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Khoiriyah
Institut Ahmad Dahlan Probolinggo, Indonesia
Religion Humanities Computer Science & IT Decision Sciences, Operations Research & Management Dentistry Economics, Econometrics & Finance Education Energy Environmental Science Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Medicine & Pharmacology Nursing Public Health Social Sciences Other

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Islamic Education Curriculum Reform: Global Insights from a Bibliometric Study A. Ansorullah; Benny Prasetiya; Febry Suprapto; Khoiriyah
Immortalis Journal of Interdisciplinary Studies Vol. 2 No. 1 (2026): January - March
Publisher : PT. Caesarindo Triloka Persada

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.67307/ijis.v2i1.71

Abstract

Islamic education curriculum reform has become a strategic global issue in response to the need for an educational system that is adaptive to globalisation, digitalisation, and the plurality of values. This study aims to map global trends in Islamic education curriculum reform through a bibliometric approach and scientific network visualisation based on Scopus and Web of Science data (2019–2024), using the PRISMA 2020 framework. The results show a significant increase in publications (an average of 8.84% per year), dominated by Southeast Asia, particularly Indonesia and Malaysia. Thematic analysis reveals four main clusters: Islamic education curriculum education (a foundational theme), religion–Islam–culture (a motor theme), human–teaching (a humanistic pedagogical foundation), and humans–questionnaire–Saudi Arabia (a cross-cultural empirical theme). Theoretically, these findings confirm a paradigm shift towards Integrative Curriculum Theory, which integrates spiritual values (maqaṣid al-shari‘ah), 21st-century competencies, and digital innovation. This research also reinforces the relevance of Critical Islamic Pedagogy and Digital Islamic Pedagogy in developing value-based, technology-enhanced, and human-centred curricula. These findings provide a scientific basis for adaptive, evidence-based Islamic education policy and contribute to SDG 4 on Quality Education, as well as to the development of globally competitive human resources with strong character.
The Transformation of Islamic Boarding Schools (Pesantren) Education: A Bibliometric Overview Fahim Abu Romadlan; Benny Prasetiya; Febry Suprapto; Khoiriyah
Immortalis Journal of Interdisciplinary Studies Vol. 2 No. 1 (2026): January - March
Publisher : PT. Caesarindo Triloka Persada

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.67307/ijis.v2i1.73

Abstract

The transformation of pesantren education is a critical issue, given its strategic role in Indonesia's national education ecosystem. Pesantren, as one of the oldest educational institutions, faces the challenges of globalization and digitalization, necessitating changes in educational systems and governance. This study aims to analyze publication trends, identify influential authors, and map thematic developments in the field of pesantren education transformation using bibliometric analysis. The methodology used is bibliometric analysis, examining publication data from the Scopus database between 2019 and 2024, including annual trends, disciplinary involvement, and international collaborations. The findings indicate a significant surge in publications related to pesantren since 2019, with a primary focus on curriculum transformation, transformative leadership, and digital literacy. Influential authors such as Baharun, Hefner, and Lopes Cardozo highlight global collaboration in this research field. The novelty of this study lies in thematic mapping that illustrates the relationships between themes like adolescent agency, cultural change, gender, and digital transformation in pesantren education. The contribution of this research is to provide new insights for the development of pesantren education in line with global trends and Indonesia's national research priorities, supporting quality education through SDG 4.
Bibliometric Analysis of Gamification in Education: Trends, Collaboration, and Future Directions Wahyudi Mutalib; Benny Prasetiya; Febry Suprapto; Khoiriyah
Immortalis Journal of Interdisciplinary Studies Vol. 2 No. 1 (2026): January - March
Publisher : PT. Caesarindo Triloka Persada

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.67307/ijis.v2i1.77

Abstract

In the past decade, gamification has emerged as an innovative approach in education aimed at enhancing student motivation, engagement, and learning outcomes. By integrating game elements like points, badges, leaderboards, and levels into learning activities, gamification creates a more interactive and engaging learning experience. This study explores the bibliometric analysis of research on gamification in education, with a particular focus on trends, collaboration networks, and future directions. The objective is to identify significant research patterns, major contributors, and the evolution of themes in gamification studies. The research method employs a bibliometric approach, using Scopus and Web of Science databases to gather data from publications between 2022 and 2025. Results indicate a substantial increase in publications on gamification, especially in higher education, medical training, and digital learning technologies. The analysis shows that countries like the United States, Spain, and the United Kingdom lead international collaborations, with journals like BMC Medical Education and PLOS ONE playing a significant role. A key novelty of this study is the integration of bibliometric analysis and network visualization to map the relationships between research topics and authors. This paper contributes to the literature by offering a comprehensive map of gamification research, addressing gaps in the current studies and providing insights into future interdisciplinary research directions, including AI, VR, and social-emotional learning in educational gamification.
Evolution of Higher Education Research in Developing Countries: A Scopus-Based Bibliometric Study Musleh; Benny Prasetiya; Febry Suprapto; Khoiriyah
Immortalis Journal of Interdisciplinary Studies Vol. 2 No. 1 (2026): January - March
Publisher : PT. Caesarindo Triloka Persada

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.67307/ijis.v2i1.79

Abstract

In the past two decades, higher education research in developing countries has experienced significant growth, driven by globalization, digitalization, and educational transformation. However, the scientific contribution of developing countries remains relatively low compared to developed nations. This study aims to analyze the evolution, trends, and collaboration patterns of higher education research in developing countries using a Scopus-based bibliometric approach. Following the PRISMA 2020 protocol, data were collected from 2000–2025 and analyzed using VOSviewer and Bibliometrix to identify publication trends, thematic structures, and author networks. The results reveal a substantial increase in publication productivity after 2015, reflecting stronger international collaboration and growing interest in issues such as institutional change, digital transformation, and socio-economic development. Social sciences and health-related disciplines dominate, while emerging research areas such as digitalization, knowledge management, and sustainability are gaining attention. The novelty of this research lies in the development of a socio-technical–institutional model that integrates technological innovation, organizational transformation, and human capital development as key drivers of sustainable academic progress. This study contributes theoretically by mapping the evolution of research themes and empirically by offering insights into the collaboration networks that shape global higher education research. Practically, it provides policymakers and institutions with a data-driven understanding to strengthen research capacity, promote equity, and enhance the visibility of developing countries in the global academic ecosystem.
Integration of Science and Religion in Islamic Education: A Bibliometric and Network Visualization Study Mohammad Nahrawi; Benny Prasetiya; Febry Suprapto; Khoiriyah
Immortalis Journal of Interdisciplinary Studies Vol. 2 No. 1 (2026): January - March
Publisher : PT. Caesarindo Triloka Persada

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.67307/ijis.v2i1.80

Abstract

This study comprehensively examines the global dynamics of research on the integration of science and religion within the framework of Islamic education through a bibliometric and network visualization approach using data from Scopus and the Web of Science (WoS). Utilizing VOSviewer software, the study systematically maps the scientific landscape encompassing publication trends, intellectual structures, and thematic interconnections among key concepts that shape the discourse on Islam–science–education. The analysis reveals a significant increase in scholarly output over the past two decades, with a sharp surge after 2010 and a peak in publication activity between 2019 and 2021. Indonesia ranks as the leading contributor, followed by the United States, Iran, Turkey, and Malaysia, reflecting a geographical shift in the center of Islamic educational research toward Asia and the Middle East. The dominance of the social sciences (36.7%) and humanities (28.5%) indicates an epistemological transformation from a normative theological paradigm toward an interdisciplinary framework that integrates scientific rationality with spiritual values. Four major thematic clusters religion–Islam–education, human–article–humans, cultural anthropology–history, and higher education engineering education represent interconnected domains that converge toward strengthening the Tawhidic Epistemology and Integrative Knowledge Theory, emphasizing the holistic unity between knowledge, spirituality, and humanity. The principal novelty of this study lies in the conceptualization of the Humanized Islamic Knowledge System (HIKS), an epistemological synthesis uniting faith, reason, and scientific inquiry within an ethical and humanistic framework. This paradigm introduces two key constructs Techno-Ethical Islamic Education and Scientific-Spiritual Synthesis positioning Islamic education as the moral compass of the 21st century, guiding the advancement of science and technology toward an ethical, inclusive, and spiritually transformative civilization.
Trends in ChatGPT and Generative Artificial Intelligence in Education Research: A Scopus Based Analysis Miftahul Jannah; Benny Prasetiya; Febry Suprapto; Khoiriyah
Immortalis Journal of Interdisciplinary Studies Vol. 2 No. 1 (2026): January - March
Publisher : PT. Caesarindo Triloka Persada

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.67307/ijis.v2i1.81

Abstract

The emergence of Generative Artificial Intelligence (GenAI) technologies such as ChatGPT has transformed the landscape of education research, reshaping how knowledge is created, accessed, and disseminated. This study aims to analyze global research trends on ChatGPT and GenAI in education through a bibliometric analysis of Scopus-indexed publications from 2023 to 2025. Using a quantitative bibliometric approach with data visualization tools such as VOSviewer and Bibliometrix (R package), this research examines publication growth, scientific collaboration, influential authors and journals, and keyword co-occurrence networks. The PRISMA 2020 protocol was applied to ensure systematic and transparent data selection. The results show an exponential increase in research output on GenAI in education, with the United States, China, and Australia leading contributions. Thematic mapping reveals three dominant clusters: (1) ChatGPT and generative AI applications in higher education; (2) human-centered and ethical AI in learning; and (3) large language models (LLMs) in educational innovation. This study identifies ChatGPT as both a learning tool and an epistemic partner that enhances personalization, creativity, and efficiency in teaching and research. The novelty of this research lies in its development of the “Generative Education Ecosystem (GEE)” framework, integrating socio-technical systems and constructivist theories to explain human-AI collaboration in learning. The findings contribute empirically and theoretically to understanding the global trajectory of GenAI in education and provide strategic insights for policymakers and educators to foster adaptive, ethical, and sustainable AI-based learning systems.
The Intellectual Structure of Learning Analytics Research: A Bibliometric and Science Mapping Analysis Sumiyati; Benny Prasetiya; Febry Suprapto; Khoiriyah
Immortalis Journal of Interdisciplinary Studies Vol. 2 No. 1 (2026): January - March
Publisher : PT. Caesarindo Triloka Persada

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.67307/ijis.v2i1.82

Abstract

This study explores the intellectual structure of learning analytics (LA) research through a bibliometric and science mapping analysis. Over the past decade, LA has gained significant importance due to its role in analyzing learning behaviors through big data, artificial intelligence, and online learning systems, especially during the COVID-19 pandemic. Using data from Scopus and Web of Science, this study examines trends in publication volume, research themes, international collaborations, and influential authors and institutions within the field from 2020 to 2025. The results reveal key research domains such as educational data mining, MOOCs, self-regulated learning, and AI-integrated adaptive learning systems. Additionally, the analysis uncovers evolving research trends, particularly a shift from MOOCs to learning management systems and AI applications in post-pandemic education. By applying co-citation and co-word analysis, the study identifies emerging themes and their relationships, offering a comprehensive visualization of the field’s intellectual network. The findings also highlight the need for future research on AI-driven learning analytics and ethical considerations. This study contributes to a better understanding of LA's conceptual evolution and offers insights to policymakers, educational institutions, and researchers, helping guide future directions for digital education and data-driven educational policies. The results align with global objectives such as Sustainable Development Goal 4 (quality education for all), promoting the integration of learning analytics to enhance educational quality and inclusivity worldwide.
The Concept of Islamic Education and Communicative Rationality in the Thought of Ismail Raji Al-Faruqi and Jürgen Habermas Athar Abdullatif Husain; Khoiriyah; Muhammad Alfi Syahrin
Immortalis Journal of Interdisciplinary Studies Vol. 2 No. 1 (2026): January - March
Publisher : PT. Caesarindo Triloka Persada

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.67307/ijis.v2i1.95

Abstract

This study aims to analyze the crisis of public communication in Indonesia’s digital era, which is characterized by polarization, disinformation, and degrading identity labeling, while also tracing the pedagogical and ethical roots of this phenomenon. The study positions itself at the intersection of digital communication studies and Islamic education by proposing an integrative approach based on the thought of Ismail Raji Al-Faruqi and Jürgen Habermas. Using a qualitative approach through a literature study method, this research examines the concept of tawhid as an ethical-transcendental foundation and communicative rationality as a mechanism for rational dialogue in the public sphere. The analysis results in a conceptual synthesis in the form of a dialogical-tawhidi model of Islamic education that integrates the values of tawhid with procedures of rational discourse. This model is oriented toward developing learners who possess ethical awareness, critical thinking skills, and dialogical competence in responding to the dynamics of the digital public sphere. Normatively, this model may serve as a theoretical framework for the reform of Islamic education in strengthening a more inclusive and dignified culture of public communication in the digital era.
Co-Authors A. Ansorullah Athar Abdullatif Husain Benny Prasetiya Fahim Abu Romadlan Febry Suprapto Miftahul Jannah Mohammad Nahrawi Muhammad Alfi Syahrin Musleh Sumiyati Wahyudi Mutalib