Focus and Scope

FOCUS

Misool: Jurnal Pendidikan Dasar is a peer-reviewed platform dedicated to advancing primary (SD/MI) and lower secondary (SMP/MTs) education. The journal publishes high-quality research on teacher professionalism, school-based innovations, contextual learning, and educational technology. It welcomes studies on core subject pedagogy, including STEM, humanities, languages, and local content as well as reflective teaching, action research, teacher leadership, and assessment practices. Misool aims to bridge pedagogical theory and classroom application, fostering scholarly dialogue among researchers and educators nationally and internationally.

SCOPE

The scope of Misool: Jurnal Pendidikan Dasar includes, but is not limited to, the following topics:

• Teacher Professional Development in Primary Education
  Research on continuous professional learning, lesson study, mentoring systems, and communities of practice that strengthen teacher capacity and instructional quality.

• Contextual and Local Wisdom-Based Instruction
  Studies that explore culturally responsive pedagogy, the integration of local content, and innovative teaching methods rooted in students’ socio-cultural environments.

• Action Research and Reflective Teaching Practices
  Empirical reports and reflections on action research conducted by elementary school teachers to solve real classroom problems and enhance student engagement.

• Collaborative and Inclusive Education Practices
  Innovations in co-teaching, inclusive classroom strategies, peer tutoring, and school-family-community partnerships that support holistic student development.

• Leadership and Management in Primary Schools
  Investigations into the roles of teacher leaders, school principals, and educational policies in shaping instructional strategies and school climate.

• Foundational Skills and Learning Transitions
  Exploration of strategies for strengthening early numeracy, literacy, and learning-to-learn skills in lower-grade primary education, as well as preparing students for academic transitions.