Focus and Scope

Indonesian Journal of Islamic Elementary Education (IJIEE) (p-ISSN: 2797-3840 and e-ISSN: 2797-992X) is a peer-reviewed and open access journal published twice a year, in May and November, by the Islamic Elementary School Teacher Education Study Program, Faculty of Education and Teacher Training, Universitas Islam Negeri K.H. Abdurrahman Wahid Pekalongan, Indonesia in collaboration with Indonesian Islamic Elementary Education Lecturers Association (Perkumpulan Dosen PGMI Indonesia).

Indonesian Journal of Islamic Elementary Education is a scholarly venue dedicated to advancing empirical inquiry and theoretical discourse in primary-level schooling and madrasah ibtidaiyah across both formal and non-formal settings. The journal bridges contemporary educational science with Islamic perspectives, fostering critical dialogue on holistic child development, modern pedagogical innovation, and institutional dynamics. We prioritize original, ethically grounded, and interdisciplinary research that drives meaningful educational transformation locally and globally.

The journal invites original contributions across core areas of Islamic elementary education, including but not limited to:

  • Curriculum & Policy: Curriculum design, integration of Islamic values with national curricula, and educational policy in primary institutions.

  • Instruction & Methodologies: Innovative teaching strategies, inquiry- and problem-based approaches, literacy, numeracy, and classroom interactions.

  • Student Holistic Development: Cognitive, social-emotional, moral, and religious growth, as well as inclusive and culturally responsive learning environments.

  • Teacher Professionalism: Pre-service and in-service training, teacher competencies, reflective practices, and professional development.

  • Educational Technology: Digital pedagogy, assistive and AI-driven tools, multimedia learning resources, and equitable technology integration.

  • Assessment & Evaluation: Authentic assessments, learning analytics, measurement quality, and differentiated instructional evaluation.