Garuda - Garba Rujukan Digital

A Bibliometric Analysis of English Teaching in Inclusive Education Using Scopus Data Kamarullah, Kamarullah; Hasrina, Noliza; Istiarsyah, Istiarsyah; Singh, Amreet Kaur Jageer; Maulya, Ranti
Langkawi: Journal of The Association for Arabic and English Vol 10, No 2 (2024)
Publisher : Institut Agama Islam Negeri (IAIN) Kendari

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31332/lkw.v0i0.7301

As the need for equality in education is fundamental, this study conducts a comprehensive bibliometric analysis of research on English Teaching in Inclusive Education (ETIE) indexed in Scopus from 1997 to 2023. The aim is to systematically examine the scope and trends within ETIE literature, identifying gaps and opportunities for future research. Utilizing a methodical approach for 201 Scopus-indexed publications, the study progresses through four distinct phases: initial database search using Publish or Perish, rigorous filtering of publications based on predefined bibliometric criteria, verification of data accuracy with Mendeley Desktop, and detailed analysis employing VOSviewer. The findings reveal a concerning decline in ETIE publications over time, suggesting a waning academic interest in this crucial area of study. Despite the decrease in publications, the analysis highlights several key areas that remain underexplored and could significantly benefit from further scholarly attention. The study underscores the importance of increased research collaboration and the adoption of more inclusive education practices in English teaching. Implications of this research are far-reaching, offering critical insights for educators, researchers, and policymakers. By providing a clearer understanding of the current landscape of ETIE research, the study paves the way for enhancing educational practices and supports the development of more inclusive educational environments. This will, in turn, contribute to the broader goal of ensuring equitable education access for all students, particularly those within diverse learning contexts.

Shaping Future Leaders: A Bibliometric Study on Leadership Development Judijanto, Loso; Istiarsyah, Istiarsyah
West Science Interdisciplinary Studies Vol. 3 No. 12 (2025): West Science Interdisciplinary Studies
Publisher : Westscience Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58812/wsis.v3i12.2531

Leadership development has attracted growing scholarly attention in response to rapid technological change, sustainability challenges, and evolving workforce dynamics; however, the expanding body of literature remains fragmented across disciplines and perspectives. This study aims to map the global research landscape of leadership development through a bibliometric analysis of publications indexed in the Scopus database, using VOSviewer to examine publication trends, keyword co-occurrence, citation patterns, and collaboration networks among authors, institutions, and countries. The results show that leadership constitutes the central intellectual core of the field, closely linked to organizational management, interpersonal communication, decision making, education, and professional development, while more recent research increasingly emphasizes themes such as artificial intelligence, sustainability, innovation, and visionary leadership. The analysis also reveals a highly collaborative and internationally connected research community, with strong contributions from North America and Europe and growing cross-regional partnerships. Overall, this study provides a systematic overview of the intellectual structure and evolutionary trajectory of leadership development research, offering a useful reference for scholars and practitioners in identifying dominant themes and emerging directions for shaping future leaders⁠.

Shaping Future Leaders: A Bibliometric Study on Leadership Development Judijanto, Loso; Istiarsyah, Istiarsyah
West Science Interdisciplinary Studies Vol. 3 No. 12 (2025): West Science Interdisciplinary Studies
Publisher : Westscience Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58812/wsis.v3i12.2531

Leadership development has attracted growing scholarly attention in response to rapid technological change, sustainability challenges, and evolving workforce dynamics; however, the expanding body of literature remains fragmented across disciplines and perspectives. This study aims to map the global research landscape of leadership development through a bibliometric analysis of publications indexed in the Scopus database, using VOSviewer to examine publication trends, keyword co-occurrence, citation patterns, and collaboration networks among authors, institutions, and countries. The results show that leadership constitutes the central intellectual core of the field, closely linked to organizational management, interpersonal communication, decision making, education, and professional development, while more recent research increasingly emphasizes themes such as artificial intelligence, sustainability, innovation, and visionary leadership. The analysis also reveals a highly collaborative and internationally connected research community, with strong contributions from North America and Europe and growing cross-regional partnerships. Overall, this study provides a systematic overview of the intellectual structure and evolutionary trajectory of leadership development research, offering a useful reference for scholars and practitioners in identifying dominant themes and emerging directions for shaping future leaders⁠.

The Influence of Inclusive Education Management and Teacher Competence on Student Participation in Learning Istiarsyah, Istiarsyah; Nurhabibah, Nurhabibah; Anizar, Anizar; Amelyani, Amelyani; Rafika, Irda; Basneldi, Basneldi
West Science Interdisciplinary Studies Vol. 4 No. 02 (2026): West Science Interdisciplinary Studies
Publisher : Westscience Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58812/wsis.v4i02.2586

This study investigates how inclusive education management and teacher competence contribute to expanding student participation in the learning process. A quantitative research design was employed, involving 125 respondents from inclusive education settings. Data were collected using a structured questionnaire measured on a Likert scale and analyzed using SPSS version 25. The results of multiple linear regression analysis reveal that inclusive education management has a positive and significant effect on student participation, indicating that effective leadership, inclusive policies, and supportive management practices foster more engaging learning environments. Teacher competence also shows a positive and significant influence on student participation and emerges as the stronger predictor, highlighting the critical role of teachers’ pedagogical skills, classroom management, and inclusive instructional strategies in encouraging active student engagement. Simultaneously, inclusive education management and teacher competence explain a substantial proportion of variance in student participation. These findings emphasize that inclusive education is most effective when supported by both strong organizational management and competent teachers. The study provides empirical evidence to inform school leaders and policymakers in developing integrated strategies to enhance student participation through inclusive education practices.

The Influence of Inclusive Education Management and Teacher Competence on Student Participation in Learning Istiarsyah, Istiarsyah; Nurhabibah, Nurhabibah; Anizar, Anizar; Amelyani, Amelyani; Rafika, Irda; Basneldi, Basneldi
West Science Interdisciplinary Studies Vol. 4 No. 02 (2026): West Science Interdisciplinary Studies
Publisher : Westscience Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58812/wsis.v4i02.2586

This study investigates how inclusive education management and teacher competence contribute to expanding student participation in the learning process. A quantitative research design was employed, involving 125 respondents from inclusive education settings. Data were collected using a structured questionnaire measured on a Likert scale and analyzed using SPSS version 25. The results of multiple linear regression analysis reveal that inclusive education management has a positive and significant effect on student participation, indicating that effective leadership, inclusive policies, and supportive management practices foster more engaging learning environments. Teacher competence also shows a positive and significant influence on student participation and emerges as the stronger predictor, highlighting the critical role of teachers’ pedagogical skills, classroom management, and inclusive instructional strategies in encouraging active student engagement. Simultaneously, inclusive education management and teacher competence explain a substantial proportion of variance in student participation. These findings emphasize that inclusive education is most effective when supported by both strong organizational management and competent teachers. The study provides empirical evidence to inform school leaders and policymakers in developing integrated strategies to enhance student participation through inclusive education practices.

Protection of Children’s Personal Data (CPD) in the Digital Environment, Legal Obligations of Online Platforms (OPs) in Indonesia Nurhabibah, Nurhabibah; Iwari, Dian Puspa; Istiarsyah, Istiarsyah
The Easta Journal Law and Human Rights Vol. 4 No. 02 (2026): The Easta Journal Law and Human Rights (ESLHR)
Publisher : Eastasouth Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58812/eslhr.v4i02.924

The rapid expansion of the digital environment has intensified the collection and processing of children’s personal data by online platforms, raising significant legal concerns regarding privacy and child protection. This study examines the protection of Child Personal Data (CPD) in Indonesia by focusing on the legal obligations of Online Platforms (OP) within the digital ecosystem. Employing a normative juridical approach, the research analyzes statutory regulations on personal data protection, electronic systems, and child protection to assess their coherence and effectiveness. The findings indicate that although Indonesia has established a legal foundation recognizing children as a vulnerable group requiring heightened data protection, regulatory fragmentation, limited operational guidance, and enforcement challenges remain. In particular, ambiguities related to consent mechanisms, age verification, accountability standards, and cross-border platform operations weaken the practical protection of children’s data. This study concludes that clearer, more specific, and enforceable legal obligations for online platforms are necessary to ensure effective CPD protection and to strengthen children’s rights in Indonesia’s digital environment.

The Influence of Teachers' Pedagogical Competence and the Use of Digital Technology on Islamic Education Learning Outcomes in Senior High Schools in East Java Anizar, Anizar; Pahrijal, Rival; Arini, Rani Eka; Istiarsyah, Istiarsyah; Nurjannah, Siti
West Science Social and Humanities Studies Vol. 4 No. 02 (2026): West Science Social and Humanities Studies
Publisher : Westscience Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58812/wsshs.v4i02.2653

This study aims to analyze the influence of teachers’ pedagogical competence and the use of digital technology on Islamic Education learning outcomes in senior high schools in East Java. A quantitative research approach was employed involving 85 student respondents selected through purposive sampling. Data were collected using a Likert-scale questionnaire and analyzed using SPSS version 25 through descriptive statistics, validity and reliability testing, classical assumption tests, and multiple linear regression analysis. The results indicate that teachers’ pedagogical competence has a positive and significant effect on learning outcomes, demonstrating that effective instructional strategies and classroom management contribute to improved student understanding. Similarly, the use of digital technology shows a positive and significant influence, indicating that technology-supported learning enhances student engagement and comprehension. Simultaneous testing reveals that both variables significantly affect Islamic Education learning outcomes with a coefficient of determination (R²) of 0.491, meaning that 49.1% of learning outcomes are explained by these factors. The findings highlight the importance of integrating strong pedagogical competence with effective digital technology utilization to improve learning effectiveness in contemporary Islamic Education.

Challenges and Strategies in Managing Inclusive Education for Children with Special Needs in Primary Islamic Schools Sari, Ratna; Nurlaila, Nurlaila; Istiarsyah, Istiarsyah
Ideguru: Jurnal Karya Ilmiah Guru Vol. 10 No. 3 (2025): September 2025 Edition
Publisher : Dinas Pendidikan, Pemuda dan Olahraga Daerah Istimewa Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51169/ideguru.v10i3.2328

This study aims to examine the challenges and strategies in managing inclusive education for children with special needs in primary Islamic schools through a thematic literature review. Using a thematic synthesis approach, this study systematically reviewed and analyzed relevant national and international peer-reviewed literature focusing on inclusive education, school management, and Islamic education contexts. The analysis identified five interrelated themes: teacher capacity and pedagogical readiness, institutional readiness and school management, curriculum and instructional adaptation, resource availability and support systems, and values-based and collaborative strategies. The findings indicate that challenges in inclusive education are systemic rather than isolated, requiring coordinated management responses rather than fragmented interventions. Importantly, the review highlights those Islamic values such as justice (‘adl), compassion (rahmah), and collective responsibility serve as ethical foundations that can strengthen leadership commitment and sustain inclusive practices. Based on these findings, this study proposes a Holistic Management Framework for Inclusive Education in Primary Islamic Schools, which integrates pedagogical, institutional, managerial, and ethical dimensions. The study contributes to inclusive education literature by offering a contextually grounded framework that supports the effective and sustainable management of inclusive education in faith-based primary schooling.

Title

Found 18 Documents
Search

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Title Search

Found 18 Documents Search

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Title

Found 18 Documents
Search