Jul 2026· Florea Jurnal Biologi dan Pembelajarannya· Vol 13, pp. 81-92· 0 citations
TL;DR
Examination of research trends, distribution patterns, and future directions of data literacy in STEM-based biology education revealed a shift from foundational conceptual discussions toward technology-oriented and data-driven approaches, highlighting the growing importance of data literacy in biology education.
Abstract
Data literacy is a critical competency in 21st-century STEM-based biology education, enabling students to analyze, interpret, and use data for evidence-based decision-making. However, research on this topic remains fragmented and lacks comprehensive synthesis. This study aimed to examine research trends, distribution patterns, and future directions of data literacy in STEM-based biology education. A Systematic Literature Review (SLR) following the PRISMA 2020 framework was conducted using 52 empirical articles indexed in Scopus from 2015 to 2026. The data were analyzed through thematic and bibliometric approaches using VOSviewer and Biblioshiny (Bibliometrix-R). The results showed a substantial increase in publications between 2022 and 2025. Nevertheless, research distribution remains uneven, characterized by the dominance of developed countries, limited international collaboration, and dispersed contributions across authors, institutions, and journals. Bibliometric findings identified data literacy as the central research theme, closely associated with STEM education and increasingly connected to data science. Thematic evolution revealed a shift from foundational conceptual discussions toward technology-oriented and data-driven approaches. These findings highlight the growing importance of data literacy in biology education and emphasize the need for integrated theoretical frameworks, interdisciplinary collaboration, and the adoption of innovative technologies to support future educational practices and research.
Scientific literacy has become a key competency in contemporary science education, particularly amid the post-pandemic landscape marked by accelerating digitalization, expanding access to information, and growing demand for evidence-based decision-making. Although literature on scientific literacy continues to expand, understanding of recent research developments remains limited. This study aims to examine research trends, intellectual structures, and emerging themes in scientific literacy research within educational contexts from 2022-2025. A bibliometric approach was adopted using data retrieved from the Scopus database through a systematic search and screening process guided by the PRISMA framework, with publications analyzed via Microsoft Excel and VOSviewer to assess publication growth, geographical and institutional contributions, citation performance, and keyword co-occurrence networks. The results indicate a substantial increase in publication output after 2023, with the United States, Indonesia, and China as leading contributors, reflecting the global scope of the field and disparities in national research capacities. Institutional analysis reveals broad participation across universities and research organizations, while citation and keyword analyses point to inquiry-based learning, scientific reasoning, critical thinking, and emerging themes including socioscientific issues and technology-enhanced education. These findings signal a shift toward competency-based frameworks emphasizing reasoning and evidence evaluation, informing curriculum development and future research.
This study aims to map trends and patterns in the literature related to digital literacy in higher education using a bibliometric approach. The research method involved bibliometric analysis based on data obtained from the Scopus database. The collected data consisted of publications from 2018 to 2024, with a total of 457 articles analyzed. Data analysis techniques employed OpenRefine for data validation, R-Biblioshiny for in-depth bibliometric analysis, and VOSviewer for network visualization. After validation through OpenRefine, the data were processed using R-Biblioshiny and visualized using VOSviewer. The findings indicate a significant increase in publications related to the integration of digital tools and online learning platforms in higher education. The results reveal that the bibliometric approach is capable of identifying dominant topics, collaboration patterns among authors, and future research opportunities. This study contributes by providing a comprehensive perspective for developing more effective and relevant digital literacy strategies in higher education.
Iyoh Maspiroh, Nur Rohamtillah, Fani Yunida Anggraheni· Journal of Educational Resea...· 0 citations
Decision-making skills on environmental issues are a key 21st-century competency that should be systematically fostered through biology learning. However, research on this topic remains fragmented across educational contexts, learning approaches, and research designs, limiting a comprehensive understanding of publication trends, effective interventions, and research gaps. This study aimed to map research trends, identify learning interventions that enhance students' decision-making skills, and reveal thematic, methodological, and contextual gaps. A mixed review approach combining bibliometric analysis and a systematic literature review (SLR) was employed. The bibliometric analysis examined 414 Scopus-indexed publications from 2005–2025, while the SLR synthesized 11 eligible empirical studies. Bibliometric data were processed using OpenRefine and analyzed with VOSviewer and Biblioshiny, whereas the selected studies were narratively synthesized based on intervention type, research design, outcomes, and thematic coding of reported limitations and future research directions. The findings reveal a steady increase in publications over the past two decades, indicating growing scholarly interest in environmental decision-making. The reviewed studies suggest that socioscientific issues, open inquiry, role-play, and explicit decision-making frameworks, such as OIDDE and the Four Component Model, can improve evidence-based reasoning, value consideration, and environmental responsibility. However, variations in research designs, interventions, assessment instruments, and outcome measures limit comparisons across studies. Key research gaps include the limited development of comprehensive assessment instruments, the scarcity of longitudinal studies, and insufficient investigation of local educational contexts. These findings provide directions for future research and practical implications for developing biology curricula and environmental education that strengthen students' informed and responsible decision-making skills.
Vyna Rohmatika, Kusnadi Kusnadi, Bambang Supriatno· Journal of General Education...· 0 citations
Character education has become a strategic issue in global education because of its role in shaping learners with integrity, social responsibility, and civic awareness. Responding to reviewer concerns about methodological transparency, this revised study explicitly combines bibliometric mapping with a content-based systematic synthesis. Data were retrieved from Scopus on February 5, 2026, but the analytical window was restricted to complete publication years from January 2016 to December 2025. A refined bibliometric corpus of 589 English-language journal articles was analyzed, and 512 articles were retained for content-oriented synthesis after eligibility screening. The procedure was organized through a PRISMA-informed flow, explicit inclusion and exclusion criteria, metadata quality checking, and independent relevance screening. VOSviewer was used to map publication trends, author productivity, institutional and country contributions, and keyword co-occurrence, overlay, and density patterns. The findings show a generally increasing publication trend, with character education and civic education occupying central positions in the intellectual structure of the field. Content synthesis identifies four substantive directions: virtue ethics and moral formation, democratic civic education, contextual/local wisdom-based character education, and practice-oriented innovations such as project-based learning, empathy, action civics, and digital literacy. The study contributes by clarifying both the quantitative structure and substantive development of character education research while acknowledging the limitations of Scopus-only, English-language, and bibliometric evidence.
Purpose of the study: This study aims to systematically map the development of global research on STEM-based learning in early childhood education, with a focus on research trends, dominant themes, implementation characteristics, and their contribution to the development of children’s scientific literacy.
Methodology: A Systematic Literature Review (SLR) was conducted by integrating bibliometric analysis and thematic synthesis of 158 scientific articles obtained from research databases. The analysis involved mapping publication developments, keyword analysis, research networks, and identifying key themes related to STEM learning and early childhood science literacy.
Main Findings: The findings reveal a significant growth in publications on STEM-based learning in early childhood education, reflecting increasing global attention to early scientific literacy development. Bibliometric analysis identifies scientific literacy, STEM education, science education, curriculum, and engineering education as dominant research themes. Thematic synthesis shows that STEM implementation is commonly conducted through play-based learning, exploration, simple experiments, investigation, and problem-solving activities, supporting children’s scientific literacy and 21st-century competencies.
Novelty/Originality of this study: This review makes a novel contribution by integrating bibliometric analysis and thematic synthesis to map global research on STEM learning in early childhood education. It expands on previous understanding by identifying research trends, characteristics of STEM implementation, and developing a conceptual framework linking STEM learning ecosystems, authentic experiences, and children's scientific literacy development.
A. Hermansyah, D. Rahayu· Integrated Science Education...· 0 citations
Scientific literacy constitutes a core dimension of Science, Technology, Engineering, and Mathematics (STEM) teachers’ professional competence and directly influences the quality of STEM education. Despite its recognized importance, efforts to strengthen STEM teachers’ scientific literacy remain constrained by persistent practical challenges and a fragmented knowledge base. This study employs a systematic literature review (SLR) to synthesize evidence on effective strategies and prevailing barriers. Using a structured search and screening process in Scopus and Web of Science (WoS), twenty-nine studies were selected in strict accordance with the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines, ensuring a rigorous approach to literature inclusion and evaluation. Four principal strategies for enhancing STEM teachers’ scientific literacy were identified: thematic workshops, Professional Learning Communities (PLCs), mentoring models, and curriculum-integrated, context-based project initiatives. These approaches promote development through sustained collaboration, situated practice, and interdisciplinary integration. However, four interrelated challenges continue to impede progress: limited time for professional development due to heavy instructional workloads; rapid technological change that outpaces teachers’ updating capacity; restricted access to high-quality instructional materials and laboratory resources; and the lack of validated, context-sensitive assessment instruments. The findings highlight that improving STEM teachers’ scientific literacy requires a coordinated, systemic framework rather than isolated interventions. Institutional support, sustained resource investment, cross-sector collaboration, and robust evaluation mechanisms are essential to strengthening teacher competence and advancing STEM education quality. By integrating dispersed evidence, this review advances existing knowledge by overcoming the fragmentation of the field, establishing a novel conceptual bridge between pedagogical interventions and systemic barriers, and providing a comprehensive evidence base to inform the design of sustainable professional development policies and practices for enhancing STEM teachers’ scientific literacy.
Jia-Huan Yu, Kamisah Osman, Nurazidawati Mohamad Arsad· The International Journal of...· 0 citations
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