https://orcid.org/0000-0002-0089-3879
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Abstract
Indonesian researchers have published a substantial number of research articles on science education. However, there is no overarching sense of the science education research landscape in Indonesia. The purpose of this study was to provide such an overarching sense with respect to science education research focused on Indonesian secondary schools between 2000 and 2020. Systematic review and bibliometrics methods were used to analyse 287 papers retrieved from Scopus. The study found that the publications have drastically increased since 2017 with only a few of them published in leading science education journals. International collaborations among Indonesian science educators have included many countries, such as Malaysia, Japan, South Korea, the United Kingdom, Australia, Thailand, and Canada. The most common research topics are critical thinking skills, problem-based learning, cooperative learning, HOTS, learning tools, blended learning, creative thinking skills, project-based learning, misconceptions, and lesson study, mostly researched through quantitative rather than qualitative methods. These findings are important for Indonesian science educators to assess their progress and identify areas for improvement to have a greater impact on the community. In the international context, these findings provide critical knowledge for global academics as they initiate and build international networks and collaborations to advance science education globally.
Disclosure statement
No potential conflict of interest was reported by the authors.
Additional information
Notes on contributors
M. Muchson
M. Muchson is an assistant professor in the Department of Chemistry, Universitas Negeri Malang, Indonesia. He teaches general chemistry as well as several pedagogical courses in the Chemistry Teacher Education Program at the department where he works. He is currently doing a Ph.D. in Science Education at the Mallinson Institute for Science Education, Western Michigan University, the United States. He is interested in studying science education research trends (SERT) using a methodological framework of research synthesis, particularly systematic review, bibliometrics, and meta-analysis. He is also interested in exploring the application of quasi and experimental designs as well as qualitative approaches in the context of science education research.
William W. Cobern
Dr. William W. Cobernis a Distinguished University Faculty Scholar and Professor of Science Education at the Mallinson Institute for Science Education, Western Michigan University. His areas of interest and expertise include cognition and learning in the teaching of science, the history and philosophy of science in relation to science education. He has authored over 100 peer-reviewed journal articles and published several books. He serves as a Subject Matter Expert for the US Department of Education and is a frequent reviewer for its grant programs. His extensive experience includes conducting evaluation/evidence reviews for various US Department of Education programs. He teaches a variety of graduate courses in science education and science education research, and serves as the academic advisor for the MA program in science education. He supervises doctoral students at the dissertation research level.
Muhammad Saefi
Muhammad Saefiis a lecturer in the Department of Biology, Universitas Islam Negeri Maulana Malik Ibrahim, Indonesia. He is currently doing a Ph.D. in Biologi Education, Universitas Negeri Malang, Indonesia. He has published articles across a number of fields, including new technologies, collaborative problem-based learning, scientific literacy, questionnaire development, biology education, and Islamic higher education. His current research project explores the instruction on the evolution theory in Islamic universities in Indonesia.