Jurnal Pendidikan Kimia FKIP Universitas Halu Oleo aims to advance knowledge, research, innovation, and professional practice in chemistry education. The journal provides an academic platform for researchers, lecturers, teachers, students, education practitioners, and policymakers to disseminate original and significant scholarly works addressing theoretical, empirical, methodological, and practical issues in chemistry teaching and learning. The journal is committed to promoting evidence-based educational practices, innovative instructional approaches, and the effective integration of science and technology into chemistry education. It also seeks to strengthen the connection between research findings and classroom practices across secondary schools, higher education institutions, and other formal or non-formal educational settings. The journal welcomes original research articles, review articles, development studies, case studies, and other scholarly works within the following areas: 1. Chemistry teaching and learning at secondary and higher education levels; 2. Curriculum development and curriculum implementation in chemistry education; 3. Innovative teaching strategies, methods, models, and approaches in chemistry learning; 4. Development and evaluation of chemistry learning materials, modules, worksheets, textbooks, and teaching resources; 5. Digital learning, multimedia, virtual laboratories, augmented reality, virtual reality, games, and other educational technologies in chemistry; 6. Laboratory-based learning, practical activities, experimentation, and inquiry-oriented chemistry instruction; 7. Assessment, evaluation, measurement, and learning outcomes in chemistry education; 8. Students’ conceptual understanding, misconceptions, problem-solving abilities, scientific literacy, critical thinking, creative thinking, and higher-order thinking skills; 9. Students’ motivation, self-efficacy, attitudes, interests, engagement, and other affective dimensions of chemistry learning; 10. Project-based learning, problem-based learning, inquiry-based learning, discovery learning, STEM education, and contextual learning in chemistry; 11. Chemistry teacher education, pre-service and in-service teacher professional development, pedagogical content knowledge, and teaching competencies; 12. Inclusive, differentiated, culturally responsive, and student-centered chemistry education; 13. Environmental chemistry education, green chemistry, sustainability education, local-potential-based learning, and socio-scientific issues; 14. Chemo-entrepreneurship and the application of chemistry education to everyday life, industry, community development, and sustainable economic activities; and 15. Policies, management, quality assurance, and contemporary challenges relevant to chemistry education. Through the publication of rigorous and relevant scholarly works, the journal is expected to contribute to the improvement of chemistry education quality, encourage collaboration among scholars and practitioners, and support the development of innovative learning practices at national and international levels.