TREN PEMBELAJARAN BERDIFERENSIASI DI SEKOLAH MENENGAH ATAS: TINJAUAN LITERATUR ANALISIS BIBLIOMETRIK DARI 2019 HINGGA 2023
DOI:
https://doi.org/10.51878/learning.v4i4.3623Keywords:
Differentiated instruction, differentiated learning, high schoolAbstract
This study is a literature study using bibliometric analysis to evaluate the trend of Differentiated Instruction (DI) learning in high schools from 2019 to 2023 with quantitative methods. Publication and citation data were analyzed to assess the influence and contribution of the research. The PRISMA (Preferred Reporting Items for Systematic Review and Meta-Analysis) methodology was used to ensure quality and transparency through the stages of identification, screening, eligibility assessment, and inclusion. Data were compiled using Mendeley in RIS format and analyzed with VOSviewer for citation analysis, co-occurrence, and co-authorship. This study reviewed 144 articles from Science Direct, Publish or Perish, Mendeley Reference, Taylor & Francis, Sage Journal, Wiley Journal, and Eric Education Sciences, with 35 articles meeting the inclusion criteria. The results showed an increasing publication trend, with Differentiated Instruction (DI) as the main topic. Countries such as Australia, the Netherlands, and Germany played a significant role. The most frequently used methods were qualitative and quantitative. VOSviewer visualization reveals DI's links to personalized learning, inclusivity, student confidence, and diversity in secondary education.
ABSTRAK
Penelitian ini merupakan studi literatur yang menggunakan analisis bibliometrik untuk mengevaluasi tren pembelajaran Differentiated Instruction (DI) di sekolah menengah atas dari tahun 2019 hingga 2023 dengan metode kuantitatif. Data publikasi dan sitasi dianalisis untuk menilai pengaruh dan kontribusi penelitian. Metodologi PRISMA (Preferred Reporting Items for Systematic Review and Meta-Analysis) digunakan untuk memastikan kualitas dan transparansi melalui tahap identifikasi, penyaringan, penilaian kelayakan, dan inklusi. Data dikompilasi menggunakan Mendeley dalam format RIS dan dianalisis dengan VOSviewer untuk analisis kutipan, co-occurrence, dan co-authorship. Penelitian ini meninjau 144 artikel dari Publish or Perish, Mendeley Reference dan Taylor & Francis dengan 35 artikel yang memenuhi kriteria inklusi. Hasil menunjukkan tren publikasi yang meningkat, dengan Differentiated Instruction (DI) sebagai topik utama. Negara seperti Australia, Belanda, dan Jerman berperan signifikan. Metode yang paling sering digunakan adalah kualitatif dan kuantitatif. Visualisasi VOSviewer mengungkap keterkaitan DI dengan pembelajaran yang dipersonalisasi, inklusivitas, kepercayaan diri siswa, dan keragaman di pendidikan menengah.
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