Self-Directed Learning in Mathematics Education: A Bibliometric Analysis
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| Title: | Self-Directed Learning in Mathematics Education: A Bibliometric Analysis |
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| Language: | English |
| Authors: | Nurul Rabiatul Adawiyah Suhaimee (ORCID |
| Source: | International Journal of Education in Mathematics, Science and Technology. 2025 13(3):568-583. |
| Availability: | International Journal of Education in Mathematics, Science and Technology. Necmettin Erbakan University, Ahmet Kelesoglu Education Faculty, Meram, Konya, 42090, Turkey. e-mail: ijermst@gmail.com; Web site: https://www.ijemst.net/index.php/ijemst/index |
| Peer Reviewed: | Y |
| Page Count: | 17 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Information Analyses |
| Descriptors: | Independent Study, Mathematics Education, Bibliometrics, Educational Research, Educational Trends, Foreign Countries, Professional Development, Self Efficacy, Electronic Learning |
| Geographic Terms: | United States, Indonesia, China, United Kingdom, Malaysia, South Africa, Australia, Netherlands, Spain, Austria, Nepal, Romania, Estonia, Italy, South Korea |
| ISSN: | 2147-611X |
| Abstract: | 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 mid2010s 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. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1475549 |
| Database: | ERIC |
| Abstract: | 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 mid2010s 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. |
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| ISSN: | 2147-611X |
