Editorial Policies

Focus and Scope

International Journal of STEM Education for Sustainability is a peer-reviewed journal that covers research publications in STEM Education or related including chemistry education, biology education, physics education, earth science education, space science education, enviromental education, science education, technology education, engineering education, mathematics education, and integration between two or more disciplines in STEM Education towards sustainable development. Moreover, this journal also covers the development of STEM Education such as STEAM Education, STREAM Education, MII-STEM and others. To give researchers the opportunity to write their perspectives on STEM Education or related ones, since 2023, review articles are also welcome to be submitted to the International Journal of STEM Education for Sustainability

Section Policies

Research Articles

Open Submissions

Indexed

Peer Reviewed

Review Articles

Open Submissions

Indexed

Peer Reviewed

Peer Review Process

The suitability of manuscripts for publication in International Journal of STEM Education for Sustainability is judged by peer reviewers and editorial boards. All the review process are conducted in double blind review. Editor in Chief who helped by Managing Editor handles all correspondence with the author and makes the final decision as to whether the paper is recommended for acceptance, rejection, or needs to be returned to the author for revision.

Editor in Chief, Managing Editor and Editorial Boards will evaluate the submitted papers on praqualification step for suitability of further review process. The manuscripts will be evaluated by two qualified peer reviewers selected by Editor in Chief or Managing Editor or Editorial Boards. The peer reviewers should examine the manuscript and return it with their recommendation to the Editor in Chief through Managing Editor as soon as possible, usually within 3 weeks. The Editor in Chief or Managing Editor send acceptance or rejection of the paper.

Papers needing revision will be returned to the authors, and the author must return the revised manuscript to the Editor in Chief through Managing Editor via OJS of International Journal of STEM Education for Sustainability. Editor in Chief through managing editor sends the revised manuscript to Editorial Boards to check whether the manuscript is revised as suggested by peer reviewers. Editorial Boards could give recommendation to Editor in Chief through Managing Editor. The manuscript should return to authors, accept, or reject within 1 weeks. Editor in Chief or Managing Editor would send an acceptance letter announcing the publication issue attached with manuscript reprint to authors.

Publication Frequency

International Journal of STEM Education for Sustainability is published in a half yearly every January and July in each volume. However, the journal published its first issue in July 2021. So, the first volume is consist of the Vol.1, No.1, July 2021. Additionally, the accepted articles will be published online as soon as possible to be included in the future issue when they are ready to be published.

Open Access Policy

This Journal provides immediate open access to its content on the principle that making research freely available to the public supports a greater global exchange of knowledge.

This journal is open access journal which means that all content is freely available without charge to users or / institution. Users are allowed to read, download, copy, distribute, print, search, or link to full text articles in this journal without asking prior permission from the publisher or author. This is in accordance with Budapest Open Access Initiative

Hasil gambar untuk Budapest Open Access Initiative

Budapest Open Access Initiative

An old tradition and a new technology have converged to make possible an unprecedented public good. The old tradition is the willingness of scientists and scholars to publish the fruits of their research in scholarly journals without payment, for the sake of inquiry and knowledge. The new technology is the internet. The public good they make possible is the world-wide electronic distribution of the peer-reviewed journal literature and completely free and unrestricted access to it by all scientists, scholars, teachers, students, and other curious minds. Removing access barriers to this literature will accelerate research, enrich education, share the learning of the rich with the poor and the poor with the rich, make this literature as useful as it can be, and lay the foundation for uniting humanity in a common intellectual conversation and quest for knowledge.

For various reasons, this kind of free and unrestricted online availability, which we will call open access, has so far been limited to small portions of the journal literature. But even in these limited collections, many different initiatives have shown that open access is economically feasible, that it gives readers extraordinary power to find and make use of relevant literature, and that it gives authors and their works vast and measurable new visibility, readership, and impact. To secure these benefits for all, we call on all interested institutions and individuals to help open up access to the rest of this literature and remove the barriers, especially the price barriers, that stand in the way. The more who join the effort to advance this cause, the sooner we will all enjoy the benefits of open access.

The literature that should be freely accessible online is that which scholars give to the world without expectation of payment. Primarily, this category encompasses their peer-reviewed journal articles, but it also includes any unreviewed preprints that they might wish to put online for comment or to alert colleagues to important research findings. There are many degrees and kinds of wider and easier access to this literature. By "open access" to this literature, we mean its free availability on the public internet, permitting any users to read, download, copy, distribute, print, search, or link to the full texts of these articles, crawl them for indexing, pass them as data to software, or use them for any other lawful purpose, without financial, legal, or technical barriers other than those inseparable from gaining access to the internet itself. The only constraint on reproduction and distribution, and the only role for copyright in this domain, should be to give authors control over the integrity of their work and the right to be properly acknowledged and cited.

While the peer-reviewed journal literature should be accessible online without cost to readers, it is not costless to produce. However, experiments show that the overall costs of providing open access to this literature are far lower than the costs of traditional forms of dissemination. With such an opportunity to save money and expand the scope of dissemination at the same time, there is today a strong incentive for professional associations, universities, libraries, foundations, and others to embrace open access as a means of advancing their missions. Achieving open access will require new cost recovery models and financing mechanisms, but the significantly lower overall cost of dissemination is a reason to be confident that the goal is attainable and not merely preferable or utopian.

To achieve open access to scholarly journal literature, we recommend two complementary strategies.

I. Self-Archiving: First, scholars need the tools and assistance to deposit their refereed journal articles in open electronic archives, a practice commonly called, self-archiving. When these archives conform to standards created by the Open Archives Initiative, then search engines and other tools can treat the separate archives as one. Users then need not know which archives exist or where they are located in order to find and make use of their contents.

II. Open-access Journals: Second, scholars need the means to launch a new generation of journals committed to open access, and to help existing journals that elect to make the transition to open access. Because journal articles should be disseminated as widely as possible, these new journals will no longer invoke copyright to restrict access to and use of the material they publish. Instead they will use copyright and other tools to ensure permanent open access to all the articles they publish. Because price is a barrier to access, these new journals will not charge subscription or access fees, and will turn to other methods for covering their expenses. There are many alternative sources of funds for this purpose, including the foundations and governments that fund research, the universities and laboratories that employ researchers, endowments set up by discipline or institution, friends of the cause of open access, profits from the sale of add-ons to the basic texts, funds freed up by the demise or cancellation of journals charging traditional subscription or access fees, or even contributions from the researchers themselves. There is no need to favor one of these solutions over the others for all disciplines or nations, and no need to stop looking for other, creative alternatives.

Open access to peer-reviewed journal literature is the goal. Self-archiving (I.) and a new generation of open-access journals (II.) are the ways to attain this goal. They are not only direct and effective means to this end, they are within the reach of scholars themselves, immediately, and need not wait on changes brought about by markets or legislation. While we endorse the two strategies just outlined, we also encourage experimentation with further ways to make the transition from the present methods of dissemination to open access. Flexibility, experimentation, and adaptation to local circumstances are the best ways to assure that progress in diverse settings will be rapid, secure, and long-lived.

The Open Society Institute, the foundation network founded by philanthropist George Soros, is committed to providing initial help and funding to realize this goal. It will use its resources and influence to extend and promote institutional self-archiving, to launch new open-access journals, and to help an open-access journal system become economically self-sustaining. While the Open Society Institute's commitment and resources are substantial, this initiative is very much in need of other organizations to lend their effort and resources.

We invite governments, universities, libraries, journal editors, publishers, foundations, learned societies, professional associations, and individual scholars who share our vision to join us in the task of removing the barriers to open access and building a future in which research and education in every part of the world are that much more free to flourish.

February 14, 2002
Budapest, Hungary

Leslie Chan: Bioline International
Darius Cuplinskas: Director, Information Program, Open Society Institute
Michael Eisen: Public Library of Science
Fred Friend: Director Scholarly Communication, University College London
Yana Genova: Next Page Foundation
Jean-Claude Gu don: University of Montreal
Melissa Hagemann: Program Officer, Information Program, Open Society Institute
Stevan Harnad: Professor of Cognitive Science, University of Southampton, Universite du Quebec a Montreal
Rick Johnson: Director, Scholarly Publishing and Academic Resources Coalition (SPARC)
Rima Kupryte: Open Society Institute
Manfredi La Manna: Electronic Society for Social Scientists
Istv n R v: Open Society Institute, Open Society Archives
Monika Segbert: eIFL Project consultant
Sidnei de Souza: Informatics Director at CRIA, Bioline International
Peter Suber: Professor of Philosophy, Earlham College & The Free Online Scholarship Newsletter
Jan Velterop: Publisher, BioMed Central

Archiving

International Journal of STEM Education for Sustainability has a policy allowing authors to deposit versions of their work in an institutional repository of their choice. This policy available on Sherpa/Romeo at https://v2.sherpa.ac.uk/id/publication/40839

Publication Ethics

Publication Ethics and Malpractice Statement

International Journal of STEM Education for Sustainability is committed to upholding the highest standards of publication ethics and takes all possible measures against any publication malpractices. The Editorial Board is responsible for, among others, preventing publication malpractice. Unethical behavior is unacceptable, and the International Journal of STEM Education for Sustainability does not tolerate plagiarism in any form. Authors who submitted articles: affirm that manuscript contents are original. Furthermore, the authors’ submission also implies that the manuscript has not been published previously in any language, either wholly or partly, and is not currently submitted for publication elsewhere. Editors, authors, and reviewers, within the International Journal of STEM Education for Sustainability, are to be fully committed to good publication practice and accept the responsibility for fulfilling the following duties and responsibilities, as set by the COPE Code of Conduct for Journal Editors. As part of the Core Practices, COPE has written guidelines on the http://publicationethics.org/resources/guidelines.

Section A: Publication and authorship

All submitted papers are subject to strict peer-review process by at least two international reviewers that are experts in the area of the particular paper. Review process are blind peer review. The factors that are taken into account in review are relevance, soundness, significance, originality, readability and language. The possible decisions include acceptance, acceptance with revisions, or rejection. If authors are encouraged to revise and resubmit a submission, there is no guarantee that the revised submission will be accepted. Rejected articles will not be re-reviewed. The paper acceptance is constrained by such legal requirements as shall then be in force regarding libel, copyright infringement and plagiarism. No research can be included in more than one publication.

International Journal of STEM Education for Sustainability adheres to the guidelines of the International Committee of Medical Journal Editors (ICMJE). The ICMJE recommends that authorship be based on the following 4 criteria:

Substantial contributions to the conception or design of the work; or the acquisition, analysis, or interpretation of data for the work; AND
Drafting the work or revising it critically for important intellectual content; AND
Final approval of the version to be published; AND
Agreement to be accountable for all aspects of the work in ensuring that questions related to the accuracy or integrity of any part of the work are appropriately investigated and resolved.

In addition to being accountable for the parts of the work he or she has done, an author should be able to identify which co-authors are responsible for specific other parts of the work. In addition, authors should have confidence in the integrity of the contributions of their co-authors.

All those designated as authors should meet all four criteria for authorship, and all who meet the four criteria should be identified as authors. Those who do not meet all four criteria should be acknowledged—see Section II.A.3 below. These authorship criteria are intended to reserve the status of authorship for those who deserve credit and can take responsibility for the work. The criteria are not intended for use as a means to disqualify colleagues from authorship who otherwise meet authorship criteria by denying them the opportunity to meet criterion #s 2 or 3. Therefore, all individuals who meet the first criterion should have the opportunity to participate in the review, drafting, and final approval of the manuscript.

The individuals who conduct the work are responsible for identifying who meets these criteria and ideally should do so when planning the work, making modifications as appropriate as the work progresses. We encourage collaboration and co-authorship with colleagues in the locations where the research is conducted. It is the collective responsibility of the authors, not the journal to which the work is submitted, to determine that all people named as authors meet all four criteria; it is not the role of journal editors to determine who qualifies or does not qualify for authorship or to arbitrate authorship conflicts. If agreement cannot be reached about who qualifies for authorship, the institution(s) where the work was performed, not the journal editor, should be asked to investigate. The criteria used to determine the order in which authors are listed on the byline may vary, and are to be decided collectively by the author group and not by editors. If authors request removal or addition of an author after manuscript submission or publication, journal editors should seek an explanation and signed statement of agreement for the requested change from all listed authors and from the author to be removed or added.

The corresponding author is the one individual who takes primary responsibility for communication with the journal during the manuscript submission, peer-review, and publication process. The corresponding author typically ensures that all the journal’s administrative requirements, such as providing details of authorship, ethics committee approval, clinical trial registration documentation, and disclosures of relationships and activities are properly completed and reported, although these duties may be delegated to one or more co-authors. The corresponding author should be available throughout the submission and peer-review process to respond to editorial queries in a timely way, and should be available after publication to respond to critiques of the work and cooperate with any requests from the journal for data or additional information should questions about the paper arise after publication. Although the corresponding author has primary responsibility for correspondence with the journal, the ICMJE recommends that editors send copies of all correspondence to all listed authors.

When a large multi-author group has conducted the work, the group ideally should decide who will be an author before the work is started and confirm who is an author before submitting the manuscript for publication. All members of the group named as authors should meet all four criteria for authorship, including approval of the final manuscript, and they should be able to take public responsibility for the work and should have full confidence in the accuracy and integrity of the work of other group authors. They will also be expected as individuals to complete disclosure forms.

Some large multi-author groups designate authorship by a group name, with or without the names of individuals. When submitting a manuscript authored by a group, the corresponding author should specify the group name if one exists, and clearly identify the group members who can take credit and responsibility for the work as authors. The byline of the article identifies who is directly responsible for the manuscript, and MEDLINE lists as authors whichever names appear on the byline. If the byline includes a group name, MEDLINE will list the names of individual group members who are authors or who are collaborators, sometimes called non-author contributors, if there is a note associated with the byline clearly stating that the individual names are elsewhere in the paper and whether those names are authors or collaborators.

Section B: Authors’ responsibilities

Authors must certify that their manuscripts are their original work.
Authors must certify that the manuscript has not previously been published elsewhere.
Authors must certify that the manuscript is not currently being considered for publication elsewhere.
Authors must participate in the peer review process.
Authors are obliged to provide retractions or corrections of mistakes.
All Authors mentioned in the paper must have significantly contributed to the research.
Authors must state that all data in the paper are real and authentic.
Authors must notify the Editors of any conflicts of interest.
Authors must identify all sources used in the creation of their manuscript.
Authors must report any errors they discover in their published paper to the Editors.

Section C: Reviewers’ responsibilities

Reviewers should keep all information regarding papers confidential and treat them as privileged information.
Reviews should be conducted objectively, with no personal criticism of the author
Reviewers should express their views clearly with supporting arguments
Reviewers should identify relevant published work that has not been cited by the authors.
Reviewers should also call to the Editor in Chief’s attention any substantial similarity or overlap between the manuscript under consideration and any other published paper of which they have personal knowledge.
Reviewers should not review manuscripts in which they have conflicts of interest resulting from competitive, collaborative, or other relationships or connections with any of the authors, companies, or institutions connected to the papers.

Section D: Editors’ responsibilities

Editors have complete responsibility and authority to reject/accept an article.
Editors are responsible for the contents and overall quality of the publication.
Editors should always consider the needs of the authors and the readers when attempting to improve the publication.
Editors should guarantee the quality of the papers and the integrity of the academic record.
Editors should publish errata pages or make corrections when needed.
Editors should have a clear picture of a research’s funding sources.
Editors should base their decisions solely one the papers’ importance, originality, clarity and relevance to publication’s scope.
Editors should not reverse their decisions nor overturn the ones of previous editors without serious reason.
Editors should preserve the anonymity of reviewers.
Editors should ensure that all research material they publish conforms to internationally accepted ethical guidelines.
Editors should only accept a paper when reasonably certain.
Editors should act if they suspect misconduct, whether a paper is published or unpublished, and make all reasonable attempts to persist in obtaining a resolution to the problem.
Editors should not reject papers based on suspicions, they should have proof of misconduct.
Editors should not allow any conflicts of interest between staff, authors, reviewers and board

Research ethics

Research involving humans

Research studies on humans (individuals, samples, or data) must have been performed in accordance with the principles stated in the Declaration of Helsinki.

Prior to starting the study, ethical approval must have been obtained for all protocols from the local institutional review board (IRB) or other appropriate ethics committee to confirm the study meets national and international guidelines for research on humans. A statement to confirm this must be included within the manuscript, which must provide details of the name of the ethics committee and reference/permit numbers where available.

For non-interventional studies (e.g. surveys), where ethical approval is not required (e.g. because of national laws) or where a study has been granted an exemption by an ethics committee, this should be stated within the manuscript with a full explanation. Where a study has been granted exemption, the name of the ethics committee which provided this should also be included. However, if the researcher is in doubt, they should always seek advice from the relevant department before conducting the study.

Non-stigmatizing and non-discriminatory language should be used when describing different groups by race, ethnicity, age, disease, disability, religion, sex, gender, sexual orientation, etc. Human studies categorized by such groupings should include an explanation of the definitions and categories, including whether any rules of human categorization were required by the relevant funding agencies.

Ethical approval for all studies must be obtained before the research is conducted. Authors must be prepared to provide further information to the journal editorial office upon request.

Ethical considerations for different human study designs

Consent for research involving children, adolescents, and vulnerable or incapacitated study participants

Written informed consent must be obtained from the parent or guardian of any participants who are not able to provide full informed consent themselves. Age of legal adulthood is determined by the country in which study participants are based, which is typically between ages 16-18. A statement to confirm informed consent has been obtained must be included within the manuscript.

In settings where verbal informed consent has been obtained rather than written informed consent, this must be explained and stated within the manuscript.

In accordance with the principles outlined in the Nuremberg Code and the Belmont Report, informed consent must have been given with free will, under no coercion or bribery of any kind.

Retrospective studies

Researchers must confirm they have obtained ethical approval to conduct the study, as well as permission from the dataset owner to use the information in databases/repositories for the purposes of the research they are conducting. Where permission to use information from a database/repository is not required (e.g. where it is publicly available and unrestricted re-use is permitted via an open license), a statement to explain this must be included within the manuscript.

Data acquired must be kept anonymized unless otherwise advised by the owners of the content in the database. Where participants’ details are not required to be anonymized, authors must be able to provide evidence that written informed consent, including consent to publish, was obtained from participants. A statement to confirm this must be included within the manuscript.

Survey studies

Researchers must ensure they have informed all participants why the research is being conducted, whether or not anonymity is assured, and how the data they are collecting is being stored. The participant’s right to confidentiality should always be considered and they should be fully informed about the aims of the research and if there are any risks associated. Their voluntary consent to participate should be recorded and any legal requirements on data protection should be adhered to.

As with all research studies, ethics approval from an appropriate IRB/local ethics committee must be obtained prior to conducting the study. A statement to confirm this must be included within the manuscript. In settings where ethics approval for survey studies is not required, authors must include a statement to explain this within the manuscript.

Covert observational research

As the nature of this type of research does not provide study participants the opportunity to opt-out or provide full informed consent, researchers must ensure they have considered the full rationale for the covert nature of their research and obtain ethical approval to conduct the study from an appropriate ethics committee. Ideally, researchers should seek informed consent from the study participants after the completion of the study. Authors must include a statement within the manuscript to provide the rationale for the covert nature of the research and the details of the name of the ethics committee(s) which approved the study and include the reference/permit numbers where available. Please note, the Editor reserves the right to deem research of this type not suitable for consideration in their journal.

Research on indigenous communities

Authors should be aware of any specific research ethics approval and informed consent procedures which need to be followed in order to conduct research in communities where special processes for permissions may exist. Authors should also be aware of cultural sensitivities or any restrictions associated with the publication of content, including images included in their manuscripts. In many indigenous communities, additional permissions may need to be sought from community leaders or an Elder.

Authors working with indigenous communities are advised to consult appropriate guidelines for ethical research and publishing (including requirements for authorship) such as the AIATSIS Guidelines for ethical publishing, the National Inuit Strategy on Research and Interviewing Elders: Guidelines from the National Aboriginal Health Organization. Authors conducting research using media tools are advised to consult appropriate guidelines such as the On Screen Protocols & Pathways: A Media Production Guide to Working With First Nations, Metis, and Inuit Communities, Cultures, Concepts & Stories.

Article Processing Charges & Article Submission Charges

International Journal of STEM Education for Sustainability charges the following author fees.

Article Submission: 0 (IDR)/0 USD
Article Publishing: 1,000,000 (IDR)/75 (USD)

Journal Scientific Statement

The articles published in International Journal of STEM Education for Sustainability are scientifically proved following the code of ethics of scientific publication. The code of ethics itself upholds three values of ethics in publications, namely, (1) Neutrality (free from conflicts of interest in public management), (2) Justice (giving the right of authorship to the beneficiary as the author), and (3) Honesty (free from duplication, fabrication, falsification and plagiarism (DF2P) in the publication. The articles published also follow the certain procedures or orders, such as double blind review and revision process that consistent with the journal’s regular review, to ensure that the quality is maintained properly.

Retraction

The articles published in International Journal of STEM Education for Sustainability will be considered to retract in the publication if:

They have clear evidence that the findings are unreliable, either as a result of major error (eg, miscalculation or experimental error), or as a result of fabrication (eg, of data) or falsification (eg, image manipulation)
It constitutes plagiarism
The findings have previously been published elsewhere without proper attribution to previous sources or disclosure to the editor, permission to republish, or justification (ie, cases of redundant publication)
It contains material or data without authorisation for use
Copyright has been infringed or there is some other serious legal issue (eg, libel, privacy)
It reports unethical research
It has been published solely on the basis of a compromised or manipulated peer review process
The author(s) failed to disclose a major competing interest (a.k.a. conflict of interest) that, in the view of the editor, would have unduly affected interpretations of the work or recommendations by editors and peer reviewers.

The mechanism of retraction follow the Retraction Guidelines of Committee on Publication Ethics (COPE) avaiable on https://publicationethics.org/node/19896

Screening for Plagiarism Policy

International Journal of STEM Education for Sustainability has a policy of screening for plagiarism. We use Anti-Plagiarism Software "Turnitin" to check the authenticity article

Indexing and Archiving

1. Microsoft Academic Search

2. BASE

3. Road

4. Google Scholar

5. Crossref

6. WorldCat

7. Scilit

8. Dimensions

9. Publons

10. Europub

11. Scitrus

12. Electronic Journals Library

13. Complete Catalogue Anhalt University Library

14. Catalogue of the Gottfried Wilhelm Leibniz Library

15. Online Public Access Catalog (OPAC) Ostfalia Hochschule für angewandte Wissenschaften

16. Wizdom.ai

17. Ulrich's

18. Universitätsbibliothek Greifswald

19. Universitätsbibliothek Rostock

20. Fachhochschule Erfurt, Hochschulbibliothek

21. HafenCity Universität Hamburg, Bibliothek

22. Helmut-Schmidt-Universität, Universität der Bundeswehr Hamburg, Universitätsbibliothek HSU-Bibliothek

23. Hochschule Magdeburg-Stendal, Hochschulbibliothek

24. Hochschule Merseburg (FH), Bibliothek Hochschulbibliothek

25. Physikalisch-Technische Bundesanstalt, Bibliothek

26. Staats- und Universitätsbibliothek Hamburg Carl von Ossietzky

27. Technische Universität Hamburg, Universitätsbibliothek TUHH; TU Hamburg; Hamburg University of Technology

28. Thüringer Universitäts- und Landesbibliothek

29. Universitäts- und Landesbibliothek Sachsen-Anhalt / Zentrale

30. Universitätsbibliothek Braunschweig

31. Universitätsbibliothek Kiel, Zentralbibliothek

32. Universitätsbibliothek Lüneburg

33. Universitätsbibliothek Weimar

34. Zentrale Hochschulbibliothek

35. Bibliothek der Hochschule Hannover BHsH, Hochschule Hannover

36. Bibliothek im Kurt-Schwitters-Forum Gemeinsame Bibliothek der Hochschule Hannover und der Hochschule für Musik, Theater und Medien Hannover

37. Hochschule Osnabrück, Bibliothek, Zentralbibliothek

38. Medizinische Hochschule Hannover, Bibliothek

39. Niedersächsische Staats- und Universitätsbibliothek Göttingen SUB Göttingen

40. Technische Informationsbibliothek (TIB)

41. Stiftung Tierärztliche Hochschule Hannover, Bibliothek

42. Karlsruher Institut für Technologie, KIT-Bibliothek Universitätsbibliothek Karlsruhe (früherer Name)

43. ZDB

44. Bibliothek der Brandenburgische Technische Universität Cottbus-Senftenberg UB Cottbus

45. Bibliothek der Europa-Universität Viadrina, Frankfurt (Oder)

46. Bibliothek der Freien Universität Berlin Freie University Berlin

47. Sherpa/Romeo

48. J-Gate

49. Garuda

50. ScienceGate

51. Index Copernicus International

Citedness of Journal Articles in Web of Science Database

Citedness of Journal Articles in Web of Science

Last Update January 29, 2023

International Journal of STEM Education for Sustainability is cited by articles in Web of Science database at least 36 times since published in July 2021 available onlline on http://apps.webofknowledge.com/

The recapitulation of the WoS core collection of the citation sources:
1. 3 Citations from the journal (s) in SSCI/SCIE
2. 27 Citations from the journal (s) in ESCI
3. 5 Citations from the proceedings in CPCI

Citation Detail:

1. Farwati, R., Metafisika, K., Sari, I., Sitinjak, D. S., Solikha, D. F., & Solfarina, S. (2021). STEM Education Implementation in Indonesia: A Scoping Review. International Journal of STEM Education for Sustainability, 1(1), 9-16.

Cited by:

a. Irma, I., Agusta, E., Nuraini, N., & Kholillah, K. (2021). The Influence of the Scientific-Based Self-Regulated (SBSR) Bilingual Module in Improving Students’ Knowledge. Jurnal Penelitian dan Pembelajaran IPA, 7(2), 216-231. (ESCI)

b. Nugroho, O. F., Permanasari, A., Firman, H., & Riandi, R. (2021). The Urgency of STEM Education in Indonesia. Jurnal Penelitian dan Pembelajaran IPA, 7(2), 260-279. (ESCI)

c. Mardiyah, F. F., Saridewi, N., & Bahriah, E. S. (2021). Chemistry Teachers’ Perceptions on STEM (Science, Technology, Engineering, and Mathematics) Education. Jurnal Penelitian dan Pembelajaran IPA, 7(2), 193-215. (ESCI)

d. Agusty, A. I., Alifteria, F. A., & Anggaryani, M. (2021, November). STEM in Disaster Learning Media: A Literature Review. In Journal of Physics: Conference Series (Vol. 2110, No. 1, p. 012016). IOP Publishing. (CPCI)

e. Haryadi, R., Situmorang, R., & Khaerudin, K. (2021). Enhancing Students' High-Order Thinking Skills through STEM-Blended Learning on Kepler's Law During Covid-19 Outbreak. Jurnal Penelitian dan Pembelajaran IPA, 7(2), 168-192. (ESCI)

f. Khan, R. M. I., Ali, A., & Alourani, A. (2022). Investigating Learners' Experience of Autonomous Learning in E-learning Context. International Journal of Emerging Technologies in Learning, 17(8). (ESCI)

g. Wijaya, T. T., Jiang, P., Mailizar, M., & Habibi, A. (2022). Predicting Factors Influencing Preservice Teachers’ Behavior Intention in the Implementation of STEM Education Using Partial Least Squares Approach. Sustainability, 14(16), 9925. (SSCI & SCIE)

h. Ilyas, M., Meiyani, E., Ma’rufi, M., Kaewhanam, P. (2022). Improving students’ ability in learning mathematics by using the science, technology, engineering, and mathematics (STEM) approach. Frontiers in Education, 7, 966687. (ESCI)

i. Županec, V., Radulović, B., & Lazarević, T. (2022). Instructional Efficiency of STEM Approach in Biology Teaching in Primary School in Serbia. Sustainability, 14(24), 16416 (SSCI & SCIE)

j. Yuniarti, Y., Kurniawan, D. T., Sukardi, R. R., Yanthi, N., & Agustrianti, Y. V. (2022, December). Alternative energy in primary school: A teacher’s idea to present daily life problems through SFH (STEM from home). In AIP Conference Proceedings (Vol. 2468, No. 1, p. 060041). AIP Publishing LLC. (CPCI)

k. Ghufron, A., Wangid, M. N., & Istiningsih, G. (2022, December). Volcanic Eruption Disaster Response: A Model for Assisting Children in Learning in Refugee Camps in Indonesia. In 3rd Borobudur International Symposium on Humanities and Social Science 2021 (BIS-HSS 2021) (pp. 954-965). Atlantis Press. (CPCI)

l. Rochim, R. A., Prabowo, P., Budiyanto, M., Hariyono, E., & Prahani, B. K. (2022, January). The Use of STEM-Integrated Project-based Learning Models to Improve Learning Outcomes of Junior High School Students. In Eighth Southeast Asia Design Research (SEA-DR) & the Second Science, Technology, Education, Arts, Culture, and Humanity (STEACH) International Conference (SEADR-STEACH 2021) (pp. 211-218). Atlantis Press. (CPCI)

m. A’yun, Q., Slamin, Kristiana, A. I., & Dafik. (2023, January). Development of learning tools based on RBL and STEM on the topic of rainbow vertex antimagic coloring. In AIP Conference Proceedings (Vol. 2679, No. 1, p. 020023). AIP Publishing LLC. (CPCI)

2. Aberilla, O. D., Salic, M. H., Orbita, R. R., Bagaloyos, J. B., Demayo, C. G., & Torres, M. A. G. (2021). University Students' Acceptance of Evolution: Basis for STEM-based Instructional Design. International Journal of STEM Education for Sustainability, 1(1), 33-44.

Cited by:

a. Mardiyah, F., Saridewi, N., & Bahriah, E. (2021). Chemistry Teachers’ Perceptions on STEM (Science, Technology, Engineering, and Mathematics) Education. Jurnal Penelitian dan Pembelajaran IPA, 7(2), 193-215. (ESCI)

b. Irma, I., Agusta, E., Nuraini, N., & Kholillah, K. (2021). The Influence of the Scientific-Based Self-Regulated (SBSR) Bilingual Module in Improving Students’ Knowledge. Jurnal Penelitian dan Pembelajaran IPA, 7(2), 216-231. (ESCI)

c. Haryadi, R., Situmorang, R., & Khaerudin, K. (2021). Enhancing Students' High-Order Thinking Skills through STEM-Blended Learning on Kepler's Law During Covid-19 Outbreak. Jurnal Penelitian dan Pembelajaran IPA, 7(2), 168-192. (ESCI)

3. Azzahra, S. F., & Simatupang, N. I. (2021). Implementation of Talking Stick Method on Acid-Base Concepts to Improve Students' Critical Thinking Skills. International Journal of STEM Education for Sustainability, 1(2), 57-64.

Cited by:

b. Alkan, F., Dinçdemir, D., & Yücel, A. S. (2021). Examining High School Students’ Cognitive Structures on the Concept of Cleaning Agent through Word Association Test. Jurnal Penelitian dan Pembelajaran IPA, 7(2), 134-151. (ESCI)

c. Murni, M., Hidayat, S., Anriani, N. (2023).The Effect of Mutation on the Career Development of Civil Servant of the Educational Staff: A Case Study in Serang City, Indonesia. International Journal of Advanced and Applied Sciences. (ESCI)(Accepted)

d. Syafrudin, S., Sudadio, S., Hidayat, S. (2023). The Effect of Managerial Competence on Entrepreneurship Leadership of Elementary School Principles: A Case Study in Serang City, Indonesia. International Journal of Advanced and Applied Sciences. (ESCI)(Accepted)

4. Ernawati, T., & Sujatmika, S. (2021). Development of Worksheet Based on Scientific Approach to Improve Critical Thinking Skills. International Journal of STEM Education for Sustainability, 1(1), 1-8.

Cited by:

5. Mukhtar, M., El Islami, R. A. Z., Damanhuri, D., & Hamundu, F. M. (2021). Information and Communication Technologies to Improve Problem Solving and Self-Efficacy: Exploring Geometry Learning Using Dynamic Mathematics Software Geogebra. International Journal of STEM Education for Sustainability, 1(1), 25-32.

Cited by:

b. Riansi, E., S., Suyitno, Winarni, R., Suhita, R. (2023). The phenomena of the use of the diglossia language in the learning interaction of indonesian language (case study of junior high school of cilegon city). (ESCI)(Accepted)

6. Malicoban, E. V., & Castro, E. J. (2022). Development of a Physics Laboratory Activity Kit for the Do-It-Yourself (DIY) Physics Equipment and Laboratory Activity. International Journal of STEM Education for Sustainability, 2(2), 172-179.

Cited by:

a. Bentri A, Hidayati A and Kristiawan M. (2022). Factors supporting digital pedagogical competence of primary education teachers in Indonesia. Front. Educ. 7:929191. doi: 10.3389/feduc.2022.929191 (ESCI)

7. Salsa, F. J., Sari, R. T., Muhar, N., & Gusmaweti, G. (2022). The Relationship Between Motivation and Learning Outcomes of Biology Subject Through Distance Learning. International Journal of STEM Education for Sustainability, 2(2), 140-147.

Cited by:

8. Nuangchalerm, P., El Islami, R. A. Z., & Prasertsang, P. (2022). Science Attitude on Environmental Conservation of Thai and Indonesian Novice Science Teacher Students. International Journal of STEM Education for Sustainability, 2(2), 148-155.

Cited by:

a. Wusqo, I. U., Setiawati, F. A., Istiyono, E., & Mukhson, A. (2022). Exploratory Factor Analysis of Environmental Awareness Assessment based on Local Wisdom by Using Summated Rating and Likert Scale. Jurnal Penelitian dan Pembelajaran IPA, 8(2).

9. Pebriani, F., Heliawati, L., & Ardianto, D. (2022). The Effect of STREAM-Based Teaching Materials Using Smart Apps Creator 3 on Students’ Scientific Literacy. International Journal of STEM Education for Sustainability, 2(1), 78-93.

Cited by:

a. Murni, M., Hidayat, S., Anriani, N. (2023).The Effect of Mutation on the Career Development of Civil Servant of the Educational Staff: A Case Study in Serang City, Indonesia. International Journal of Advanced and Applied Sciences. (ESCI)(Accepted)

b. Syafrudin, S., Sudadio, S., Hidayat, S. (2023). The Effect of Managerial Competence on Entrepreneurship Leadership of Elementary School Principles: A Case Study in Serang City, Indonesia. International Journal of Advanced and Applied Sciences. (ESCI)(Accepted)

10. Haryadi, R., & Pujiastuti, H. (2022). Enhancing Pre-service Physics Teachers' Higher-Order Thinking Skills Through STEM-PjBL Model. International Journal of STEM Education for Sustainability, 2(2), 156-171.

11. Al-Ansi, A. M., & Al-Ansi, A. (2023). Enhancing Student-centered Learning through Introducing Module for STEM Development and Assessment. International Journal of STEM Education for Sustainability, 3(1), 22-27.

Cited by:

a. Rodríguez-Villalobos, M., Fernandez-Garza, J., & Heredia-Escorza, Y. (2023). Monitoring methods and student performance in distance education exams. The International Journal of Information and Learning Technology. (ESCI)

b. Tran, K. N. P., Weng, C., Tran-Nguyen, P. L., Astatke, M., & Tran, N. P. D. (2023). What are tutors’ perceptions of an online tutoring project—Digital Learning Companion—During the COVID-19 pandemic? A case study in Taiwan. Universal Access in the Information Society, 1-17. (SSCI/SCIE)

Citedness of Journal Articles in Scopus Database

CITEDNESS OF JOURNAL ARTICLES IN SCOPUS

Last Update January 29, 2023

International Journal of STEM Education for Sustainability is cited by articles in Scopus database at least 36 times since published in July 2021 available online on https://scopus.com

The recapitulation of the quartile of the citation sources:
1. 4 Citations from the journal (s) in Q1 in ScimagoJr
2. 9 Citations from the journal (s) in Q2 in ScimagoJr
3. 7 Citations from the journal (s) in Q3 in ScimagoJr
4. 1 Citation from the journal (s) in Q4 in ScimagoJr
5. 12 Citations from the journal (s) without Q in ScimagoJr
6. 3 Citations from the proceedings without Q in ScimagoJr

Citation Detail:

1. Farwati, R., Metafisika, K., Sari, I., Sitinjak, D. S., Solikha, D. F., & Solfarina, S. (2021). STEM Education Implementation in Indonesia: A Scoping Review. Inter. J. STEM Educ. Sustain, 1(1), 9-16.

Cited by:

a. Agusty, A. I., Alifteria, F. A., & Anggaryani, M. (2021, November). STEM in Disaster Learning Media: A Literature Review. In Journal of Physics: Conference Series (Vol. 2110, No. 1, p. 012016). IOP Publishing. (Proceedings without Q in ScimagoJr)

b. Parmin, P., Khusniati, M., El Islami, R. A. Z., Deta, U. A., & Saregar, A. (2022). Online Scientific Argumentation Strategy on Improving Pre-Service Science Teachers’ Scientific Reasoning through Experiment Activity: A Case Study in Indonesia. Perspektivy nauki i obrazovania – Perspectives of Science and Education, 55 (1), 607-619. doi: 10.32744/pse.2022.1.39 (Q2 in ScimagoJr)

c. Khan, R. M. I., Ali, A., & Alourani, A. (2022). Investigating Learners' Experience of Autonomous Learning in E-learning Context. International Journal of Emerging Technologies in Learning, 17(8). (Q1 in ScimagoJr)

d. Wijaya, T. T., Jiang, P., Mailizar, M., & Habibi, A. (2022). Predicting Factors Influencing Preservice Teachers’ Behavior Intention in the Implementation of STEM Education Using Partial Least Squares Approach. Sustainability, 14(16), 9925. (Q1 in ScimagoJr)

e. Ilyas, M., Meiyani, E., Ma’rufi, M., Kaewhanam, P. (2022). Improving students’ ability in learning mathematics by using the science, technology, engineering, and mathematics (STEM) approach. Frontiers in Education, 7, 966687. (Q2 in ScimagoJr)

f. Županec, V., Radulović, B., & Lazarević, T. (2022). Instructional Efficiency of STEM Approach in Biology Teaching in Primary School in Serbia. Sustainability, 14(24), 16416. (Q1 in ScimagoJr)

g. Yuniarti, Y., Kurniawan, D. T., Sukardi, R. R., Yanthi, N., & Agustrianti, Y. V. (2022, December). Alternative energy in primary school: A teacher’s idea to present daily life problems through SFH (STEM from home). In AIP Conference Proceedings (Vol. 2468, No. 1, p. 060041). AIP Publishing LLC. (Proceedings without Q in ScimagoJr)

h. A’yun, Q., Slamin, Kristiana, A. I., & Dafik. (2023, January). Development of learning tools based on RBL and STEM on the topic of rainbow vertex antimagic coloring. In AIP Conference Proceedings (Vol. 2679, No. 1, p. 020023). AIP Publishing LLC. (Proceedings without Q in ScimagoJr)

I. Ilma, A. Z., Wilujeng, I., Nurtanto, M., & Kholifah, N. (2023). A Systematic Literature Review of STEM Education in Indonesia (2016-2021): Contribution to Improving Skills in 21st Century Learning. Pegem Journal of Education and Instruction, 13(2), 134-146. (Q4 in ScimagoJr)

Cited by:

a. Parmin, P., Khusniati, M., El Islami, R. A. Z., Deta, U. A., & Saregar, A. (2022). Online Scientific Argumentation Strategy on Improving Pre-Service Science Teachers’ Scientific Reasoning through Experiment Activity: A Case Study in Indonesia. Perspektivy nauki i obrazovania – Perspectives of Science and Education, 55 (1), 607-619. doi: 10.32744/pse.2022.1.39. (Q2 in ScimagoJr)

Cited by:

b. Murni, M., Hidayat, S., Anriani, N. (2023).The Effect of Mutation on the Career Development of Civil Servant of the Educational Staff: A Case Study in Serang City, Indonesia. International Journal of Advanced and Applied Sciences. (Without Q in ScimagoJr)(Accepted)

c. Syafrudin, S., Sudadio, S., Hidayat, S. (2023). The Effect of Managerial Competence on Entrepreneurship Leadership of Elementary School Principles: A Case Study in Serang City, Indonesia. International Journal of Advanced and Applied Sciences. (Without Q in ScimagoJr)(Accepted)

Cited by:

6. Nuangchalerm, P., El Islami, R. A. Z., & Prasertsang, P. (2022). Science Attitude on Environmental Conservation of Thai and Indonesian Novice Science Teacher Students. International Journal of STEM Education for Sustainability, 2(2), 148-155.

Cited by:

a. Parmin, P., Savitri, E. N., Khusniati, M., & El Islami, R. A. Z. (2022). The prospective science teachers' skills in reconstructing indigenous knowledge of local culture on breast milk using pare (Momordica charantia). International Journal of Educational Research Open, 3, 100193. (Without Q in ScimagoJr)

b. Stylos, G., Siarka, O., & Kotsis, K. T. (2023). Assessing Greek pre-service primary teachers’ scientific literacy. European Journal of Science and Mathematics Education, 11(2), 271-282. (Q3 in ScimagoJr)

7. Al-Ansi, A. M., & Al-Ansi, A. (2023). Enhancing Student-centered Learning through Introducing Module for STEM Development and Assessment. International Journal of STEM Education for Sustainability, 3(1), 22-27.

Cited by:

a. Al-Ansi, A.M. (2022). Investigating Characteristics of Learning Environments During the COVID-19 Pandemic: A Systematic Review. Canadian Journal of Learning and Technology, 48 (1). (Q3 in ScimagoJr)

b. Rodríguez-Villalobos, M., Fernandez-Garza, J., & Heredia-Escorza, Y. (2023). Monitoring methods and student performance in distance education exams. The International Journal of Information and Learning Technology. (Q1 in ScimagoJr)

c. Tran, K. N. P., Weng, C., Tran-Nguyen, P. L., Astatke, M., & Tran, N. P. D. (2023). What are tutors’ perceptions of an online tutoring project—Digital Learning Companion—During the COVID-19 pandemic? A case study in Taiwan. Universal Access in the Information Society, 1-17. (Q2 in ScimagoJr)

8. Suryaningsih, S., Nisa, F. A., Muslim, B., & Aldiansyah, F. (2022). Learning Innovations: Students’ Interest and Motivation on STEAM-PjBL. International Journal of STEM Education for Sustainability, 2(1), 66-77.

Cited by:

a. Stylos, G., Siarka, O., & Kotsis, K. T. (2023). Assessing Greek pre-service primary teachers’ scientific literacy. European Journal of Science and Mathematics Education, 11(2), 271-282. (Q3 in ScimagoJr)

9. Qadar, R., Haryanto, Z., Subagiyo, L., Junus, M., & Syam, M. (2022). Indonesian Science Teachers' Ability to Design Scientific Literacy Test. International Journal of STEM Education for Sustainability, 2(1), 133-139.

Cited by:

a. Stylos, G., Siarka, O., & Kotsis, K. T. (2023). Assessing Greek pre-service primary teachers’ scientific literacy. European Journal of Science and Mathematics Education, 11(2), 271-282. (Q3 in ScimagoJr)

10. Pebriani, F., Heliawati, L., & Ardianto, D. (2022). The Effect of STREAM-Based Teaching Materials Using Smart Apps Creator 3 on Students’ Scientific Literacy. International Journal of STEM Education for Sustainability, 2(1), 78-93.

Cited by:

11. Sudrajat, U., Ardianto, D., & Permana, I. (2022). Engineering Design Process: A Review and Bibliometric Analysis. International Journal of STEM Education for Sustainability, 2(2), 180-192.

12. Ramli, M., & Susanti, B. H. (2022). Indonesian Students' Scientific Literacy in Islamic Junior High School. International Journal of STEM Education for Sustainability, 2(1), 53-65.

Cited by:

13. Malicoban, E. V., & Castro, E. J. (2022). Development of a Physics Laboratory Activity Kit for the Do-It-Yourself (DIY) Physics Equipment and Laboratory Activity. International Journal of STEM Education for Sustainability, 2(2), 172-179.

Cited by:

14. Salsa, F. J., Sari, R. T., Muhar, N., & Gusmaweti, G. (2022). The Relationship Between Motivation and Learning Outcomes of Biology Subject Through Distance Learning. International Journal of STEM Education for Sustainability, 2(2), 140-147.

Cited by:

15. Haryadi, R., & Pujiastuti, H. (2022). Enhancing Pre-service Physics Teachers' Higher-Order Thinking Skills Through STEM-PjBL Model. International Journal of STEM Education for Sustainability, 2(2), 156-171.

International Journal of STEM Education for Sustainability is licensed under a Creative Commons Attribution 4.0 International License

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