FOCUS AND SCOPE

Misool: Jurnal Pendidikan Dasar is a peer-reviewed scholarly journal dedicated to advancing research, theory, and professional practice in primary education (Sekolah Dasar/Madrasah Ibtidaiyah, SD/MI) and lower secondary education (Sekolah Menengah Pertama/Madrasah Tsanawiyah, SMP/MTs). The journal provides an academic platform for researchers, teachers, teacher educators, school principals, education policymakers, curriculum developers, and other professionals concerned with the quality and development of basic education.

The journal publishes original scholarly contributions that examine educational processes, pedagogical practices, curriculum implementation, learner development, teacher professionalism, school leadership, educational assessment, and innovations in teaching and learning. It welcomes empirical research, systematic reviews, meta-analyses, theoretically grounded analyses, and other scholarly manuscripts that offer a clear contribution to educational knowledge and practice. Submissions should demonstrate appropriate research methods, transparent reporting, ethical integrity, engagement with relevant literature, and conclusions supported by the evidence presented.

Misool emphasizes the relationship between educational theory, classroom practice, and the socio-cultural contexts in which learning occurs. The journal encourages research that investigates how teaching strategies, learning resources, school environments, educational policies, family engagement, and community knowledge influence educational experiences and outcomes. Studies that identify practical educational challenges and develop evidence-informed responses are particularly relevant when their research questions, methods, findings, and implications are clearly articulated.

The journal welcomes contributions from Indonesia and other national and international contexts. Research focusing on local educational settings, cultural diversity, indigenous and community knowledge, remote and underserved schools, and educational equity is encouraged when it provides a rigorous analysis and explains the significance of its findings for the relevant educational context. The journal seeks to facilitate scholarly dialogue across institutions and disciplines while supporting the continuous improvement of teaching, learning, and educational development.

SCOPE OF THE JOURNAL

The scope of Misool: Jurnal Pendidikan Dasar covers a broad range of educational themes relevant to primary and lower secondary education. The following areas indicate the journal's principal interests and are not intended to exclude other topics that demonstrate a clear connection to basic education and make a meaningful scholarly contribution.

1. Teacher Professional Development and Professionalism

This area covers research on teacher education, continuing professional development, pedagogical competence, subject knowledge, professional identity, reflective practice, lesson study, mentoring, coaching, and professional learning communities. It includes investigations into how teachers acquire, develop, and apply professional knowledge to address classroom challenges and improve instructional quality. Studies may also examine teacher collaboration, professional motivation, teacher well-being, digital competence, professional standards, and the relationship between professional learning and student learning outcomes. Research should explain the educational context and provide evidence that supports its interpretation of teacher development and professional practice.

2. Contextual Learning, Local Wisdom, and Culturally Responsive Pedagogy

This scope includes contextual teaching and learning, culturally responsive pedagogy, local wisdom, indigenous knowledge, community-based education, place-based learning, and the integration of students' socio-cultural environments into curriculum and instruction. The journal welcomes research on the use of local languages, cultural practices, environmental knowledge, community histories, and locally available resources as meaningful learning materials. Studies may investigate how context-responsive instruction supports conceptual understanding, learner participation, cultural awareness, environmental responsibility, and connections between school learning and everyday life. Authors should explain the context of the knowledge or practice being studied and address cultural representation respectfully and ethically.

3. Classroom Action Research and Reflective Teaching

This area includes classroom action research, practitioner inquiry, reflective teaching, instructional intervention, and evidence-informed problem-solving conducted by teachers and education practitioners. Relevant studies should identify a specific educational problem, describe the instructional intervention and research procedures, explain how evidence was collected and analyzed, and discuss the outcomes in relation to the original problem. Research may address student engagement, learning difficulties, classroom interaction, instructional materials, assessment practices, and the refinement of teaching strategies. Reports should include an adequate account of the research cycle, methodological limitations, ethical considerations, and implications for future classroom practice.

4. Collaborative, Inclusive, and Equitable Education

This scope addresses inclusive education, differentiated instruction, universal design for learning, co-teaching, peer tutoring, collaborative learning, special educational needs, accessibility, and educational participation for diverse learners. It also encompasses partnerships among schools, families, communities, and relevant educational services. Research may examine barriers to participation, learning support, gender and socio-economic disparities, disability inclusion, language diversity, and strategies for creating safe and supportive classrooms. Contributions should consider the implications of educational practices for equitable access, meaningful participation, learner dignity, and the academic and social development of all students.

5. School Leadership, Educational Management, and Policy

This area includes instructional leadership, school management, teacher leadership, school culture, educational governance, strategic planning, quality assurance, resource management, and the implementation of educational policies in primary and lower secondary schools. The journal welcomes studies examining how leadership practices, organizational structures, professional collaboration, school climate, and relationships with families and communities influence teaching quality and school improvement. Research may also investigate curriculum implementation, educational accountability, teacher participation in decision-making, and the practical consequences of policy implementation at school level.

6. Foundational Literacy, Numeracy, and Learning Transitions

This scope focuses on early literacy, reading comprehension, writing development, oral language, foundational numeracy, mathematical reasoning, scientific literacy, and learning-to-learn competencies. It includes research on instructional approaches, learning materials, diagnostic assessment, differentiated support, and interventions designed to address foundational learning difficulties. The journal also welcomes studies of school readiness, transitions between grade levels, the transition from primary to lower secondary education, and the continuity of learning across educational stages. Contributions should clarify the skills being investigated, the methods used to evaluate learning, and the implications for teaching and learner development.

7. Curriculum, Subject Pedagogy, and Instructional Innovation

This area covers curriculum design, curriculum implementation, instructional planning, learning resources, interdisciplinary learning, and subject-specific pedagogy in mathematics, science, technology, social sciences, humanities, languages, arts, physical education, religious education, and locally relevant subjects. Studies may investigate inquiry-based learning, problem-based learning, project-based learning, cooperative learning, experiential learning, differentiated instruction, and other pedagogical approaches. The journal encourages research that explains the relationship between instructional design, classroom implementation, assessment evidence, and educational outcomes rather than relying solely on unsupported claims of instructional effectiveness.

8. Educational Technology and Digital Learning

This scope includes digital learning resources, educational applications, multimedia instruction, learning management systems, online and blended learning, digital literacy, technology-supported assessment, and the pedagogical use of emerging technologies. Research may examine accessibility, usability, teacher readiness, learner engagement, digital competencies, and the conditions under which technology supports or constrains learning. Studies involving artificial intelligence should describe the application and its educational role, address relevant privacy and integrity considerations, and evaluate its use critically. The journal values evidence-based analysis of both the opportunities and limitations of educational technology.

9. Educational Assessment, Measurement, and Evaluation

This area addresses formative and summative assessment, authentic assessment, assessment literacy, feedback practices, classroom-based evaluation, learning outcome measurement, and the development or validation of educational instruments. Research may explore how teachers use assessment information to identify learning needs, monitor progress, adapt instruction, and support student self-regulation. The journal also welcomes studies of assessment fairness, reliability, validity, transparency, and the alignment of assessment practices with curriculum objectives and student development.

10. Student Engagement, Well-Being, and Holistic Development

This scope includes student motivation, engagement, self-regulated learning, social-emotional learning, character development, classroom relationships, learner well-being, and supportive learning environments. Research may examine the role of teaching practices, peer relationships, school climate, family involvement, and educational support in shaping student experiences. The journal welcomes studies that consider the developmental characteristics of learners and investigate how educational environments can support academic participation, social development, belonging, and positive learning experiences.

11. Educational Research Methodology and Evidence-Based Practice

This area welcomes methodologically rigorous research using quantitative, qualitative, mixed-methods, design-based, participatory, experimental, quasi-experimental, and other approaches appropriate to the research question. It also includes systematic reviews, meta-analyses, instrument development and validation, and methodological studies that improve the design, analysis, or reporting of educational research. Manuscripts should provide sufficient methodological detail to enable readers to evaluate the credibility of the findings, recognize the limitations of the study, and understand the extent to which the conclusions may be applicable to other educational settings.

12. Community Engagement, Environmental Education, and Sustainable Development

This area includes school-community partnerships, environmental education, sustainability education, place-based learning, community participation, and the role of schools in responding to social and environmental challenges. Research may investigate how learners develop environmental awareness, civic responsibility, critical thinking, and an understanding of local and global issues through educational activities. The journal welcomes studies that connect educational practice with community needs and sustainable development, provided that the research design and conclusions are clearly justified by the evidence.

EDITORIAL PRIORITIES AND SCHOLARLY CONTRIBUTION

1. Originality and Contribution to Educational Knowledge

The journal prioritizes manuscripts that address relevant educational questions and explain how their findings extend, challenge, refine, or apply existing knowledge. Authors should identify the research problem, establish its significance through relevant literature, state the study objectives or research questions clearly, and explain the contribution of the work to educational theory, policy, or practice. A study conducted in a particular school or locality may be valuable when it offers a well-supported analysis of a significant problem and clarifies the relevance and limits of its findings.

2. Methodological Rigor and Transparency

Manuscripts should use research methods that are appropriate to their objectives and provide a transparent account of the research design, participants or data sources, instruments, procedures, analysis, and relevant limitations. Authors should report findings accurately and distinguish evidence-based conclusions from interpretation or speculation. Where applicable, manuscripts should describe instrument validation, sampling decisions, analytical procedures, and measures taken to enhance the credibility, reliability, or trustworthiness of the results.

3. Research Ethics and Academic Integrity

Research submitted to the journal should be conducted and reported responsibly. Authors are expected to comply with applicable ethical requirements, protect the privacy and welfare of research participants, obtain informed consent where required, and secure institutional or ethics approval when applicable. Manuscripts must accurately acknowledge sources and contributions, avoid plagiarism and data fabrication or falsification, and disclose relevant conflicts of interest and funding where appropriate. Research involving children or other potentially vulnerable participants should demonstrate particular attention to safeguarding, confidentiality, and responsible data handling.

4. Educational Relevance and Practical Implications

The journal values research that explains the implications of its findings for teachers, learners, school leaders, teacher educators, policymakers, and educational communities. Authors should discuss how their findings relate to the research problem and relevant literature, identify practical or theoretical implications, acknowledge limitations, and avoid recommendations that extend beyond the evidence. Studies need not demonstrate immediate improvements in learning outcomes, but they should provide a clear scholarly rationale for their relevance to basic education.

MANUSCRIPT TYPES AND EDITORIAL EVALUATION

Subject to the journal's submission guidelines, Misool: Jurnal Pendidikan Dasar may consider original research articles, systematic reviews, meta-analyses, and other scholarly contributions that fit its focus and scope. Each manuscript should present a clearly defined purpose, engage with relevant literature, use an appropriate scholarly approach, and explain its contribution to primary or lower secondary education. Authors should consult the journal's current author guidelines for the accepted manuscript categories, formatting requirements, and submission procedures.

All submissions are subject to an initial editorial assessment to determine their relevance to the journal, completeness, scholarly quality, and compliance with applicable editorial policies. Manuscripts that meet the initial requirements may proceed to peer review in accordance with the journal's published review procedures. A manuscript's relevance to the stated scope does not guarantee acceptance; editorial decisions also depend on originality, methodological quality, ethical compliance, the significance of the contribution, and the outcome of the review process.

SCOPE STATEMENT

Misool: Jurnal Pendidikan Dasar is committed to providing a scholarly forum for research that deepens understanding of teaching, learning, educational leadership, curriculum, assessment, and the diverse contexts of primary and lower secondary education. By encouraging original, ethical, methodologically sound, and contextually meaningful scholarship, the journal seeks to support constructive dialogue between educational research and practice and to contribute to the continuing development of basic education at local, national, and international levels.