Islamic Religious School as An Alternative Education Institution in the Global Era: A Bibliometric and Thematic Analysis
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Notice bibliographique
Résumé
This study conducted a bibliometric and thematic analysis on research related to Islamic religious schools from 1995 to 2022. The research objectives were to: (1) assess the current growth and publication trends in Islamic religious school studies; (2) identify the most prolific contributors in this field; (3) determine the highly cited documents in Islamic religious school research; and (4) explore emerging research themes and areas in Islamic religious school studies. Data were collected from the Scopus database using keywords such as "Islamic religious school," "Islamic school," "pesantren," "madrasa," "pondok," and "Islamic schooling." A total of 690 documents were initially obtained, and after screening, 297 documents were included for analysis. The data were analyzed using tools like Biblioshiny and Microsoft Excel. The results showed that most publications were in 2022 (63 publications). The most significant publishers with the most research documents were Merry MS by the author (5 publications), University of Malaya by institution (26 publications), and Jurnal Pendidikan Islam by the source (24 publications). This study found the article entitled; ‘‘Unveiled Sentiments: Gendered Islamophobia and Experiences of Veiling among Muslim Girls in a Canadian Islamic School’’ written by Zine, as the most global cited document with 152 citations. Moreover, based on the results of thematic map and evolution, Islamic religious school research was divided into four main themes: Islamic Education and Pedagogy, Social and Cultural Perspectives, Comparative Studies and Global Perspectives, and Leadership and Governance. This study highlighted the need for further comparative studies across diverse contexts, inclusion of underrepresented regions and countries, examination of pedagogical approaches and educational outcomes, exploration of contemporary challenges, and policy implications and educational reform. By addressing these gaps, researchers can contribute to a more comprehensive understanding of Islamic religious schools and their role in providing alternative education in the global era.
Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.
Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,009 | 0,006 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,009 | 0,007 |
| Études des sciences et des technologies | 0,001 | 0,000 |
| Communication savante | 0,001 | 0,001 |
| Science ouverte | 0,000 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,001 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,000 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découle