to bridge students' understanding of abstract concepts. This focus also encompasses the systematic development of learning materials through reliable instructional design models (such as ADDIE, 4D, or Plomp) to support and facilitate appropriate cognitive processes for both pre-service and in-service educators.
STEAM Education and 21st Century Literacy Theoretical Description
This focus accommodates research that integrates Science, Technology, Engineering, Art, and Mathematics (STEAM) to develop problem-solving skills, innovation, and multidisciplinary literacy. STEAM education can be implemented across various disciplines and integrated with local cultural contexts or real-world problems to help achieve the Sustainable Development Goals (SDGs), such as improving environmental literacy and ecological awareness in waste management. Furthermore, this scope discusses the essential role of digital literacy as a crucial competency that supports students and teachers in accessing, evaluating, and operating technology within the 21st-century learning environment.
Educational Technology and Adaptive Learning Media Theoretical Description
Current technological advancements demand the design and testing of high-quality educational applications to facilitate learning. This focus examines the entire educational system engineering process, starting from expert validation and feasibility testing (such as using the System Usability Scale instrument) to testing the effectiveness of technology-based learning media. It specifically highlights adaptive learning media designed highly specifically to adjust the presentation of material according to the characteristics and learning styles of individual students. This serves the profound ultimate goal of empowering Higher Order Thinking Skills (HOTS). Studies within this scope also evaluate the integration of emerging technologies like artificial intelligence (AI) and augmented reality (AR) in future digital educational ecosystems.
Educational Psychology, Conceptual Change, and Character Education Theoretical Description
This scope explores the psychological, cognitive, and affective dimensions of individuals in the educational process. Its main topics include research on the dynamics of conceptual change, where students' alternative conceptions or misconceptions are transformed into accurate scientific understandings through various instructional approaches (e.g., refutation texts or cognitive conflict). Beyond the cognitive domain, this focus discusses specific accommodations in inclusive education for low-ability students to assist them in learning activities. In the era of disruption, this scope also highlights the importance of moral formation through character education, communication ethics, and linguistic politeness (politico-pragmatic studies) in pedagogical interactions and public discourse on social media.
Educational Policy, Equity, and Vocational Education Theoretical Description
This scope analyzes the governance of educational systems, social justice, and the formation of human resources from both macro and micro perspectives. Its primary studies focus on evaluating policies designed to ensure equity and fair accessibility to higher education for low-socioeconomic status (SES) groups. The analysis of policy implementation is examined using a blend of top-down and bottom-up implementation theories, up to the design of well-targeted financial aid (scholarship) allocations. Moreover, this scope examines vocational education and its role in human capital development, specifically investigating the reciprocal relationship of how industrial internship experiences and levels of work motivation affect the holistic work readiness of graduates for the global industrial world.
Teacher Education and Professional Development Recognizing
That teacher quality is paramount to student success, this scope highlights research surrounding pre-service and in-service teachers. It features studies on how teachers utilize instructional design models (such as ADDIE, 4D, and Plomp) to develop effective mathematics learning sets, student worksheets, and lesson plans. It also investigates teacher perceptions and readiness regarding new pedagogical innovations and their role as facilitators of change.
Cognitive Science, Conceptual Change, and HOTS
This area delves into the psychological and cognitive aspects of learning. It invites research that maps and addresses students' alternative conceptions and misconceptions, particularly in science and mathematics. It encompasses the study of cognitive conflicts, epistemology, and the utilization of adaptive technologies to foster critical thinking, problem-solving abilities, and Higher Order Thinking Skills (HOTS).