About the Journal

Journal of Psychological Perspectives in STEM (JPPS) is a peer-reviewed, open-access journal published by Center for Human Centered STEM Education Indonesia (HUMANIS). The journal is dedicated to publishing original, innovative, and high-quality research at the intersection of educational psychology and STEM (Science, Technology, Engineering, and Mathematics) disciplines.

JPPS aims to bridge psychological theories with educational practices in STEM contexts. The scope of the journal includes, but is not limited to: STEM/mathematics anxiety, motivation and self-efficacy, cognitive load and metacognition, human-centered learning design, neurodiversity and inclusion, and teacher psychology and professional well-being.

The journal is published three times a year (April, August, and December) and accepts manuscripts in English. JPPS is committed to maintaining high academic standards through a rigorous and transparent double-blind peer-review process.

Focus and Scope

Journal of Psychological Perspectives in STEM (JPPS) publishes original research, systematic literature reviews, and conceptual articles in the following core areas:

1. Affective Domain and Emotional Factors in STEM

  • STEM/Mathematics anxiety, phobia, and avoidance

  • Motivation, self-efficacy, self-regulation, grit, and resilience

  • Attitudes, beliefs, and identity formation in STEM

2. Cognitive Architecture and Mental Processes

  • Cognitive Load Theory (CLT) in mathematical and scientific reasoning

  • Metacognition, critical thinking, spatial reasoning, and mental modeling

  • Conceptual change, misconception analysis, and cognitive development

3. Human-Centered Learning Designs and Didactics

  • Psychological frameworks in instructional design and curriculum development

  • Digital learning psychology, HCI, AI in education, and gamification

  • Collaborative problem-solving and classroom social dynamics

4. Neurodiversity, Inclusivity, and Special Needs

  • Cognitive interventions for learning disabilities in STEM (e.g., dyscalculia, dyslexia)

  • Inclusive STEM education for neurodivergent learners (ADHD, Autism Spectrum)

  • Gender, cultural, and socio-economic equity in STEM

5. Teacher Psychology and Professional Well-being

  • Psychological well-being, stress, and burnout among STEM educators

  • Teacher beliefs, PCK formation, and professional identity

  • Psychological approaches to STEM teacher training and development