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This Author published in this journals
All Journal International Journal of Multidisciplinary Research of Higher Education (IJMURHICA) Jurnal Pendidikan Sains Indonesia (Indonesian Journal of Science Education)
Muktiningsih Nurjayadi
Universitas Negeri Jakarta, Indonesia
Economics, Econometrics & Finance Education Engineering Languange, Linguistic, Communication & Media Social Sciences

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Research Trends on Digital Learning in Science Education: Bibliometric Analysis Ester Elinawati Waruwu; Muktiningsih Nurjayadi; Sukro Muhab; Irwanto Irwanto; Firas Tayseer Ayasrah
Jurnal Pendidikan Sains Indonesia Vol. 14 No. 3: JULY 2026
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/jpsi.v14i3.1441

Abstract

Digital learning has become one of the rapidly growing research areas in science education. However, the knowledge structure, patterns of scientific collaboration, and thematic development of research in this field have not yet been comprehensively mapped. This study aims to identify publication trends, collaboration networks, influential contributors, and the thematic structure of research on digital learning in science education. Data were collected from the Scopus database using predefined search criteria, resulting in 523 journal articles published between 1999 and 2025. Bibliometric performance analysis and science mapping were conducted using Bibliometrix (R-package) and VOSviewer. The results indicate that publications on digital learning in science education have grown significantly, particularly after 2020, accompanied by an increase in international research collaboration. The analysis also identified the countries, institutions, authors, and journals that have played significant roles in the development of this field. Furthermore, keyword analysis revealed that e-learning, students, and science education constitute the core research themes, while temporal analysis demonstrated a shift in research focus from web-based learning and distance education toward more interactive learning technologies, such as educational technology, augmented reality, and virtual reality. These findings 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
Exploring 30 Years of Culturally Responsive Teaching in Higher Education: A Bibliometric Analysis Ratna Sari; Agung Purwanto; Muktiningsih Nurjayadi; Irwanto Irwanto
International Journal of Multidisciplinary Research of Higher Education Vol 9 No 4 (2026): October (Theme Education, Religion Studies, Social Sciences, STEM and Economic De
Publisher : Islamic Studies and Development Center in Collaboration With Students' Research Center Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/ijmurhica.v9i4.613

Abstract

Culturally Responsive Teaching has become an essential pedagogical framework in higher education, affirming cultural diversity and fostering inclusive learning environments. Despite its growing relevance, the global intellectual structure and research patterns of Culturally Responsive Teaching remain underexplored. This study presents a bibliometric analysis of 726 Scopus-indexed documents published between 1995 and 2025. Microsoft Excel and Bibliometrix were used for performance indicators, while VOSviewer supported network visualization. Results indicate consistent growth in publications, with an average annual increase of 18.83%, reflecting sustained academic engagement. The United States leads in publication output and citation impact, followed by Australia and Canada, while developing regions remain underrepresented. The University of California is the most active institution, contributing 71 publications. Curriculum Inquiry emerges as a leading journal, publishing two highly cited articles with 520 citations. Geneva Gay’s seminal work is the most cited, receiving 514 citations, while Lorri J. Santamaría from the University of Auckland authored three papers with an h-index of 3. Keyword analysis highlights dominant themes such as “higher education,” “students,” “cultural competence,” and “cultural sustainability.” The implications of this study emphasize strengthening scholarship in underrepresented regions and fostering global collaboration, while offering practical insights for integrating Culturally Responsive Teaching into inclusive higher education reforms.
Co-Authors Agung Purwanto Ester Elinawati Waruwu Firas Tayseer Ayasrah Irwanto Irwanto Ratna Sari Sukro Muhab