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Articles 19 Documents
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Artificial Intelligence in Physics Learning for Education for Sustainable Development: A Bibliometric Analysis Ramadani, Riski; Alhusni, Hanan Zaki; Sunarti, Titin; 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.1.3.95

Abstract

Objective: This study aims to map the global research landscape on Artificial Intelligence (AI) in physics education within the framework of Education for Sustainable Development (ESD) using a bibliometric approach. The objective is to identify publication trends, key contributors, collaborative networks, and emerging themes that define the development of this research domain. Method: The analysis was based on 4,814 documents retrieved from the Scopus database for the period 2015–2025. Data preprocessing included deduplication and keyword harmonization. Bibliometric analysis was conducted using performance indicators (publication output, influential authors, journals, countries, institutions) and science mapping (co-authorship, co-occurrence, co-citation) with VOSviewer and Bibliometrix. Results: Findings reveal three phases of publication dynamics: initial emergence (2015–2018), growth (2019–2021), and accelerated expansion (2022–2024), with a peak in 2024. The United States dominates global output, followed by China and Indonesia. Physics-focused journals such as Physical Review Physics Education Research and Journal of Physics: Conference Series serve as major outlets. Co-authorship networks show a core cluster in Europe and North America, while Asian and Global South researchers are increasingly active. Thematic mapping highlights clusters on AI-enabled assessment, machine learning, Large Language Models (LLMs), and sustainability-oriented physics education. Novelty: This paper provides a systematic overview of the intellectual structure and thematic evolution of AI-based physics education for ESD. It identifies gaps, including limited cross-country collaboration, low experimental validation, and uneven global participation, while highlighting opportunities for ethical, inclusive, and sustainability-aligned AI integration in future physics learning.
Global Trends and Research Directions in Technology Integration in Physics Education for SDG 4: A Bibliometric Analysis (2016–2025) Anugrah, Sherlynggar; Mubarok , Wildan Khusni; Fitroni, Wildan; Nisa’, Khoirun
Journal of Law and Bibliometrics Studies Vol. 2 No. 1 (2026): March
Publisher : Sekolah Tinggi Agama Islam Sabilul Muttaqin Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63230/jolabis.2.1.97

Abstract

Objective: This study examines the development and research potential of technology integration in physics education related to Sustainable Development Goal 4 (SDG 4) from 2016 to 2025. By mapping global scientific publications, this study identifies research trends, collaboration patterns, and emerging technological innovations that support inclusive and high-quality physics education. Method: A bibliometric analysis, combined with a systematic literature review following the PRISMA protocol, was employed. Data were retrieved from the Scopus database, resulting in 27,322 documents published between 2016 and 2025. After applying PRISMA screening stages—identification, screening, eligibility, and inclusion—5 articles were selected for detailed analysis. Bibliometric mapping was conducted using VOSviewer and Bibliometrix (R-package) to visualize publication growth, author productivity, collaboration networks, and keyword co-occurrence.  Results:  The results indicate a significant increase in publications on technology-based physics learning, particularly after 2021, reflecting accelerated digital transformation in science education. The United States, India, China, and Indonesia are the most productive countries, demonstrating global participation in this research area. Keyword analysis highlights “education,” “sustainable development,” “engineering education,” and “technology” as dominant themes. At the same time, emerging topics such as “machine learning” and “augmented reality” indicate growing interest in advanced digital tools for physics learning.  Novelty: This study provides a comprehensive bibliometric mapping of technology integration in physics education within the SDG 4 framework. It identifies future research directions involving artificial intelligence, immersive learning technologies, and innovative digital pedagogies.
Parallel Dimensions of Knowledge: Bibliometric Insights into Metaphysics, Culture, and Modern Physics (2020-2025) Lintangesukmanjaya, Rahmatta Thoriq; Dwikoranto, Dwikoranto; Hakim, Ilmiawan
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.1.3.100

Abstract

Objective: This study aims to analyze research trends on the concept of parallel worlds within metaphysical studies and its connections to both modern and classical physics. The focus is on exploring the relationship between metaphysical perspectives, cultural traditions, and scientific theories such as relativity, dimensions, and thermodynamics. Method: This research adopts a descriptive qualitative approach using a Systematic Literature Review (SLR) and bibliometric analysis. Data were collected from various international academic databases covering publications from the last five years and were analyzed thematically to identify patterns, conceptual linkages, and emerging research trends. Results: The analysis reveals a growing number of publications discussing parallel worlds and metaphysics over the past five years. Many studies integrate traditional and cultural wisdom with modern physics, positioning the field as a multidisciplinary endeavor bridging philosophy and science. Novelty: This study finds that parallel worlds are closely connected to metaphysics and physics, particularly in the context of space-time dimensions, relativity, quantum mechanics, and thermodynamic principles. The integration of cultural, philosophical, and scientific perspectives highlights that metaphysics is not solely speculative but can be examined scientifically through interdisciplinary approaches.
Bibliometric Analysis of Reflective Practices in Physics Learning: Trends, Challenges, and Future Directions Alhusni, Hanan Zaki; Prahani, Binar Kurnia; Sunarti, Titin; 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.
Integration of STEM-Based Learning in Improving Critical Thinking in Mathematics Learning: a Bibliometric Analysis Rosyadi, Mukhammad Rafly Eka; Fitroni, Wildan; Rizqullah, Muhammad Rizal; Prasetiyo, Enggar Eko; Mujtaba, Achmad
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.
Bibliometric Analysis: Trends and Potential of Self-Regulated Learning (SRL) in Physics and SDGs Lintangesukmanjaya, Rahmatta Thoriq; Prahani, Binar Kurnia; Dwikoranto, Dwikoranto; Latifah, Hidayatul; Putri, Neisya Azaria Adinda
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.1.3.112

Abstract

Objective: This study aims to determine potential future research directions that can strengthen the integration between SRL and physics education in order to support the achievement of Sustainable Development Goals (SDGs), especially goal 4 on Quality Education. Method: This research was conducted using a quantitative descriptive approach, a bibliometric analysis study used data from the Scopus database to map trends and focuses on Self-Regulated Learning (SRL) research in international literature.  Results: There is a global research trend in SRL and physics learning that supports the SDGs. The number of documents and citations increased from 2020 to 2025, resulting in 123 Scopus documents, with the highest number of citations in 2024, reaching 185. Novelty: The findings of the bibliometric analysis identified three main aspects of SRL research on physics materials and their influence on the SDGs, including the use of AI technology, relevant learning models, and learning processes. Future research directions hold great potential for integrating technologies such as AI and IoT devices into SRL to support the achievement of the Sustainable Development Goals (SDGs). This finding is in innovative learning planning focused on self-satisfaction in the era of technology adoption.
Research Potential of Traditional Buildings from an Ethnographic and Ethnoscience Perspective Through SLR (Systematic Literature Review) in SDGs Studies 2015-2025 Lintangesukmanjaya, Rahmatta Thoriq; Ramadhani, Oktamia; Saphira, Hanandita Veda
Journal of Law and Bibliometrics Studies Vol. 2 No. 1 (2026): March
Publisher : Sekolah Tinggi Agama Islam Sabilul Muttaqin Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63230/jolabis.2.1.128

Abstract

Objective: The preparation of a systematic literature review that specifically discusses the ethnoscience perspective is examined in the form of bibliometric analysis findings in the relationship between SDGs and culturalization of culture in the realm of science. Method: Quantitative descriptive research, through bibliometric analysis studies using data from the Scopus database to map trends and focus on SDGs research with culture and ethnophysics in traditional buildings through international literature. A total of 462 documents were analyzed using the PRISMA design to identify research trends and conduct a literature synthesis.   Results: Based on publication trend data in the Scopus database for the period 2021–2026, it can be seen that research on traditional buildings from the perspective of sustainable design development studied through ethnographic approaches and ethnoscience values ​​shows an increasing trend. Traditional building architecture has long been seen as a manifestation of the reciprocal relationship among humans, natural conditions, and cultural values passed down from generation to generation.  Novelty: Traditional buildings have great potential for study through an ethnographic approach because they reflect cultural values, local knowledge, and the living practices of developing communities. This study contributes to the preservation of cultural heritage and the development of sustainable settlement concepts. This is in accordance with the SDG study point 11 concerning sustainable cities and communities.
Psychological Approaches in 21st Century Learning to Improve the Quality of SDG Education Point 4 in Bibliometric Studies Khansa, Indri Hapsari; Lintangesukmanjaya, Rahmatta Thoriq; Dwikoranto, Dwikoranto; Hakim, Daniel
Journal of Law and Bibliometrics Studies Vol. 2 No. 1 (2026): March
Publisher : Sekolah Tinggi Agama Islam Sabilul Muttaqin Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63230/jolabis.2.1.134

Abstract

Objective: The research aims to comprehensively understand the various psychological challenges in learning in the 21st century education era. This approach not only helps identify dominant research themes, but also uncovers research areas that are still rarely studied, so that it can provide a stronger basis for formulating further research directions in the field of learning psychology that supports the transformation of quality education SDG point 4.  Method: This research uses a literature study approach with bibliometric analysis methods to map the development of research related to psychological aspects in 21st century learning. Scopus data was obtained from 106 documents in 2016-2016 which were analyzed using the PRISMA design to determine the bibliometric distribution.  Results:  Research trends regarding psychological approaches to learning continue to increase in supporting 21st century education. Bibliometric analysis indicates that themes such as learning motivation, self-regulation, learner engagement, and experience-based learning are the main focus in current studies. Research contributions are also dominated by several countries that are actively developing pedagogical innovations to answer modern learning challenges.  Novelty: The findings of this research indicate that the integration of psychological aspects in learning design is very important to improve the quality of education in the 21st century. Educators need to implement a learning model that is student-centered and supports balanced cognitive, emotional and social development. In addition, the results of this research can be a basis for developing educational policies that pay more attention to psychological well-being in the learning process.
Problem Based Learning in Digital and Virtual Science Learning Environments Ridka Pratiwi, Safina; Dwikoranto, Dwikoranto; Khansa, Indri Hapsari; Bergsma, Lindsay Natalia
Journal of Law and Bibliometrics Studies Vol. 2 No. 1 (2026): March
Publisher : Sekolah Tinggi Agama Islam Sabilul Muttaqin Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63230/jolabis.2.1.135

Abstract

Objective: This study aims to analyze research trends in Problem-Based Learning (PBL) in digital and virtual science learning environments during the period 2015–2025. The analysis focuses on identifying dominant research themes, mapping the structure of the research field, and examining the evolution of research on the integration of digital technologies in science learning. Method: This study employed a bibliometric analysis of publications indexed in the Scopus database. The article selection process followed the PRISMA guidelines, yielding 101 documents for analysis. The study examined keyword co-occurrence, citation patterns, and thematic structures. Network, overlay, and density visualizations were conducted using VOSviewer to explore relationships between keywords and the temporal development of research topics. Results: The findings indicate that research on PBL in digital and virtual science learning is structured around core themes such as problem-based learning, students, e-learning, and virtual reality, which show strong interconnections. The temporal analysis reveals a shift from general educational contexts toward the integration of digital and immersive technologies, including virtual reality, augmented reality, and artificial intelligence. In addition, density and citation analyses highlight the central role of digital technology in shaping contemporary PBL research. In contrast, emerging topics such as machine learning and digital twins remain less explored. Novelty: This study provides a comprehensive bibliometric mapping of the convergence between PBL and digital–virtual technologies in science learning, revealing a conceptual shift toward intelligent and immersive learning environments and identifying emerging research opportunities.

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