BIBLIOMETRIC ANALYSIS: GLOBAL RESEARCH TRENDS ON STUDENTS' EPISTEMIC BELIEFS IN EDUCATIONAL PROCESS IN THE LAST DECADE

Umar Umar, Abdul Kadir, Muhammad Wajdi, Agus Slamet, Muh. Fitrah, Rafiuddin Rafiuddin

Abstract


Purpose – Student epistemology can be understood as an intrinsic aspect that influences student success in learning activities. Therefore, teachers need to innovate learning methods based on the level of understanding and needs of students in order to conduct and engage them in learning activities within the school environment.

Methodology – The research aims to map the trend of research development related to student epistemic in the learning process based on the Scopus database. There are 890 metadata records of Scopus-indexed journal articles from the period 2013-2022, which are analyzed bibliometrically using the VOSviewer software to identify trends in student epistemic research.

Findings – The study's results revealed that research publications related to student epistemic development from 2013 to 2022, with the highest Scopus index in 2022, comprised 184 articles (20.44%). Bibliometric mapping also shows that student epistemic research with the themes "epistemic access, epistemic access, epistemic practices, epistemological beliefs, and epistemic tools" has a novelty to research. This can provide an opportunity for further research related to student epistemic studies.

Significance – The implications of this research are expected to make a significant contribution to academics, researchers, and educational practitioners in understanding the field of student epistemic studies, as well as providing recommendations for researchers to conduct further research related to students' epistemic abilities in learning activities at school.


Keywords


Bibliometric; Student epstemic; Educational Process

Full Text:

PDF

References


Amatullah, A. A., Emaliana, I., & Junining, E. (2021). EFL students’ epistemic beliefs and their relations to critical thinking and reading achievement. JEES (Journal of English Educators Society), 6(2), 267–273. https://doi.org/10.21070/jees.v6i2.1367

Akyüz, H., Alkan, S., & Numan Gökçe, O. (2021). Overview on pressure ulcers studies based on bibliometric methods. Iberoamerican Journal of Medicine, 01, 18–23. https://doi.org/10.53986/ibjm.2022.0004

Anggrayni, D., Haryanto, H., & Syaiful, S. (2021). Analisis Epistemic Cognition Siswa dalam Pemecahan Masalah Matematika Ditinjau dari Gaya Kognitif Materi Teori Peluang. Jurnal Cendekia : Jurnal Pendidikan Matematika, 5(1), 829-841. https://doi.org/10.31004/ cendekia.v5i1.557

Baytelman, A., Iordanou, K., & Constantinou, C. P. (2020). Epistemic beliefs and prior knowledge as predictors of the construction of different types of arguments on socioscientific issues. Journal of Research in Science Teaching, 57(8), 1199-1227. https://doi.org/10.1002/tea. 21627

Bernholt, A., Lindfors, M., & Winberg, M. (2021). Students’ Epistemic Beliefs in Sweden and Germany and Their Interrelations with Classroom Characteristics. Scandinavian Journal of Educational Research, 65(1), 54–70. https://doi.org/10.1080/00313831.2019.1651763

Brocos, P., Jiménez-Aleixandre, M.P., Baker, M. J. (2022). “Be rational!” Epistemic aims and socio-cognitive tension in argumentation about dietary choices. Frontiers in Psychology. https://doi.org/10.3389/ fpsyg.2022.933062

Chen, Y.-C., & Qiao, X. (2020). Using students’ epistemic uncertainty as a pedagogical resource to develop knowledge in argumentation. International Journal of Science Education, 42, 2145–2180. https://doi.org/10.1080/09500693.2020.1813349

Dilekçi, Ü., & Manap, A. (2022). A Bibliometric Analysis of Research on Teacher Emotions. International Journal of Psychology and Educational Studies, 9(4), 1222–1235. https://doi.org/10.52380/ijpes.2022.9.4.860

Gunes, U., Tonbuloğlu, B., Tonbuloğlu, İ., Yıldırım, K., & Karataş, İ. H. (2023). Educational Technology: A Bibliometric Approach. Marmara Üniversitesi Atatürk Eğitim Fakültesi Eğitim Bilimleri Dergisi, 57(57), 60–90. https://doi.org/10.15285/maruaebd.1148289

İnci, G., & Köse, H. (2024). The Landscape of Technology Research in Special Education: A Bibliometric Analysis. Journal of Special Education Technology, 39(1), 94-107. https://doi.org/10.1177/01626434 231180582

Ioannou, K., & Iordanou, K. (2020). Elementary school students’ epistemic perspective and learning strategies in history. Learning: Research and Practice, 6(2), 150–166. https://doi.org /10.1080/ 23735082.2019. 1591492

Jin, Q., & Kim, M. (2021). Elementary Students’ Epistemic Understandings in Their Classroom Scientific Argumentation. Canadian Journal of Science, Mathematics and Technology Education, 21. https://doi.org/10.1007/s42330-021-00166-2

Kutlu Abu, N. (2023). Bibliometric Analysis of Inquiry-Based Science Research During 2000-2021. Shanlax International Journal of Education, 12(1), 70-85. https://doi.org/10.34293/education.v12i1. 6100

Lin, T.-J. (2021). High school students’ epistemic knowledge profiles and their multifaceted learning engagement in science. Research in Science & Technological Education, 41, 1–13. https://doi.org/10.1080/ 02635143.2021.1985446

Listyadi, T., Emaliana, I., Lintangsari, A., & Kusumawardani, I. (2023). EFL Students’ Psychological Well-Being in Learning across Different Epistemic Beliefs Levels. Indonesian Journal of EFL and Linguistics, 8(2), 355-365. https://doi.org/10.21462/ijefl.v8i2.702

Lonka, K., Ketonen, E., & Vermunt, J. D. (2021). University students’ epistemic profiles, conceptions of learning, and academic performance. Higher Education, 81(4), 775–793. https://doi.org/ 10.1007/s10734-020-00575-6

Lunn Brownlee, J., Curtis, E., Spooner-Lane, R., & Feucht, F. (2017). Understanding children’s epistemic beliefs in elementary education. Education 3-13, 45(2), 191–208. https://doi.org/10.1080/03004279 .2015.1069369

Merikko, J., & Kivimäki, V. (2022). “Replacing teachers? Doubt it.” Practitioners’ views on adaptive learning technologies’ impact on the teaching profession. Frontiers in Education, 7. https://doi.org/10.3389/feduc.2022.1010255

Miguel-Revilla, D. (2022). What makes a testimony believable? Spanish students’ conceptions about historical interpretation and the aims of history in secondary education. Historical Encounters, 9(1), 101–115. https://doi.org/10.52289/hej9.106

Nieminen, J. H., & Lahdenperä, J. (2021). Assessment and epistemic (in)justice: how assessment produces knowledge and knowers. Teaching in Higher Education, 0(0), 1–18. https://doi.org/10.1080/ 13562517.2021.1973413

Noroozi, O. (2022). The role of students’ epistemic beliefs for their argumentation performance in higher education. Innovations in Education and Teaching International, 00(00), 1–12. https://doi.org/ 10.1080/14703297.2022.2092188

Ninkov, A., Frank, J. R., & Maggio, L. A. (2022). Bibliometrics: Methods for studying academic publishing. Perspectives on Medical Education, 11(3), 173–176. https://doi.org/10.1007/s40037-021-00695-4

Pham, P., Lien, D. T. H., Kien, H. C., Chi, N. H., Tinh, P. T., Do, T., Nguyen, L. C., & Nguyen, T. (2022). Learning management system in developing countries: A bibliometric analysis between 2005 and 2020. European Journal of Educational Research, 11(3), 1363-1377. https://doi.org/10.12973/eu-jer.11.3.1363

Pradana, K. C., Rizki Putra, A. ., & Rahmawati, Y. (2022). Ethnomathematics on Traditional Culture: A Bibliometric Mapping Analysis and Systematic Review on Database Scopus. International Journal Corner of Educational Research, 1(1), 1–8. https://doi.org/10.54012/ijcer.v1i1.61

Putra, A. (2022). Keyakinan Epistemologi Siswa dalam Menyelesaikan Masalah Translasi (Doctoral dissertation, IAIN Ambon).

Reiser, B. J., Novak, M., McGill, T. A. W., & Penuel, W. R. (2021). Storyline Units: An Instructional Model to Support Coherence from the Students’ Perspective. Journal of Science Teacher Education, 32(7), 805–829. https://doi.org/10.1080/1046560X.2021.1884784

Sari, Y. P., & Emaliana, I. (2021). Correlation between Students’ Internet-Specific Epistemic Beliefs and Their Anxiety in Online EFL Oral Tasks. Study Program of English Language Education, Department of Language Education (Doctoral dissertation, Universitas Brawijaya).

Semirhan Gökçe, P. G. (2021). Forty Years of Mathematics Education : To cite this article : Forty Years of Mathematics Education : 1980-2019. International Journal of Education in Mathematics, Science and Technology, 9(3), 514–539. https://doi.org/10.46328/ijemst.1361

Şeker, F., & BALCIN, M. (2022). A Bibliometric Analysis of out of School Learning Environments: Science Mapping. Journal of Education in Science Environment and Health, 8, 307–319. https://doi.org/10.55549/jeseh.1193605

Sendur, K. A., van Drie, J., & van Boxtel, C. (2022). Epistemic beliefs and written historical reasoning: Exploring their relationship. Historical Encounters, 9(1), 141–158. https://doi.org/10.52289/hej9.108

Talan, T. (2021). Bibliometric analysis of the research on seamless learning. International Journal of Technology in Education (IJTE), 4(3), 428-442. https://doi.org/10.46328/ijte.113

Tong, Y., Yang, C., & Chen, G. (2023). A visual learning analytics approach for knowledge building: Impact on students’ epistemic understanding of discourse, productive inquiry and domain knowledge. British Journal of Educational Technology, 55. https://doi.org/10.1111/bjet.13409

Wandansari, S. A., & Hernawati. (2021). Studi Curiosity, Epistemic Curiosity, Dan Keberhasilan Belajar Dalam Konteks Akademik .Perspektif Ilmu Pendidikan, 35(2), 140-148. https://doi.org/10.21009/PIP.352.6

Wicaksana, Y., Wardono, W., & Ridlo, S. (2017). Analisis kemampuan literasi matematika dan karakter rasa ingin tahu siswa pada pembelajaran berbasis proyek berbantuan schoology. Unnes Journal of Mathematics Education Research, 6(2), 167-174.

Zupic, I., & Čater, T. (2015). Bibliometric Methods in Management and Organization. Organizational Research Methods, 18, 429–472. https://doi.org/10.1177/1094428114562629




DOI: https://doi.org/10.36987/jes.v12i4.7004

Refbacks

  • There are currently no refbacks.


Copyright (c) 2025 Umar Umar, Abdul Kadir, Ardiyansah Yuliniar Firdaus, Retnoningsih Retnoningsih, Rafiuddin Rafiuddin

Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.

Lisensi Creative Commons
Jurnal Eduscience (JES) by LPPM Universitas Labuhanbatu is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License (CC BY - NC - SA 4.0)