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Artificial Intelligence in Physics Education Research in Two Decades: A Bibliometric Study from Scopus Database Nurjanah, Siti; Martaputri, Nurul Aulia; Zamzami, Zamzami; Suardi, Izzul Kiram; Hulu, Hepi Kharisda
Jurnal Pendidikan Fisika Vol 12, No 2 (2024): PENDIDIKAN FISIKA
Publisher : Universitas Muhammadiyah Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26618/jpf.v12i2.14745

There has been a substantial rise in research on utilizing Artificial Intelligence (AI) technology in physics education. This study conducts a comprehensive bibliometric analysis of this emerging field, aiming to discern trends, patterns, and future research areas. Using the PRISMA methodology, data were extracted from the Google Scholar and Scopus databases and analyzed with Biblioshiny and VOSviewer. We identified 12 main topic clusters, including chatbot applications and 3D virtual simulations, with significant growth in publications from 2020 to 2023. Key findings focused on pre-trained language models like ChatGPT, revealing strong connections between ChatGPT and topics such as linguistic quality and student perception. Future research areas can include thorough evaluations of AI models' accuracy and quality across various physics topics and educational levels, developing fair and transparent AI-driven assessment systems, and exploring blended learning approaches integrating AI-powered simulations. Encouraging interdisciplinary collaborations and conducting longitudinal studies to assess the long-term impact of AI on learning outcomes are also crucial. The use of Google Scholar and Scopus databases limits our research. Future research could benefit from incorporating other databases, such as Web of Science (WoS), and conducting a systematic literature review for a more nuanced understanding.

Mapping The Trends of Inclusive Education Research Based on Scopus Database: 2019-2024 Nurjanah, Siti; Sultan, Jumriani; Martaputri, Nurul Aulia; Aisyah, Siti; Seran, D'aquinaldo Stefanus Fani
Proceeding of International Conference on Special Education in South East Asia Region Vol. 3 No. 1 (2024): 14th International Conference on Special Education in South East Asia Region (I
Publisher : Angstrom Centre of Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57142/picsar.v3i1.460

This bibliometric analysis examines current research on inclusive education, identifying key trends, influential authors, and impactful publications. The study analyzed 1,720 articles from the Scopus database, spanning 2019 to 2024. The analysis was conducted using the VosViewer and Biblioshiny software, a web-based application included in the bibliometrics package in R. The findings reveal a consistent upward trend in publications, with Spain, the United States, Australia, the United Kingdom, and South Africa leading the research. The most cited works focus on promoting inclusion, integrating special and inclusive education, and teachers' attitudes. Thematic analysis highlights the growing emphasis on inclusive education, human factors, and technology integration. The study provides valuable insights into the multifaceted nature of inclusive education, underscoring the need for a comprehensive approach to address individual and systemic factors. As the field continues to evolve, this analysis offers a foundation for future research to enhance inclusive educational practices further and ensure equitable access to quality education for all learners.

Qualitative Exploration of Factors Making Physics Challenging for Students Nurjanah, Siti; Martaputri, Nurul Aulia; Hulu, Hepi Kharisda; Novieyanti, Armelya; Aniasari, Yuri; Rashid, Salman
Jurnal Pembelajaran Fisika Vol 12, No 2 (2024): Jurnal Pembelajaran Fisika
Publisher : Jurnal Pembelajaran Fisika

Show Abstract | Download Original | Original Source | Check in Google Scholar

The majority of students tend to perceive physics as a challenging subject. While numerous studies have investigated the factors contributing to this challenge, more comprehensive qualitative research needs to be conducted that delves deeply into this phenomenon, particularly within the constructivist paradigm. This study employs the constructivist paradigm as a framework to examine the elements that contribute to students’ perception of physics as a challenging subject. This study employed a descriptive qualitative method. The data for this study were collected through a thematic analysis of comments from the Quora platform. The sample consisted of ten comments from the Quora website, selected based on the highest recommendations. The data were subjected to a thematic analysis using ATLAS.ti software version 9. The study identified seven primary themes that analyze the elements contributing to the challenges in acquiring knowledge in the field of physics. These topics include the nature of physics itself, the role of teachers, the characteristics of students, the disparity between physicists and non-experts, the curriculum, parental influence, and the discipline’s historical development. The challenges encountered in studying physics arise from intricate and interconnected causes. Further research could be undertaken to examine efficient learning strategies to overcome these challenges and explore additional variables that may contribute to this phenomenon.Keywords: Constructivist paradigm, physics challenges, physics education, student perceptions, thematic analysisDOI: http://dx.doi.org/10.23960/jpf.v12.n2.202401

Artificial Intelligence in Physics Education Research in Two Decades: A Bibliometric Study from Scopus Database Nurjanah, Siti; Martaputri, Nurul Aulia; Zamzami, Zamzami; Suardi, Izzul Kiram; Hulu, Hepi Kharisda
Jurnal Pendidikan Fisika Vol. 12 No. 2 (2024): PENDIDIKAN FISIKA
Publisher : Universitas Muhammadiyah Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26618/jpf.v12i2.14745

There has been a substantial rise in research on utilizing Artificial Intelligence (AI) technology in physics education. This study conducts a comprehensive bibliometric analysis of this emerging field, aiming to discern trends, patterns, and future research areas. Using the PRISMA methodology, data were extracted from the Google Scholar and Scopus databases and analyzed with Biblioshiny and VOSviewer. We identified 12 main topic clusters, including chatbot applications and 3D virtual simulations, with significant growth in publications from 2020 to 2023. Key findings focused on pre-trained language models like ChatGPT, revealing strong connections between ChatGPT and topics such as linguistic quality and student perception. Future research areas can include thorough evaluations of AI models' accuracy and quality across various physics topics and educational levels, developing fair and transparent AI-driven assessment systems, and exploring blended learning approaches integrating AI-powered simulations. Encouraging interdisciplinary collaborations and conducting longitudinal studies to assess the long-term impact of AI on learning outcomes are also crucial. The use of Google Scholar and Scopus databases limits our research. Future research could benefit from incorporating other databases, such as Web of Science (WoS), and conducting a systematic literature review for a more nuanced understanding.

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