.: 1.27 ℹ CiteScore: 2017: 1.270 CiteScore measures the average citations received per document published in this title. CiteScore values are based on citation counts in a given year (e.g. 2015) to documents published in three previous calendar years (e.g. 2012 – 14), divided by the number of documents in these three previous years (e.g. Impact Factor: 1.138 ℹ Impact Factor: 2017: 1.138 The Impact Factor measures the average number of citations received in a particular year by papers published in the journal during the two preceding years.
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Apr 6, 2018 - ISSN: 2503-4146 (print); ISSN: 2503-4154 (online). The JKPK (Jurnal Kimia dan Pendidikan Kimia) is a rank 3 accredited scientific journal.
2018 Journal Citation Reports (Clarivate Analytics, 2019). Source Normalized Impact per Paper (SNIP): 1.179 ℹ Source Normalized Impact per Paper (SNIP): 2017: 1.179 SNIP measures contextual citation impact by weighting citations based on the total number of citations in a subject field. SCImago Journal Rank (SJR): 0.617 ℹ SCImago Journal Rank (SJR): 2017: 0.617 SJR is a prestige metric based on the idea that not all citations are the same. SJR uses a similar algorithm as the Google page rank; it provides a quantitative and a qualitative measure of the journal’s impact. The International Journal of Educational Research publishes research manuscripts in the field of education.
Work must be of a quality and context that the think would be of interest to an international readership. The aims and scope of the journals are to:.
Provide a journal that reports research on topics that are of international significance across educational contexts. Publish high quality manuscripts that are of international significance in terms of design and/or findings. Encourage collaboration by international teams of researchers to create special issues on these topics What can papers/special issues be about? Proposals for special issues and individual papers can be on any contemporary educational topic of international interest. Reports of high quality educational research involving any discipline and methodology will be welcome. However, the journal's aim and scope is to ensure it publishes high quality research that could potentially inform research, policy and practice beyond the context of that in which the original work is undertaken.
The research reported does not have to be comparative (in the sense of comparing aspects of education in different countries or cultures); a paper may report research carried out in just one location or cultural setting. Work can be drawn from any context or research paradigm. However, the Journal tends to publish empirical research studies that have clear significance to an international readership. Therefore, work must have the following features:. A strong theoretical framework. Clear understanding of how literature critically relates to the topic researched. Strong design and analysis.
Critical analysis and recommendations for further research, policy and practice in an international context. It must follow the 'Instructions for Authors' advice given As well as papers, which report the findings of empirical research, papers, which provide critical literature reviews of research on specific educational topics of international interest, will also be welcome.
Types of publication The International Journal of Educational Research publishes regular papers and special issues on specific topics of interest to international audiences of educational researchers. Regular issues have an open call for manuscripts. Strong manuscripts will be reviewed.
There is an Editorial Board policy that weaker manuscripts or manuscripts that do not follow the will be rejected before review. Special issues are usually composed of individually invited manuscripts handled by a guest editor. Guest editors have responsibility for putting together the author team and handling the peer review process. Examples of recent Special Issues published in the journal illustrate the breadth of topics that have be included in the journal: 'Representing Diversity', 'Cross Curricularity', and 'Classroom Based Talk'.
Please note that proposals for special issues must be in the format described in the Guide for Authors. How are papers assessed? Papers (including those in special issues) are subject to a peer review process, using an international panel of researchers who are expert in relevant fields. Referees are asked to judge the quality of research and also the relevance and accessibility of a paper for an international audience. The journal uses single blind review, meaning any reviewers are able to establish the author(s) of a manuscript.
Authors must propose three reviewers for their manuscripts. These reviewers should be international in scope and at least one of them should be from an English language speaking country. Authors should not suggest reviewers from their own institution or reviewers where a conflict of interest may arise for the reviewer.
For special issues, referees are asked first to judge the quality of a proposal, and then to judge the entire contents of a draft issue. More detailed information on this process is provided under Guide for Authors: follow link from this page Ethical guidelines Work must be undertaken in an ethical manner.
Research must have been undertaken in accordance with Elsevier's guidelines on ethical research available at. Authors submitting their research article to this journal are encouraged to deposit research data in a relevant data repository and cite and link to this dataset in their article. If this is not possible, authors are encouraged to make a statement explaining why research data cannot be shared. There are several ways you can share your data when you publish with Elsevier, which help you get credit for your work and make your data accessible and discoverable for your peers. Find out more in the Guide for Authors. More information on.
Artikel Jurnal Ilmiah Pendidikan Kimia Pdf ABSTRACT This research is a classroom action research, which aims to finalize students’ learning ability in Basic Chemistry course I through the application of learning model based on problem. Subject of the research, students of Chemistry Education Program PMIPA FKIP UR semester one who took the subject of Chemistry Basic I of 2009/2010 academic year. The data of this study is from learning evaluation and instructional sheets of each cycle.
The completion criteria is classically determined 75%. The research was conducted 3 cycles, in the cycle I classical completeness 52%, Cycle II 62%, and Cycle III 86%. So the completeness is achieved in Cycle III. Learning mastery is accomplished by process; 1) group teaching consisting of 5 or 6 persons, 2) using learning media in the form of Basic Chemistry textbook and Student Working Sheet (MFI); 3) all group members must be activated; 4) lecturers provide material and discussion of MFI, and 5) describes the material discussed both group and classically.