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All Journal EDUTECH : Jurnal Inovasi Pendidikan Berbantuan Teknologi EDUCATIONAL: Jurnal Inovasi Pendidikan dan Pengajaran
Indah Khoerunnisa
Universitas Lampung
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DIGITAL PEDAGOGY IN VOCATIONAL EDUCATION: A SCOPUS-BASED BIBLIOMETRIC ANALYSIS (2016–2025) Indah Khoerunnisa
EDUCATIONAL : Jurnal Inovasi Pendidikan & Pengajaran Vol. 6 No. 3 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/educational.v6i3.11800

Abstract

ABSTRACT The rapid advancement of digital technology has transformed learning practices in vocational education; however, systematic mapping of digital pedagogy research in this field remains limited. This study aims to analyze research trends, intellectual structures, and future directions of digital pedagogy in vocational education through a bibliometric approach. The data were collected from the Scopus database covering the period 2016–2025, resulting in 115 eligible documents. The analysis was conducted using VOSviewer and Biblioshiny through publication productivity analysis, co-citation analysis, keyword co-occurrence analysis, and co-authorship network analysis. The findings reveal a substantial growth in publications on digital pedagogy in vocational education, with an annual growth rate of 53.02%, accelerating during the COVID-19 pandemic and continuing to increase through 2025. Indonesia and Finland emerged as the leading contributors, while Universitas Pendidikan Indonesia was identified as the most productive institutional affiliation. Visualization analysis identified four major thematic clusters: artificial intelligence integration and personalized learning, blended learning and instructional innovation, vocational teachers’ digital competence, and digital divide and educational equity. Furthermore, thematic evolution analysis indicates a shift from conventional e-learning toward immersive technologies and artificial intelligence applications. The study provides a comprehensive overview of the intellectual landscape of digital pedagogy in vocational education and offers valuable insights for researchers, practitioners, and policymakers in developing adaptive, inclusive, and sustainable digital learning strategies. ABSTRAK Perkembangan teknologi digital telah mendorong transformasi pembelajaran pada pendidikan vokasi, namun kajian yang memetakan perkembangan penelitian digital pedagogy secara sistematis masih relatif terbatas. Penelitian ini bertujuan menganalisis tren, struktur intelektual, serta arah perkembangan riset digital pedagogy dalam konteks pendidikan vokasi melalui pendekatan bibliometrik. Data penelitian diperoleh dari database Scopus periode 2016–2025 dengan total 115 dokumen yang memenuhi kriteria inklusi. Analisis dilakukan menggunakan perangkat lunak VOSviewer dan Biblioshiny melalui tahapan analisis produktivitas publikasi, ko-sitasi, kemunculan bersama kata kunci (co-occurrence), dan jaringan kolaborasi penulis (co-authorship). Hasil penelitian menunjukkan bahwa publikasi terkait digital pedagogy dalam pendidikan vokasi mengalami pertumbuhan yang sangat signifikan dengan tingkat pertumbuhan tahunan sebesar 53,02%, yang meningkat pesat sejak pandemi COVID-19 dan terus berkembang hingga tahun 2025. Indonesia dan Finlandia tercatat sebagai negara dengan kontribusi publikasi terbesar, sedangkan Universitas Pendidikan Indonesia menjadi afiliasi yang paling produktif. Analisis visualisasi mengidentifikasi empat kluster tematik utama, yaitu integrasi kecerdasan buatan dan personalisasi pembelajaran, pembelajaran campuran dan inovasi instruksional, kompetensi digital guru vokasi, serta kesenjangan digital dan pemerataan akses pendidikan. Selain itu, evolusi tema penelitian menunjukkan pergeseran fokus dari e-learning konvensional menuju pemanfaatan teknologi imersif dan kecerdasan buatan. Temuan ini memberikan gambaran komprehensif mengenai perkembangan digital pedagogy dalam pendidikan vokasi serta menjadi dasar bagi peneliti, praktisi, dan pembuat kebijakan dalam merancang strategi pembelajaran digital yang lebih adaptif, inklusif, dan berkelanjutan.
AI LITERACY COMPETENCIES FOR TEACHERS: A BIBLIOMETRIC ANALYSIS OF SCOPUS-INDEXED PUBLICATIONS FROM 2020 TO 2025 Indah Khoerunnisa
EDUTECH : Jurnal Inovasi Pendidikan Berbantuan Teknologi Vol. 6 No. 3 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/edutech.v6i3.11776

Abstract

ABSTRACT The rapid development of artificial intelligence (AI), particularly generative artificial intelligence, has transformed educational practices and created new demands for teachers to possess AI literacy competencies encompassing conceptual understanding, pedagogical capabilities, critical evaluation, and ethical awareness. Although research on teachers’ AI literacy has grown substantially, comprehensive mapping of publication trends, intellectual structures, dominant themes, and future research directions remains limited. This study aims to analyze the development of research on teachers’ AI literacy competencies through a bibliometric approach. The dataset consisted of 625 Scopus-indexed documents published between 2020 and 2025. Data were analyzed using Biblioshiny in the R-bibliometrix package and VOSviewer through publication productivity analysis, journal source analysis, geographic distribution mapping, co-citation analysis, keyword co-occurrence analysis, and thematic mapping. The findings reveal a remarkable increase in publications, with an annual growth rate of 239.65%, particularly during 2024 and 2025. Knowledge production in this field is dominated by countries and institutions from East Asia, especially China and Hong Kong. Major research themes include AI literacy competency frameworks, the integration of generative AI in teacher education, assessment instrument development, and AI ethics. The study also identifies several research gaps, including the limited representation of Global South contexts, the scarcity of longitudinal studies, the lack of validated AI ethics instruments, and the limited adoption of teacher-involved co-design approaches. These findings provide a conceptual and empirical foundation for developing adaptive, contextualized, and ethically oriented teacher education and professional development programs in the AI era. ABSTRAK Perkembangan kecerdasan buatan (artificial intelligence/AI), khususnya generative artificial intelligence, telah mengubah lanskap pendidikan dan menuntut guru memiliki kompetensi literasi AI yang mencakup pemahaman konseptual, kemampuan pedagogis, evaluasi kritis, serta kesadaran etis dalam pemanfaatannya. Meskipun kajian mengenai literasi AI guru terus berkembang, pemetaan komprehensif mengenai tren publikasi, struktur intelektual, tema penelitian dominan, dan arah pengembangan riset masih terbatas. Penelitian ini bertujuan untuk menganalisis perkembangan penelitian kompetensi literasi AI guru melalui pendekatan bibliometrik. Data penelitian berasal dari 625 dokumen terindeks Scopus yang diterbitkan pada periode 2020–2025. Analisis dilakukan menggunakan Biblioshiny dalam paket R-bibliometrix dan VOSviewer melalui analisis produktivitas publikasi, sumber jurnal, distribusi geografis, ko-sitasi, ko-kata kunci, serta peta tematik. Hasil penelitian menunjukkan bahwa publikasi mengalami peningkatan yang sangat signifikan dengan annual growth rate sebesar 239,65%, terutama pada tahun 2024 dan 2025. Produksi pengetahuan didominasi oleh negara dan institusi di kawasan Asia Timur, khususnya Tiongkok dan Hong Kong. Tema penelitian yang berkembang meliputi kerangka kompetensi literasi AI, integrasi generative AI dalam pendidikan guru, pengembangan instrumen asesmen, serta etika penggunaan AI. Selain itu, penelitian ini mengidentifikasi beberapa celah riset, yaitu terbatasnya kajian di kawasan Global South, minimnya studi longitudinal, kurangnya instrumen etika AI yang tervalidasi, dan rendahnya penerapan pendekatan co-design yang melibatkan guru. Temuan ini memberikan dasar konseptual dan empiris bagi pengembangan program pendidikan dan pelatihan guru yang adaptif, kontekstual, serta berorientasi pada penggunaan AI yang etis dan berkelanjutan.
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