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All Journal Edu-Sains: Jurnal Pendidikan Matematika dan Ilmu Pengetahuan Alam Biologi Edukasi : Jurnal Ilmiah Pendidikan Biologi AKSIOMA: Jurnal Program Studi Pendidikan Matematika Jurnal Pendidikan Matematika Jurnal Pendidikan Biologi Indonesia BIO-SITE |BIOLOGI Sains Terapan Jurnal Penelitian Pendidikan IPA (JPPIPA) Jurnal Bioedukatika RISTEKDIK : Jurnal Bimbingan dan Konseling Jurnal Cendekia : Jurnal Pendidikan Matematika Journal of Education Technology EDUTEC : Journal of Education And Technology BINOMIAL : Jurnal Pendidikan Biologi Pena: Jurnal Pendidikan Bahasa dan Sastra Jurnal Pengabdian Pada Masyarakat Journal of Medives: Journal of Mathematics Education IKIP Veteran Semarang Quagga: Jurnal Pendidikan dan Biologi Biodik: Jurnal Ilmiah Pendidikan Biologi
Bambang Hariyadi
Department Of Biology Education, Faculty Of Teacher Training And Education, Universitas Jambi, Indonesia
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Mapping Global Research Trends on Ethnoscience-Based Chemistry Learning Integrated with Project-Based Learning and Flipped Classroom to Support Sustainable Development Goals: A Bibliometric Review Minarni; Rayandra Asyhar; Haryanto; Bambang Hariyadi
Jurnal Penelitian Pendidikan IPA Vol 12 No 1 (2026)
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v12i1.14006

Abstract

This study maps global research trends on ethnoscience-based chemistry learning integrated with Project-Based Learning (PjBL) and the Flipped Classroom (FC) using a bibliometric approach. A total of 118 journal articles published between 2016 and 2025 were analyzed with VOSviewer to examine publication trends, keyword co-occurrence, and thematic clusters. Results show a significant increase in publications after 2020, highlighting five main clusters: (1) ethnoscience and local wisdom, (2) PjBL and active pedagogy, (3) FC and digital learning, (4) scientific literacy and 21st-century skills, and (5) bibliometric analysis and research trends. Overlay and density visualizations indicate a recent focus on PjBL–FC integration to enhance scientific literacy, while ethnoscience provides a contextual foundation. This study identifies gaps in fully integrated empirical research and offers directions for future studies and practical implications for curriculum design, teacher training, and sustainable learning. These findings provide actionable insights for educators and policymakers aiming to enhance culturally responsive, technology-supported chemistry education that promotes sustainable development aligned with the United Nations Sustainable Development Goals.
Co-Authors Ade Adriadi Afreni Hamida Agus Subagyo Ali Sadikin Anggi Setiawan Annisa Aprilia Asni Johari Asrial Asrial Cindy Alvianita Delismar Delismar Della Oktivia Armitha Desy Rosmalinda Dewi Ningsih Dewi Ningsih Dwi Agus Kurniawan Efriana Jon, Efriana Endah Puspita Eva Khairani Astri Evita Anggereini Fitria Hikmatu Inayah Gesela Marisa Halimatus Sa'adiah Hary Soedarto Harjono Haryanto Haryanto Heni Asmora Ritonga Herlin Andayani Heru Setiadi Putra Ica Wandari Anisia Ihwan Fauzi Saputra Imelda Aisah Sarip Indra Lasmana Tarigan Jodion Siburian Kamid, Kamid Karlena Karlena Khairul Amin Lukman Aprizal M. Helmi Madyawati Latief Masyithah Masyithah Meri Suryani Muhaimin Muhaimin Muhammad Erick Sanjaya Muhammad Haris Effendi Hasibuan Muhammad Rusdi Muswita Muswita Nanda Rayani Nurul Rahma Odian Tambunan Pebriana Pebriana Pengki Yudistira Perni Juliansih Pranowo Yugo Priyanto Putri Pancar Kasih Putri Pebridayanti Raifa Novriani Rayandra Asyhar Revis Asra Rio Zulkarnain Risnita Risnita Riwanda Citha Larasati Rully Andi Yaksa Saputri, Rikhel Suci L. Yuliastuti Sukmawati Prabowo Putri Sutrimo Sutrimo Syaiful Syaiful Tanti Tanti Tedjo Sukmono Winda Dwi Kartika, Winda Dwi Yusnaidar Yusnaidar Zurweni Zurweni