A BIBLIOMETRIC ANALYSIS OF RESEARCH TRENDS ON CONTEXTUAL LEARNING IN SCIENCE EDUCATION

Ika Hasanah; Sjaeful Anwar; Iqbal Musthapa

doi:10.31764/paedagoria.v15i3.22999

A BIBLIOMETRIC ANALYSIS OF RESEARCH TRENDS ON CONTEXTUAL LEARNING IN SCIENCE EDUCATION

Ika Hasanah, Sjaeful Anwar, Iqbal Musthapa

Abstract

Abstrak: Penerapan pembelajaran kontekstual telah menjadi tren dominan dalam pendidikan di berbagai negara. Metode pembelajaran ini telah berkembang dengan beragam pendekatan yang menekankan kerjasama lintas disiplin, domain, dan wilayah. Penelitian ini bertujuan untuk memberikan kontribusi signifikan bagi peneliti dan pendidik dalam Pendidikan Sains dengan melakukan analisis bibliometrik global tentang pembelajaran kontekstual, menggunakan karakteristik publikasi sebagai dasar. Penelitian ini menggunakan metode analisis bibliometrik dengan mengambil database Scopus dan berhasil mengumpulkan 782 artikel yang diterbitkan dari tahun 2010 hingga 2022. Analisis bibliometrik yang dilakukan menggunakan alat seperti VOSviewer dan Microsoft Excel. Hasil penelitian menunjukkan bahwa Bialocerkowski, A. dan Olson R., adalah penulis yang paling banyak dikutip dalam penelitian tentang pembelajaran kontekstual dalam Pendidikan Sains. Artikel yang paling banyak dikutip adalah "Interprofessional Education in Allied Health: A Systematic Review". Berdasarkan peta kolaborasi antar negara, Amerika Serikat tampaknya menjadi pusat kolaborasi paling signifikan dalam penelitian tentang pembelajaran kontekstual dalam Pendidikan Sains. Selain itu, jurnal "Journal of Research in Science Teaching" terlihat menonjol dalam publikasi Pembelajaran Kontekstual dalam Pendidikan Sains, berdasarkan jumlah kutipan dan kuartil (Q1). Studi bibliometrik ini juga menemukan korelasi antara kata kunci yang digunakan oleh penulis, antara lain "Pendidikan Profesional", "Pendidikan Sains", "Pendidikan", "Konteks", dan "Pembelajaran Kontekstual". Temuan-temuan ini menyoroti pentingnya penelitian multidisiplin dan interdisiplin dalam memahami pembelajaran kontekstual dalam konteks pendidikan dan mengadvokasi untuk memasukkan konteks geografis yang lebih luas dalam penelitian tentang pembelajaran kontekstual.

Abstract: Implementing contextual learning has become a dominant trend in education across various countries. This learning method has evolved with diverse approaches emphasizing collaboration across disciplines, domains, and regions. This research aims to contribute significantly to researchers and educators in Science Education by conducting a global bibliometric analysis of contextual learning, using publication characteristics as the basis. This research uses bibliometric analysis method by taking the Scopus database and successfully collecting 782 articles published from 2010 to 2022. Bibliometric analysis is conducted using tools such as VOSviewer and Microsoft Excel. The analysis results show that Bialocerkowski, A. and Olson, R., is the most cited author in research on contextual learning in Science Education. The most cited article is "Interprofessional Education in Allied Health: A Systematic Review". Based on the map of collaboration between countries, the United States appears to be the most significant center for collaboration in research on contextual learning in Science Education. Furthermore, the journal "Journal of Research in Science Teaching" stands out in the publication of Contextual Learning in Science Education, based on the number of citations and quartile (Q1). This bibliometric study also found a correlation between the keywords used by authors, including "Professional Education," "Science Education," "Education," "Context," and "Contextual Learning". These findings highlight the importance of multidisciplinary and interdisciplinary research in understanding contextual learning in the educational context and advocating for including broader geographic contexts in research on contextual learning.

Keywords

Bibliometric Analysis; Contextual Learning; Science Education; VOSviewer;

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DOI: https://doi.org/10.31764/paedagoria.v15i3.22999