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Submission Preparation Checklist

As part of the submission process, authors are required to check off their submission's compliance with all of the following items, and submissions may be returned to authors that do not adhere to these guidelines.
  • The submission has not been previously published, nor is it before another journal for consideration (or an explanation has been provided in Comments to the Editor).
  • The submission file is in OpenOffice, Microsoft Word, or RTF document file format.
  • Where available, URLs for the references have been provided.
  • The text is single-spaced; uses a 12-point font; employs italics, rather than underlining (except with URL addresses); and all illustrations, figures, and tables are placed within the text at the appropriate points, rather than at the end.
  • The text adheres to the stylistic and bibliographic requirements outlined in the Author Guidelines.

Author Guidelines

Blind Peer Review Guidelines  This OPEN ACCESS journal ensures a double-blind review for every submitted manuscript. In the review process, this journal conceals the identity of the reviewer and the author and vice versa.

 The title of the article in this journal

(Lower case, TNR, 13pt Bold, Space 1, left alignment)

Author’s Name[1], Author’s Name[2], Author’s Name[3]

(Capitalize, Times New Roman, 11pt Bold, left alignment)

 Abstract: Abstract clearly describes the content of the article. It includes the aims of the research, methods, and findings. It is also suggested to highlight the research problem in the first paragraphs, conclusion, and implication of the research. The abstract is written in normal font and not more than 250 words. The font used for the abstract is Times New Roman 11 pts with 1 spacing. The abstract must be in English. The terms or words in English or other foreign languages should be italic if it is in Bahasa.

Keywords: Abstract guideline, Conceptual understanding, Mathematics (Italic, 3-5 words)

Introduction ← 12pt, Times New Roman bold

(11,5 pt Times New Roman; space 1.125)

International Journal of Education and Humanities (IJEH) is a scientific, peer-reviewed, and open-access journal which publishes scholarly articles in the education field. The articles must be 10-20 pages, including references and an appendix (if any). In a specific case, it could be more than 20 pages. For example, the article has over five pages for reference. The articles published can be research articles (first priority) and library research (limited number).

Methods ← 12pts, Times New Roman bold

(11,5 pt Times New Roman; space 1.125)

This part addresses the methods employed in the research. It includes types of research (classroom action research, design research, etc.), research subjects, research instruments (developed by the researcher/s or adapting the existing instrument), data sources, data collections, and data analysis. The author(s) must pay careful attention to the data analysis since it is not just a general step. For example, the author(s) state that the data was analyzed through four steps; reducing data, displaying data, making an inference, and verifying. The four steps must be operationally elaborated, referring to what the author(s) did in the research.  

Figures, graphs, tables, and equation

The figures must be arranged as in the example below.

Figure 1. Attached figure in an article

The graphs must be in the following format

Graph 1. Attached graph format

The equations must use equation features in Microsoft Word, not an image.

The tables must be written in spaces 1 and 11 pts. The table format used in this journal article is as below.

Findings and Discussion ← 12pts, Times New Roman bold

(11,5 pts Times New Roman; space 1.125)

This part includes three major points, i.e., representative or selected research data that support main findings, research findings, and the discussion or a depth-analysis.  For example, if the research was about students’ problem-solving of non-routine mathematics tasks, then the authors should present selected data on students’ work, explain the findings drawn from the presented data, and follow by a thorough analysis of the findings. Some questions to help make the analysis are: Why are the findings? How do the findings solve the identified research problems or answer the proposed research questions?   How do the findings relate to prior studies or the body of knowledge?  How do the findings imply mathematics teaching and learning theoretically or empirically? The discussion or analysis of the findings is not enough to just state that it relates to prior studies.  This part ends with suggestions for further research.

Conclusion ← 12 pts, Times New Roman bold

(11,5 pts Times New Roman; space 1.125)

The conclusion answers the research hypothesis or purpose. It is not the replication of findings and discussion but a sharp highlight of the findings which refer to research purposes. The conclusion is written as a descriptive paragraph (one to three), not numbering.

Acknowledgment ← 12pts, Times New Roman bold

(11pts, Times New Roman, space 1.125)

Acknowledgment is optional. The author/s is encouraged to acknowledge any parties contributing to the research. It is not the same as a dedication chapter in a thesis/dissertation. 

References ← 12 pts, Times New Roman bold

(10.5 pts, Times New Roman, space 1)

The guideline for the references is as follows.

  • References must be the same as citations.
  • Minimum 15 references for each article, 80% of them are primary references such as journal articles, conference proceedings, and thesis/dissertation.
  • The references must last 10 years.
  • The authors are highly encouraged to use reference managers such as Mendeley, Zotero, EndNote, and others.
  • The references apply to APA 6th Edition (American Psychological Association). Further read about APA is available here.

Examples of references and citation

More than three authors

First citation ???? (Bishop, FitzSimons, Seah, & Clarkson, 1999) or Bishop, FitzSimons, Seah, & Clarkson (1999)

After the first citation ???? (Bishop et al., 1999) or Bishop et al. (1999)

Bishop, A., FitzSimons, G., Seah, W. T., & Clarkson, P. (1999). Values in mathematics education: Making values teaching explicit in the mathematics classroom. Paper presented at the AARE Annual Conference, Melbourne. 

Conference Proceedings

Citation ???? (Clark, 2011) or Clark (2011)

Clark, K.M. (2011). Voices from the field: incorporating the history of mathematics in teaching. Proceedings of the Seventh Congress of the European Society for Research in Mathematics Education (7th CERME), Rzeszow – Poland, 1640-1649.

Translated Books

First citation ???? (Marks, Hiatt, & Neufeld, 1985) or Marks, Hiatt dan Neufeld (1985)

After first citation ???? (Marks et al., 1985) atau Marks et al. (1985)

Marks, J.L., Hiatt, A.A.  & Neufeld, E.M. (1985). Metode mengajar matematika untuk sekolah dasar (Terjemahan oleh Bambang Sumantri). Jakarta, Indonesia: Penerbit Erlangga.

Books with Editor/s

Fauvel, J., & Maanen, J. Y. (Eds.). (2000). History in mathematics education: The ICMI study. Dordrecht, Netherland: Kluwer Academic Publishers.

Books with Three Authors

Riedesel, C.A., Schwartz, J.E. & Clements, D.H. (1996). Teaching elementary school mathematics. Boston, USA: Allyn & Bacon.

Book Chapters

Tzanakis, C., & Arcavi, A. (2000). Integrating history of mathematics in the classroom: An analytic survey. In J. Fauvel, & J. van Maanen (Eds.), History in mathematics education (pp. 201–240). The ICMI Study. Dordrecht: Kluwer Academic Publishers.

Web Articles

Fauvel, J. (2000). The role of history of mathematics within a university mathematics curriculum for the 21st century. Retrieved from

Hughes, B. (2011, August). Completing the Square- Quadratic using addition. Retrieved from

History of Mathematics. (t.t). in Wikipedia. Retrieved from

Muhammad ibn Musa al-Khwarizmi. (t.t). in Wikipedia. Retrieved from

O'Connor, J.J. & Robertson, E.F. (1999, July). Abu Ja'far Muhammad ibn Musa Al-Khwarizmi. Retrieved from

Journal with Online Access

Goodwin, D.M. (2010). The importance of mathematics teachers knowing their mathematics history. The Journal for Liberal Art and Science, 14(2), 86-90. Retrieved from

Panasuk, R.M & Horton, L.B. (2012). Integrating history of mathematics into curriculum: what are the chances and constraints? IEJME, 7(1), 3-20. Retrieved from

Journal with DOI

Jankvist, U.Th. (2009b). A categorization of the ‘whys‘ and ‘hows‘ of using history in mathematics education. Educational Studies in Mathematics, 71(3), 235-261. Doi:10.1007/s10649-008-9174-9

Sembiring, R.K., Hadi, S., & Dolk, M. (2008). Reforming mathematics learning in Indonesian classroom through RME. ZDM, 40(6), 927-939. Doi: 10.1007/s11858-008-0125-9


Jankvist, U.Th. (2009a). Using history as a goal in mathematics education (Master thesis). Retrieved from

Conference/Seminary Papers

Lawrence, S. (2008). History of mathematics making its way through the teacher networks: professional learning environment and the history of mathematics in the mathematics curriculum. Paper presented at 10th ICME, Mexico.

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