Focus & Scope

Aim and Objectives

Ibtida: Jurnal Pendidikan Dasar is a peer-reviewed, open-access scholarly journal published semiannually in February and August by the Graduate Program of Madrasah Ibtidaiyah Teacher Education (Program Magister Pendidikan Guru Madrasah Ibtidaiyah / PGMI), Faculty of Tarbiyah and Teacher Training, Universitas Islam Darussalam (UID) Ciamis, West Java, Indonesia.

The journal aims to provide an international academic forum for scholars, educational researchers, teacher educators, and elementary school practitioners to disseminate cutting-edge empirical research, theoretical insights, and innovative instructional models in the field of Primary and Elementary Education (encompassing Madrasah Ibtidaiyah / MI and Sekolah Dasar / SD).

Focus

Ibtida focuses on the critical examination, advancement, and dissemination of theoretical and applied knowledge in primary education. The journal promotes scholarship bridging foundational pedagogical theories with classroom practice, innovative learning media, curriculum design, child psychological development, and teacher professional development within Islamic and general elementary schooling contexts.

Scope and Thematic Areas

The journal invites original empirical research articles, rigorous conceptual frameworks, and in-depth educational studies covering, but not limited to, the following core areas:

Primary Subject Didactics and Pedagogy: Innovative learning models, teaching strategies, and assessment across foundational subjects in elementary schools (Islamic Religious Education, Mathematics, Natural Sciences, Social Sciences, Civics, Indonesian Language, and Foreign Languages for Young Learners).
Curriculum Development and Instructional Design: Integrated curricula, thematic learning, differentiated instruction, character education, and the integration of Islamic/local values into primary education curricula.
Child Development and Educational Psychology: Cognitive, emotional, social, moral-spiritual, and motor development of elementary school children; child-centered learning; and educational guidance and counseling.
Educational Technology and Learning Media: Development and evaluation of digital learning media, instructional technology, interactive multimedia, and gamification for primary classrooms.
Elementary Teacher Professional Development: Pre-service and in-service teacher education (PGMI/PGSD), pedagogical content knowledge (PCK), teacher competence, and reflective teaching practices.
Inclusive and Special Needs Education in Primary Schools: Inclusive classroom management, adaptive learning strategies, and educational support for exceptional and diverse learners in basic education.
Management and Leadership in Primary Education: Institutional governance, school culture, community-school partnerships, and educational policy implementation in elementary schools and madrasahs.

Editorial and Review Policies

Methodological Rigor: Empirical submissions must employ sound, transparent research designs (quantitative, qualitative, mixed-methods, design-based research [DBR], or Classroom Action Research [CAR] with strong theoretical contributions and generalizability). Conceptual manuscripts must demonstrate robust critical argumentation and analytical depth.
Originality & Scholarly Gap: All submissions must articulate a clear research problem, substantial engagement with contemporary literature, and actionable implications for elementary pedagogical practice and policy.
Peer Review: Every submitted manuscript undergoes an initial desk screening followed by a rigorous double-blind peer review by qualified subject-matter experts to ensure scientific integrity and scholarly quality.