Author Guidelines
International Journal of Education and Humanities (IJEH) EISSN: 27985768

DoubleBlind Peer Review Guidelines This OPEN ACCESS journal ensures a doubleblind review for every submitted manuscript. It means that in the review process, this journal conceals both the identity of the reviewer and the author and vice versa.
The title of 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 describes clearly the content of the article. It includes the aims of research, methods, and the findings. It is also suggested to highlight the research problem in the first paragraphs, conclusion, and implication of the research. Abstract is written in normal font and not more than 250 words. The font used for abstract is Times New Roman 11 pts with 1 spacing. Abstract must be in Bahasa and English. If it is in Bahasa, the terms or words in English or other foreign languages should be italic.
Keywords: Abstract guideline, Conceptual understanding, Mathematics (Italic, 35 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, peerreviewed, and open access journal which publishes scholarly articles in education field. The articles must be 1020 pages including references and appendix (if any). In a specific case, it could be more than 20 pages, for example the article has over 5 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 adapt 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 verification. The four steps are required to 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 article
The graphs must be like 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 space 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 which support main findings, research findings, and the discussion or a depthanalysis of the findings. For example, if the research was about students’ problem solving of nonroutine mathematics tasks then the authors should present selected data on students’ work, explain the findings drawn from the presented data, and following by a thorough analysis of the findings. Some questions to help making the analysis are: Why are that 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)
Conclusion answers the research hypothesis or purposes. It is not the replication of findings and discussion but a sharp highlight of the findings which refer to research purposes. Conclusion is written in the form of a descriptive paragraph (one to three paragraphs), 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 that give contribution 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)
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 be last 10 years
 The authors are highly encouraged to use reference manager such as Mendeley, Zotero, EndNote, and others
 The references apply APA 6^{th} Edition (American Psychological Association). Further read about APA is available here
Examples of references and citation
More than 3 authors
First citation ???? (Bishop, FitzSimons, Seah, & Clarkson, 1999) or Bishop, FitzSimons, Seah, & Clarkson (1999)
After first citation ???? (Bishop et al., 1999) atau 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 history of mathematics in teaching. Proceedings of the Seventh Congress of the European Society for Research in Mathematics Education (7^{th} CERME), Rzeszow – Poland, 16401649.
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 21^{st} century. Retrieved from http://www.bham.ac.uk/ctimath/talum/newsletter
Hughes, B. (2011, August). Completing the Square Quadratic using addition. Retrieved from http://www.maa.org/press/periodicals/convergence/completingthesquarequadraticsusingaddition
History of Mathematics. (t.t). in Wikipedia. Retrieved from https://en.wikipedia.org/wiki/History_of_Mathematics
Muhammad ibn Musa alKhwarizmi. (t.t). in Wikipedia. Retrieved from https://en.wikipedia.org/wiki/Muhammad_ibn_Musa_alKhwarizmi
O'Connor, J.J. & Robertson, E.F. (1999, July). Abu Ja'far Muhammad ibn Musa AlKhwarizmi. Retrieved from http://wwwhistory.mcs.stand.ac.uk/history/Biographies/AlKhwarizmi.html
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), 8690. Retrieved from http://www.oak.edu/academics/schoolartssciencesjlasarchive.php#Fa2010
Panasuk, R.M & Horton, L.B. (2012). Integrating history of mathematics into curriculum: what are the chances and constraints? IEJME, 7(1), 320. Retrieved from http://www.iejme.com/makale/284
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), 235261. Doi:10.1007/s1064900891749
Sembiring, R.K., Hadi, S., & Dolk, M. (2008). Reforming mathematics learning in Indonesian classroom through RME. ZDM, 40(6), 927939. Doi: 10.1007/s1185800801259
Thesis/Dissertation
Jankvist, U.Th. (2009a). Using history as a goal in mathematics education (Master thesis). Retrieved from http://milne.ruc.dk/imfufatekster/pdf/464.pdf
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 a mathematics curriculum. Paper presented at 10^{th} ICME, Mexico.