Article Per Year (5 Year)
p-Index From 2021 - 2026
0.835
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This Author published in this journals
All Journal Journal of Law and Bibliometrics Studies Journal of Innovative Technology and Sustainability Education
Hanan Zaki Alhusni
Universitas Negeri Surabaya, Indonesia
Humanities Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Social Sciences Other

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Bibliometric Analysis of Earth Science Physics Learning in Higher Education: Challenges, Innovations, and Contributions to Education for Sustainable Development Hanan Zaki Alhusni; Riski Ramadani; Titin Sunarti; Madlazim Madlazim; Muhammad Rey Dafa Ahmadi
Journal of Law and Bibliometrics Studies Vol. 1 No. 2 (2025): July
Publisher : Sekolah Tinggi Agama Islam Sabilul Muttaqin Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63230/jolabis.1.2.87

Abstract

Objective: This study aims to provide a comprehensive bibliometric analysis of earth science and physics learning in higher education within the framework of Education for Sustainable Development (ESD). The objectives are to identify research trends, major contributors, collaboration patterns, and thematic focuses that define the development of this field. Method: Data were collected from the Scopus database (2015–2025) using keywords related to earth science, physics learning, higher education, and sustainability. After screening, 413 relevant documents were analysed using Bibliometrix and VOSviewer to map publication trends, influential journals, key authors, institutional contributions, and keyword co-occurrence networks. Results: The findings reveal three phases of publication dynamics: early decline (2015–2017), rapid growth (2018–2019), and consolidation (2020–2025). The Journal of Geoscience Education dominates as the main publication source, while the United States and Indonesia emerge as the leading contributors. Thematic analysis highlights two clusters: pedagogical innovation and curriculum transformation for sustainability competencies, and the integration of technology (AI, STEM, computing) in science education. Despite increasing international collaboration, networks remain fragmented. Novelty: This study is the first bibliometric mapping that specifically connects earth science and physics learning with the ESD agenda. It identifies research gaps, particularly the lack of integration of sustainability dimensions in physics pedagogy, uneven global collaboration, and limited exploration of digital innovations for ecological literacy.
Bibliometric Analysis of Earthquake Technologies in Physics Education for Education for Sustainable Development Hanan Zaki Alhusni; Binar Kurnia Prahani; Titin Sunarti; Madlazim Madlazim; Salma Hasna Hamiydah
Journal of Law and Bibliometrics Studies Vol. 1 No. 2 (2025): July
Publisher : Sekolah Tinggi Agama Islam Sabilul Muttaqin Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63230/jolabis.1.2.88

Abstract

Objective: This study aims to explore the intersection of earthquake technologies, physics education, and Education for Sustainable Development (ESD) through bibliometric analysis. The objectives include mapping the existing literature, identifying key trends, gaps, and influential publications, and highlighting the contributions of top authors and geographical hotspots in this interdisciplinary field. Method: A comprehensive bibliometric analysis was conducted using publications from 2021 to 2025, sourced from databases like Scopus. Keywords related to earthquake technologies, physics education, and ESD were employed to gather articles. The study utilized tools like VOSviewer and Bibliometrix for citation analysis, co-authorship patterns, and thematic evolution, allowing for the identification of key research trends and collaborations. Results: The analysis reveals a growing body of research, particularly in Asia, with a focus on specific technologies like virtual reality simulations and mobile applications for disaster preparedness. However, the study also highlights a fragmentation in the field, with limited holistic approaches that bridge these technologies and educational frameworks. The most influential authors include Deng X and Xu D, with significant contributions from countries like China, Indonesia, and Japan. Novelty: This study provides a unique bibliometric overview of the intersection between earthquake technologies, physics education, and ESD, a topic not extensively covered in recent literature. It offers new insights into the state of research, identifies key gaps, and lays the foundation for future research in integrating technological innovations into disaster preparedness and education for sustainable development.
Bibliometric Analysis of Reflective Practices in Physics Learning: Trends, Challenges, and Future Directions Hanan Zaki Alhusni; Binar Kurnia Prahani; 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.1.3.103

Abstract

Objective: This study aims to provide a comprehensive bibliometric analysis of reflective practices in physics education, identifying global trends, research gaps, and future directions. The focus is to map the development of reflective practices as a key 21st-century skill in physics learning and to highlight their role in strengthening conceptual understanding, metacognitive awareness, and student autonomy. Method: A bibliometric research design was employed using the Scopus database as the primary source. Data were collected from 1995 to 2025, filtered according to inclusion criteria, and analyzed using performance analysis and science-mapping techniques. Tools such as VOSviewer and Biblioshiny were used to visualize publication trends, collaboration networks, and keyword co-occurrences, ensuring validity and replicability. Results: The findings indicate significant growth in publications since 2015, peaking in 2024. Conference proceedings dominate research outputs, while reputable journals play a more minor yet influential role. The United States, China, and Indonesia emerge as leading contributors, with varying levels of international collaboration. Keyword analysis highlights "students," "reflection," and "deep learning" as dominant themes, reflecting a shift toward student-centred and technology-enhanced pedagogies. Novelty: Unlike prior studies that focused mainly on classroom implementation or teacher training, this research systematically maps reflective practices in physics education through bibliometric analysis. It provides the first global overview of research trends and offers strategic recommendations for advancing reflective practices as a transformative approach in 21st-century physics education.
Inquiry-Based Digital Physics Learning Integrated with Glocal Wisdom for Education for Sustainable Development Hanan Zaki Alhusni; Riski Ramadani; Binar Kurnia Prahani; Titin Sunarti; Madlazim Madlazim
Journal of Innovative Technology and Sustainability Education 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/jitse.1.3.105

Abstract

Objective: This study aims to analyse the integration of inquiry-based learning, digital technology, Education for Sustainable Development (ESD), and glocal wisdom in physics education through a systematic literature review. The goal is to map trends, patterns, and research gaps connecting these dimensions to improve conceptual understanding, critical thinking, and sustainability-oriented learning. Method: A Systematic Literature Review (SLR) was conducted based on PRISMA 2020 guidelines. Data were collected from Scopus, Web of Science, SpringerLink, and ScienceDirect, covering studies published from 2015 to 2025. Of the 1,428 identified articles, 54 met the inclusion criteria. Data were analysed using thematic analysis with NVivo 14 to identify key research themes and directions. Results: Four major themes emerged: (1) effectiveness of inquiry-based digital learning in enhancing reasoning and conceptual mastery; (2) integration of digitalisation and ESD to foster ecological literacy; (3) application of glocal wisdom as a cultural context to enhance relevance and inclusivity; and (4) ethical and equity challenges in technology implementation. These findings indicate a paradigm shift from content-based physics learning to contextual and sustainability-driven education. Novelty: This study offers an integrative synthesis that combines inquiry, digitalisation, ESD, and cultural wisdom within a single framework. Its novelty lies in presenting a holistic model of physics education that promotes scientific literacy, environmental awareness, and cultural identity toward sustainable learning.
Simulation Technologies in Physics Learning for Education for Sustainable Development Hanan Zaki Alhusni; Riski Ramadani; Titin Sunarti; Madlazim Madlazim
Journal of Innovative Technology and Sustainability Education 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/jitse.1.3.107

Abstract

Objective: This study aims to systematically analyse how simulation technologies are integrated into physics education to support Education for Sustainable Development (ESD). The objective is to identify publication trends, thematic focuses, and pedagogical implications of simulation-based learning in fostering sustainability competencies and scientific literacy. Method: A Systematic Literature Review (SLR) approach was employed using data from Scopus and ScienceDirect databases covering the years 2007-2025. Thirty-five selected articles were analysed using bibliometric mapping in VOSviewer and thematic content analysis to identify research patterns related to the use of simulation in ESD-oriented physics learning. Results: The findings reveal that simulation technologies enhance students' conceptual understanding, digital competence, and sustainability awareness. Four main themes emerged: (1) simulation for conceptual understanding, (2) sustainability competency development, (3) teacher digital competence, and (4) equity in virtual learning. Publication trends show a steady increase since 2019, with the highest research output in 2023. Most contributions originated from countries with strong digital infrastructures, such as the USA, Indonesia, and Switzerland. Novelty: This study provides an integrated view of simulation-based physics education as a driver of sustainability competencies, highlighting its dual cognitive and affective impact. Unlike previous reviews, this work explicitly connects simulation technology with ESD frameworks, offering insights for future pedagogical models and sustainable digital learning practices.
Co-Authors Binar Kurnia Prahani Madlazim Madlazim Muhammad Rey Dafa Ahmadi Riski Ramadani Salma Hasna Hamiydah TITIN SUNARTI