Mimbar Sekolah Dasar

About Mimbar Sekolah Dasar

Mimbar Sekolah Dasar (Elementary School Forum) — Full Profile

Mimbar Sekolah Dasar — known in English as the Elementary School Forum — is an international, peer-reviewed, open-access journal of elementary education published by the Elementary Teacher Education Program (Program Studi PGSD) of Universitas Pendidikan Indonesia (UPI), the Indonesia University of Education, at its Sumedang campus in West Java. It carries print ISSN 2355-5343 and online ISSN 2502-4795, the pair recorded in this directory, and it publishes four times a year — in March, June, September and December. Its Indonesian title translates literally as the "elementary school rostrum" or forum, and that is an accurate description of its role: a standing platform where researchers, teacher educators and policymakers exchange evidence about how young children learn and how their teachers can teach better.

The journal's credentials are a matter of public record on UPI's own journal portal. It has been accredited at Sinta 2 in Indonesia's national system since Volume 7, Issue 3 (2020), under a 2021 decree of the Ministry of Education, Culture, Research and Technology, and it is indexed in DOAJ and in ERIC — the United States education database — as well as in Google Scholar and Crossref. ERIC inclusion is the detail that best captures the journal's reach: issue after issue, ERIC records its articles with full abstracts for an international education readership, and its author lists include researchers from Turkey, Nigeria, the Philippines and elsewhere alongside its Indonesian base. A journal founded to serve elementary education in one country has become, measurably, a journal read and written in many. This profile documents its scope, its publishing arrangements, its archive in practice, its accreditation and indexing in honest terms, and the practical questions an author or reader is most likely to bring to it.

At a glance

The publisher and the journal's place in Indonesian teacher education

Universitas Pendidikan Indonesia is one of Indonesia's principal universities for education — a former teacher-training institute grown into a comprehensive university, headquartered in Bandung with regional campuses, of which Sumedang is the home of the Elementary Teacher Education Program that publishes this journal. That provenance matters for understanding the journal's content. A PGSD programme trains the generalist classroom teachers who staff Indonesia's sekolah dasar (elementary schools); its academic staff teach across the whole primary curriculum — language, mathematics, science, social studies, arts, character and religious education — and its research questions are correspondingly classroom-wide. Mimbar Sekolah Dasar mirrors that breadth with unusual fidelity: it is not a journal of one school subject, but of the elementary school as a whole institution, and its volumes move between subjects exactly as a primary teacher's working week does.

The journal's development follows the pattern of Indonesia's strongest university journals over the past decade: national accreditation achieved and then held, entry into international open-access and education databases, a move to regular quarterly publication, and a steadily internationalising authorship. The accreditation milestone is precisely documented by the publisher: Sinta 2 standing for the electronic ISSN from Volume 7, Issue 3 of 2020, formalised in the ministry's 2021 decree. Volume numbering places the journal's start in the mid-2010s — Volume 11 appeared in 2024 and Volume 13 in the current publishing cycle — giving it a continuous run of more than ten volumes by the time of this profile. UPI's portal also notes, transparently, that the journal is in the process of migrating its OJS system and homepage address; readers who find the journal on both the long-standing UPI ejournal address and the Sumedang campus platform are seeing that migration, not two different journals, and the ISSN pair is the reliable thread to follow through it.

Scope: the whole elementary school

The journal describes itself as dedicated to advancing knowledge and innovation in elementary education, and as a platform for educators, researchers and policymakers to share research findings, critical reviews and scholarly discussion of contemporary issues in basic education. Its archive shows what that means in practice, across six recurring territories.

Learning media and educational technology. The journal publishes a steady stream of development studies: teaching materials built and tested in real classrooms. Examples in the record include integer teaching materials for sixth-graders built around problem-based learning and developed through the ADDIE instructional-design sequence; electronic student worksheets rooted in local wisdom and delivered through an online worksheet platform for hybrid learning in Islamic elementary schools; and game-based materials, including a spreadsheet-based board-game adaptation used to build cross-cultural competence in social studies. A recent article examines an artificial-intelligence-assisted graphic design platform used to raise engagement in Indonesian language learning. The pattern is consistent: a concrete classroom problem, a designed artefact, a structured trial, and measured results.

Literacy, language and reading. Information literacy in Islamic elementary schools — tested there through a dedicated media intervention with pre- and post-testing across three classes — sits beside studies of reading-strategy awareness and writing anxiety among older pupils, contributed by Turkish researchers. First-grade literacy, language learning engagement and reading development recur throughout the volumes.

Mathematics and science learning, including misconceptions. The journal gives serious space to how children actually understand subject matter: fifth-graders' misunderstandings about fungi, diagnosed through structured interviews; the effectiveness of concrete–pictorial–abstract teaching for pupils with intellectual disabilities learning about mixtures, studied through single-subject research in Turkey; and attitudes toward science and perceptions of difficulty as predictors of achievement, modelled on several hundred pupils across urban, peri-urban and rural schools.

Teachers: their beliefs, creativity and classroom behaviour. Studies of teachers' self-efficacy as the bridge between their perceptions of creativity and their creative teaching; of how teachers judge the effectiveness of punishment, surveyed among two hundred teachers in Nigeria; and of professional and pedagogical questions across the volumes make the journal as much a journal of the elementary teaching profession as of elementary pupils.

Character, culture and values. Phenomenological work on character education in the elementary schools of Baubau City, local-wisdom-based learning materials and cross-cultural competence studies reflect an Indonesian priority — the elementary school as the place where national and local values are first deliberately taught — that gives the journal a distinctive voice in international elementary-education publishing.

Inclusion and the full range of learners. Research on pupils with intellectual disabilities, on hybrid and blended arrangements, and on schools from Islamic madrasah ibtidaiyah to state schools across several countries keeps the journal's "elementary education" genuinely comprehensive rather than confined to a single school type.

Methods across these territories are equally various: quasi-experiments with pre- and post-tests, research-and-development studies following recognised design models, correlational and survey designs with several hundred respondents, qualitative phenomenology and case study, and single-subject experimental designs. Reviewers for this journal, in other words, need methodological range as much as subject range, and authors should expect their design — not only their topic — to be examined.

Publication rhythm, access and what an issue looks like

Four issues a year — March, June, September and December — make Mimbar Sekolah Dasar one of the more frequently published journals in this batch of profiles, and its issues are substantial: Volume 11, Issue 4 (2024) reached at least page 850 within the volume, indicating several hundred pages of research a year. Quarterly publication has a practical meaning for authors that is easy to underrate: there are four editorial cycles a year in which a manuscript can enter, be reviewed and appear, rather than the single annual window of a yearly journal or the two windows of a semiannual one. For doctoral candidates and lecturers working to Indonesian academic calendars, that rhythm is a genuine part of the journal's usefulness.

The journal is open access: its articles are published online in full, harvested by ERIC with complete abstracts, and distributed under the journal's OJS platforms without a paywall for readers. The publisher's portal describes it in exactly those terms — an international, peer-reviewed, open-access journal — and the practical evidence agrees: ERIC, a free public database, carries article-level records reaching back across the journal's volumes, from a 2019 study of game-based cross-cultural materials to the 2022–2023 volumes and beyond. On author charges, no fee statement could be verified from the publisher sources consulted for this profile, so none is stated here: authors should check the journal's current website for any article processing charge before submitting, and treat any third-party fee claim for this journal with caution until it is confirmed on the publisher's own pages. The same caution applies to turnaround claims; the journal does not, in the sources consulted, publish a guaranteed review timetable, and quarterly frequency is a statement about issues, not a promise about any single manuscript.

Accreditation, indexing and the DOI note

The journal's accreditation is Sinta 2, Indonesia's second national tier, held since Volume 7, Issue 3 (2020) and formalised by ministerial decree 158/E/KPT/2021, as recorded on UPI's journal portal. For Indonesian authors this tier carries concrete weight in institutional performance systems; for international readers it is best understood as a national quality accreditation, assessed on editorial management, review practice and regularity — all of which the journal's quarterly record supports. Its indexing, again as listed by the publisher, comprises DOAJ, ERIC, Google Scholar and Crossref, among others. Of these, ERIC deserves emphasis because it is selective, education-specific and operated for the United States Institute of Education Sciences: ERIC's journal coverage means the journal's abstracts sit in the working database of education researchers worldwide, which is precisely how Turkish, Nigerian and Philippine authors plausibly found an Indonesian elementary-education journal to publish in. No Scopus indexing, Journal Impact Factor, CiteScore or SCImago quartile for this journal could be verified from an official source for this profile, and none is claimed; authors whose regulations require Scopus specifically should verify the current Scopus source list directly, since coverage changes and directory profiles cannot settle regulatory questions.

One bibliographic detail deserves a clear note rather than silent confusion. Articles in the journal's 2024 volumes carry DOIs under the prefix 10.53400 with the journal stem mimbarsd, while articles appearing on the journal's newer Sumedang platform — for example in Volume 13 — carry DOIs under UPI's 10.17509 prefix with the stem mimbar-sd. Both forms are visible in the published record, and the publisher's note that an OJS and homepage migration is in progress is the context that explains them: identifiers were registered under different arrangements before and during the move. For citation purposes the rule is simple — cite the DOI printed on the article you used — and for identification purposes the ISSN pair, 2355-5343 and 2502-4795, remains constant across both. This profile records the observation because a careful reader verifying the journal will meet both prefixes and is entitled to an explanation grounded in the publisher's own migration note rather than an assumption of error.

Who the journal serves, and how to use it

For researchers, Mimbar Sekolah Dasar is a credible, accredited, internationally indexed venue for elementary-education studies, especially intervention and development research with classroom trials, and a useful source of Southeast Asian and comparative evidence in literature reviews. For teacher educators in PGSD and equivalent programmes, its development studies — materials, media, worksheets, games — are directly adaptable teaching content, and its teacher-belief studies speak to the practicum and professional courses they run. For classroom teachers, the journal's open access and its artefact-focused articles make it one of the more practically borrowable research journals in Indonesian education: a teacher can read a study and trial the worksheet, game or media sequence it describes. For policymakers, its survey and achievement studies — on science attitudes, discipline practices, literacy interventions — provide Indonesian and comparative data points at the level of schooling where national outcomes are set earliest.

Authors preparing a submission should write to the journal's demonstrated shape: a defined elementary-education problem; a design the methods literature would recognise — an experiment with controls where effects are claimed, a named development model where an artefact is built, transparent sampling where a survey is reported; results stated with their statistics or their qualitative evidence, not adjectives; and a discussion that tells a teacher or a programme leader what to do differently on Monday morning. Manuscripts in the journal's recent volumes meet that description from several countries and school types, and they set the practical bar. As always, the live journal website — reached through UPI's journal portal, allowing for the migration the publisher describes — governs templates, charges and deadlines at the moment of submission.

A note on the title, and on finding the journal

Readers searching for this journal will meet it under two titles, and both are correct. Indonesian catalogues, the ISSN record and the publisher's portal use Mimbar Sekolah Dasar; ERIC and other English-language databases use the translated title Elementary School Forum, usually with the Indonesian title in parentheses. The word mimbar itself — a rostrum or pulpit, by extension a forum for addressing an audience — is shared by several unrelated Indonesian journals in other fields, including social and political science titles published by other universities. Those are different publications with different ISSNs, and the distinction matters when a citation is being checked: the elementary-education journal in this profile is identified by its ISSN pair, 2355-5343 and 2502-4795, and by its publisher, the Elementary Teacher Education Program of Universitas Pendidikan Indonesia in Sumedang. A citation that pairs the Mimbar name with any other ISSN or publisher belongs to a different journal and should not be credited to this one. The same ISSN-first habit protects readers during the publisher's platform migration described earlier: web addresses and even DOI prefixes have changed around the journal, but the ISSN pair and the publishing programme have not, and a search on either ISSN in a library catalogue or in ERIC will land on the correct title every time.

Frequently asked questions

What does Mimbar Sekolah Dasar mean? Literally, an elementary-school forum or rostrum. The journal's English title is Elementary School Forum, which ERIC and other databases use alongside the Indonesian title.

Who publishes it? The Elementary Teacher Education Program (Program Studi PGSD) of Universitas Pendidikan Indonesia, at the university's Sumedang campus in West Java, Indonesia.

How often does it appear? Four times a year — March, June, September and December.

Is it accredited and indexed? Yes. The publisher records Sinta 2 accreditation since Volume 7, Issue 3 (2020) under decree 158/E/KPT/2021, and indexing in DOAJ, ERIC, Google Scholar and Crossref, among others. No Scopus listing or impact factor could be verified from official sources for this profile.

Why do its articles show two different DOI prefixes? The published record shows 10.53400/mimbarsd on 2024 articles and 10.17509/mimbar-sd on newer-platform articles. The publisher states that an OJS and homepage migration is in progress; cite the DOI printed on the article itself, and use the constant ISSN pair to identify the journal.

Does it charge authors? No author-fee statement could be verified from the publisher sources consulted for this profile, so no fee is stated here. Check the journal's current website before submitting.

Profile compiled from Universitas Pendidikan Indonesia's official journal portal entry for Mimbar Sekolah Dasar, ERIC's article records for the journal (ISSN 2355-5343, EISSN 2502-4795), and this directory's structured record. Facts that could not be verified from official sources have been left unstated or described as not publicly disclosed.