Journal Pendidikan dan Penelitian Sejarah (Pesagi)

http://jurnal.fkip.unila.ac.id/index.php/PES/index
http://dx.doi.org/10.23960/pesagi |

(MANUSCRIPT TITLE)

Penulis Pertama 1, Penulis Kedua 2, ..., dan Penulis Terakhir 1,2, *

Tanpa nama atau gelar kehormatan dan harus ditulis dengan nama lengkap

1 Afiliasi Pertama
2 Afiliasi Kedua
Afiliasi ditulis dengan nama lengkap (bukan singkatan) dan alamat lengkap seperti contoh di bawah ini:
Magister Administrasi Pendidikan, Fakultas Keguruan dan Ilmu Pendidikan, Universitas Lampung,
Jl. Prof. Dr. Soemantri Brojonegoro No. 1 Bandar Lampung, Indonesia.
.

*Correspondinge-mail: [email protected]

Received: datemonth year Accepted: datemonth year Online Published: datemonth year

Abstract:Title is rewritten here.Abstract and keywords are written in English and Bahasa
Indonesia. The abstract is a concise (short and clear) summary of your work. It should clearly
state the background problem, the research purposes, the short methods, the main
results/findings, and the conclusions, and should not include citations, tables, figures, and
formulas. It should not be more than 300 words.Objectives:Methods: Findings:
Conclusion:are presented in the body of abstract separately

Keywords: 3 or 5 important, spesific, and representative words or phrase.

Abstrak:Judul artikel ditulis ulang disini. Abstrak dan kata kunci ditulis dalam Bahasa Inggris
dan Bahasa Indonesia. Abstrak merupakan ringkasan (singkat, padat, dan jelas) dari penelitian
Anda. Abstrak harus menjelaskan dengan baik mengenai latar belakang masalah, tujuan
penelitian, metode yang digunakan (singkat), hasil penelitian (yang paling utama), dan
kesimpulan. Abstrak tidak boleh berisi sitasi, tabel, gambar dan persamaan-persamaan.
Abstrak sebaiknya tidak lebih dari 300 kata.Tujuan:, Metode:, Temuan:, dan Kesimpulan:
disajikan pada abstrak secara terpisah.

Kata kunci: 3-5 kata atau fraseyang penting, spesifik, atau representatif bagi artikel ini.

Untuk mengutip artikel ini:

Penulis. (Tahun). Judul artikel. Jurnal Pendidikan dan Penelitian Sejarah PESAGI, Vol(No), Page-Page.

Contoh:
Bambang, S. & Asep, G. (2020). Pembelajaran Sejarah Berbasis Kearifan Lokal Untuk Meningkatkan
Kesadaran Sejarah. Jurnal Pendidikan dan Penelitian Sejarah (PESAGI), 8(2),
1-9.doi:10.23960/PESAGI.v8.i2.202001
 2 Jurnal Pendidikan dan Penelitian Sejarah PESAGI, Vol. ?, No. ? month year
page ?-?

▪ INTRODUCTION

The introduction contains (1) the background of the study, (2) a brief literature
review, (3) problems, (4) aim, and (5) methods of the study (if applicable). This
section includes the fundamental issues showing that theme/topic/title of the study is
important and interesting to study. Additionally, this section, the theoretic discourse of
the important and interesting issues, is presented as the focus of the study. Furthermore,
issues which develop in reality related to the theoretic discourse are presented as well.
Finally, the researchers find opportunities to conduct more in-depth research about the
issues. This section is written in 3 pages (maximum). Jurnal Pendidikan dan Penelitian
Sejrah (PESAGI) accepts the original manuscript written by an individual or in a group
and never published in any form. Manuscript comes from research results, article
review, or conceptual study. Manuscript is written in English about historical studies
including (1) historiography, (2) philosophy of history, (3) history of education, and (4)
history education. (1) Historiography means the writing of history based on the critical
examination of sources, the selection of particular details from the authentic materials in
those sources, and the synthesis of those details into a narrative that stands the test of
critical examination. Historiography studies cover chronologically various themes, such
as local history, social history, cultural history, economic history, political history,
military history, intellectual history, environmental history, and other historical studies.
(2) Philosophy of history, the study either of the historical process and its development
or of the methods used by historians to understand their material. (3) History of
education is a study of the past that focuses on educational issues. These include
education systems, institutions, theories, themes, and other related phenomena in the
past. (4) History education includes studies of how history teaches in school or society,
curriculum, educational values in events, figures, and historical heritage, media and
sources of historical learning, history teachers, and studies of textbooks

▪ METHOD

Contain various approaches used in the study, historical sources, and several steps in a
concise manner.

Second-Level Heading
Insert…

Second-Level Heading
Insert…
▪ RESULT AND DISCUSSION

Subtitle contains results and discussion of the study. The number and name of subtitle
are adjusted to the main findings or discussion in the manuscript. This section is
between 10-12 pages long. Note that this section may contain a table(s) and image(s). If
manuscript contains image(s), the image(s) is placed in the center of the page (centered)
with 12cm- length. Ensure that if the authors take image(s) from other sources, they are
 Authoret al., Incomplete titleof the article ... 3

required to include the sources of these images.

Table 1. Score of Students' Ability to Do ... in Learning ........

No. Aspect Score
1
2
Dst...
Mea
n

The results are in the form of pictures, or data made by drawings / schemes /
graphs / diagrams / similarities, the presentation also follows the existing rules; the title
or name of the image is placed below the image, from the left, and is spaced 1 space (at
least 12) from the image. If more than one line, between lines are given a single space,
or at least 12. For example, can be seen in Figure 1 below.

Figure 1. Level of Student Participation in Discussion Activities .....

The discussion focused on linking the data and the results of its analysis to the
problem or purpose of the study and the broader theoretical context. It can also be
discussed is the answer to the question why are facts found in the data. The discussion is
written attached to the data discussed. The discussion is attempted not to be separated
from the data discussed. Results and Discussion have proportion about 60-70% of the
manuscript. This part is the main part of the research article. Results should summarize
or highlight the findings rather than providing the detailed research results. The results
also contain the results taken from the data analysis and/or the hypothesis test results
and only provide the data that support discussion. This part includes table(s) and
graph(s) taken from the research results data.
Discussion plays the important part in a scientific article. This part answers the
problems, interprets the research results and the findings into the already known
knowledge, confirms and/or contrasts with the research of other researchers, constructs
 4 Jurnal Pendidikan dan Penelitian Sejarah PESAGI, Vol. ?, No. ? month year
page ?-?

the new theory, and/or modifies the previous theory. Discussion may also contain the
implications of both theoretical and implementation results.Results and Discussion
should answer what, why and what else questions. The research findings must be stated
explicitly. After stating the research findings, the research findings and the relevant
theory or hypothesis must be discussed comprehensively. The discussion section also
must explain the comparison of the research finding with the relevant results. Therefore,
a notable citation must be found in the discussion section. In the last part, the
implication of the research finding to sciences should be stated clearly.

▪ CONCLUSION

This part is written in paragraph form (not in the form of points or numbers). The
conclusion must be written concise (briefly and clearly). It should not re-discuss the
research results. The conclusion must be able to answer the research
objectives/questions and should not repeat the abstract or simply rewrite the
experimental results. This part should reflect the innovation or improvement of the
existing science. Some suggestions related to the results could be added into.

▪ REFERENCES

Reference should use minimum 80% of primary referral sources (international

journal) of the last 10 years of publications and written in APA IV style. Unpublished
reference is not suggested to be cited. Written in a single space (or at least 12pt), the
reference list is spaced 1 space. Some examples of reference / reference writing methods
in the referral List are given below.

Book:
Helfer, M. E., Kempe, R. S., &Krugman, R. D. (1997). The battered child (5th ed.).
Chicago, IL: University of Chicago Press.

Article or Chapter in A Published Book

O'Neil, J. M., & Egan, J. (1992). Men's and women's gender role journeys: A metaphor
for healing, transition, and transformation. In B. R. Wainrib (Ed.), Gender issues
across the life cycle (pp. 107-123). New York, NY: Springer.

Article in a Journal:
Cartwright, T. J., & Hallar, B. (2018). Takingrisks with a growth mindset: long-
terminfluence of an elementary pre-service after school science practicum.
International Journal of Science Education,40(3),348-370.

Official Document:
National Board of Education Standard. (2006).Retrieved 05 April, 2017 from http://bsnp-
indonesia.org/wp-content/uploads/kompetensi/Panduan_Umum_KTSP.pdf
Pusat Pembinaan dan Pengembangan Bahasa. 1978. Pedoman Penulisan Laporan
Penelitian. Jakarta: Depdikbud.
 Authoret al., Incomplete titleof the article ... 5

Undang-undang Republik Indonesia Nomor 2 tentang Sistem Pendidikan Nasional.

1990. Jakarta: PT Armas Duta Jaya.

Thesis or Dissertation:
Biswas, S. (2008). Dopamine D3 receptor: A neuroprotective treatment target in
Parkinson's disease. Retrieved from ProQuest Digital Dissertations. (AAT
3295214)
Adams, R. J. (1973). Building a foundation for evaluation of instruction in higher
education and continuing education (Doctoral dissertation). Retrieved from
http://www.ohiolink.edu/etd/

Proceeding
Simsek, P. & Kabapmar (2010). The effects of inquiry-based learning on the
elementarystudents conceptual understanding of matter, scientific process skills
andscience attitudes. World Conference on Educational Sciences,
BahcesehirUniversity, 4-8 February 2010. Istanbul, Turkey: Elsevier.