Article Per Year (5 Year)
p-Index From 2021 - 2026
0.778
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This Author published in this journals
All Journal Journal of Advanced Sciences and Mathematics Education Online Learning in Educational Research Gawi: Journal of Action Research
Qamariah Qamariah
Universitas Lambung Mangkurat
Chemistry Education Mathematics Physics Social Sciences

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Wetland in science education: A systematic literature review (SLR) Parham Saadi; Misbah Misbah; Rossy Arlinda; Nurlaela Muhammad; Muhdi Harto; Qamariah Qamariah; Surya Haryandi
Journal of Advanced Sciences and Mathematics Education Vol. 5 No. 1 (2025): Journal of Advanced Sciences and Mathematics Education
Publisher : CV. FOUNDAE

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58524/jasme.v5i1.599

Abstract

Background: This study investigates and describes the wetland environment in science education from 1998 to 2024 using the PRISMA method, analyzed with one bibliometric technique, co-occurrence.Aim: This Systematic Literature Review (SLR) aims to synthesize several studies related to the wetland environment in science education. Therefore, this research focuses on “Wetland Environment in Science Education”.Method: The methods used include article selection, inclusion criteria, and more objective analysis methods. The PRISMA article selection steps, known as the PRISMA flow diagram, recommended for SLR, resulted in 76 articles and journals.Result: A bibliometric review was conducted on journals related to the wetland environment in science education, yielding 20 interrelated articles discussing the wetland environment in science education. This data was then visualized using VOSviewer.Conclusion: The extracted articles concluded that there is a significant relationship between the wetland environment and other variables, particularly in science education.
Game-based Learning in Science Education: Bibliometric Analysis Surya Haryandi; Misbah Misbah; Rossy Arlinda; Muhdi Harto; Nurlaela Muhammad; Qamariah Qamariah
Online Learning In Educational Research (OLER) Vol. 5 No. 1 (2025): Online Learning in Educational Research
Publisher : CV FOUNDAE

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58524/oler.v5i1.626

Abstract

Game-based Learning (GBL) in science education can increase students' interest, motivation, and involvement in the process of learning, so a more in-depth study of GBL through bibliometric analysis is needed. This study aims to analyze research trends on the application GBL in science education through bibliometric analysis from 2021-2024. This study employed bibliometric analysis to examine 349 English-language journal articles published from 2021 to 2024, which were retrieved from the Scopus database. Using VOSviewer, the analysis involved co-occurrence and keyword mapping to identify emerging research themes and publication trends. The results obtained 62 articles for further analysis through bibliometric review and visualization using VOSviewer. The trend of GBL research grows yearly, potentially increasing the number of publications the following year. The majority of GBL-related articles appear in respected international journals. This is also the reason for the article's high citation count. Indonesia ranks second in terms of GBL research. The visualization findings between GBL and science education demonstrate that various keywords under investigation emerged in the previous year. This further indicates a topic worth investigating further. The analysis results are based on the study topic, research location, type of research, and applications utilized in GBL, providing an overview for future researchers to undertake a more in-depth examination of the data. The main findings show that GBL may enhance the learning results of students in the context of science, providing insights into effective learning strategies that educators can adopt. These findings are expected to be used to formulate more innovative and effective educational practices and serve as a basis for further research in this area.
Mapping a Bounded Scopus Corpus on STEAM-Related Learning Processes: A Bibliometric Analysis (2015–2026) Qamariah Qamariah; Misbah Misbah; Ismail Ismail; Muhdi Harto; Surya Haryandi; Erwina Oktavianty
Gawi: Journal of Action Research Vol. 6 No. 1 (2026)
Publisher : Borneo Research and Education Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59329/gawi.v6i1.298

Abstract

This study maps the development and thematic structure of a bounded Scopus corpus on STEAM-related learning processes through bibliometric analysis. Data were retrieved from the Scopus database on March 26, 2026, using a predefined TITLE-ABS-KEY search strategy restricted to English-language journal articles in the final publication stage. The final corpus consisted of 115 documents published between 2015 and 2026. The analysis combined performance indicators and author-keyword co-occurrence analysis to examine publication growth, leading countries, affiliations, sources, productive authors, influential documents, and thematic structures within the retrieved corpus. The results show that publication output increased substantially after 2020 and reached its highest level in 2025, while the 2026 count remained provisional, as it reflected a partial publication year. The United States emerged as the leading contributor, whereas the International University of La Rioja and Universitas Negeri Jakarta were the most productive affiliations. Computer Applications in Engineering Education was the most productive source. Document-level citation analysis showed that teacher professional development, educational robotics, challenge-based learning, computational thinking, project-based learning, and technology-enhanced learning environments constitute influential foundations of the corpus. Author-keyword co-occurrence analysis identified thematic concentrations related to multilingual pedagogical practices, teacher knowledge, teacher professional development, inclusive science education, digital pedagogy, literacy development, and educational equity. These findings indicate that the retrieved corpus is characterized less by broad STEAM research in general and more by pedagogical, teacher-capacity, literacy, and learning-process-oriented issues. This study contributes a transparent bibliometric profile of a bounded Scopus corpus and demonstrates how retrieval logic influences thematic structures in bibliometric mapping.
Research Trends in Ethnoscience in Science Education: A Bibliometric Analysis Based on the Scopus Database Parham Saadi; Misbah Misbah; Qamariah Qamariah; Noor Izzati Pratiwi; Surya Haryandi; Muhdi Harto; Ahmad Syarkowi
Gawi: Journal of Action Research Vol. 6 No. 1 (2026)
Publisher : Borneo Research and Education Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59329/gawi.v6i1.300

Abstract

This study aims to analyze the development of ethnoscience research in science learning using publications indexed in Scopus. The study used a descriptive bibliometric approach to documents on ethnoscience and science learning published between 1998 and 2026. The analysis focused on publication growth trends, the most productive affiliations and countries, primary publication sources, the most influential authors, and a keyword co-occurrence map using VOSviewer. The analysis shows that ethnoscience research in science learning experiences has fluctuated but has been increasing, with the largest spike in 2025. Publication productivity is dominated by Indonesia at both the country and institutional levels, with Indonesian universities occupying the top position as the most productive affiliates. At the source level, publications are concentrated in journals oriented towards science education and contextual learning innovation. Citation analysis shows that scientific influence remains concentrated in a small number of authors, while the keyword map indicates that ethnoscience is a key node connected to the themes of science education, project-based learning, scientific literacy, critical thinking skills, indigenous science, and context-based learning. These findings confirm that ethnoscience has evolved from simply integrating local knowledge into learning to a multidimensional, contextual, and relevant pedagogical approach aimed at strengthening 21st-century competencies. This research has implications for the importance of expanding international collaboration, strengthening publication quality, and developing more innovative and impactful ethnoscience-based science learning models
Co-Authors Ahmad Syarkowi Erwina Oktavianty Ismail Ismail Misbah Misbah Misbah Misbah Muhdi Harto Muhdi Harto Noor Izzati Pratiwi Nurlaela Muhammad Parham Saadi Rossy Arlinda Surya Haryandi