Aug 2026· Jurnal Ilmu Pendidikan dan Sains Islam Interdisipliner· pp. 2219-2238· 0 citations
Abstract
Contextual Teaching and Learning (CTL) has been widely implemented in elementary science education, with previous studies primarily examining its effectiveness in improving students' learning outcomes. However, existing literature reviews and bibliometric studies have mainly emphasized learning effectiveness rather than providing a comprehensive bibliometric mapping of CTL research in elementary science education. Therefore, this study aimed to analyze publication trends, journal characteristics, author collaboration, keyword networks, methodological approaches, and citation impact to identify research developments and gaps in CTL research published between 2021 and 2025. Following the PRISMA 2020 guidelines, relevant literature was retrieved from the Google Scholar and Scopus databases using Publish or Perish, managed with Covidence AI, and analyzed using Microsoft Excel and VOSviewer. Of the 353 records initially identified, 39 articles met the inclusion criteria. The findings revealed a steady increase in publication output, rising from five articles in 2021 to fourteen articles in 2025. All included studies were published in SINTA-indexed journals, whereas no Scopus-indexed articles met the inclusion criteria. The dominant keywords were Contextual Teaching and Learning, learning outcomes, learning, and science education, while author collaboration remained fragmented into small research clusters. Quantitative and Research and Development (R&D) approaches were the predominant methodologies, indicating that CTL research continues to focus primarily on learning effectiveness. Citation analysis further showed that the most highly cited studies mainly investigated learning outcomes, scientific literacy, learning motivation, and cognitive skills. These findings highlight the need to strengthen international collaboration, improve publication quality, diversify research methodologies, and expand CTL research beyond learning outcomes. Future bibliometric studies should broaden database coverage and incorporate advanced citation-based analyses to provide a more comprehensive understanding of CTL research development.
Research on Contextual Teaching and Learning (CTL) in elementary mathematics education has expanded substantially over the past decade, yet no bibliometric study has systematically mapped its intellectual structure, growth pattern, or geographic distribution. This study addresses that gap through a bibliometric performance analysis of 55 Scopus-indexed documents published between 2009 and 2026, guided by three research questions on publication trends, geographic contributions, and source characteristics. Data were retrieved from the Scopus database on May 2, 2026, and analyzed using the Scopus Analyze Search Results feature and Microsoft Excel. Results reveal that annual output grew from one document in 2009 to a peak of 11 in 2020 (20.0% of total), declined to two in 2022 amid COVID-19 disruptions, and resurged to 10 in 2025, the second highest on record. Geographically, Indonesia accounts for 85.5% of publications (n = 47), followed by Malaysia (5.5%; n = 3), while contributions from Western countries and other regions remain negligible. Publication sources are dominated by conference proceedings: the Journal of Physics: Conference Series (36.4%) and AIP Conference Proceedings (20.0%) together account for 56.4% of all documents. These findings highlight the need for broader international collaboration, stronger journal-based dissemination, and expanded use of advanced bibliometric tools.
One of the primary paradigms in contemporary education is student-centered learning (SCL), which emphasizes students' active participation in the learning process and the development of 21st-century skills. Research SCL in curriculum development has expanded as a result of its growing use in diverse educational settings. Nonetheless, there are still limited studies that trace the conceptual framework, intellectual growth, and research tendencies of SCL in curriculum. The purpose of this study is to map the intellectual terrain of SCL in curriculum research published from 2016 to 2025. Utilizing a bibliometric approach, data was extracted from the Scopus database using the keywords "Student-Centered Learning" and "Curriculum." VOSviewer and Microsoft Excel were employed for data analysis. Findings indicate substantial growth over the decade, with publications increasing from 28 articles in 2016 to 88 articles in 2025, alongside citations rising from 30 to 1,575. Geographically, the United States, Indonesia, and the United Kingdom represent the leading contributors, with Purdue University, Michigan State University, and Universitas Gadjah Mada as the most productive institutions. Keyword co-occurrence analysis identified three primary research domains pedagogical, curricular, and technical. Furthermore, overlay visualization reveals that themes such as artificial intelligence, online learning, critical thinking, and technology integration are emerging as dominant future trends. The findings suggest that SCL has evolved into a central paradigm in curriculum research, continuously adapting to educational changes in the digital era.
Adji W. S. Minadja, Karsoni Berta Dinata, Purnawan Nugroho et al.· Ensiklopedia Jurnal Pendidik...· 0 citations
Background Transformative learning explains changes in pre-service teachers’ frames of reference, yet previous mapping studies have examined the theory broadly, within higher education, or in specific domains such as sustainability. This study maps the development, contributors, intellectual and conceptual structures, and thematic evolution of transformative learning research in pre-service teacher education. Methods Data were retrieved from Scopus on 29 July 2026 without restrictions on publication year or language. The search identified 237 documents; after excluding non-article records and ineligible articles, 112 journal articles were analysed. Performance analysis used Bibliometrix/Biblioshiny, while keyword co-occurrence and author co-citation networks were constructed with VOSviewer. Author, institution, country, and keyword metadata were normalised before analysis. Results The corpus comprised 112 articles published between 2001 and 2026 across 74 sources and authored by 246 researchers. Annual growth reached 8.67%, while international collaboration accounted for 13.39% of articles. The Journal of Transformative Education was the most productive source; Katrina Liu had the highest citation impact; and Queensland University of Technology was the most productive institution. The conceptual structure centred on transformative learning, teacher education, pre-service teachers, and critical reflection. Mezirow continued to dominate the intellectual structure, while recent themes shifted towards culturally responsive pedagogy, sustainability, online learning, assessment, and pedagogical competence. Data for 2026 include only publications indexed up to 29 July. Conclusions The field has grown more consistently since 2020, although productivity and collaboration remain dispersed. Mezirow’s theoretical foundation persists, while its application in pre-service teacher education increasingly connects professional identity, field experiences, diversity, and sustainability. Longitudinal, comparative, and non-Western studies are needed to determine whether perspective changes endure in teaching practice.
Haris Firmansyah, Wawan Darmawan, N. Suryana et al.· F1000Research· 0 citations
The increasing emphasis on twenty-first-century competencies has positioned STEM learning as an important educational approach for fostering students' creative thinking. Although numerous studies have investigated the relationship between STEM learning and creative thinking, a comprehensive understanding of research trends, thematic developments, and empirical evidence remains limited. This study aims to analyze the development of research on STEM learning and creative thinking using a Systematic Literature Network Analysis (SLNA) that integrates bibliometric and qualitative content analyses. Bibliographic data were retrieved exclusively from the Scopus database using the search query TITLE-ABS-KEY (STEM AND Learning AND Creative AND Thinking). The initial search identified 287 publications; 248 met the criteria for bibliometric analysis, and 33 highly relevant full-text articles were selected for qualitative synthesis following the PRISMA 2020 framework. Bibliometric analysis was conducted using Biblioshiny and VOSviewer to examine publication trends, collaboration networks, and thematic structures, while qualitative content analysis synthesized research characteristics, instructional approaches, methodologies, and findings on creative thinking. The findings reveal a continuous increase in publications between 2021 and 2025, indicating growing scholarly interest in STEM learning and creative thinking. Thematic analysis identifies creative thinking, project-based learning, STEM education, and assessment as dominant research themes, while digital learning and computational thinking emerge as developing topics. The qualitative synthesis demonstrates that STEM learning consistently enhances creative thinking through project-based learning, inquiry-based learning, engineering design, robotics, and digital learning environments, particularly by promoting fluency, flexibility, originality, and elaboration. This study contributes to the literature by integrating bibliometric mapping with qualitative synthesis, providing a comprehensive overview of the current research landscape and offering directions for future research and educational practice in STEM learning and creative thinking. Keywords: STEM learning, creative thinking, bibliometric analysis, systematic literature review, qualitative synthesis.
F. S. Hilyana, D. Yulianti, A. Rusilowati et al.· Jurnal Pendidikan Progresif· 0 citations
Higher education has been affected by significant changes due to technological advances over the past decade. These advances have positively influenced various learning approaches, especially those related to collaborative learning. This article aims to analyze the impact of the metaverse on collaborative learning in higher education, based on a systematic review of the literature following the PRISMA methodology. During the search process, inclusion and exclusion criteria were established, considering the year of publication, language, databases (WoS and Scopus), study type, and thematic area of each document examined. As a result, 23 papers were deemed suitable for review. The findings indicated that the highest scientific output occurred between 2023 and 2024. The most frequently used database for publications on this topic was Scopus, accounting for 43.47% of the total documents examined. The predominant research methodology was quantitative, representing 52.17%. Additionally, four thematic areas related to the metaverse as a mediator of collaborative learning in higher education were identified. These categories include the educational process, technology, tools, and teaching methods influenced by virtual environments. It was concluded that collaborative learning benefits significantly from the metaverse, as the virtual reality it provides creates spaces for practice and reflection for university students, offering a more engaging and collaborative learning experience.
Haydee Quispe Berrios, Maria Dolores Velasco Palacios, Zaidina Rios Quispicho et al.· Humanities and Social Scienc...· 0 citations
The results indicate that digital learning in science education has evolved into an increasingly mature, collaborative, and technology-oriented research field, emphasizing the use of digital technologies to enhance the quality of instruction and students' learning experiences.
Ester Elinawati Waruwu, M. Nurjayadi, S. Muhab et al.· Jurnal Pendidikan Sains Indo...· 0 citations
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