Author Guidelines

General Information

Journal of Teaching And Learning Mathematics accepts biological research manuscripts that have not been published and are not currently in the process of scientific publication elsewhere.

Every submitted paper is independently reviewed by at least two peer-reviewers. The decision for publication, amendment, or rejection is based upon their reports/recommendation and made by Editor. If two or more reviewers consider a manuscript unsuitable for publication in this journal, a statement explaining the basis for the decision will be sent to the authors within three months of the submission date.

Manuscript Preparation Guidelines

The manuscript texts are written in English (see JTLM Template). Manuscripts in English will be first reviewed by editorial boards. The main text of a manuscript must be submitted as a Word document (.doc) or Rich Text Format (.rtf) file.

The manuscript well-typed in a single column on A4 size paper, use 11 pt of Calibri Light,. The manuscript contains an original work and has potentially contributed to the highly scientific advancement.

The manuscript should contain the following section in order:

a. Title

The title should describe the main content of the article, be informative, concise, be accurate, unambiguous, specific, not too wordy  (12-14 words only), does not contain formulas, and infrequently-used abbreviations. This is your opportunity to attract the reader’s attention. Remember that readers are the potential authors who will cite your article. Identify the main issue of the paper. Begin with the subject of the paper. The title should and complete.

The title describes the conducted research, Calibri Light,, font size 19, single line spacing, 0 pt after spacing. 

b.   The author-name

Full name without academic degrees and titles, written in capital letters. Manuscript written by groups needs to supplemented by complete contact details. 

c.   Name of affiliation for each author

The author's name should be accompanied by a complete affiliation address, email, and corresponding email.

d.   Abstract

Abstract, which comprised of approximately 200 words, provides a brief description of research problems, aims, the method used, results, and conclusion. An abstract should stand alone, which means that no citation in the abstract. Consider it the advertisement of your article. The abstract should tell the prospective reader what you did and highlight the key findings. Avoid using technical jargon and uncommon abbreviations. You must be accurate, brief, clear, and specific. Use words that reflect the precise meaning. The abstract should be precise and honest. 

It emphasizes research results written in single line spacing with left and right margin are 0.5 cm narrower than the main text. 3-5 keywords must be written to describe the research scope observed as well as the main terms undergirding the research. These keywords can be single and/or combined words.

Keywords: Written in English  3-5 words or groups of words, written alphabetically. Keywords are the labels of your article and critical to correct indexing and searching. Therefore the keywords should represent the content and highlight of your article. Use only those abbreviations that are firmly established in the field. 

e.   Introduction

This section could also provide the expected results. The introduction must be written in single line spacing. The introduction comprises of: (1) research problem; (2) insight and problem solve planning; (3) summary of theoretical studies and the results of the present study (state of the art), related to the observed problems (gap analysis), and (4) research aims.

In an Introduction, the Authors should state the objectives of the work at the end of the introduction section. Before the objective, Authors should provide an adequate background, and a very short literature survey in order to record the existing solutions/method, to show which is the best of previous researches, to show the main limitation of the previous researches, to show what do you hope to achieve (to solve the limitation), and to show the scientific merit or novelties of the paper. Avoid a detailed literature survey or a summary of the results. Do not describe literature survey as author by author, but should be presented as a group per method or topic reviewed which refers to some literature.

Example of novelty statement or the gap analysis statement at the end of Introduction section (after the state of the art of previous research survey): “........ (short summary of background)....... A few researchers focused on ....... There have been limited studies concerned on ........ Therefore, this research intends to ................. The objectives of this research are .........”.

According to Armagan (2014), the introduction section comprises the first portion of the manuscript, and it should be written using the simple present tense. Additionally, abbreviations and explanations are included in this section. The main goal of the introduction is to convey basic information to the readers without obligating them to investigate previous publications and to provide clues as to the results of the present study (references should be selected from updated publication with a higher impact factor, traceable, and prestigious sourcebooks). To do this, the subject of the article should be thoroughly reviewed, and the aim of the study should be clearly stated immediately after discussing the basic references.

The body articles must be written in Arial Narrow, font size 11, 0 pt before spacing, and 0 pt after spacing.

f.    Methods

Methods should make readers be able to reproduce the experiment. Provide sufficient detail to allow the work to be reproduced. Methods already published should be indicated by a reference: only relevant modifications should be described. Do not repeat the details of established methods. 

Basically, this section describes the way the research was done. The main materials must be written here: (1) research design; (2) population and samples; (3) sample collection techniques and instrumental development; (4) data analysis techniques.

The specification and type of tools and materials must be written in case the researches have been conducted by using them.

The qualitative research, such as classroom action research, case studies, and so forth, need to mention the researcher attendance, research subject, and participated informants, as well as the methods used to explore the data, research location, research duration, and the description of research results validation.

It is suggested that the authors avoid organizing the article content into smaller parts than the second subheading in this section. However, in case of unavoidable factors, the writing style must follow the “Results and Discussion” section.

g.   Results and Discussion

This section is the main part of the research result article in which the “fix” results are served. The data analysis processes, such as statistical computing and hypothesis testing, are not necessary to be served. The materials reported are the analysis results and hypothesis testing results. In addition, tables and graphics are also can be showed to enunciate the verbal narration. Tables and images must be given comment or discussion. The details of qualitative research written in some sub-topics which directly related to the focused category.

The discussion of the article aims to: (1) answer the problems and research questions; (2) show the ways the findings obtained; (3) interpret the findings; (4) relate the finding results to the settled-knowledge structure; (5) bring up new theories or modify the existing theories.

In the discussion, it is the most important section of your article. Here you get the chance to sell your data. Make the discussion corresponding to the results, but do not reiterate the results. Often should begin with a brief summary of the main scientific findings (not experimental results).

The following components should be covered in the discussion: How do your results relate to the original question or objectives outlined in the Introduction section (what/how)? Do you provide interpretation scientifically for each of your results or findings presented (why)? Are your results consistent with what other investigators have reported (what else)? Or are there any differences?

Research results must be clearly concluded in answering the research questions. Interpreting the findings should be done by using logic and present theories. The findings in form of facts found in the research fields are integrated into previous researches or present theories. This must be supported by reliable references. In case the researchers bring new theories, the old theories can be confirmed or rejected, or modify the old theories.

 In some cases, it is unavoidable to organize an article by making sub-headings. Thus, this is the format to write JCSE manuscripts with sub-headings. In this section, there are specific rules which cannot be separated in an article.

h.   Conclusion

This part provides the summary of results and discussion which refers to the research aims. Thus, the new principal ideas, which are an essential part of the research findings, are developed. 

Conclusions should answer the objectives of the research. Tells how your work advances the field from the present state of knowledge. Without clear Conclusions, reviewers and readers will find it difficult to judge the work, and whether or not it merits publication in the journal. Do not repeat the Abstract, or just list experimental results. Provide a clear scientific justification for your work, and indicate possible applications and extensions. You should also suggest future experiments and/or point out those that are underway.

The suggestions, which are arranged based on research discussed-findings, are also written in this part. These should be based on practical activities, new theoretical development, and/or advanced research.

i.    Acknowledgement 

This section can be written in case there are certain parties need to be acknowledged, such as research sponsors/funding supporter. Include individuals who have assisted you in your study: Advisors, Financial supporters, or may another supporter, i.e. Proofreaders, Typists, and Suppliers, who may have given materials. Do not acknowledge one of the author's names. The acknowledgment must be written in brief and clear. In addition, avoid the hyperbole acknowledgment.

j.    References

Citation and referencing must be written based on APA style 6^th Edition which is organized by using Mendeley software latest version (See Mendeley User Guidelines).

Citing an article written by two authors, both authors should be mentioned, however, for three and more authors only the first author is mentioned followed by et al., for example, Husamah and Pantiwati (2015) and Husamah et al. (2017).  A series of references should be presented in ascending alphabetical order (Fatmawati et al., 2011; Hudha et al., 2014; Miharja, 2010). Different publications with the same author(s) and year will be presented separately, as follows  2015a, 2015b.   References of unpublished data and personal communication should not appear in the list but should be cited in the text only (e.g., Pantiwati 2014, pers. com. (personal communication);  Susetyarini  2014, unpublished data). In the reference list, the references should be listed in alphabetical order. Names of journals should be abbreviated. Always use the standard abbreviation of a journal's name according to the ISSN List of Title Word Abbreviations (www.issn.org/2-22661-LTWA-online.php). More or less 80% of references for literature reviews should be the recent (up to date)  journals published in the last 10 years,  but the rest of  20% of references can be cited from research reports and or articles. 

The following is an example of order and style to be used in the manuscript (These guidelines are based on the sixth edition (2010) of the Publication Manual of the American Psychological Association and the FAQs on the APA website [www.apastyle.org/faqs.html#3]):

1. Journal articles:

Panno, A., Giacomantonio, M., Carrus, G., Maricchiolo, F., Pirchio, S., & Mannetti, L. (2017). Mindfulness, pro-environmental behavior, and belief in climate change: The mediating role of social dominance. Environment and Behavior, 50(8). DOI: https://doi.org/10.1177/0013916517718887

2. Articles in proceedings:

Hasnat, G. N. T., Kabir, M. A., & Hossain, M. A. (2018). Major environmental issues and problems of South Asia, Particularly Bangladesh. In C. M. Hussain (Ed.), Handbook of Environmental Materials Management (pp. 1–40). Switzerland: Springer Nature. DOI: https://doi.org/10.1007/978-3-319-58538-3_7-1

Slavoljub, J., Dragica, G., Zorica, P. S., Zivkovic, L., & Sladjana, A. (2015). To the environmental responsibility among students through developing their environmental values. In Procedia - Social and Behavioral Sciences (Vol. 171, pp. 317–322). DOI: https://doi.org/10.1016/j.sbspro.2015.01.128

3. Book:

Zastrow, C., Kirst-Ashman, K. K., & Hessenauer, S. L. (2019). Empowerment Series: Understanding human behavior and the social environment (11th Ed.). Boston, MA.: Cengage Learning. Retrieved from https://www.cengage.co.uk/books/9781337556477/

Alberts, B., Johnson, A., Lewis, J., Raff, M., Roberts, K., & Walter, P. (2002). Molecular biology of the cell (4th Ed.). New York, US: Garland Science. DOI: https://doi.org/10.2460/ajvr.75.7.613

4. Book with the editor:

Flemming, N. C., Harff, J., Moura, D., Burgess, A., & Bailey, G. N. (Eds.). (2017). Submerged Landscapes of the European continental shelf: Quaternary paleoenvironments. Hoboken, NJ: John Wiley & Sons, Inc. Retrieved from https://books.google.co.id/books?isbn=1118927508

5. Chapter in an edited book

Groundwater-Smith, S. (2007). As rain is to fields, so good teachers are to students. In S. Knipe (Ed.), Middle years schooling:  Reframing adolescence (pp. 151-170). Frenchs Forest, N.S.W: Pearson Education Australia. Retrieved from https://trove.nla.gov.au/work/34614596?selectedversion=NBD41331657 

Ashurst, P. R., Hargitt, R., & Palmer, F. (2017). Environmental issues. In P. R. Ashurst, R. Hargitt, & F. Palmer (Eds.), Soft drink and fruit juice problems solved (2nd Ed., pp. 195–199). Woodhead Publishing. DOI: https://doi.org/10.1016/B978-0-08-100918-5.00012-6

6. Thesis and dissertation, research reports:

Bennett, K. (2003). Structures in early childhood learning (Unpublished doctoral dissertation). University of Cape Town, Cape Town.

Miladan, N. (2016). Communities’ contributions to urban resilience process: a case study of Semarang city (Indonesia) toward coastal hydrological risk. Architecture, space management. Université Paris-Est. Retrieved fromhttp://www.theses.fr/2016PESC1010.pdf

7. Articles from the websites:

European Commission. (2019, January 11). Early childhood education and care. Retrieved from https://eacea.ec.europa.eu/national-policies/eurydice/content/early-childhood-education-and-care-56_en

Adams, R. (2018, August 22). Girls with top science GCSEs 'deterred from study at a higher level'. The Guardian. Retrieved from https://www.theguardian.com/education/2018/aug/22/girls-top-science-gcse-deterred-study-higher-level-ifs-report

k. Manuscript submission

Manuscripts written in English will be reviewed by reviewer boards with related study competency.

1. Registration and login are required to submit items online and to check the status of current submissions.
2. Submission online in http://ejournal.umm.ac.id/index.php/jtlm
3. In case of any difficulties, please send your manuscript to e-mail: jtlm@umm.ac.id // jcse.umm@gmail.com
4. Personal contact: Husamah, +62 812-1618-3817