Pemetaan Bibliometrik Tren Penelitian Artificial Intelligence dalam Bidang Pendidikan Tahun 2015–2025
Kata Kunci:
Artificial Intelligence, Pendidikan , Bibliometrik, Keyword Co-occurrence , Generative AIAbstrak
Penelitian ini bertujuan untuk memetakan tren penelitian tentang Artificial Intelligence (AI) dalam bidang pendidikan pada kurun tahun 2015–2025 dengan menggunakan metode bibliometrik. Analisis dilakukan secara deskriptif berbasis data publikasi yang diperoleh dari basis data Scopus melalui distribusi publikasi per tahun, identifikasi penulis, jurnal, institusi, serta pemetaan keywoard co-occurance dan kolaborasi antar penulis dengan memanfaatkan perangkat VOSViewer. Hasil penelitian menunjukkan bahwa terdapat pertumbuhan publikasi yang signifikan dari tahun ke tahun terutama di tahun 2020 disertai lonjakan yang tinggi pada tahun 2023 – 2025 yang dipicu dengan adanya generative AI seperti ChatGPT. Analisis kata kunci mengungkapkan tiga kluster utama, yaitu pengembangan teknologi (machine learning, natural language processing, intelligent tutoring systems), isu sosial dan etika (AI ethics, student perceptions), serta aspek pedagogis yang menekankan peran guru dan pengalaman belajar. Jejaring kolaborasi memperlihatkan dominasi peneliti dari Tiongkok, Amerika Serikat, dan Eropa, dengan beberapa tokoh berperan sebagai penghubung lintas negara. Pada temuan ini juga menyoroti bahwa penelitian AI tidak hanya fokus pada aspek teknis namun juga menyoroti etika, sosial, dan pedagogis.
Abstract
This research aims to map the research trends on Artificial Intelligence (AI) in the field of education during the period 2015–2025 using a bibliometric method. The analysis is conducted descriptively based on publication data obtained from the Scopus database through the distribution of publications per year, identification of authors, journals, institutions, and mapping of keyword co-occurrence and collaboration between authors using the VOSViewer tool. The results show a significant growth in publications from year to year, especially in 2020, accompanied by a high spike in 2023 and 2025, triggered by the presence of generative AI such as ChatGPT. Keyword analysis revealed three main clusters: technology development (machine learning, natural language processing, intelligent tutoring systems), social and ethical issues (AI ethics, student perceptions), and pedagogical aspects that emphasize the role of teachers and the learning experience. Collaboration networks show the dominance of researchers from China, the United States, and Europe, with several figures acting as cross-border liaisons. This finding also highlights that AI research does not only focus on technical aspects but also highlights ethical, social, and pedagogical aspects.
Referensi
An, Qin, Jingmei Yang, Xiaoshu Xu, Yunfeng Zhang, and Huanhuan Zhang. 2024. “Decoding AI Ethics from Users’ Lens in Education: A Systematic Review.” Heliyon 10(20):e39357. doi: 10.1016/j.heliyon.2024.e39357.
Chen, Lijia, Pingping Chen, and Zhijian Lin. 2020. “Artificial Intelligence in Education: A Review.” IEEE Access 8:75264–78. doi: 10.1109/ACCESS.2020.2988510.
Donthu, Naveen, Satish Kumar, Debmalya Mukherjee, Nitesh Pandey, and Weng Marc Lim. 2021. “How to Conduct a Bibliometric Analysis: An Overview and Guidelines.” Journal of Business Research 133(April):285–96. doi: 10.1016/j.jbusres.2021.04.070.
Dwivedi, Yogesh K., Nir Kshetri, Laurie Hughes, Emma Louise, Anand Jeyaraj, Arpan Kumar, Abdullah M. Baabdullah, Alex Koohang, Vishnupriya Raghavan, Manju Ahuja, Hanaa Albanna, Mousa Ahmad, Adil S. Al-busaidi, Janarthanan Balakrishnan, Yves Barlette, Sriparna Basu, Indranil Bose, Laurence Brooks, Dimitrios Buhalis, Lemuria Carter, Soumyadeb Chowdhury, Tom Crick, Scott W. Cunningham, Gareth H. Davies, Robert M. Davison, D. Rahul, Denis Dennehy, Yanqing Duan, Rameshwar Dubey, Rohita Dwivedi, Robin Gauld, Varun Grover, Mei-chih Hu, John S. Edwards, Carlos Flavi, Marijn Janssen, Paul Jones, Iris Junglas, Sangeeta Khorana, Sascha Kraus, Kai R. Larsen, Paul Latreille, Sven Laumer, F. Tegwen Malik, Abbas Mardani, Marcello Mariani, Sunil Mithas, Emmanuel Mogaji, Jeretta Horn, Siobhan O. Connor, Fevzi Okumus, Margherita Pagani, Neeraj Pandey, Savvas Papagiannidis, Ilias O. Pappas, Nishith Pathak, Jan Pries-heje, Ramakrishnan Raman, Nripendra P. Rana, Sven-volker Rehm, Samuel Ribeiro-navarrete, Alexander Richter, Frantz Rowe, Suprateek Sarker, Bernd Carsten, Manoj Kumar, Wil Van Der Aalst, Viswanath Venkatesh, Giampaolo Viglia, Michael Wade, Paul Walton, Jochen Wirtz, and Ryan Wright. 2023. “International Journal of Information Management Opinion Paper : ‘ So What If ChatGPT Wrote It ? ’ Multidisciplinary Perspectives on Opportunities , Challenges and Implications of Generative Conversational AI for Research , Practice and Policy ☆.” 71(March). doi: 10.1016/j.ijinfomgt.2023.102642.
Gašević, Dragan, Shane Dawson, and George Siemens. 2015. “Let’s Not Forget: Learning Analytics Are about Learning.” TechTrends 59(1):64–71. doi: 10.1007/s11528-014-0822-x.
Holmes, W., and K. Porayska-Pomsta. 2022. “Artificial Intelligence in Education: Contexts, Methods and Implications for Teaching and Learning.” Journal of Learning Analytics 9(1):1–20.
Kasneci, Enkelejda, Kathrin Sessler, Stefan Küchemann, Maria Bannert, Daryna Dementieva, Frank Fischer, Urs Gasser, Georg Groh, Stephan Günnemann, Eyke Hüllermeier, Stepha Krusche, Gitta Kutyniok, Tilman Michaeli, Claudia Nerdel, Jürgen Pfeffer, Oleksandra Poquet, Michael Sailer, Albrecht Schmidt, Tina Seidel, Matthias Stadler, Jochen Weller, Jochen Kuhn, and Gjergji Kasneci. 2023. “ChatGPT for Good? On Opportunities and Challenges of Large Language Models for Education.” Learning and Individual Differences 103(March). doi: 10.1016/j.lindif.2023.102274.
Mayasari, Nanny, I. Gusti Ayu Niken Launingtia, Nanang Nanang, Nur Sehang Thamrin, and Y. Claudia Dhian A. Harbelubun. 2024. “Bibliometric Analysis of AI Technology Developments in Education: Trends, Collaborations, and Future Impact.” West Science Interdisciplinary Studies 2(05):1032–42. doi: 10.58812/wsis.v2i05.910.
Sholikhah, Siti Sintiawati, and Nagata Zamzami. 2025. “Teachers’ and Students’ Perceptions of Artificial Intelligence (AI) Technology in Learning Activities.” 4(3):1474–82.
Solihat, Ai Nur, Dadang Dahlan, K. Kusnendi, Budi Susetyo, and Abdulkareem Sh Mahdi Al Obaidi. 2024. “Artificial Intelligence (AI)-Based Learning Media: Definition, Bibliometric, Classification, and Issues for Enhancing Creative Thinking in Education.” ASEAN Journal of Science and Engineering 4(3):349–82. doi: 10.17509/ajse.v4i3.72611.
Yan, Lixiang, Lele Sha, Linxuan Zhao, Yuheng Li, Roberto Martinez-Maldonado, Guanliang Chen, Xinyu Li, Yueqiao Jin, and Dragan Gašević. 2024. “Practical and Ethical Challenges of Large Language Models in Education: A Systematic Scoping Review.” British Journal of Educational Technology 55(1):90–112. doi: 10.1111/bjet.13370.
Zawacki-Richter, Olaf, Victoria I. Marín, Melissa Bond, and Franziska Gouverneur. 2019. “Systematic Review of Research on Artificial Intelligence Applications in Higher Education – Where Are the Educators?” International Journal of Educational Technology in Higher Education 16(1). doi: 10.1186/s41239-019-0171-0.
Zhang, Jie. 2025. “Ethics of Artificial Intelligence in Education: Balancing Automation and Human-Centered Learning.” Applied Mathematics and Nonlinear Sciences 10(1):1–15. doi: 10.2478/amns-2025-0843.
##submission.downloads##
Diterbitkan
Terbitan
Bagian
Lisensi
Artikel ini berlisensi Creative Commons Attribution-NonCommercial 4.0 International License.
Pemberitahuan Hak Cipta
- Hak publikasi atas semua materi informasi yang tercantum dalam situs jurnal ini dipegang oleh dewan redaksi/editor dengan sepengetahuan penulis. Pengelola Jurnal akan menjunjung tinggi hak moral penulis.
- Aspek legal formal terhadap akses setiap informasi dan artikel yang tercantum dalam situs jurnal ini mengacu pada ketentuan lisensi Creative Commons Atribusi-NonCommercial-No Derivative (CC BY-NC-ND), yang berarti bahwa hanya dengan izin penulis, informasi dan artikel Jurnal BACA dapat didistribusikan ke pihak lain dengan tanpa merubah bentuk aslinya untuk tujuan non-komersial.
- Setiap terbitan Populis Jurnal Sosial dan Humaniora, baik cetak maupun elektronik, bersifat open access untuk tujuan pendidikan, penelitian, dan perpustakaan. Di luar tujuan tersebut, penerbit atau pengelola jurnal tidak bertanggung jawab atas terjadinya pelanggaran hak cipta yang dilakukan oleh pembaca atau pengakses.
