Journal of Indonesian Society of Biology Educators and Researchers: Announcements

Journal of Indonesian Society of Biology Educators and Researchers: Announcements https://hppbi.or.id/journal/index.php/jisber JISBER (Journal of Indonesian Society of Biology Educators and Researchers) publishes a scientific papers on the results of the study/research and review of the literature in the sphere of biology education. JISBER a peer reviewed and open access journal published by Himpunan Pendidik dan Peneliti Biologi Indonesia. JISBER is published half-yearly (March and October) with the objectives to explore and develop the knowledge and technology in fields of Biology Education. The Journal accepts the following submission types. Authors should be careful to choose the correct type upon submission. • Original research articles, founded in a recognized educational research methodological approach, and embedded in a critical review of relevant literature. Manuscripts should include an account of the methodology and methods used, explain the analysis carried out, discuss the findings in relation to existing knowledge (such as that explored in the literature review), identify conclusions and implications for educational research and practice, and recognise any limitations to the study. Authors should also note that purely experimental studies (with control and intervention groups of learners) will not be accepted unless they include sufficiently large sample sizes and randomized group membership. • Review articles, developing a comprehensive understanding of a particular subject, drawing on the peer-reviewed and, if appropriate, professional literature, and deriving conclusions which may lead to valuable discussion and debate. If possible, the review should be founded in a recognized approach; for example, including ‘state of the art’ narrative reviews, meta-analyses, systematic reviews, critical reviews, and evidence syntheses. • Critical evaluative reports of innovative or novel practical activities or other teaching and learning approaches in biological education. Such reports should not be presented as experimental trials (with control and intervention groups) of such approaches, unless they involve large sample sizes and randomized group membership. However, evaluations which draw on a combination of quantitative and qualitative data would be appropriate, particularly for practitioner-led reports. If drawing only on empirical data yielded by the procedure (e.g. students’ experimental results from successful completion of a practical procedure), authors should critically examine the approach and its learning outcomes, drawing on existing literature about students’ understanding of the subject areas concerned, and students’ successful implementation of the approach, to justify its potential relevance and efficacy in securing students’ learning. • Critical or analytical commentaries or position papers (comment) on policy (and its impact on practice), curriculum, or contemporary issues and debates in biological education. Such commentaries should be carefully reasoned, firmly rooted in the relevant academic and professional literature, and engage with contrasting viewpoints. Authors should ensure that manuscripts contribute to the international discourse on biological education. As such, manuscripts should be relevant beyond the local context. Likewise, manuscripts reporting on generic educational strategies, will proceed to review only if they make a direct contribution to knowledge about biological education in particular; the biological context must be important to the study. Manuscripts which are only concerned with general educational matters will not be considered for publication. Implications for research and practice should be made explicit. en-US