Jul 2026· Ensiklopedia Jurnal Pendidikan dan Inovasi Pembelajaran Saburai· 0 citations
Abstract
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.
A bibliometric study of gamification in learning undertook to map research trends, leading authors and institutions, and emerging themes with a specific focus on their relevance to Quality Education (SDG 4) affirms the close alignment between emerging research themes on gamification and the principles of Quality Education (SDG 4).
V. Muriira, A. Vasudevan, J. Gikonyo et al.· International Journal of Lea...· 0 citations
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.
Clara Devika Pramesti, B. Baharudin, Ayu Reza Ningrum· Jurnal Ilmu Pendidikan dan S...· 0 citations
The diversity of student characteristics, which encompasses differences in learning readiness, interests, and cognitive profiles, poses a primary challenge in optimizing educational services across various schooling levels. Differentiated learning serves as an inclusive pedagogical approach that deliberately adapts aspects of content, process, product, and the learning environment to minimize cognitive barriers and enhance instructional effectiveness. Nevertheless, evidence-based practical guidelines regarding the implementation of adaptive learning media remain highly limited, frequently causing confusion for educational practitioners in the field. This review aims to comprehensively map the development trends of differentiated learning media innovations, both digital and non-digital, through a hybrid approach that integrates a Systematic Literature Review (SLR) and bibliometric analysis for the publication period of 2016–2025. By implementing a rigorous PRISMA protocol, a total of 14 Scopus-indexed journal articles were successfully screened and analyzed in depth. The findings reveal a massive paradigm shift toward utilizing adaptive digital ecosystems, such as hypermedia e-modules (EduHYPE-IPS), inclusive gamification platforms, as well as Smart Learning Environments based on Augmented Reality (AR) and Virtual Reality (VR). The integration of software-based initial diagnostic evaluation instruments has also proven crucial in guiding precise differentiation. Conversely, this study highlights potential psychological risks resulting from the explicit labeling of task difficulty levels, which can diminish students' self-efficacy. Theoretically, this study expands the taxonomy of media within the differentiation framework, while practically, the results of the analysis provide strategic recommendations for technology developers and educators in designing personalized, adaptive, and non-stigmatizing learning ecosystems.
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
This systematic review attempts to close the gap by thoroughly examining the body of research to determine how well the STEM approach fosters students' critical thinking abilities. This study's methodology is a Systematic Literature Review, which yielded 224 papers from 2013 to 2025 by utilizing the keyword "STEM approach critical thinking skills in science education" in the "Article Title, Abstract, and Keywords" section of the Scopus database. The evaluation was conducted on September 10, 2025. The collected data will undergo bibliometric analysis using VOSviewer. Based on an analysis of 48 Scopus publications, the STEM framework proves successful at developing critical thinking among students, but the number of studies on this topic is still limited, indicating a research gap. STEM equips students with 21st-century skills and socio-ethical sensitivity, which is strengthened by technologies such as robotics and Metaverse. Research is dominated by the US and Indonesia, with the University of Lampung as the main contributor. Theoretically, this analysis serves as a roadmap for future research. Practically, these findings encourage educators to implement STEM as a strategy to prepare students for the challenges of the modern world, while highlighting the importance of global collaboration in this field.
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.