Pendidikan Inklusif dalam Literatur Akademik: Analisis Bibliometrik Berbasis Scopus

Authors

  • Ceria Hermina Universitas Muhammadiyah Surakarta
  • Eny Purwandari Universitas Muhammadiyah Surakarta
  • Muhammad Japar Universitas Muhammadiyah Surakarta

DOI:

https://doi.org/10.24127/gdn.v15i2.11974

Keywords:

Inclusive Education, Special Need, Teacher, Bibliometrik

Abstract

Inclusive Education is currently a concern in order to fulfill the rights of children with special needs to learn. This study aims to conduct a bibliometric analysis of research on the theme of Inclusive Education, identify current conditions, trends and other indicators by analyzing articles sourced from Scopus since 2010-2024. This study examines publications per year, keyword trends, Co-author Analysis, countries and organizations. 414 articles were obtained as samples. This study uses Vosviewer software to analyze the data. This study provides an important basis for further researchers to develop more inclusive education policies and practices. Practically, the results of this study emphasize the need for policies that support teacher training, especially in developing countries, to ensure the achievement of educational inclusivity.

Author Biography

Ceria Hermina, Universitas Muhammadiyah Surakarta

Doktoral Psikologi UMS

References

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Ainscow, M., Slee, R., & Best, M. (2019). Editorial: the Salamanca Statement: 25 years on. International Journal of Inclusive Education, 23(7–8), 671–676. https://doi.org/10.1080/13603116.2019.1622800

Alam, S., Kediri, R., Jurnal, I., Psikologi, I., Nurvitasari, S., Azizah, L. Z., & Susarno, S. (2018). Konsep dan Praktik Pendidikan Inklusi di Sekolah Alam Ramadhani Kediri. 3(1), 15–22.

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De Boer, A., Timmerman, M., Pijl, S. J., & Minnaert, A. (2012). The psychometric evaluation of a questionnaire to measure attitudes towards inclusive education. European Journal of Psychology of Education, 27(4), 573–589. https://doi.org/10.1007/s10212-011-0096-z

Eny Purwandari, & Khoirunnisa. (2023). Student Engagement Models: Parental Support, Academic Self-Efficacy, and the Teacher-Student Relationship. Jurnal Iqra’ : Kajian Ilmu Pendidikan, 8(2), 481–494. https://doi.org/10.25217/ji.v8i2.4010

Florian, L., Young, K., & Rouse, M. (n.d.). International Journal of Inclusive Preparing teachers for inclusive and diverse educational environments : studying curricular reform in an initial teacher education course. May 2015, 37–41. https://doi.org/10.1080/13603111003778536

Gema, Afriany, D., & Japar, M. (2024). A Bibliometric Analysis of Learning Organization (1976-2023). Kelola: Jurnal Manajemen Pendidikan, 11(1), 1–17. https://doi.org/10.24246/j.jk.2024.v11.i1.p1-17

Iacob, C. I. (n.d.). The inclusion of Children with Special Education Needs . A Practical and Theoretical Approach. 1–16.

Lindner, K.-T., Schwab, S., Emara, M., & Avramidis, E. (2023). Do teachers favor the inclusion of all students? A systematic review of primary schoolteachers’ attitudes towards inclusive education. European Journal of Special Needs Education, 38(6), 766–787. https://doi.org/10.1080/08856257.2023.2172894

Mjaavatn, P. E., Frostad, P., & Pijl, S. J. (2015). Measuring the causes for the growth in special needs education. A validation of a questionnaire with possible factors explaining the growing demand for special provisions in education. European Journal of Special Needs Education, 30(4), 565–574. https://doi.org/10.1080/08856257.2015.1085141

Peter, M. N., & Nderitu, M. N. (2014). Perceptions of Teachers and Head Teachers on the Effectiveness of Inclusive Education in Public Primary Schools in Yatta Division Machakos County. 4(1), 91–106. https://doi.org/10.5901/jesr.2014.v4n1p91

Preez, H. Du. (2024). South African Teachers’ Insights on Improving the Sensory Classroom Teacher Questionnaire (SCTQ) for Inclusive Education and ADHD Support. Education Sciences, 14(9), 989. https://doi.org/https://doi.org/10.3390/educsci14090989

Sheehy, K., Widayati, S., & Rofiah, K. (2024). Towards inclusive practice in Indonesian kindergartens: Evaluating the impact of Sign Supported Big Books. Journal of Early Childhood Research, 22(1), 47–59. https://doi.org/10.1177/1476718X231188467

Yu, Y., Li, Y., Zhang, Z., Gu, Z., Zhong, H., Zha, Q., Yang, L., Zhu, C., & Chen, E. (2020). A bibliometric analysis using VOSviewer of publications on. 2019(13). https://doi.org/10.21037/atm-20-4235

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Published

2025-06-30

Issue

Vol. 15 No. 2 (2025)

Section

ARTICLES

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