Indonesian Science Education Research (ISER)

Focus and Scope

This journal is a forum for academics in the field of science consisting of lecturers, teachers, and students who conduct research in the field of Education and Science to publish their latest research results so that they can be read and used as references for further research by other researchers in the world so that it is hoped that they can contribute to the development of science, especially in the field of Education and Natural Sciences. This journal is a journal that is published regularly twice a year, namely in May and November each year.

Beyond original research articles, the journal also includes the following featured sections:

· Learning: This section presents both theoretical and empirical studies focused on science learning. Submissions are encouraged from a range of perspectives—psychological, social, cognitive, sociohistorical, and affective. Research exploring how learning connects to teaching, scientific content and practices, learners themselves, and broader contextual influences (such as social, political, cultural, ideological, institutional, epistemological, and physical environments) is also welcome.

· Issues and Trends: This section primarily features analytical, interpretive, or persuasive essays addressing current educational, social, or philosophical concerns relevant to science education. It aims to foster thoughtful discussion on contemporary issues, welcoming well-argued papers from diverse viewpoints. Submissions may take the form of position statements, polemical arguments, or insightful commentaries.

· Science Learning in Everyday Life: This section includes interpretive, philosophical, or analytical discussions about how science is learned outside traditional classroom settings. Papers may examine learning experiences in communities, homes, online platforms, museums, after-school programs, or other informal environments that nurture science engagement across different stages of life. Submissions that consider equity and inclusion in informal science learning are especially encouraged.

· Science Teacher Education: This section publishes original theoretical or empirical research on the education and professional development of science teachers. Topics may include teacher preparation, teaching practices, and how broader societal or institutional contexts shape educators’ work across all stages of their careers, from pre-service through advanced professional practice.

· Science Education Policy: This area features papers that explore the aims and principles of educational policies implemented by governments, interest groups, school systems, and more, and how such policies influence science teaching and learning. Research in this section often critically examines the impact of policy on the theory, research, and practice of science education.

· Science Studies and Science Education: This section offers a platform for interdisciplinary scholarship examining the nature of science and its teaching. It draws insights from history, philosophy, anthropology, sociology of science, cognitive psychology, and artificial intelligence to advance the understanding and practice of science education in both theory and application.

· Comments and Criticism: A space for readers to share alternative perspectives or correct misunderstandings related to previously published articles. This section invites concise contributions (typically 2–4 manuscript pages) and aims to publish responses promptly.

· Books: This section features reviews of new books relevant to the science education field.

The Editorial Board welcomes submissions on significant topics in science education that utilize well-established scholarly methodologies and have relevance or applicability at both national and international levels. Priority is given to quantitative studies with advanced research designs (such as MANOVAs or linear modelling) and qualitative studies that adhere strictly to rigorous naturalistic methods. Submissions based on limited-variable analyses using basic inferential statistics (like ANOVA or ANCOVA), as well as qualitative studies lacking clear methodological grounding and justification, are discouraged. Every manuscript must include a comprehensive literature review that clearly defines the research problem or central issue, along with a detailed conclusion that discusses the study’s implications and limitations.