Aims & Scope ISSN: 3026-8841
Journal of Action Research in Education is an international peer-reviewed scholarly journal dedicated to rapid, high-integrity publication of empirical inquiries and methodological innovations.
Key Research Objectives
- Fosters practitioner inquiry, teacher-researcher collaboration, and cyclical classroom action research (CAR).
- Highlights targeted pedagogical interventions that diagnose and remediate learning bottlenecks in diverse classrooms.
- Investigates differentiated learning styles, formative assessment mechanics, and inclusive classroom practices.
- Emphasizes reflective teacher professional growth, mixed-method classroom data, and reproducible instructional innovations.
Thematic Pillars & Scopes
Classroom Action Research (CAR) & Practitioner Inquiry
- Cyclical planning, acting, observing, and reflecting models
- Teacher-as-researcher paradigms and school-university partnerships
- Diagnostic identification of learning barriers and conceptual bottlenecks
- Qualitative, quantitative, and mixed-method classroom empirical data
Pedagogical Interventions & Instructional Strategies
- Differentiated learning and scaffolded instruction implementations
- Inquiry-based, project-based, and problem-solving classroom designs
- Peer tutoring, collaborative learning groups, and active engagement
- Remedial interventions for foundational literacy and numeracy
Diagnostic Assessment & Formative Feedback
- Formative assessment design and continuous diagnostic rubrics
- Real-time classroom feedback and student self-assessment mechanisms
- Classroom-based authentic assessment and portfolio evaluation
- Addressing misconceptions through targeted cognitive interventions
Inclusive Classrooms & Reflective Teacher Development
- Action research on inclusive education and neurodiverse learners
- Culturally responsive classroom practices and multilingual teaching
- Teacher reflective journaling, mentoring, and professional learning communities (PLC)
- Classroom climate, socio-emotional learning, and student motivation
Latest Research Articles
View all articles →Diagnostic Assessment Models for Action Research in Secondary Science Classrooms: Addressing Misconceptions in Thermodynamics
A three-cycle action research study detailing the design and classroom validation of two-tier diagnostic formative probes. Results showed persistent thermodynamic misconceptions decreased by 61% following targeted micro-interventions.
Differentiated Inquiry Cycles in Mathematics: Action Research on Reducing Dyscalculia Anxiety in Elementary and Middle School Learners
Investigating concrete-representational-abstract (CRA) instructional sequences to alleviate math anxiety among elementary and junior secondary students. Standardized anxiety inventories registered a statistically significant decline across two CAR iterations.
Scaffolding Metacognitive Reading Strategies in Multilingual Classrooms: A Collaborative Teacher Action Research Study
Four language educators collaborated in designing reciprocal teaching routines for bilingual pupils. Reading comprehension and autonomous self-monitoring scores improved markedly over a 16-week intervention period.
Journal Announcements
Special Issue: Generative AI as a Scaffolding Instrument in Classroom Action Research
Calling for teacher-led classroom action research documenting practical trials of AI feedback tutors, automated rubric grading, and differentiated lesson pacing.
JARSE Introduces Fast-Track Teacher-Researcher Mentorship Pipeline
Dedicated academic editors provide constructive developmental reviews for K-12 educators submitting their first classroom action research manuscript.
Author Guidelines & Submission Criteria
Double-Blind Peer Review & Two-File Submission Policy
To ensure rigorous academic objectivity and unbiased peer review, Journal of Action Research in Education strictly enforces a double-blind peer review system. Authors must upload TWO separate documents upon submission:
- File 1 — Blind Manuscript: Contains Title, Abstract, Keywords, Main Body, Tables, Figures, References, and Mandatory Appendices. Must NOT contain author names, affiliations, emails, or self-identifying acknowledgments.
- File 2 — Author Details & Title Page Form: Contains full author names, institutional affiliations, corresponding author details, ORCIDs, biographical statements, conflict of interest, and funding declarations.
Authors are invited to submit original, unpublished manuscripts formatted strictly in accordance with Journal of Action Research in Education editorial guidelines. All submissions undergo double-anonymous peer review.
| Language | English only (clear, academic language; proofread prior to submission) |
|---|---|
| Word Count | 4,000 – 7,000 words including tables, references, and appendices |
| Manuscript Format | Microsoft Word (.docx) strictly following the official Blind Manuscript template |
| Citation & Reference Style | APA 7th Edition with active DOI links wherever available |
| Review Process | Double-anonymous peer review by at least two independent expert reviewers |
| Article Processing Charge (APC) | Free / No Fees (Diamond Open Access supported by GIA Press) |
1. Expected Scientific Contribution
Manuscripts must address an identifiable research question or gap, supported by transparent methodology and rigorous empirical data.
2. Title, Abstract & Keywords
- Title: Specific, informative, and searchable; accurately reflect the scientific investigation.
- Abstract (150–250 words): Structured or narrative abstract stating background, objective, research design/sample, key findings, and practical implications.
- Keywords: 3 to 5 specific, internationally searchable keywords separated by semicolons.
3. Standard Manuscript Sections
Introduction, Methods, Results, Discussion, Conclusion, Declarations, References, and Appendices.
- Introduction: Contextualize the problem, review contemporary high-impact literature (2020–2026), and formulate research objectives.
- Methods: Setting, participants/sample, instruments, intervention protocols, and statistical or analytical procedures.
- Results: Present empirical findings with high-resolution tables and vector charts; address each research question directly.
- Discussion: Interpret findings in relation to existing literature, acknowledge methodological limitations, and outline actionable recommendations.
- Conclusion: Concise synthesis of core findings and their scientific or educational significance.
- Declarations: Funding details, conflict of interest statements, ethical clearances, and data availability statement.
- References: APA 7th Edition style with persistent DOIs for all cited literature.
4. Mandatory Appendices (Datasets, Analytical Scripts & Empirical Integrity)
To ensure high academic quality and eliminate superficial, fraudulent, or predatory submissions, all manuscripts submitted to Journal of Action Research in Education must incorporate verifiable supplementary evidence in structured Appendices. Submissions lacking substantive empirical verification or required data appendices will be immediately desk-rejected without peer review.
Appendix A: Raw Research Dataset & Open Data Statement
Authors must provide access to primary empirical datasets. This includes tabulated observation matrices, participant response datasets, sensor/spectrometer readings, or an active DOI linking to an open-access repository (e.g., Zenodo, Dryad, OSF, Figshare, Mendeley Data). De-identified data must be furnished to allow editorial replication.
Appendix B: Data Analysis Protocols & Computational Scripts
Include complete analytical syntax, calculation procedures, or software scripts used in data synthesis (e.g., R syntax, Python notebooks, SPSS syntax, Stata logs, Structural Equation Modeling (SEM) fit indices, effect size calculations, or qualitative thematic coding schemes).
Appendix C: Research Instruments & Supplementary Materials
Provide the complete measurement scales, diagnostic test items, interview protocols, questionnaire rubrics, intervention scenarios, laboratory setup diagrams, or institutional ethical approval letters utilized in the investigation.
5. Submission Preparation Checklist
6. Desk-Reject Criteria (Notice to Authors)
Manuscripts lacking verifiable datasets, missing mandatory appendices, failing double-blind anonymization, containing unacknowledged generative AI text, exceeding similarity thresholds (>20%), or outside disciplinary scope will be returned immediately without peer review.
Editorial Board & Governance GIA Publishing Group
The Editorial Board of Journal of Action Research in Education provides scientific leadership, upholds rigorous double-anonymous review standards, and ensures ethical publication practices in full alignment with the Committee on Publication Ethics (COPE).
Prof. Dr. Jusman Mansyur, M.Si.
Professor of Physics Education and Cognitive Science. Chair of Scientific Integrity & Editorial Oversight. Directs strategic vision, final manuscript decisions, and indexing compliance across international academic registries.
Editorial Board Members
Dr. Nurgan Tadeko, M.Pd.
Dr. Dian Fitrasari, Ph.D.
Andi Ulfah Khuzaimah, S.Pd., M.Pd.
Rizki Ilmianih, S.Pd., M.Sc.
Call for International Subject Specialists (Advisory Board)
In accordance with DOAJ diversity standards, Journal of Action Research in Education welcomes expressions of interest from active international researchers wishing to serve as Section Editors or Reviewers.
Inquire about joining the Editorial Board →Current Issue: Volume 1, Issue 1 (2026) Inaugural Edition
Diagnostic Assessment Models for Action Research in Secondary Science Classrooms: Addressing Misconceptions in Thermodynamics
A three-cycle action research study detailing the design and classroom validation of two-tier diagnostic formative probes. Results showed persistent thermodynamic misconceptions decreased by 61% following targeted micro-interventions.
Differentiated Inquiry Cycles in Mathematics: Action Research on Reducing Dyscalculia Anxiety in Elementary and Middle School Learners
Investigating concrete-representational-abstract (CRA) instructional sequences to alleviate math anxiety among elementary and junior secondary students. Standardized anxiety inventories registered a statistically significant decline across two CAR iterations.
Scaffolding Metacognitive Reading Strategies in Multilingual Classrooms: A Collaborative Teacher Action Research Study
Four language educators collaborated in designing reciprocal teaching routines for bilingual pupils. Reading comprehension and autonomous self-monitoring scores improved markedly over a 16-week intervention period.
Gamified Formative Evaluation and Peer Feedback Loops in Hybrid Language Learning Environments
Integrating digital leaderboard mechanics and rubric-based peer assessment to increase speaking fluency and assignment submission regularity. Active participation increased by 52% across three classroom cycles.
Teacher Self-Reflection Portfolios as a Mechanism for Curricular Adaptation: An Action Research Case Study in Frontier Schools
Examining daily reflective journaling protocols among novice teachers stationed in remote archipelago schools. Findings indicate structured reflection accelerates curriculum contextualization and classroom management confidence.
About Journal of Action Research in Education
Journal of Action Research in Education is an international scholarly publication of Global Innovation & Academic Press (GIA Press).
1. Open Access & Fee Policy (Diamond Open Access)
Journal of Action Research in Education operates under the Diamond Open Access model. There are no submission fees, no editorial processing charges, and no Article Processing Charges (APCs) for authors. All articles are published open access and made freely accessible worldwide immediately upon publication without subscriptions or paywalls.
2. Double-Anonymous Peer Review Process
All submitted manuscripts undergo an initial editorial check for scope, originality, and formatting, followed by rigorous double-anonymous review by at least two independent expert peer reviewers. The reviewers and authors remain anonymous to each other throughout the evaluation process.
3. Publication Ethics & Malpractice Statement
The journal adheres strictly to the Core Practices established by the Committee on Publication Ethics (COPE). Plagiarism, data fabrication, redundant publication, and citation manipulation are strictly prohibited. All submissions are automatically screened for similarity using Turnitin / iThenticate prior to reviewer assignment.
4. Artificial Intelligence (AI) Policy
In accordance with COPE and DOAJ standards, generative AI tools cannot be listed as authors. Authors must transparently disclose any substantive use of AI technologies in the manuscript method or declarations section, specifying the tool used and the purpose of usage.
5. Copyright, Licensing & Self-Archiving
Authors retain copyright in their work and grant the publisher a non-exclusive license to publish. All articles are distributed under the terms of the Creative Commons Attribution 4.0 International License (CC BY 4.0). Authors may deposit preprints, accepted manuscripts, and the published version in any repository immediately (Green Open Access).
6. Digital Preservation
Content published in Journal of Action Research in Education is preserved digitally through scheduled off-site backups, PKP Preservation Network (PN), and national deposit repositories to ensure permanent scholarly accessibility.
Contact & Support
For questions regarding manuscript submissions, editorial queries, indexing, or ethical inquiries, please reach out to the editorial team.
Editorial Office
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