Author Guidelines

(Update on June 23, 2020)

 Carefully read the submission guidelines as follows:


  1. Manuscripts must be original, have not been published previously in any scientific journal, that manuscripts are not being submitted for publication elsewhere, and will not be submitted to any media during the review process, unless the authors have officially withdrawn the manuscripts from IJSR. IJSR uses Similarity Check powered by Turnitin to prevent any suspected plagiarism in the manuscripts. Authors are expected to explicitly cite others' work and ideas, even if the work or ideas are not quoted verbatim or paraphrased. This standard applies whether the previous work is published, unpublished, or electronically available. Failure to properly cite the work of others may constitute plagiarism. Plagiarism in all its forms constitutes unethical publishing behaviour and is unacceptable. IJSR applies a minimum standard of similarity score of the manuscript under 25%. If the manuscript performs above 25%, the article should be revised or rejected. 
  2. Manuscripts submitted are research topics which have not conflict with social science research.
  3. Manuscripts encompass a broad range of research topics in Social research: education, law, economy, and social humanities.
  4. The journal is published 3 (three) times a year, i.e. April, August, and December.


  1. Manuscripts are written in English and use standard scientific usage.
  2. Manuscripts should be prepared in Microsoft Word format, except for Graphs using Microsoft Excel program and Figures using JPEG or PDF format.
  3. Manuscripts should be typed using Times New Roman fonts at 12 points. Manuscripts should be typed single-spaced throughout the paper, including abstract, body of the document, references, appendixes, tables, and figures. For title, 14 pt, uppercase letters bolded and centered.
  4. Manuscripts are prepared in A4 paper, margins on all four sides are 2.54 cm. The length of submitted paper is at least 5 pages and no more than 16 pages; use of a tool such as Mendeley,  Zotero  or EndNote for reference management and formatting, and choose APA style (Publication Manual of the American Psychological Association, 6th edition, 2010).
  5. It is essential that you follow every detail of the IJSR template. Please try to follow the template as closely as possible.
  6. The title of paper is max 10 words, without Acronym or abbreviation. The Abstract (MAX 200-250 WORDS) should be informative and completely self-explanatory (no citation in abstract), provide a clear statement of the problem, the proposed approach or solution, and point out major findings and conclusions.
  7. Manuscripts content should be arranged as the following order: Title, Name of the author(s) and their institutions, Abstract, Introduction, Methods, Results and Discussion, Conclusion, Acknowledgment (if any), References.
  8. Introduction section: explain the context of the study and state the precise objective. An Introduction should contain the following three parts:
    - Background: Authors have to make clear what the context is. Ideally, authors should give an idea of the state-of-the art of the field the report is about.
    - The Problem: If there was no problem, there would be no reason for writing a manuscript, and definitely no reason for reading it. So, please tell readers why they should proceed reading. Experience shows that for this part a few lines are often sufficient.
    - The Proposed Solution: Now and only now! - authors may outline the contribution of the manuscript. Here authors have to make sure readers point out what are the novel aspects of authors work. Authors should place the paper in proper context by citing relevant papers.
  9. Method section: the presentation of the experimental methods should be clear and complete in every detail facilitating reproducibility by other scientists.
  10. Results and discussion section: The presentation of results should be simple and straightforward in style. This section report the most important findings, including results of statistical analyses as appropriate and comparisons to other research results. Results given in figures should not be repeated in tables. This is where the author(s) should explain in words what he/she/they discovered in the research. It should be clearly laid out and in a logical sequence. This section should be supported suitable references.
  11. Conclusion section: Summarize sentences the primary outcomes of the study in a paragraph. Are the claims in this section supported by the results, do they seem reasonable? Have the authors indicated how the results relate to expectations and to earlier research? Does the article support or contradict previous theories? Does the conclusion explain how the research has moved the body of scientific knowledge forward?
  12. We will usually expect a minimum of 25 references primarily to journal papers, depending on the length of the paper. Citations of textbooks should be used very rarely. All cited papers should be referenced within the text of the manuscript.
  13. Figures and Tables should be referenced in the text. Author also must explain what the reader should look for when using the table or figure. Focus only on the important point the reader should draw from them, and leave the details for the reader to examine on her own.
  14. Figures:
    All figures appearing in article must be numbered in the order that they appear in the text.
    b.    Each figure must have a caption fully explaining the content
    c.    Figure captions are presented as a paragraph starting with the figure number i.e. Figure 1, Figure 2, etc.
    d.    Figure captions appear below the figure
    e.    Each figure must be fully cited if taken from another article
    f.    all figures must be referred to in the body of the article

    a.    Material that is tabular in nature must appear in a numbered captioned table.
    b.    All tables appearing in article must be numbered in the order that they appear in the text.
    c.    Each table must have a caption fully explaining the content with the table number  i.e. Table 1, Table 2, etc.
    d.    Each column must have a clear and concise heading
    e.    Tables are to be presented with single horizontal line under: the table caption, the column headings and at the end of the table.
    f.    All tables must be referred to in the body of the article
    g.    Each table must be fully cited if taken from another article
  15. Each citation should be written in the order of appearance in the text. Citations and references must sequential

Example of article structure :

Subdivision - numbered sections 
Divide your article into clearly defined and numbered sections. Subsections should be numbered 1.1 (then 1.1.1, 1.1.2, ...), 1.2, etc. (the abstract is not included in section numbering). Use this numbering also for internal cross-referencing: do not just refer to 'the text'. Any subsection may be given a brief heading. Each heading should appear on its own separate line.


         The introduction should briefly place the study in a broad context and highlight why it is important. It should define the purpose of the work and its significance. The current state of the research field should be reviewed carefully and key publications cited. Please highlight controversial and diverging hypotheses when necessary. Finally, briefly mention the main aim of the work and highlight the principal conclusions. As far as possible, please keep the introduction comprehensible to scientists outside your particular field of research. References should be cited as (Robo (2014), (Skidmore, 2004; McConkey & Mariga, 2011; Rose & Howley, 2007), (Anders et al., 2011). See the end of the document for further details on references.

1.1. Sub Heading 1

         Online learning emphasizes Internet-based courses offered synchronously and asynchronously. Synchronous is a form of learning with direct interactions between students and teachers at the same time using online forms such as conferences and online chat.

1.1.1. Sub Heading 2

          The transition of instructional methods that have been through face-to-face directly in schools forces the school to follow the flow so that learning can take place with complex limitations.


          Methods should be described with sufficient details to allow others to replicate and build on published results. Please note that publication of your manuscript implicates that you must make all materials, data, computer code, and protocols associated with the publication available to readers. Please disclose at the submission stage any restrictions on the availability of materials or information. New methods and protocols should be described in detail while well-established methods can be briefly described and appropriately cited.Research manuscripts reporting large datasets that are deposited in a publicly available database should specify where the data have been deposited and provide the relevant accession numbers. If the accession numbers have not yet been obtained at the time of submission, please state that they will be provided during review. They must be provided prior to publication.


3.1. Result

         Results section is provided prior to the discussion section. Each section stands alone as a subtitle. The findings and discussion should be written in not less than 60% of the entire body of the manuscript.

3.2. Discussion

          The discussion section is intended to interpret the findings of the study in accordance with the theories used and not merely describe the founding. The discussion must be enriched by referring to the results of previous studies that have been published in scientific journals.


         A conclusion is not merely a re-statement of the data or findings, but a synthesis of key points and, as mentioned in the “Introduction” which eventually produces the & quot; Results and Discussion & quot; chapter so that there is compatibility. In addition, the prospects for developing research results and the prospects for future research applications (based on results and discussion) can also be added.


          This section displays authors appreciation to sponsors, fund donors, resource persons, or parties who have an important role in conducting research.


 List of References shall be arranged in alphabetical order of last name of first-named author for with more than one author. Do not number them. Please refer and follow the APA Style 6th ed (

For some examples:

 Text Book

1. One editor

Mitchell, D. R. (2008). What really works in special and inclusive education: using evidence-based teaching strategies. London ; New York: Routledge.

2. Two or more editors

Armstrong, A. C., Armstrong, D., & Spandagou, I. (2010). Inclusive education: international policy and practice. Los Angeles: SAGE.

3. Book Section

Effendi, S. (1982). Unsur-unsur penelitian ilmiah. Dalam Masri, S (Ed.). Metode penelitian survei. Jakarta: LP3ES.

4. Online journal

Rohmah, I. (2017). Classroom Interaction in English Language Class for Students of Economics Education. Arab World English Journal, 8(2), 192–207.

5. Journal with 2 or more authors

Caldarella, P., Sabey, C. V., & Griffin, A. A. (2017). The effects of a buddy bench on elementary students solitary behavior during recess. Lnternational Electronic Journal of Elementary Education, 10(1), 27–36.

6. Journal with six or more authors

Wolchik, S. A., West, S. G., Sandler, I. N., Tein, J., Coatsworth, D., Lengua, L., et al. (2000). An experimental evaluation of theorybased mother and mother-child programs for children of divorce. Journal of Consulting and Clinical Psychology, 68(5), 843-856.

7. National Newspaper

Nadhir, M. (2017, November 10). (if online, add the website address)

8. Tesis/Dissertation

Rasmitadila. (2015). Instructional Interaction in Inclusive Classrooms.  Case Study Research at Al Fikri Junior High School Depok West Java. Universitas Negeri Jakarta, Jakarta.

Slamet Suyanto. (2009). The success of schools in national examinations is reviewed by learning organizations. Dissertation, not published. Universitas Negeri Jakarta.

9. Abstract proceeding:

Paidi.  The urgency of developing problem solving and metacognitive abilities of high school students through learning biology. Proceedings, Seminar and MIPA National Conference, 2008. Yogyakarta:  FMIPA Universitas Negeri Yogyakarta.

10. Internet

White H. 2007. Problem-based learning in introductory science across disciplines. Retrieved October 4, 1999 from

11. Legal document

Minister of National Education Regulation Number 70, Year 2009 concerning Inclusive Education