Focus and Scope

Indonesian Journal of Teaching in Science (IJoTIS) promotes research in the broad field of science and engineering education, including agricultural education and environmental science education, with particular attention to the Indonesian context while remaining open to authorship and topical coverage from any region.

Contributions are expected from senior researchers, project managers, research administrators, doctoral students at an advanced stage of their research, and practising teachers, representing both public institutions and private organisations.

Types of Article

• Theoretical articles — conceptual or framework-building work in science and engineering education.
• Empirical studies — quantitative, qualitative, or mixed-methods research with original data.
• Practice-oriented papers — classroom-tested innovations in teaching, media, or assessment.
• Case studies — in-depth analyses of a programme, institution, or learning setting.
• Reviews — systematic or critical reviews of papers, books, and learning resources.

Scope

The areas below are indicative rather than exhaustive. The editorial board also welcomes innovative articles that redefine the field of science and engineering education.

• Teaching and learning in science (physics, chemistry, biology, earth science)
• Engineering and technology education, including TVET
• STEM and STEAM education
• Curriculum development and evaluation in science education
• Assessment and evaluation of science learning
• Learning media, laboratory work, and instructional technology
• Digital and blended learning in science education
• Teacher education and professional development in science
• Environmental, sustainability, and agricultural education
• Science literacy, misconceptions, and conceptual change
• Inclusive and equitable science education

Out of scope: manuscripts reporting pure science or pure engineering results with no educational dimension, and manuscripts whose contribution is limited to the local implementation of a well-established method without a clear scholarly argument.