Article Per Year (5 Year)
p-Index From 2021 - 2026
0.408
P-Index
This Author published in this journals
All Journal Journal of Law and Bibliometrics Studies Journal of Innovative Technology and Sustainability Education
Mukhammad Rafly Eka Rosyadi
Universitas Negeri Surabaya
Humanities Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Social Sciences Other

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Integration of STEM-Based Learning in Improving Critical Thinking in Mathematics Learning: a Bibliometric Analysis Mukhammad Rafly Eka Rosyadi; Wildan Fitroni; Muhammad Rizal Rizqullah; Enggar Eko Prasetiyo; Achmad Mujtaba
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.1.3.111

Abstract

Objective: This study aims to analyze global research trends on the integration of STEM-based learning to improve students’ critical thinking skills in mathematics education during 2021–2025. It seeks to map publication growth, identify dominant keywords, and explore thematic relationships among research topics. Method: A bibliometric analysis was conducted using data from the Scopus database (2021–2025). The study followed five systematic stages: research design, data compilation, analysis, visualization, and interpretation. Keyword mapping was performed using VOSviewer software with terms such as “STEM,” “education,” “critical thinking,” and “mathematics.”  Results:  A total of 144 relevant articles were identified. The number of publications increased significantly from 2021 to 2025, with “STEM education” emerging as the most dominant keyword. Visualization revealed strong relationships among STEM education, critical thinking, problem solving, and collaborative learning, reflecting a growing global emphasis on developing 21st-century skills through contextual and project-based learning.  Novelty: This study presents the first comprehensive bibliometric mapping focused on the intersection between STEM integration and critical thinking in mathematics education. It also highlights emerging research directions integrating digital technology and artificial intelligence (AI) into STEM learning to support innovative, future-oriented educational practices.
Literature Review: The Use of Professional Technology in the Integration of ESD (Education for Sustainable Development) in Social Science Learning Wildan Fitroni; Yasinta Salsabilah Ramadani; Rendy Dwi Cahya; Mukhammad Rafly Eka Rosyadi; Noval Maleakhi Hulu
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.1.2.79

Abstract

Objective: This study aims to explore the potential of utilizing professional technology in integrating Education for Sustainable Development (ESD) into social science learning. Method: This study employs a literature review method with a descriptive qualitative approach to ten selected articles based on the research objectives. Analysis was conducted through the identification, categorization, and synthesis of findings related to the types of technology used, ESD integration strategies, and their impact on learning.  Results:  The results of the study indicate that technologies such as digital platforms, artificial intelligence, mobile learning, VR/AR, simulations, and game-based learning can enhance student engagement, motivation, conceptual understanding, critical thinking skills, collaboration, and intelligence regarding sustainable issues in social science learning. The effectiveness of technology integration is influenced by appropriate pedagogical design, teacher readiness, infrastructure support, and cultural and social context suitability. Novelty: This research's novelty lies in the comprehensive synthesis that maps the relationship between professional technology, active learning models, and ESD outcomes in social science learning, while also offering future research directions to address facility limitations, the digital divide, and the lack of teacher training.
Co-Authors Achmad Mujtaba Enggar Eko Prasetiyo Muhammad Rizal Rizqullah Noval Maleakhi Hulu Rendy Dwi Cahya Wildan Fitroni Yasinta Salsabilah Ramadani