The Eastasouth Journal of Learning and Educations

The Research Landscape of Environmental Education for Sustainable Development in Basic Education: A Bibliometric Analysis

Zhiteng Yan — 2025-07-31

Environmental education focused on sustainable development is essential for creating a sustainable future, since it provides individuals with the knowledge, skills, and attitudes necessary to address complex environmental issues. Such capabilities should be emphasized from the beginning of basic education. Therefore, it is essential to systematically explore research on environmental education for sustainable development in basic education. Using bibliometric methods, this study analyzed 391 scholarly articles retrieved from the core collection of Web of Science databases with the aid of VOSviewer. Identified key topic areas, influential publications, and emerging trends in the field through co-word and co-citation analysis. The co-word analysis revealed five primary clusters, whereas the co-citation analysis uncovered six principal clusters. The findings indicate a burgeoning academic interest in environmental education for sustainable development. The quantity of studies has consistently risen, and the subjects addressed have progressively broadened from fundamental environmental awareness to the development of transdisciplinary skills and the establishment of systematic thinking. Nonetheless, additional comprehensive research is required to thoroughly elucidate this field of study. This study has demonstrated useful insights for educators, policymakers, and academics to enhance the effective and comprehensive integration of sustainable development ideas into basic education.

The Impact of Virtual Islamic Learning Spaces on Student Engagement and Academic Performance in Indonesia

Herman Taufik — 2025-07-31

This study examines the impact of virtual Islamic learning spaces on student engagement and academic achievement in Indonesia. As digital education becomes increasingly integrated into religious instruction, understanding its effectiveness is essential. A quantitative research method was employed, involving 150 respondents who participated in virtual Islamic learning programs. Data were collected using a Likert-scale questionnaire (1–5) and analyzed using SPSS version 25. The results revealed a significant positive relationship between the use of virtual learning platforms and both student engagement and academic achievement. Multiple linear regression analysis showed that student engagement plays a mediating role, with a stronger influence on academic outcomes compared to direct platform use. These findings highlight the importance of well-structured and interactive virtual Islamic learning environments in enhancing educational outcomes. The study contributes valuable insights for educators, policymakers, and digital content developers aiming to strengthen Islamic education in the digital era.

Bibliometric Analysis of Rhizomatic Learning in Educational Research

Loso Judijanto — 2025-07-31

This study presents a bibliometric analysis of scholarly literature on rhizomatic learning in educational research, aiming to uncover its intellectual structure, thematic developments, and collaborative patterns. Using data retrieved from the Scopus database (2008–2024) and analyzed with VOSviewer, the study visualizes co-citation networks, keyword co-occurrences, country collaborations, and temporal trends. The findings reveal that rhizomatic learning is conceptually grounded in poststructuralist philosophy, particularly the works of Gilles Deleuze and Félix Guattari, and is increasingly applied in digital pedagogy, professional development, and lifelong learning contexts. Central themes such as connectivism, new materialism, and multiplicity demonstrate the field’s interdisciplinary depth, while emerging topics like sustainability and adult learning reflect its practical expansion. The research also highlights a concentration of scholarly output in Anglophone countries and a predominance of qualitative methodologies. This study contributes to a deeper understanding of rhizomatic learning's evolution and offers a foundation for future inquiry that bridges theory, practice, and global educational needs.

Exploring the Evolution of Queer Pedagogy Research: A Bibliometric Study of Inclusive Education

Dina Destari — 2025-07-31

This study explores the intellectual structure and thematic evolution of queer pedagogy research within the context of inclusive education through a bibliometric analysis. Drawing on publication data from the Scopus database (2000–2024), the study employs VOSviewer to analyze co-authorship patterns, keyword co-occurrence, and citation networks. The findings reveal that queer pedagogy is a vibrant and interdisciplinary field grounded in critical theory and post-structural thought, with core concepts such as heteronormativity, critical pedagogy, and intersectionality at its center. Over time, the field has expanded to include newer themes such as reflexivity, ecopedagogy, and autoethnography, indicating methodological diversification and broader sociopolitical engagement. The study also identifies a concentration of scholarly activity in Western academic institutions, highlighting both the strength and the representational limitations of current research landscapes. By visualizing key trends, influential authors, and underexplored areas, this study provides a comprehensive map of queer pedagogy’s scholarly development and offers insights for advancing inclusive educational practices.

Bibliometric Insights into Metacognitive Scaffolding: A Review of Research in Educational Psychology

Loso Judijanto — 2025-07-31

This study presents a comprehensive bibliometric analysis of research on metacognitive scaffolding within the domain of educational psychology, aiming to uncover the intellectual structure, thematic patterns, and emerging trends in the field. Drawing data from the Scopus database covering publications from 2000 to 2025, the study analyzed 453 documents using VOSviewer software to perform co-citation, co-authorship, keyword co-occurrence, and temporal trend analyses. The results highlight the dominance of foundational theorists such as Flavell, Vygotsky, and Zimmerman, alongside contemporary scholars like Azevedo who have advanced the integration of metacognitive scaffolding into digital learning environments. Keyword analysis reveals core themes related to metacognition, scaffolding, and computer-aided instruction, as well as emerging areas such as inquiry learning, cognitive load, game-based learning, and learning analytics. The United States emerged as the most influential country in collaborative research networks, while regions like Indonesia remain underrepresented. These findings indicate a mature yet dynamically evolving research field that is increasingly shaped by technological innovation and interdisciplinary approaches. The study offers valuable insights for scholars, educators, and policymakers aiming to design effective, context-sensitive, and ethically grounded metacognitive scaffolding interventions in both traditional and digital learning settings.

Exploring the Role of Social Imagination in Shaping Pedagogical Practices and Critical Thinking in Indonesia

Tasya Sapia — 2025-07-31

This qualitative study explores the role of social imagination in shaping pedagogical practices and enhancing critical thinking in the Indonesian educational context. Drawing on in-depth interviews with five key informants—including teachers, a curriculum expert, and education practitioners—the research investigates how educators conceptualize social imagination and incorporate it into their teaching strategies. The findings reveal that social imagination fosters student engagement, empathy, and the capacity to question societal norms, all of which are foundational to critical thinking. Educators employ various imaginative approaches, such as storytelling, role-play, and community-based projects, to connect learning with real-world issues. However, the implementation of such approaches is often constrained by rigid curricula, cultural hierarchies, standardized assessments, and limited institutional support. Despite these challenges, the study concludes that social imagination remains a vital pedagogical tool for transformative education in Indonesia, offering pathways to more reflective, inclusive, and critical forms of learning.