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All Journal International Journal of Evaluation and Research in Education (IJERE) Jurnal Penelitian Fisika dan Aplikasinya (JPFA) Jurnal Ilmiah Pendidikan Fisika JPPS (Jurnal Penelitian Pendidikan Sains) JPPIPA (Jurnal Penelitian Pendidikan IPA) Bubungan Tinggi: Jurnal Pengabdian Masyarakat Inovasi Fisika Indonesia (IFI) Journal of Law and Bibliometrics Studies Journal of Innovative Technology and Sustainability Education
Madlazim Madlazim
Universitas Negeri Surabaya
Humanities Astronomy Biochemistry, Genetics & Molecular Biology Chemistry Earth & Planetary Sciences Education Electrical & Electronics Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Materials Science & Nanotechnology Mathematics Physics Social Sciences Other

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Artificial Intelligence in Physics Learning for Education for Sustainable Development: A Bibliometric Analysis Riski Ramadani; Hanan Zaki Alhusni; Titin Sunarti; Madlazim Madlazim
Journal of Law and Bibliometrics Studies Vol. 1 No. 3 (2025): November
Publisher : Sekolah Tinggi Agama Islam Sabilul Muttaqin Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63230/jolabis.1.3.95

Abstract

Objective: This study aims to map the global research landscape on Artificial Intelligence (AI) in physics education within the framework of Education for Sustainable Development (ESD) using a bibliometric approach. The objective is to identify publication trends, key contributors, collaborative networks, and emerging themes that define the development of this research domain. Method: The analysis was based on 4,814 documents retrieved from the Scopus database for the period 2015–2025. Data preprocessing included deduplication and keyword harmonization. Bibliometric analysis was conducted using performance indicators (publication output, influential authors, journals, countries, institutions) and science mapping (co-authorship, co-occurrence, co-citation) with VOSviewer and Bibliometrix. Results: Findings reveal three phases of publication dynamics: initial emergence (2015–2018), growth (2019–2021), and accelerated expansion (2022–2024), with a peak in 2024. The United States dominates global output, followed by China and Indonesia. Physics-focused journals such as Physical Review Physics Education Research and Journal of Physics: Conference Series serve as major outlets. Co-authorship networks show a core cluster in Europe and North America, while Asian and Global South researchers are increasingly active. Thematic mapping highlights clusters on AI-enabled assessment, machine learning, Large Language Models (LLMs), and sustainability-oriented physics education. Novelty: This paper provides a systematic overview of the intellectual structure and thematic evolution of AI-based physics education for ESD. It identifies gaps, including limited cross-country collaboration, low experimental validation, and uneven global participation, while highlighting opportunities for ethical, inclusive, and sustainability-aligned AI integration in future physics learning.
Integrating Earthquake Technologies into Physics Learning for Education for Sustainable Development: A Systematic Literature Review Hanan Zaki Alhusni; Riski Ramadani; Binar Kurnia Prahani; Titin Sunarti; Madlazim Madlazim; Muhammad Rey Dafa Ahmadi
Journal of Innovative Technology and Sustainability Education Vol. 1 No. 2 (2025): AUGUST
Publisher : Sekolah Tinggi Agama Islam Sabilul Muttaqin Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63230/jitse.1.2.86

Abstract

Objective: This study aims to synthesize current research on integrating earthquake-related technologies into physics education within the framework of Education for Sustainable Development (ESD). The objective is to examine how these technologies contribute to students' scientific literacy, critical thinking, and disaster preparedness, while also aligning with sustainability goals such as SDG 4 (Quality Education) and SDG 11 (Sustainable Cities and Communities). Method: A Systematic Literature Review (SLR) was conducted using the PRISMA 2020 framework. A total of 546 records were identified from databases, including Scopus, Web of Science, ERIC, and ScienceDirect, with 38 studies meeting the inclusion criteria after screening. Data were analyzed thematically and categorized into technological approaches, pedagogical strategies, and reported learning outcomes. Results: The findings demonstrate that earthquake technologies, including VR/AR simulations, shake tables, and real-time sensors, have a positive impact on student engagement, conceptual understanding, and disaster risk awareness. Pedagogical integration through inquiry-based, project-based, gamification, and problem-solving approaches enhances collaboration, critical thinking, and contextual application of physics concepts. However, challenges remain in terms of limited access to technology, insufficient teacher training, and the lack of longitudinal evidence. Novelty: Unlike previous studies that treated disaster education and physics pedagogy separately, this review bridges both domains under the ESD agenda. It highlights the transformative role of physics classrooms as laboratories for resilience and sustainability, providing a comprehensive framework for integrating disaster-related technologies into science education.
Co-Authors Ali Hasbi Ramadani Binar Kurnia Prahani Budi Jatmiko Daniar Kartika Diah Hari Kusumawati Eka Putri Dian Nata Sari Eko Sujarwanto Faradila Aulia' Alifteria Hanan Zaki Alhusni Hariyono, Eko Hasan Nuurul Hidaayatullaah Husni Mubarok Irsyad Yusuf Santoso Ladika Zuhrotul Wardi Lugas Haryo Pradigdo Mahmud Mahmud Muhammad Rey Dafa Ahmadi Muhammad Syahrul Dwi Handika Mukhayyarotin Niswati Rodliyatul Jauhariyah MUSLIMIN IBRAHIM Nadi Suprapto Nur Fuaidah Nur Ika Dwi Lestari Nurita Apridiana Lestari Riski Ramadani Rudiana Agustini Setyo Admoko Shabrina Safitri Titik Taufikurohmah TITIN SUNARTI Tomonori Ichinose Utama Alan Deta Yaumi Yaumi ZAINUL ARIFIN IMAM SUPARDI