Please prepare your manuscript before submission, using the following guidelines and JPTK Template to download the article template:
Article files should be provided in Microsoft Word format. We currently do not accept other formats, such as LaTex or PDF files.
Articles should be between 8-12 pages, including references. A maximum of 4 pages long appendices are allowed.
Body of articles should be organized (at least) into the IMRaD structure as follow;
A title of 14 (fourteen) words maximum should be provided.
All contributing authors’ names should be added, and their names arranged in the correct order for publication. A correct email address should be supplied only by the first author. The full name of each author must be present in the exact format they should appear for publication, including or exclude any middle names or initials as required The affiliation of each contributing author should be correct on their individual author name.
Biographies and Acknowledgments
Authors who wish to include these items should save them together in the MS Word file to be uploaded with the submission. If they are to be included, a brief professional biography of 100 words maximum should be supplied for each named author.
Authors must declare all sources of external research funding in their article and a statement to this effect should appear in the Acknowledgements section.
Authors must supply a structured abstract in their submission, which includes:
- Research limitations/implications
- Practical implications
- Social implications
A maximum of 250 words in total excluding keywords.
Authors should provide appropriate and short keywords that encapsulate the principal topics of the paper. The maximum number of keywords are 5 (five) words.
Authors must categorize their paper as part of the article information. The category which most closely describes their paper should be selected from the list below.
- Research paper. This category covers papers which report on any type of research undertaken by the authors. The research may involve the construction or testing of a model or framework, action research, testing of data, market research or surveys, empirical, scientific or laboratory research.
- Technical paper. Describes and evaluates technical products, processes or services.
- Conceptual paper. These papers will not be based on research but will develop hypotheses. The papers are likely to be discursive and will cover philosophical discussions and comparative studies of others' work and thinking.
- Case study. Case studies describe actual interventions or experiences within organizations. They may well be subjective and will not generally report on research. A description of a legal case or a hypothetical case study used as a teaching exercise would also fit into this category.
- Literature review. It is expected that all types of paper cite any relevant literature so this category should only be used if the main purpose of the paper is to annotate and/or critique the literature in a particular subject area. It may be a selective bibliography providing advice on information sources or it may be comprehensive in that the paper's aim is to cover the main contributors to the development of a topic and explore their different views.
- General review. This category covers those papers which provide an overview or historical examination of some concept, technique or phenomenon. The papers are likely to be more descriptive or instructional than discursive.
Headings must be concise, with a clear indication of the distinction between the hierarchy of headings. The format is provided in the article's template.
Notes or Endnotes should be used only if absolutely necessary and must be identified in the text by consecutive numbers, enclosed in square brackets and listed at the end of the article.
All Figures (charts, diagrams, line drawings, web pages/screenshots, and photographic images) should be submitted in electronic form. All Figures should be of high quality, legible and numbered consecutively with Arabic numerals. Graphics may be supplied in color to facilitate their appearance on the online database. Figures created in MS Word, MS PowerPoint, MS Excel should be supplied in their native formats. Electronic figures created in other applications should be copied from the origination software and pasted into MS Word template document. Photographic images should be inserted in the main body of the article and of high quality.
Tables should be typed and included in the main body of the article. The position of tables should be inserted in the text as close to the point of reference as possible. Ensure that any superscripts or asterisks are shown next to the relevant items and have corresponding explanations displayed as footnotes to the table, figure or plate.
JPTK prefers articles which refer mainly to journal articles, research reports, and conference proceedings, rather than rely heavily on textbooks or handbooks to demonstrate articles' novelty in the subject discussed. The use of Mendeley as a tool in referencing is preferable and encouraged. References should be carefully checked for completeness, accuracy, and consistency.
Author(s) should cite publications in the text following the APA 6 citation style. At the end of the paper, a reference list in alphabetical order should be supplied as follows:
(Author books same as publishers)
American Psychological Association. (2010). Publication manual of the American Psychological Association (6 ed.). Washington, DC: Author.
Bransford, J. D., Brown, A. L., & Cocking, R. R. (2005). How people learn: Brain, mind, experience and school Retrieved from https://www.nap.edu/catalog/9853/how-people-learn-brain-mind-experience-and-school-expanded-edition
Child Protection Act 1999 (Qld), s.5
(many author aritcles)
Fuchs, L. S., Fuchs, D., Kazdan, S., Karns, K., Calhoon, M. B., Hamlett, C. L., & Hewlett, S. (2000). Effects of workgroup structure and size on student productivity during collaborative work on complex tasks. The Elementary School Journal, 100(3), 183-212. doi: 10.2307/1002151
Janssen, J., Kirschner, F., Erkens, G., Kirschner, P. A., & Paas, F. (2010). Making the black box of collaborative learning transparent: Combining process-oriented and cognitive load approaches. Educational Psychology Review, 22(2), 139-154. doi: 10.1007/s10648-010-9131-x
Madya, S. (2011). Teori dan praktik penelitian tindakan (action research). Bandung: Alfabeta.
Nurgiyantoro, B., & Efendi, A. (2013). Prioritas penentuan nilai pendidikan karakter dalam pembelajaran sastra remaja. Cakrawala Pendidikan, XXXII(3), 382-393. doi: 10.21831/cp.v3i3.1626
NCTM. (2000). Principles and standards for school mathematics. Reston, VA: Author.
Permendiknas 2009 No. 22, Kompetensi Dasar Pendidikan Pancasila dan Kewarganegaraan Sekolah Dasar Kelas I-VI.
Purdue Online Writing Lab. (27/03/2015). APA Style. Reference list: Electronic sources (web publications). Retrieved 12 March, 2017, from https://owl.english.purdue.edu/owl/resource/560/10/
Retnowati, E. (2012, 24-27 November). Learning mathematics collaboratively or individually. Paper presented at the The 2nd International Conference of STEM in Education, Beijing Normal University, China. Retrieved from http://stem2012.bnu.edu.cn/data/short%20paper/stem2012_88.pdf.
(edited book four editor)
Ritter, F. E., Nerb, J., Lehtinen, E., & O'Shea, T. M. (Eds.). (2007). In order to learn: how the sequence of topics influences learning. New York, NY: Oxford University Press.
Sahlberg, P. (2012). The most wanted: Teachers and teacher education in Finland. In L. Darling-Hammond & A. Lieberman (Eds.), Teacher education around the world: changing policies and practices. London: Routledge.
(book one author)
Schunk, D. H. (2012a). Learning theories an educational perspective. Boston, MA: Pearson Education, Inc.
Schunk, D. H. (2012b). Learning theories an educational perspective (E. Hamdiah & R. Fajar, Trans.). Yogyakarta: Pustaka Pelajar. (Original work published 2012).
(three author journal articles)
Thomas-Hunt, M. C., Ogden, T. Y., & Neale, M. A. (2003). Who's really Sharing? effects of social and expert status on knowledge exchange within groups. Management Science, 49(4), 464-477. doi: 10.2307/4133951
(edited book two editor)
Tobias, S., & Duffy, T. M. (Eds.). (2009). Constructivist instruction: Success or failure? New York, NY: Routledge.