Indonesian Journal of Science Learning (IJSL)

About the Journal

Indonesian Journal of Science Learning (IJSL) is an international peer-reviewed journal dedicated to advancing the field of science education and learning. Published by the Science Education Study Program, UIN Sunan Ampel Surabaya, IJSL provides a platform for scholars, researchers, and educators to publish original research articles, theoretical papers, and best practices that explore innovative strategies, pedagogies, and assessments in science learning.  The journal accepts submissions in English and is published twice a year.

Aims

Indonesian Journal of Science Learning (IJSL) aims to promote high-quality research and scholarship in the field of science education. The journal seeks to enhance the understanding and improvement of science learning processes across educational levels, support evidence-based teaching practices, and foster innovation that integrates scientific, pedagogical, and cultural perspectives. IJSL aspires to become a leading platform for the dissemination of knowledge and the development of professional communities in science education.

Focus

IJSL focuses on studies that explore science learning in diverse contexts, including formal, informal, and non-formal settings. The journal highlights research that bridges theory and practice, promotes learner-centered approaches, and addresses local and global challenges in science education. Special attention is given to works that integrate interdisciplinary perspectives, the use of technology in science learning, indigenous knowledge systems, and values-based education (including Islamic values).

Scope

The scope of IJSL includes, but is not limited to:

• Science learning models and strategies (e.g., inquiry-based learning, STEM, PjBL, PBL, CBL, etc.)

• Curriculum development and assessment in science education

• Integration of technology and digital tools in science learning

• Science teacher education and professional development

• Student conceptions, motivation, and engagement in learning science

• Socio-cultural and religious dimensions in science education

• Environmental and sustainability education through science learning

• Scientific literacy, argumentation, and critical thinking

• Comparative studies in science education across countries or cultures

• Local wisdom and ethnoscience in science learning contexts

The journal welcomes empirical research (quantitative, qualitative, or mixed methods), literature reviews, case studies, and theoretical or conceptual papers relevant to the field of science learning.