Aims and Scope
TSAQOFAH: Jurnal Penelitian Guru Indonesia publishes peer-reviewed, teacher-led multidisciplinary scholarship across all fields—including (but not limited to) education, sciences, technology, health, social sciences, humanities, economics, agriculture, environment, and culture. The journal welcomes methodologically sound and ethically conducted studies that present transparent procedures, credible evidence, and clear implications for practice in classrooms, schools, communities, laboratories, workshops, and other professional teacher contexts.
Teacher Research All Fields Applied & Practice-Based Innovation & Impact Ethics & Integrity
Aims
Strengthen Teacher Scholarship Across Fields
Publish high-quality teacher-led research across all disciplines that builds professional knowledge through systematic inquiry, defensible analysis, and evidence-based conclusions.
Improve Practice and Outcomes
Disseminate studies that demonstrate measurable improvements in outcomes—learning, wellbeing, skills, productivity, safety, service quality, or community benefit—supported by credible indicators and data.
Promote Innovation, Tools, and Solutions
Encourage innovations in pedagogy, technology, laboratory/workshop practice, community programs, and applied solutions that are feasible, replicable, and clearly evaluated.
Uphold Research Integrity and Ethical Practice
Support responsible scholarship through ethical conduct (e.g., consent/permissions where applicable), transparent procedures, appropriate instruments, and balanced interpretation aligned with the strength of evidence.
Authors are encouraged to state (i) the problem or question, (ii) the context (classroom/school/community/lab/workshop), (iii) methods and data, (iv) results, and (v) implications for practice. Replicable resources (lesson plans, modules, instruments, protocols, media links, datasets) are welcome when shared responsibly.
Scope
TSAQOFAH is multidisciplinary across all fields. The journal considers teacher-led research and applied studies in education and non-education disciplines alike (e.g., natural sciences, engineering/technology, health, agriculture, environment, economics, social sciences, humanities, arts, religion, and culture). Manuscripts may be classroom-based, school-based, laboratory/field-based, workshop/vocational-based, or community-based, provided they present transparent procedures, credible evidence, and clear implications for professional practice, learning, service, or community benefit.
1) Practice-Based Inquiry and Improvement Cycles
Classroom/school action research (PTK), improvement cycles, lesson study, reflective practice, implementation studies, and practitioner evaluation of interventions in authentic settings.
2) Education and Learning Sciences
Teaching and learning, curriculum, assessment, educational psychology, inclusive education, guidance and counseling, learning technology, and school leadership with robust evidence.
3) Natural Sciences and Laboratory/Field Studies
Biology, chemistry, physics, earth/environmental sciences, and related laboratory/field investigations conducted by teachers, including measurement, experimentation, and evidence-based reporting.
4) Mathematics, Statistics, and Data-Driven Inquiry
Mathematics and statistics education and/or disciplinary inquiry, data analysis, modeling, measurement, research methods, and reproducible reporting that supports verification.
5) Engineering, Technology, and Applied Innovation
Engineering applications, appropriate technology, prototyping, instrumentation, robotics, IoT, computing, software/tools, and technology transfer with usability/performance evidence.
6) Health, Physical Education, and Wellbeing
Health education, nutrition, safety, physical education, sport science in schools, mental health and wellbeing programs, and evidence-based interventions in youth/community settings.
7) Agriculture, Food, and Applied Biosciences
Agriculture, food science, nutrition-related applied studies, biotechnology practice, school/community gardens, and local production innovations with clear methods and outcomes.
8) Environment, Sustainability, and Disaster Literacy
Environmental initiatives, climate and sustainability programs, waste management, conservation education, risk/disaster preparedness, and community resilience interventions with measurable indicators.
9) Social Sciences, Community, and Policy
Sociology, psychology, communication, governance, social services, community development, and policy/practice studies relevant to schools and communities, supported by defensible evidence.
10) Humanities, Language, Culture, and Religion
Languages and literacy, cultural studies, arts and heritage, religious studies, ethics and values, and humanistic inquiry with implications for education, community life, or social understanding.
11) Economics, Entrepreneurship, and Financial Literacy
Entrepreneurship and MSME support, financial literacy, cooperative initiatives, school-based enterprise projects, and applied economic studies with clear evaluation and practical implications.
12) Tools, Media, and Digital Transformation
Development and evaluation of tools/media (digital or non-digital), AI-supported workflows, educational and community platforms, open resources, and technology-enabled practice improvements with usability and outcome evidence.
Types of Manuscripts Considered
TSAQOFAH considers, among others: teacher-led original research (laboratory, field, classroom, workshop, or community based), classroom action research (PTK), lesson study reports, design-based research, applied research and innovation reports (tools, media, technology, protocols), program implementation and evaluation studies, qualitative and mixed-methods inquiry, systematic/scoping reviews with transparent procedures, and concise conceptual analyses grounded in practice. Submissions must report clear objectives, transparent methods, credible data/analysis, limitations, and actionable implications.
TSAQOFAH: Jurnal Penelitian Guru Indonesia supports ethically grounded, multidisciplinary, practice-relevant scholarship by teachers—across all fields—through transparent methods, credible evidence, and meaningful contributions to professional practice and community benefit.