Jurnal Kompetensi Guru Indonesia

About the Journal

Jurnal Kompetensi Guru Indonesia (JKOMGI) or Indonesian Journal of Teacher Competency is a rigorously peer-reviewed scholarly journal that publishes high-quality empirical studies, conceptual papers, and critical analyses addressing the development of teacher competencies within the Indonesian educational context.

Publication Frequency:
Indonesian Journal of Teacher Competency is published on a biannual basis, with two issues released each calendar year.

Important Dates:

Manuscript Submission: Open on a rolling basis throughout the year
Scheduled Publication Months: January and July

This publication schedule ensures a continuous submission workflow while maintaining a rigorous peer-review and editorial process aligned with international standards of scholarly publishing.

Journal scope and focus:

Pedagogical Competence Development
Scholarly analyses and innovations in instructional planning, classroom implementation, assessment practices, and learning evaluation, including classroom management across formal and non-formal educational contexts.

Teachers’ Professional Competence
Studies addressing the enhancement of teachers’ subject-matter mastery, interdisciplinary pedagogical approaches, and adaptive capacity in responding to national, local, and context-specific curriculum frameworks.

Personal and Social Competence of Teachers
Research on teachers’ ethical conduct, professional identity, and socio-emotional dispositions, including effective communication and interaction with learners, parents, colleagues, and the wider community.

Educational Technology and Innovation
Empirical and conceptual contributions on the integration of digital technologies in teaching and learning, innovative instructional models, technology-enhanced learning media, and the digital transformation of education.

Teacher Competence Development through Classroom Action Research (CAR)
Reports and analyses of classroom action research focusing on reflective, evidence-based solutions to instructional challenges aimed at improving teaching effectiveness and learning outcomes.

Character Education and Social–Emotional Competence
Studies on the design, implementation, and evaluation of character education and social–emotional learning initiatives, emphasizing the pedagogical role of teachers in fostering holistic learner development.

Educational Management and Leadership
Investigations into teachers’ roles in educational leadership, classroom and school management, and their participation in institutional decision-making and educational policy development.

Inclusive and Multicultural Education
Research and best practices related to inclusive pedagogy, learning support for students with special educational needs, and teaching in culturally, linguistically, and socially diverse educational settings.

Teacher Professionalism in the Era of Globalization
Critical and empirical studies on teachers’ professional development in response to global educational challenges, including 21st-century skills, project-based learning, sustainability education, and global citizenship.