Journal of Science Learning, abbreviated as JSL or J. Sci. Learn. (e-ISSN 2614-6568), is an open access and double-blind peer-reviewed journal published by Universitas Pendidikan Indonesia. JSL collaborates with the Indonesian Society for Science Educators. The journal aims to serve original articles on the latest issues and trends in high-quality research focused on technology-integrated science learning. The technology integration includes science learning, science learning media, science learning curriculum, science learning in everyday life, science teacher development, and science learning assessment. JSL is a triannual journal issued in March, July, and November.
Editor-in-Chief
Publishing Model
Open Access Journal
Journal of Science Learning articles are published open access under a Creative Commons Attribution-ShareAlike 4.0 International License
Article-Processing Charges (APC)
£0/$0/€0/Rp.0
To publish open access in Journal of Science Learning, authors are not required to pay an article-processing charge. Universitas Pendidikan Indonesia covers APC for every article published.
Publication Frequency
Three times a year (March, July, November)
Announcements
Manuscript: ERIC Metadata Indexing |
|
| JSL has already been indexed in ERIC. The Indexing needs 8-10 weeks to index our content before the metadata appears in ERIC automatically. JSL Edition of Vol. 4. Issue 4 (2021) has been indexed in ERIC. |
|
| Posted: 2022-02-27 | |
Statistics: Statistics |
|
JSL Submission Statistics 2020
Our popularity is increasing over the time
Contributors
|
|
| Posted: 2022-02-28 | |
Statistics: Citation update on March 2022 |
|
e are strongly committed to improving the paper quality published in JSL. The year-by-year citation improvements are reflecting our commitment to being a reputed international journal.
|
|
| Posted: 2022-02-28 | |
Manuscript: Accepted Manuscripts |
|
JSL accepted manuscript is the manuscript of an article that has been accepted for publication and which typically includes author-incorporated changes suggested during submission, peer review, and editor-author communications. They do not include other publisher value-added contributions such as copy-editing, formatting, technical enhancements and (if relevant) pagination. The JSL accepted manuscripts that will be published in Volume 5, Issue 2, Juli 2022.
The JSL accepted manuscripts that will be published in Volume 5, Issue 3, November 2022.
|
|
| Posted: 2022-02-28 | |
Manuscript: Article-in-Press |
|
tml5 slider by WOWSlider.com v9.0
Articles in press are peer reviewed, accepted articles to be published in this publication. When the final article is assigned to volumes/issues of the publication, the article in press version will be removed and the final version will appear in the associated published volumes/issues of the publication. The date an article was first made available online will be carried over. Journal of Science Learning provides this early version of the manuscript as a service to our authors and readers. The manuscript will undergo copyediting, typesetting and a proof review before it is published in its final form. Please note that during the production process errors may be discovered which could affect the content, and all legal disclaimers apply. Please be aware that, although articles in press do not have all bibliographic details available yet, they can already be cited using the year of online publication and the DOI, as follows: Author, A. A., & Author, B. B. (Year). Title of article. Journal of Science Learning. https://doi.org/10.0000/0000.
|
|
| Posted: 2019-12-28 | |
| More Announcements... |
Vol 5, No 1 (2022): Journal of Science Learning
- The Effect of Using Digital Concept Cartoons in Science Lesson on Students’ Achievement
- The Effects of The Problem-Based Learnıng Supported by Experiments in Science Course: Students' Inquiry Learning and Reflective Thinking Skills
- Determining the Mental Images of Fourth Grade Private and Public School Students for Science Learning Environments by Drawing Technique
- Innovativeness in Science Education: An Examination of Secondary School Students’ Perceptions
- Facilitating 7th Grade Students’ Food Literacy through Science Activities: A Qualitative Study
- A Content Analysis Study towards Researches Regarding Context-Based Learning Approach in Science Education by Between Years 2010 and 2020 in Turkey
- Development of the STEM-Pedagogical Content Knowledge Scale for Pre-service Teachers: Validity and Reliability Study
- Interdisciplinary Science and Social Studies Education in The Context of Five Weeks in a Balloon
- Development of Android-based Interactive Multimedia to Enhance Critical Thinking Skills in Learning Matters
- The Effect of Using Web-Based Interactive Learning Media for Vocational High School Students to Understanding of Looping: Qualitative Approach
- Science Curriculum Objectives’ Intellectual Demands: A Thematic Analysis
- Parent Involvement in Preschool Science Activities: What Do Parents Think About It?
- Scientific Story Writing Technique in the Alternative Assessment of the Subject of Liquids: The Sample of Science and Biology Teaching Students
- Comparing Effects of Two Different Explicit–Reflective Instructions on Pre-School Prospective Teachers’ View about Nature of Science and Scientific Knowledge
- Analysis of Prospective Primary School Teachers’ Knowledge Regarding Chemical Representations on Crystallization Experiment
Table of Contents
Technology-integrated Science Learning
|
Arda Danıştay Şanlıtürk, Gülçin Zeybek
|
1-13
|
|
Huriye Deniş-Çeliker, Seda Dere
|
14-27
|
Technology-based Science Learning Assessment
|
Sina Şavlı, Mustafa Doğru
|
28-41
|
|
Bahar Muradoğlu, Nevzat Yiğit, Ebru Mazlum Güven
|
42-54
|
|
Sevill Kurt, Nagihan Yıldırım, Bahar Aksu Sandıkçı
|
55-68
|
|
Büşra Arik Güngör, Mustafa Metin, Sibel Saraçoğlu
|
69-78
|
|
Behiye Akçay, Filiz Avcı
|
79-90
|
Technology-based Science Learning Media
|
Müge Aygün, Yasemin Hacıoğlu, Derya Ceylan, Elif Durkan
|
91-102
|
|
Salma Almira Hamdani, Eka Cahya Prima, Rika Rafikah Agustin, Selly Feranie, Ahmad Sugiana
|
103-114
|
|
Dwi Fitria Al Husaeni, Enrico Nabil Qois Budisantoso, Mushfani Ainul Urwah, Nissa Nur Azizah, Putri Zukhruf Dinata, Shandini Apriliany, Herbert Siregar
|
115-126
|
Technology-based Science Learning Curriculum
|
Yi̇lmaz Soysal
|
127-140
|
Science Learning and Technology in Everyday Life
|
Cigdem Sahin Cakir, Gonca Uludağ
|
141-153
|
Technology-based Science Teacher Education
|
Gamze Dolu, Handan Ürek, Ayberk Bostan Sarıoğlan
|
154-164
|
|
Mustafa Metin
|
165-175
|
|
Melis Arzu Uyulgan, Nalan Akkuzu Güven
|
176-192
|
Published by Universitas Pendidikan Indonesia
in collaboration with the Indonesian Society of Science Educators
2021