Aims & Scope

Aims

SIGn Journal of Science and Education aims to provide a scholarly platform for academics, researchers, educators, practitioners, and professionals to examine contemporary issues in mathematics and science education, develop theoretical and empirical knowledge, and contribute to the advancement of teaching and learning in mathematics, biology, physics, and chemistry at national, regional, and global levels.

The journal seeks to facilitate scholarly discussion on current developments in mathematics and science education while contributing to the expansion of Indonesian discourse in these fields and its engagement with broader regional and global developments. It welcomes manuscripts employing diverse research methodologies, provided that they meet scientific standards, address relevant educational issues, and demonstrate a substantive contribution to knowledge, teaching practice, curriculum development, assessment, teacher education, or educational innovation in mathematics and science.

SIGn Journal of Science and Education publishes scientific articles in English to broaden access to readers and contributors worldwide. Editorial consideration is primarily based on the accuracy and reliability of the data and research results, the appropriateness of the research methodology, the objectivity and coherence of the analysis, the relevance of the educational issue examined, and the significance of the contribution presented by the authors.

Scope

SIGn Journal of Science and Education publishes original scholarly works addressing contemporary issues and developments in mathematics and science education. The journal’s scope includes, but is not limited to, the following areas:

Mathematics and Science Education

  • Mathematics Education
  • Biology Education
  • Physics Education
  • Chemistry Education

Curriculum, Teaching, and Learning

  • Mathematics and Science Curriculum Development
  • Teaching and Learning Strategies in Mathematics and Science
  • Inquiry-Based Learning
  • Problem-Based and Project-Based Learning
  • Laboratory and Practical Learning
  • Conceptual Understanding and Misconceptions in Mathematics and Science

Literacy, Reasoning, and Assessment

  • Mathematical Literacy and Reasoning
  • Scientific Literacy and Reasoning
  • Problem Solving and Higher-Order Thinking
  • Assessment and Evaluation in Mathematics and Science Education
  • Learning Outcomes and Educational Measurement

Teacher Education and Professional Development

  • Pre-Service Mathematics and Science Teacher Education
  • In-Service Mathematics and Science Teacher Development
  • Pedagogical Content Knowledge
  • Teacher Competence and Professional Learning

Integrated STEM and Interdisciplinary Learning

  • Integrated STEM Education
  • Interdisciplinary Mathematics and Science Learning
  • STEM Literacy and Problem Solving
  • Design-Based and Contextual STEM Learning

Digital Technology and Innovation in Mathematics and Science Education

  • Digital and Technology-Enhanced Learning
  • Simulations, Virtual Laboratories, and Digital Learning Environments
  • Computational Thinking in Mathematics and Science Education
  • Artificial Intelligence in Mathematics and Science Education

The journal particularly welcomes research that connects disciplinary knowledge in mathematics, biology, physics, or chemistry with developments in pedagogy, curriculum, assessment, teacher education, STEM learning, and educational technology. Interdisciplinary and technology-enhanced studies are welcomed when mathematics or science education remains a substantive component of the research problem, theoretical or conceptual framework, analysis, and scholarly contribution.

Manuscripts should demonstrate a clear relationship between the educational problem, theoretical or conceptual framework, methodology, data or evidence examined, findings or analysis, and the scholarly contribution claimed by the authors. Studies concerned primarily with general education, educational administration, disciplines outside mathematics and science education, or pure mathematics and natural sciences without a substantive educational dimension fall outside the journal’s scope and may be declined during the initial editorial screening.