Objectives

Melior: Jurnal Riset Pendidikan dan Pembelajaran Indonesia aims to advance knowledge and promote the continuous improvement of education and learning through the publication of original, rigorous, and relevant scholarly 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 the development of educational theory, policy, and practice.

The journal seeks to encourage evidence-based educational improvement, promote innovative approaches to teaching and learning, and strengthen the connection between educational research and classroom practice. It also aims to facilitate critical and interdisciplinary discussions on educational policy, curriculum development, teacher resources and competencies, learner development, and the social and cultural dimensions of education. Through the dissemination of scholarly contributions, the journal aspires to support educational quality, professional development, character formation, and meaningful improvements in learning outcomes.

Scope

Melior: Jurnal Riset Pendidikan dan Pembelajaran Indonesia welcomes original research articles, systematic literature reviews, theoretical studies, case studies, and empirical investigations addressing issues in education and learning. The journal covers, but is not limited to, the following areas:

1. Teaching and Learning Practices — Instructional strategies, learning models, classroom practices, student engagement, learning readiness, learning motivation, and the improvement of learning outcomes.

2. Educational Policy and Governance — Educational policy implementation, school zoning systems, educational access, educational equity, school governance, and the evaluation of educational policies.

3. Curriculum and Instructional Design — Curriculum development, instructional planning, teaching materials, learning resources, learning assessment, and the evaluation of instructional practices.

4. Educational Psychology and Learner Development — Academic motivation, learning behavior, student achievement, cognitive development, social-emotional development, and factors influencing educational participation and performance.

5. Teacher Education and Professional Development — Teacher competencies, pedagogical resources, instructional effectiveness, professional learning, and the role of teachers in improving educational quality.

6. Character, Moral, and Citizenship Education — Character formation, moral development, Pancasila values, Pancasila and Citizenship Education, constitutional literacy, nationalism, civic responsibility, and democratic values.

7. Digital Literacy and Information Education — Digital literacy, information literacy, critical evaluation of information, misinformation and hoaxes in educational settings, and responsible technology use.

8. Social and Community-Based Education — Youth development, community organizations, extracurricular activities, parental involvement, community participation, and the contribution of social environments to education.

9. Early Childhood, Primary, and Secondary Education — Child development, foundational learning, school-based educational practices, student participation, and pedagogical approaches across educational levels.

10. Educational Media and Learning Innovation — Instructional media, educational technology, digital learning resources, innovative teaching materials, and the development and evaluation of learning tools.

11. Educational Research and Evaluation — Qualitative, quantitative, and mixed-methods research, case studies, classroom action research, research and development, program evaluation, and systematic literature reviews relevant to education.

The journal welcomes theoretical and empirical contributions using appropriate and transparent research methods. Studies may be conducted in formal, non-formal, or informal educational settings, provided that they establish a clear connection to education, teaching, learning, or educational policy. Submissions should demonstrate methodological rigor, scholarly originality, and meaningful implications for educational research, policy development, or educational practice.