Focus and Scope
Jurnal Penelitian Pendidikan IPA (JPPIPA) promotes research in the field of science and Science Education with particular respect to Indonesia, but not limited to authorship or topical coverage within the region. Contributions are expected from scientists, educators, senior researchers, project managers, research administrators, and students at advanced stages of their research. To be published in Jurnal Penelitian Pendidikan IPA, a rigorous review process will be done.
The editorial contents and elements that comprise the journal include:
Theoretical articles
Empirical studies.
Case studies
Systematic Literature Review.
The editorial board welcomes manuscripts from Science and Science Education. The scopes of Jurnal Penelitian Pendidikan IPA (JPPIPA) are:
1. Science (Chemistry, Physics, and Biology)
This scope covers research in the fundamental sciences, including chemistry, physics, and biology, focusing on scientific discovery, characterization of natural phenomena, development of scientific concepts, and the application of experimental or computational methods. Manuscripts in this category are expected to contribute to the enrichment of scientific knowledge, the advancement of theoretical or conceptual frameworks, and the development of science and technology within these disciplines.
2. Science Education
This category includes studies that explore processes, practices, evaluation, and innovation in science education across various educational levels. Research may address curriculum development, assessment, science literacy, pedagogy, learning culture, educational policy, or 21st-century competencies. Manuscripts should provide scientific contributions that enhance the quality of learning and support the development of theory and practice in science education.
3. Chemistry Education
This scope focuses on research related to chemistry learning, including the development of learning models, instructional media, teaching materials, assessment instruments, conceptual understanding, misconceptions, and students’ higher-order thinking skills in chemistry contexts. Manuscripts are expected to demonstrate a strong theoretical foundation, rigorous methodology, and empirical evidence that supports the improvement of chemistry teaching and learning processes.
4. Physics Education
This category covers research in the teaching and learning of physics, including pedagogical innovation, development of instructional tools, assessment and measurement of competencies, conceptual representation, and the enhancement of critical thinking, problem-solving skills, and science literacy in physics education. Manuscripts should provide conceptual and practical contributions to the advancement of theory and practice in physics education.
5. Biology Education
This scope includes research on biology education that addresses the development of learning materials, contextual and environmental-based learning strategies, integration of local wisdom, authentic assessment, and the strengthening of ecological literacy and scientific skills. Manuscripts are expected to demonstrate relevance to the improvement of biology learning processes and to contribute to the development of students’ competencies and scientific character.
6. Education Technology
This category encompasses research on the development and implementation of technology in science education, including e-learning, interactive multimedia, virtual or remote laboratories, digital assessment, learning analytics, and technology-enhanced instructional innovations. Manuscripts should present systematic development designs, effectiveness analysis, and pedagogical implications of technology-based learning implementation.
7. Application Science (Chemistry, Physics, Biology, Agriculture)
This scope covers applied science research that utilizes principles of chemistry, physics, biology, and agricultural science to address real-world problems in environmental, industrial, educational, and community contexts. Manuscripts may include applied research, product development, technology implementation studies, or contextual science applications, and must be grounded in valid scientific methods and measurable outcomes.
8. Model, Methods, and Strategies of Learning in Science Education
This category focuses on the development, implementation, and evaluation of models, methods, and learning strategies in science education. Research may include innovative approaches, project- or inquiry-based learning, higher-order thinking-oriented instruction, contextual and culturally-based learning, or multidisciplinary integration. Manuscripts should demonstrate clear research design, empirical evidence of learning effectiveness, and theoretical contributions to the field of science education.
