Aims and Scope

Journal of Evaluation and Strategic Studies of Basic Education (JEKAS) / Jurnal Evaluasi dan Kajian Strategis Pendidikan Dasar is a peer-reviewed scientific journal published twice a year that focuses on the advancement of knowledge, research, evaluation, innovation, and strategic studies in elementary and basic education.

JEKAS provides an academic platform for researchers, academics, teachers, educational practitioners, school leaders, counselors, and policymakers to disseminate original and scholarly works addressing contemporary issues, innovations, evaluation practices, and strategic developments in elementary education. The journal aims to contribute to the improvement of teaching and learning quality, student development, educational assessment, curriculum, educational technology, instructional systems, school management, literacy and numeracy, and evidence-based educational practices at the elementary-school level.

JEKAS particularly welcomes studies that demonstrate a clear educational problem, appropriate theoretical or conceptual grounding, methodological rigor, and meaningful contribution to the development or improvement of elementary education. The fact that research participants are elementary-school students or that research is conducted in an elementary school does not, by itself, establish relevance to JEKAS. Manuscripts should demonstrate a substantive contribution to teaching, learning, assessment, curriculum, student development, educational technology, instructional design, school management, or other strategic dimensions of elementary education. JEKAS covers, but is not limited to, the following areas:

1. Learning Innovation in Elementary Schools

Research on the design, implementation, adaptation, and evaluation of innovative teaching and learning approaches in elementary education.

This area includes innovative learning models, methods, strategies, pedagogical approaches, interdisciplinary learning, collaborative learning, inquiry-based learning, problem- and project-based learning, differentiated instruction, culturally responsive pedagogy, and other evidence-based innovations intended to improve elementary-school learning processes and outcomes.

Studies should demonstrate the pedagogical rationale and educational contribution of the innovation rather than merely reporting the application of a particular teaching method.

2. Educational Guidance and Counseling

Research addressing guidance, counseling, and student-development services relevant to elementary-school learners.

Relevant topics include academic guidance, social and emotional development, learning difficulties, student adjustment, character development, social skills, preventive and developmental counseling, school-based counseling interventions, student well-being, and collaboration among teachers, counselors, schools, and families.

Studies should maintain a clear relationship with the educational and developmental needs of elementary-school students.

3. Classroom Action Research

JEKAS welcomes Classroom Action Research (CAR/PTK) that systematically addresses authentic teaching and learning problems in elementary schools through cycles of planning, action, observation, reflection, and improvement.

CAR manuscripts should demonstrate:

a clearly identified classroom problem;
an evidence-based intervention;
systematic implementation of action and reflection cycles;
adequate evidence of changes or improvements; and
meaningful pedagogical reflection and contribution.

Manuscripts that merely report routine classroom activities or improvements in scores without adequate analysis and reflection may not be considered sufficient for publication.

4. Literacy and Numeracy in Elementary Schools

Research addressing the development, assessment, intervention, and improvement of literacy and numeracy among elementary-school students.

The scope includes reading literacy, writing literacy, mathematical literacy, numeracy, early literacy, digital literacy, information literacy, scientific literacy, financial literacy where educationally relevant, multiliteracies, literacy environments, diagnostic assessment, literacy and numeracy interventions, and strategies for addressing learning difficulties.

The journal particularly welcomes research that contributes to understanding how literacy and numeracy competencies are developed, assessed, and improved in elementary education.

5. Implementation of Educational Theory and Management in Elementary Schools

Research examining the application and development of educational theories and management practices within elementary-school contexts.

Relevant areas include educational leadership, school management, classroom management, quality assurance, teacher management and professional development, school culture, organizational effectiveness, school-community partnerships, evidence-based decision-making, and implementation of educational policies at the school level.

Management studies should demonstrate a clear contribution to the quality, effectiveness, or development of elementary education.

6. Learning Evaluation and Educational Assessment in Elementary Schools

Research addressing the evaluation and assessment of elementary-school learning processes and outcomes.

This includes:

diagnostic assessment;
formative and summative assessment;
authentic assessment;
competency-based assessment;
literacy and numeracy assessment;
development and validation of assessment instruments;
technology-enhanced assessment;
feedback practices;
learning analytics where relevant;
assessment of higher-order thinking skills; and
evaluation of educational programs and learning outcomes.

Studies involving instrument development should provide adequate evidence concerning the validity, reliability, and appropriateness of the instrument for its intended educational use.

7. Development of Learning Techniques, Models, and Learning Tools in Elementary Schools

Research focusing on the systematic development, validation, implementation, and evaluation of learning techniques, instructional models, teaching materials, modules, worksheets, assessment resources, learning media, and other instructional tools for elementary education.

The journal welcomes rigorous Research and Development (R&D), design-based research, educational design research, and other systematic development approaches.

Development studies should extend beyond product creation by providing evidence regarding the theoretical basis, validation, usability, feasibility, and/or educational contribution of the developed product.

8. Educational Technology in Elementary Schools

Research examining the pedagogically grounded design, use, implementation, and evaluation of technology in elementary education.

Relevant topics include digital learning media, multimedia learning, mobile learning, educational applications, virtual and augmented reality, gamification, learning management systems, digital learning resources, artificial intelligence in elementary education, and other emerging educational technologies.

Studies should emphasize pedagogical contribution and learning implications, rather than focusing solely on technical system development or software functionality.

9. Curriculum Evaluation and Development in Elementary Schools

Research addressing curriculum design, implementation, alignment, evaluation, development, and reform in elementary education.

This area includes curriculum relevance, competency frameworks, learning outcomes, curriculum implementation, curriculum differentiation, local and contextual curricula, curriculum innovation, curriculum policy, integration of literacy and numeracy, and curriculum responsiveness to learner and societal needs.

JEKAS welcomes studies that provide evidence-based recommendations for improving curriculum quality and implementation in elementary education.

10. Teaching and Learning in Elementary Schools

Research examining the processes, interactions, environments, and factors influencing teaching and learning in elementary schools.

Relevant areas include:

instructional practices;
teacher-student interaction;
student engagement and motivation;
conceptual understanding;
learning difficulties;
collaborative and cooperative learning;
differentiated learning;
inclusive classroom practices;
classroom learning environments;
development of cognitive, affective, and psychomotor competencies; and
other pedagogical phenomena directly related to elementary education.

Studies should provide a clear contribution to understanding or improving elementary-school teaching and learning.

11. Learning System Design in Elementary Schools

Research concerning the systematic analysis, design, development, implementation, and evaluation of learning systems for elementary education.

This includes instructional design models, learning environments, sequencing and organization of instruction, learner analysis, learning objectives, instructional strategies, assessment alignment, learning-resource integration, and systematic improvement of instructional processes.

Studies should demonstrate a coherent relationship among learning needs, instructional objectives, learning activities, assessment, and expected learning outcomes.

12. Merdeka Belajar Programs and Curriculum in Elementary Schools

Research examining the implementation, evaluation, challenges, impact, and development of Merdeka Belajar and related curriculum policies within elementary education.

Relevant areas include curriculum flexibility, student-centered learning, differentiated instruction, project-based learning, character and competency development, teacher readiness, school transformation, assessment practices, implementation of national curriculum policies, and other related initiatives.

The journal welcomes critical and evidence-based studies that examine not only program implementation but also its educational implications, effectiveness, challenges, and opportunities for improving elementary education.

Strategic Studies in Basic Education

In accordance with its identity as a Journal of Evaluation and Strategic Studies of Basic Education, JEKAS particularly encourages research that moves beyond describing educational phenomena and provides strategic insights for improving elementary education.

Strategic studies may address:

persistent problems in teaching and learning;
learning loss and achievement gaps;
literacy and numeracy challenges;
teacher competencies and professional development;
curriculum implementation;
educational technology integration;
assessment and evaluation systems;
inclusive and equitable education;
student development and well-being;
school leadership and management;
educational policy implementation; and
emerging challenges affecting elementary education.

Strategic studies should ideally provide evidence-based analysis, implications, or recommendations relevant to teachers, schools, educational institutions, policymakers, or other stakeholders in elementary education.

Types of Manuscripts

JEKAS welcomes high-quality manuscripts employing quantitative, qualitative, mixed-methods, experimental and quasi-experimental designs, Classroom Action Research (CAR/PTK), Research and Development (R&D), design-based research, educational evaluation, case studies, systematic literature reviews, meta-analyses, and other rigorous approaches appropriate to research in elementary education.

Conceptual and theoretical manuscripts may also be considered when they provide a substantial and clearly articulated contribution to theories, policies, strategies, or practices in basic education.

Review manuscripts should employ a systematic and transparent approach to literature identification, selection, analysis, and synthesis. Purely descriptive literature summaries without a clear review method and scholarly contribution are generally not considered sufficient.

Scope Boundaries

To maintain a clear scholarly identity, JEKAS generally does not consider manuscripts that:

involve elementary-school students merely as research participants without a substantive contribution to elementary education;
focus primarily on general psychology, sociology, health, medicine, economics, linguistics, sports science, computer science, or other disciplines without a clear educational and pedagogical dimension;
examine children's health, physical conditions, clinical problems, or psychological conditions without a substantive relationship to teaching, learning, counseling, student development, or school-based educational intervention;
focus primarily on software engineering, algorithms, or technical system performance without a clear contribution to elementary-school teaching or learning;
report community-service activities (pengabdian kepada masyarakat) without a systematic research design and identifiable contribution to educational knowledge;
merely describe the implementation of a learning model, media, application, or educational program without adequate theoretical grounding, systematic analysis, or scholarly contribution;
present routine Classroom Action Research without adequate cycles, evidence, reflection, and pedagogical contribution;
report development of learning products without adequate validation and evaluation;
focus predominantly on secondary, vocational, or higher education without a substantive connection to elementary/basic education; or
fall outside the broader domains of evaluation, innovation, development, teaching and learning, and strategic studies of elementary education.

A study conducted in an elementary school is therefore not automatically within the scope of JEKAS. The research problem, theoretical framework, methodology, findings, and primary scholarly contribution must substantively address elementary education.

Editorial Scope Principle

For the purpose of initial editorial screening, a manuscript is considered within the scope of JEKAS when its primary research question and scholarly contribution clearly address the improvement, evaluation, understanding, or strategic development of elementary education.

Priority is given to manuscripts contributing to one or more of the following:

teaching and learning; learning innovation; literacy and numeracy; educational assessment; curriculum; instructional design; educational technology; guidance and counseling; classroom improvement; school management; or strategic educational development.

Through this scope, JEKAS seeks to contribute to understanding how elementary education can be designed, implemented, evaluated, improved, and strategically developed based on rigorous research and evidence-informed educational practices.