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*Double-Blind Peer Review Guidelines This OPEN ACCESS journal ensures a double-blind review for every submitted manuscript. It means that in the review process, this journal conceals both the identity of the reviewer and the author and vice versa.*

** ****The title of article in this journal**

(Lower case, TNR, 13pt Bold, Space 1, left alignment)

**Author’s Name ^{[1]}, Author’s Name^{[2]}, Author’s Name^{[3]}**

(Capitalize, Times New Roman, 11pt Bold, left alignment)

** ****Abstract**: Abstract describes clearly the content of the article. It includes **the aims of research, methods, and the findings**. It is also suggested to highlight the research problem in the first paragraphs, conclusion, and implication of the research. Abstract is written in normal font and not more than 250 words. The font used for abstract is Times New Roman 11 pts with 1 spacing. **Abstract must be in Bahasa and English**. If it is in Bahasa, the terms or words in English or other foreign languages should be italic.

**Keywords**: *Abstract guideline, Conceptual understanding, Mathematics* (Italic, 3-5 words)

**Introduction **← 12pt, Times New Roman bold

(11,5 pt Times New Roman; space 1.125)

Jurnal Pengabdian Kepada Masyarat (JPKM) is a scientific, peer-reviewed, and open access journal which publishes scholarly articles in education field. **The articles must be 10-20 pages including references and appendix (if any)**. In a specific case, it could be more than 20 pages, for example the article has over 5 pages for reference. The articles published can be research articles (first priority) and library research (limited number).

**Methods **← 12pts, Times New Roman bold

(11,5 pt Times New Roman; space 1.125)

This part addresses the methods employed in the research. It includes **types of research (classroom action research, design research, etc.), research subjects, research instruments (developed by the researcher/s or adapt the existing instrument), data sources, data collections, and data analysis. **The author(s) must pay careful attention to the data analysis since it is not just a general step. For example, the author(s) state that the data was analyzed through four steps; reducing data, displaying data, making an inference, and verification. The four steps are required to be operationally elaborated referring to what the author(s) did in the research.

**Figures, graphs, tables, and equation**

The figures must be arranged as in the example below.

**Figure 1**. Attached figure in article

The graphs must be like the following format

**Graph 1. **Attached graph format

The equations must use *equation **features* in **Microsoft Word**, not an image.

The tables must be written in space 1 and 11 pts. The table format used in this journal article is as below.

**Findings and Discussion **← 12pts, Times New Roman bold

(11,5 pts Times New Roman; space 1.125)

This part includes three major points, i.e., **representative or selected research data which support main findings**, **research findings**, and **the discussion or a ****depth-analysis of the findings**. For example, if the research was about students’ problem solving of non-routine mathematics tasks then the authors should present selected data on students’ work, explain the findings drawn from the presented data, and following by a thorough analysis of the findings. Some questions to help making the analysis are: *Why are that the findings? How do the findings solve the identified research problems or answer the proposed research questions? How do the findings relate to prior studies or the body of knowledge?* *How do the findings imply mathematics teaching and learning theoretically or empirically? ***The discussion or analysis of the findings is not enough to just state that it relates to prior studies**. This part ends with suggestions for further research.

**Conclusion **← 12 pts, Times New Roman bold

(11,5 pts Times New Roman; space 1.125)

Conclusion answers the research hypothesis or purposes. **It is not the replication of findings and discussion** but a sharp highlight of the findings which refer to research purposes. Conclusion is written in the form of a descriptive paragraph (one to three paragraphs), not numbering.

**Acknowledgment** ← 12pts, Times New Roman bold

(11pts, Times New Roman, space 1.125)

Acknowledgment is optional. The author/s is encouraged to acknowledge any parties that give contribution to the research. It is not the same as a dedication chapter in a thesis/dissertation.

**References **← 12 pts, Times New Roman bold

(10.5 pts, Times New Roman, space 1)

Guideline for the references is as follows.

- References must be the same as citations
**Minimum 1****5 references**for each article,**80% of them**are primary references such as**journal articles, conference proceedings, and thesis/dissertation**.- The references must be last 10 years
**The authors are highly encouraged to use reference manager**such as Mendeley, Zotero, EndNote, and others- The references apply
*APA 6*(^{th}Edition*American Psychological Associati*on). Further read about APA is available here

**Examples of references and citation**

**More than 3 authors**

First citation ???? (Bishop, FitzSimons, Seah, & Clarkson, 1999) or Bishop, FitzSimons, Seah, & Clarkson (1999)

After first citation ???? (Bishop et al., 1999) atau Bishop et al. (1999)

Bishop, A., FitzSimons, G., Seah, W. T., & Clarkson, P. (1999). *Values in mathematics education: Making values teaching explicit in the mathematics classroom*. Paper presented at the AARE Annual Conference, Melbourne.** **

*Conference Proceedings*

Citation ???? (Clark, 2011) or Clark (2011)

Clark, K.M. (2011). Voices from the field: incorporating history of mathematics in teaching. *Proceedings of the Seventh Congress of the European Society for Research in Mathematics Education (7 ^{th} CERME), *Rzeszow – Poland, 1640-1649.

*Translated Books*

First citation ???? (Marks, Hiatt, & Neufeld, 1985) or Marks, Hiatt dan Neufeld (1985)

After first citation ???? (Marks et al., 1985) atau Marks et al. (1985)

Marks, J.L., Hiatt, A.A. & Neufeld, E.M. (1985). *Metode mengajar matematika untuk sekolah dasar* (Terjemahan oleh Bambang Sumantri). Jakarta, Indonesia: Penerbit Erlangga.

*Books with Editor/s*

Fauvel, J., & Maanen, J. Y. (Eds.). (2000). *History in mathematics education: The ICMI study. *Dordrecht, Netherland: Kluwer Academic Publishers.

*Books with Three Authors*

Riedesel, C.A., Schwartz, J.E. & Clements, D.H. (1996). *Teaching elementary school mathematics*. Boston, USA: Allyn & Bacon.

*Book Chapters*

Tzanakis, C., & Arcavi, A. (2000). Integrating history of mathematics in the classroom: An analytic survey. In J. Fauvel, & J. van Maanen (Eds.), History in mathematics education (pp. 201–240). The ICMI Study. Dordrecht: Kluwer Academic Publishers.

*Web Articles*

Fauvel, J. (2000). The role of history of mathematics within a university mathematics curriculum for the 21^{st} century. Retrieved from http://www.bham.ac.uk/ctimath/talum/newsletter

Hughes, B. (2011, August). Completing the Square- Quadratic using addition*.* Retrieved from http://www.maa.org/press/periodicals/convergence/completing-the-square-quadratics-using-addition

History of Mathematics. (t.t). in Wikipedia. Retrieved from https://en.wikipedia.org/wiki/History_of_Mathematics

Muhammad ibn Musa al-Khwarizmi. (t.t). in Wikipedia. Retrieved from https://en.wikipedia.org/wiki/Muhammad_ibn_Musa_al-Khwarizmi

O'Connor, J.J. & Robertson, E.F. (1999, July). Abu Ja'far Muhammad ibn Musa Al-Khwarizmi. Retrieved from http://www-history.mcs.st-and.ac.uk/history/Biographies/Al-Khwarizmi.html

*Journal with Online Access*

Goodwin, D.M. (2010). The importance of mathematics teachers knowing their mathematics history. *The Journal for Liberal Art and Science*, *14*(2), 86-90. Retrieved from http://www.oak.edu/academics/school-arts-sciences-jlas-archive.php#Fa2010

Panasuk, R.M & Horton, L.B. (2012). Integrating history of mathematics into curriculum: what are the chances and constraints?* IEJME*, *7*(1), 3-20. Retrieved from http://www.iejme.com/makale/284

*Journal with DOI*

Jankvist, U.Th. (2009b). A categorization of the ‘whys‘ and ‘hows‘ of using history in mathematics education. *Educational Studies in Mathematics*, *71*(3), 235-261. Doi:10.1007/s10649-008-9174-9

Sembiring, R.K., Hadi, S., & Dolk, M. (2008). Reforming mathematics learning in Indonesian classroom through RME. *ZDM,* *40*(6), 927-939. Doi: 10.1007/s11858-008-0125-9

*Thesis/Dissertation*

Jankvist, U.Th. (2009a). *Using history as a goal in mathematics education* (Master thesis). Retrieved from http://milne.ruc.dk/imfufatekster/pdf/464.pdf

*Conference/Seminary Papers*

Lawrence, S. (2008). *History of mathematics making its way through the teacher networks: professional learning environment and the history of mathematics in a mathematics curriculum*. Paper presented at 10^{th} ICME, Mexico.

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