TECHNOLOGY INTEGRATION IN CHEMICAL EQUILIBRIUM TEACHING: A BIBLIOMETRIC ANALYSIS OF SECONDARY EDUCATION RESEARCH
Keywords:
Bibliometric analysis, technology integration, chemical equilibrium, secondary education, research trendsAbstract
This quantitative study employed bibliometric analysis to examine technology integration in chemical equilibrium teaching at the secondary level. The study aimed to: 1) analyze publication and citation trends, 2) identify influential countries, authors, institutions, and journals, 3) examine the most-cited publications, keywords, and the disciplinary distribution of research, 4) investigate research productivity, international collaboration, and research impact, and 5) present a comprehensive overview of research progress. A total of 163 research documents from the Dimensions database were analyzed using VOSviewer software through descriptive statistics and network analysis.
The findings revealed: 1) Publications increased from 24 articles (2020) to 45 articles (2024), with significant growth in 2023-2024. 2) Indonesia led in quantity (35 documents), while Turkey, China, and Spain showed higher impact (496, 483, 427 citations). Leading institutions included the University of Rwanda and the University of South Africa. Influential authors were Katerina Salta and Martin Rusek. The Journal of Chemical Education was the primary journal (15 documents, 197 citations). 3) The most cited article was “Is Metaverse in Education a Blessing or a Curse?” (Tlili et al., 2022) with 400 citations. Key terms included “study,” “student,” “teacher,” “education,” and “knowledge.” In terms of disciplinary distribution, Education dominated (77.91%), followed by Engineering (23.93%). 4) International collaborations were evident across Asia and Europe. 5) Metaverse and AI emerged as the primary technological trends over the past five years.
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