Objectives

Didactica: Jurnal Kajian Pendidikan dan Pembelajaran aims to advance scholarly knowledge and promote the development of educational theory and practice through the publication of original, rigorous, and relevant research. The journal provides an academic platform for researchers, lecturers, teachers, education practitioners, and students to disseminate empirical findings, theoretical analyses, and literature reviews that contribute to improving teaching and learning processes across diverse educational settings.

The journal seeks to encourage pedagogical innovation, strengthen evidence-based educational practices, and promote critical reflection on curriculum development, educational management, educational technology, and educational policy. It also aims to foster interdisciplinary perspectives on education, including the development of digital literacy, character education, ecological awareness, citizenship competencies, and inclusive learning environments. Through scholarly exchange, the journal aspires to contribute to educational quality, professional development, and the advancement of responsive and sustainable educational practices.

Scope

Didactica: Jurnal Kajian Pendidikan dan Pembelajaran welcomes original research articles, literature reviews, and theoretical studies addressing educational issues from empirical, conceptual, methodological, and practical perspectives. The journal covers, but is not limited to, the following areas:

1. Teaching and Learning Processes — Teaching strategies, instructional models, classroom practices, student engagement, learning assessment, and the improvement of learning outcomes.

2. Curriculum Development and Implementation — Curriculum design, curriculum evaluation, instructional planning, competency-based education, and curriculum innovation.

3. Classroom Action Research and Instructional Improvement — Classroom-based interventions, reflective teaching, problem-solving in educational practice, and evidence-based strategies for improving learning.

4. Educational Technology and Digital Literacy — Digital learning environments, instructional media, educational applications, digital citizenship, information literacy, and the responsible use of digital technologies.

5. Educational Management and Leadership — School leadership, educational supervision, institutional management, school effectiveness, and educational quality assurance.

6. Educational Policy and Reform — Policy implementation, educational governance, educational reform, institutional development, and the evaluation of educational programs.

7. Primary and Early Childhood Education — Foundational literacy and numeracy, child development, early childhood pedagogy, primary education, and the development of children's social and cognitive competencies.

8. Character, Moral, and Citizenship Education — Character formation, moral development, Pancasila and Citizenship Education, civic values, democratic participation, digital citizenship, and responsible citizenship.

9. Ecological and Environmental Education — Environmental literacy, ecological awareness, sustainability education, environmental responsibility, and the integration of environmental issues into teaching and learning.

10. Critical Pedagogy and Educational Equity — Critical approaches to education, learner empowerment, educational inclusion, social justice, cultural diversity, and equitable access to learning.

11. Teacher Education and Professional Development — Teacher competencies, pedagogical knowledge, reflective practice, professional learning, and the development of innovative teaching capacities.

12. Educational Research and Development — Qualitative, quantitative, and mixed-methods research, experimental studies, research and development, literature-based research, and other methodologically rigorous investigations relevant to education.

The journal welcomes studies conducted in formal, non-formal, and informal educational contexts, provided that they demonstrate a clear and substantive contribution to educational theory, teaching and learning practices, educational policy, or institutional development. Submissions should exhibit methodological rigor, scholarly originality, and relevant implications for educational practice and future research.