Author Guidelines

Manuscript Preparation Guidelines

The manuscript texts are written in English. Manuscripts in English will be first reviewed by editorial boards. The main text of a manuscript must be submitted as a Word document (.doc).

The manuscript should contain the following section in order:

a. Title

The title should describe the main content of the article, be informative, concise, be accurate, unambiguous, specific, not too wordy  (12-14 words only), does not contain formulas, and infrequently-used abbreviations.

b.   The author-name

Full name without academic degrees and titles, written in capital letters. Manuscript written by groups needs to supplemented by complete contact details. 

c.   Name of affiliation for each author

The author's name should be accompanied by a complete affiliation address, email, and corresponding email.

d.   Abstract

Type the abstract here (8pt). Abstract, which comprised of approximately 200 words, provides a brief description of problems, aims, the method used, and results. It emphasizes research results in which written in single line spacing with left and right margin are 0.5 cm narrower than the main text. 3 to 5 keywords must be written to describe the research scope observed, as well as the main terms undergirding the research. These keywords can be single and/or combined words.

e.   Introduction

This section could also provide the expected results. The introduction must be written in single line spacing. The introduction comprises of:
1) Analysis of the general situation (global) and followed by a description of the main problems of the target community. The authors must explain that the problem, Summary of literature review: theoretical studies, results of the present study, and report/article on the publication of previous community service activities, which shows that the problem is indeed (state of the art). Do not describe the literature review as author by author but should be presented as a group per method or topic reviewed, which refers to some kinds of literature)
2) The sentence confirms that the problem must immediately require a solution (gap analysis).
3) The problem solves planning (Describe the novelty of the technology / approach used to solve the
problem).
4) Affirmation sentence about the purpose of community service.
5) Affirmation about the purpose of writing the articles

6) Affirmation of article contribution (a. For the development of science and technology)

f.    Methods

This section must contain:
1) The description of the target community (description of the "background" of the community, how many people are, and how is the role/involvement of community in this community service activity).
2) The parties involved in this service activity (including the number and role or contribution of each, not
explaining the name but background/expertise).
3) Implementation method that explains the stages or steps in implementing the solution offered to resolve the problem.
4) Overview of science and technology transferred/introduced.
5) Instruments or tools and materials used in community service activity (including to measure the success of service activities).
6) Data collection techniques
7) Measures / indicators of success of community service activities, and
8) Data analysis techniques.

g.   Results and Discussion

1) Results must be relevant to the objectives and methods.
2) The results explanation of the activities must be simple and straightforward.
3) Write data in the form of figures or tables (highly recommended, especially those relating to indicators of success of activities).
4) Describe clearly the data and various results of the resolution of relevant problems.
5) Discussion of activities: comparing with theory and similar community service activities that have been
published or reported (it is highly recommended to recite references that appear in the introduction,
especially the state of the art and gap analysis).
6) Describe the successes or impressive achievements that are appropriate as best practices for other servants/authors 
7) Figures or tables must be related to explanatory text (narration in paragraphs).
8) Dontt put figures/illustrations that are not discussed in the text
9) Describe the obstacles that might be encountered in the community service activities (the obstacles must be logical, not solely because of the weak implementation of the activity, completely beyond the control of the team, and existing references support these constraints).
The results and discussion section must be written in Calibri Light, font size 10, 0 pt before spacing, and 0 pt after spacing.

h.   Conclusion

Guidelines for writing a conclusion:
1) Relevant to the objectives written in the introduction.
2) Claims in conclusion must be supported by facts/data from the results of activities.
3) Write the conclusions concisely.
4) The implications of the activities need to be put forward to clarify the benefits resulting from the service activities. 

i.    Acknowledgement 

This section can be written in case there are certain parties need to be acknowledged, such as research sponsors/funding supporter. Include individuals who have assisted you in your study: Advisors, Financial supporters, or may another supporter, i.e. Proofreaders, Typists, and Suppliers, who may have given materials. Do not acknowledge one of the author's names. The acknowledgment must be written in brief and clear. In addition, avoid the hyperbole acknowledgment.

j.    References

Citation and referencing must be written based on APA style 6^th Edition which is organized by using Mendeley software latest version (See Mendeley User Guidelines).

Citing an article written by two authors, both authors should be mentioned, however, for three and more authors only the first author is mentioned followed by et al., for example, Husamah and Pantiwati (2015) and Husamah et al. (2017).  A series of references should be presented in ascending alphabetical order (Fatmawati et al., 2011; Hudha et al., 2014; Miharja, 2010). Different publications with the same author(s) and year will be presented separately, as follows  2015a, 2015b.   References of unpublished data and personal communication should not appear in the list but should be cited in the text only (e.g., Pantiwati 2014, pers. com. (personal communication);  Susetyarini  2014, unpublished data). In the reference list, the references should be listed in alphabetical order. Names of journals should be abbreviated. Always use the standard abbreviation of a journal's name according to the ISSN List of Title Word Abbreviations (www.issn.org/2-22661-LTWA-online.php). More or less 80% of references for literature reviews should be the recent (up to date)  journals published in the last 10 years,  but the rest of  20% of references can be cited from research reports and or articles. 

The following is an example of order and style to be used in the manuscript (These guidelines are based on the sixth edition (2010) of the Publication Manual of the American Psychological Association and the FAQs on the APA website [www.apastyle.org/faqs.html#3]):

1. Journal articles:

Panno, A., Giacomantonio, M., Carrus, G., Maricchiolo, F., Pirchio, S., & Mannetti, L. (2017). Mindfulness, pro-environmental behavior, and belief in climate change: The mediating role of social dominance. Environment and Behavior, 50(8). DOI: https://doi.org/10.1177/0013916517718887

2. Articles in proceedings:

Hasnat, G. N. T., Kabir, M. A., & Hossain, M. A. (2018). Major environmental issues and problems of South Asia, Particularly Bangladesh. In C. M. Hussain (Ed.), Handbook of Environmental Materials Management (pp. 1–40). Switzerland: Springer Nature. DOI: https://doi.org/10.1007/978-3-319-58538-3_7-1

Slavoljub, J., Dragica, G., Zorica, P. S., Zivkovic, L., & Sladjana, A. (2015). To the environmental responsibility among students through developing their environmental values. In Procedia - Social and Behavioral Sciences (Vol. 171, pp. 317–322). DOI: https://doi.org/10.1016/j.sbspro.2015.01.128

3. Book:

Zastrow, C., Kirst-Ashman, K. K., & Hessenauer, S. L. (2019). Empowerment Series: Understanding human behavior and the social environment (11th Ed.). Boston, MA.: Cengage Learning. Retrieved from https://www.cengage.co.uk/books/9781337556477/

Alberts, B., Johnson, A., Lewis, J., Raff, M., Roberts, K., & Walter, P. (2002). Molecular biology of the cell (4th Ed.). New York, US: Garland Science. DOI: https://doi.org/10.2460/ajvr.75.7.613

4. Book with the editor:

Flemming, N. C., Harff, J., Moura, D., Burgess, A., & Bailey, G. N. (Eds.). (2017). Submerged Landscapes of the European continental shelf: Quaternary paleoenvironments. Hoboken, NJ: John Wiley & Sons, Inc. Retrieved from https://books.google.co.id/books?isbn=1118927508

5. Chapter in an edited book

Groundwater-Smith, S. (2007). As rain is to fields, so good teachers are to students. In S. Knipe (Ed.), Middle years schooling:  Reframing adolescence (pp. 151-170). Frenchs Forest, N.S.W: Pearson Education Australia. Retrieved from https://trove.nla.gov.au/work/34614596?selectedversion=NBD41331657 

Ashurst, P. R., Hargitt, R., & Palmer, F. (2017). Environmental issues. In P. R. Ashurst, R. Hargitt, & F. Palmer (Eds.), Soft drink and fruit juice problems solved (2nd Ed., pp. 195–199). Woodhead Publishing. DOI: https://doi.org/10.1016/B978-0-08-100918-5.00012-6

6. Thesis and dissertation, research reports:

Bennett, K. (2003). Structures in early childhood learning (Unpublished doctoral dissertation). University of Cape Town, Cape Town.

Miladan, N. (2016). Communities’ contributions to urban resilience process: a case study of Semarang city (Indonesia) toward coastal hydrological risk. Architecture, space management. Université Paris-Est. Retrieved fromhttp://www.theses.fr/2016PESC1010.pdf

7. Articles from the websites:

European Commission. (2019, January 11). Early childhood education and care. Retrieved from https://eacea.ec.europa.eu/national-policies/eurydice/content/early-childhood-education-and-care-56_en

Adams, R. (2018, August 22). Girls with top science GCSEs 'deterred from study at a higher level'. The Guardian. Retrieved from https://www.theguardian.com/education/2018/aug/22/girls-top-science-gcse-deterred-study-higher-level-ifs-report