Self-Directed Learning in Mathematics Education: A Bibliometric Analysis
DOI:
https://doi.org/10.46328/ijemst.4770Keywords:
Bibliometric, mathematics education, self directed learning, scopesAbstract
Self-directed learning (SDL) has become essential in promoting autonomy and critical thinking within mathematics education. Given the increasing emphasis on SDL, a bibliometric analysis is necessary to map the field’s development, key themes, and influential contributions. This study utilizes Scopus data from 1981 to 2024, encompassing 32 publications, to identify research trends, geographic distribution, and thematic focuses. The methodology involved advanced tools such as OpenRefine, biblioMagika®, and VOSviewer for data cleaning, harmonization, and visualization. Findings reveal a notable rise in SDL research from the mid-2010s onward, with the United States and Indonesia as leading contributors, reflecting supportive policies for learner autonomy. Key themes identified include professional development, self-efficacy, and digital learning, underscoring the interdisciplinary nature of SDL in mathematics education. The study highlights SDL’s crucial role in fostering independent learning and suggests further investigation into age-specific impacts, long-term effects, and digital tool integration within SDL. Future research should prioritize cross-disciplinary collaboration to refine SDL practices, enhancing adaptability and self-directed capabilities in mathematics education.Downloads
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