Submissions

Author Guidelines

Instructions for author

General guidelines

1. POLIMER: Jurnal Pendidikan dan Pembelajaran publishes articles (research-based and conceptual articles) in the area of chemistry education.
2. The article must not be submitted for publication elsewhere or extended version of previously published papers in conferences and/ or journals.
3. The author is allowed to withdraw his/her submission only before the review process. 
4. The article can be written in English or Indonesian, but those in Bahasa Indonesia must be translated into English upon acceptance.
5. The manuscript must be submitted online via the journal website on .................. If you encountered any difficulties, don't be hesitate to contact us through the following email: [email protected]

Manuscript Text

1. The manuscript should be formatted in one column using 12 pt Garamond font type, 1.5 space in the A4 paper and justify alignment in Microsoft Word at least 2007 version. 
2. The title should be accurate, unambiguous and in the form of specific words and not a sentence. Do not contain infrequently used abbreviations. The title must be written in capital and should be in bold 16 pt font size, single space, left alignment, and a maximum of 20 words. 
3. The author’s name should be in 11 pt font size, left alignment, and without any academic degrees. The affiliation of all authors should be provided underneath in 10 pt font size and left alignment and indicated in order number for each different affiliation.
4. The corresponding author should be indicated using the Asterix sign (only if more than one authors).
5. Abstracts should be written in both English and Indonesian language (for the manuscript written in the Indonesian language) and in English only (for the manuscript written in English). The abstract describes the purpose, method, and result of the research concisely and is no more than 300 words.
6. Keywords are any terms related to the general issue(s) of the articles and written maximumly 5 keywords, separated by a comma (,).
7. Table: the table should be clearly identified using the number and title above the table in 10 pt font, single space, left alignment, Sentence case except for phrases, and positioned in left-right alignment. The table should be presented only in horizontal line and should be explained/mentioned in the paragraph.
8. Figure: The figure should be presented in average to high resolution and identified using number and title above the table and written in single space and 10 pt left alignment. The figure should be explained/mentioned in the paragraph.
9. All issues regarding permission of citation or software utilization during the process of paper or any issues regarding Intellectual Property Rights related to the author including its legal consequences will be the responsibility of the author.
10. The Board is authorized to make necessary changes or adjustments related to language properties without altering the substance. Substance editing would be consulted with the author first.

11. Eachtitle part should be written in different types and not in numbering format: 

HEADING 1 (CAPITALIZED ALL FONT, BOLD, LEFT-ALIGNMENT, 12 pts), Heading 2 (Title case, bold, left-alignment, 12 pts), Heading 3 (Title case, italic bold, left-alignment, 12 pts)

1. Citation and Reference are written according to the APA (American Psychological Association) 7th edition style. Using a reference manager application such as Mendeley, EndNote, or Zotero is preferable. 
2. Systematic of article

• The introductionexplains the background of the study, literature review as a basis of the research issue and implicitly demonstrate the purpose of the study and/or the problem statement. 
• Methodexplains the design of the research, subject, instrument, data collection procedure, and data analysis
• Result and Discussionare provided in the same section. The result exposes the findings obtained from research data which is related to study objectives and summarizes (scientific) findings rather than providing data in great detail. The discussion explains the findings obtained from research data corresponding to theory and similar previous studies for justification. Do not reiterate the results in detail within this section. The following components should be demonstrated in the discussion: How do your results relate to the problem statements or objectives outlined in the Introduction section (what/how)? Do you provide scientific interpretation for each of your findings presented (why)? Are your results consistent with what other authors have reported (what else)? Or are there any differences? if anyhow you justify the differences
• The conclusion answers the aforementioned research purpose, findings, and discussion as well as any suggestions for future research. The conclusion should be written in a paragraph. Do not repeat the Abstract, or just list experimental results.
• Acknowledgement(Optional) Recognize those who helped in the research, especially funding supporters of your research. Include individuals who have assisted you in your study: Advisors, Financial supporters, or may another supporter, i.e. Proofreaders, Typists, and Suppliers, who may have given materials. Do not acknowledge one of the authors' names.
• References, all the references used in the article must be listed in this part. All the references must be taken from primary sources (scientific journals at least 60% from all the references) published in the last ten years. Avoid excessive self‐ Each article should have at least 10 references.

1. Examples of References written according to theAPA 7th edition style.

• Blonder, R., Zemler, E., & Rosenfeld, S. (2016). The story of lead: a context for learning about responsible research and innovation (RRI) in the chemistry classroom. Chemistry Education Research and Practice, 17(4), 1145–1155. https://doi.org/10.1039/C6RP00177G
• Brown, T. E., Bursten, B. E., Murphy, C., Woodward, P., Stoltzfus, M. E., & LeMay, H. E. (2014). Chemistry: The Central Science (13th Edition). Pearson Education, Inc.
• Cooper, M. M., & Stowe, R. L. (2018). Chemistry Education Research - From Personal Empiricism to Evidence, Theory, and Informed Practice. Chemical Reviews, 118(12). https://doi.org/10.1021/acs.chemrev.8b00020
• Habiddin, H., & Page, E. M. (2019). Development and validation of a four-tier diagnostic instrument for chemical kinetics (FTDICK). Indonesian Journal of Chemistry, 19(3), 720–736. https://doi.org/10.22146/ijc.39218
• Habiddin, Yahmin, Retnosari, R., Muarifin, Aziz, A. N., Husniah, I., & Anwar, L. (2020). Chemistry students’ attitude towards chemistry. AIP Conference Proceedings, 2215(1), 20005. https://doi.org/10.1063/5.0000496
• Kaya, E. (2013). Argumentation Practices in Classroom: Pre-service teachers’ conceptual understanding of chemical equilibrium. International Journal of Science Education, 35(7), 1139–1158. https://doi.org/10.1080/09500693.2013.770935
• Kelly, R. M., & Akaygun, S. (2016). Insights into How Students Learn the Difference between a Weak Acid and a Strong Acid from Cartoon Tutorials Employing Visualizations. Journal of Chemical Education. https://doi.org/10.1021/acs.jchemed.6b00034
• Milenković, D. D., Hrin, T. N., Segedinac, M. D., & Horvat, S. (2016). Development of a Three-Tier Test as a Valid Diagnostic Tool for Identification of Misconceptions Related to Carbohydrates. Journal of Chemical Education, 93(9), 1514–1520. https://doi.org/10.1021/acs.jchemed.6b00261
• Pan, H., & Henriques, L. (2015). Students’ Alternate Conceptions on Acids and Bases. School Science and Mathematics, 115(5), 237–243. https://doi.org/10.1111/ssm.12124
• Qureshi, S., Vishnumolakala, V. R., Southam, D. C., & Treagust, D. F. (2017). Inquiry-Based Chemistry Education in a High-Context Culture: a Qatari Case Study. International Journal of Science and Mathematics Education. https://doi.org/10.1007/s10763-016-9735-9
• Rahayu, S. (2015). Evaluating the Affective Dimension in Chemistry Education BT  - Affective Dimensions in Chemistry Education(M. Kahveci & M. Orgill (eds.); pp. 29–49). Springer Berlin Heidelberg. https://doi.org/10.1007/978-3-662-45085-7_2
• Randles, C. A., & Overton, T. L. (2015). Expert: Vs. novice: Approaches used by chemists when solving open-ended problems. Chemistry Education Research and Practice, 16(4). https://doi.org/10.1039/c5rp00114e
• Seery, M. K. (2009). The role of prior knowledge and student aptitude in undergraduate performance in chemistry: a correlation-prediction study. Chemistry Education Research and Practice, 10(3), 227–232.
• Taber, K. S. (2001). Building The Structural Concepts of Chemistry: Some Considerations From Educational Research. Chemistry Education Research and Practice, 2(2), 123–158. https://doi.org/10.1039/B1RP90014E
• Teo, T. W., Goh, M. T., & Yeo, L. W. (2014). Chemistry education research trends: 2004–2013. Chemistry Education Research and Practice, 15(4), 470–487. https://doi.org/10.1039/C4RP00104D