Aims And Scope

Journal of Innovation, Evaluation and Development of Learning (JIEPP) is a peer-reviewed academic journal that publishes original and scholarly works addressing the innovation, evaluation, design, development, implementation, and improvement of learning and educational practices across different levels and contexts of education.

JIEPP aims to provide a scholarly platform for researchers, academics, teachers, educational practitioners, and policymakers to disseminate empirical studies, theoretical and conceptual analyses, development studies, and evidence-based practices that contribute to improving the quality, effectiveness, accessibility, and sustainability of teaching, learning, assessment, and educational systems.

The journal particularly welcomes studies that demonstrate a clear educational problem, appropriate theoretical or conceptual grounding, methodological rigor, and a meaningful contribution to the development or improvement of educational practice and knowledge. The use of a particular technology, model, method, or educational program alone is not sufficient; manuscripts should clearly demonstrate their relevance and contribution to learning, instruction, assessment, curriculum, educational management, or educational development.

JIEPP covers, but is not limited to, the following areas:

1. Learning Innovation and Instructional Strategies

Research on the design, implementation, adaptation, and evaluation of innovative teaching and learning strategies, models, methods, and approaches aimed at improving learning processes and outcomes.

2. Educational Technology and Digital Learning

Studies examining the pedagogical design, development, implementation, and evaluation of educational technologies, digital media, learning platforms, virtual environments, and technology-supported learning.

3. Artificial Intelligence in Education (AI for Teaching, Learning, and Assessment)

Research investigating the responsible and pedagogically grounded application of artificial intelligence, generative AI, intelligent tutoring systems, adaptive learning, learning analytics, and AI-supported tools for teaching, learning, feedback, and educational assessment.

Studies in this area should emphasize educational and pedagogical contributions, rather than focusing solely on the technical performance or development of AI systems.

4. Curriculum Development and Evaluation

Research addressing curriculum design, implementation, development, alignment, evaluation, and reform, including studies examining curriculum relevance, learning outcomes, competency frameworks, and curriculum responsiveness to educational and societal needs.

5. Educational Management and Policy

Studies related to educational leadership, institutional management, quality assurance, educational governance, policy implementation and evaluation, school or higher education management, and evidence-based decision-making that directly contributes to improving educational processes and outcomes.

6. Learning Evaluation and Educational Assessment

Research on assessment and evaluation of learning processes and outcomes, including formative and summative assessment, diagnostic assessment, authentic assessment, competency assessment, assessment instruments, measurement models, feedback practices, and technology-enhanced assessment.

7. Instructional Design and Learning System Development

Studies concerning the systematic analysis, design, development, implementation, and evaluation of instructional systems, learning environments, instructional materials, learning media, modules, and other educational resources based on established instructional design principles and theories.

8. Classroom Action Research in Education

Classroom Action Research (CAR) addressing authentic educational problems through systematic cycles of planning, action, observation, reflection, and improvement.

CAR manuscripts should provide evidence of systematic improvement, reflective practice, and educational contribution, rather than merely reporting routine classroom interventions.

9. Implementation of Independent Learning Programs (Merdeka Belajar)

Research examining the implementation, evaluation, impact, challenges, and development of Merdeka Belajar policies and programs across educational levels, including curriculum flexibility, student-centered learning, experiential learning, institutional transformation, and other related educational initiatives.

10. Research Findings in the Field of Education

Original empirical, theoretical, or development-oriented research addressing significant educational issues and contributing to the advancement of educational knowledge, policy, or practice.

Studies submitted under this scope must demonstrate a clear connection to learning, teaching, assessment, curriculum, educational technology, educational management, or educational development. Research situated in an educational setting but lacking a substantive educational contribution is outside the journal's scope.

11. Digital Learning Environment and Online Learning

Research on the design, implementation, interaction, engagement, accessibility, effectiveness, and evaluation of online, blended, hybrid, mobile, and digitally mediated learning environments, including learning management systems, virtual classrooms, and emerging digital learning ecosystems.

Types of Manuscripts

JIEPP welcomes high-quality manuscripts employing quantitative, qualitative, mixed-methods, research and development (R&D), design-based research, classroom action research, systematic reviews, meta-analyses, and other rigorous research approaches relevant to the journal's aims and scope.

Conceptual and theoretical manuscripts may also be considered when they provide a substantial contribution to the advancement of educational theory, policy, research, or practice.

Scope Boundaries

To maintain the journal's scholarly focus, JIEPP generally does not consider manuscripts that:

  • merely describe the use of a teaching method, media, application, or technology without sufficient theoretical grounding or educational contribution;
  • focus primarily on software engineering, information systems, algorithms, or technical system performance without a clear pedagogical or educational dimension;
  • report general psychological, sociological, economic, health, linguistic, or management phenomena without a substantive connection to education and learning;
  • present community service activities (pengabdian kepada masyarakat) without a systematic research design and a clear contribution to educational knowledge;
  • report routine classroom activities without adequate analysis, reflection, methodological rigor, or scholarly contribution; or
  • fall outside the broader domains of learning innovation, evaluation, and educational development.

Through this scope, JIEPP seeks to advance scholarly discussion and evidence-based practices concerning how learning is designed, implemented, evaluated, improved, and transformed in response to contemporary educational needs and emerging developments.