Inquiry-based Physics Learning Integrated with Mobile Apps, Multiple Intelligences, and Local Wisdom: A Bibliometric Analysis of Research Trends and Scientific Literacy Implications

Hanan Zaki Alhusni; Binar Kurnia Prahani; Titin Sunarti; Madlazim Madlazim; Muhammed Akif Kurtulus

doi:10.36312/e-saintika.v10i1.3967

Authors

Hanan Zaki Alhusni Universitas Negeri Surabaya
Binar Kurnia Prahani State University of Surabaya
Titin Sunarti Universitas Negeri Surabaya
Madlazim Madlazim Universitas Negeri Surabaya
Muhammed Akif Kurtulus Alanya Alaaddin Keykubat University

DOI:

https://doi.org/10.36312/e-saintika.v10i1.3967

Keywords:

inquiry-based learning, physics education, mobile learning, multiple intelligences, local wisdom

Abstract

This bibliometric study maps and evaluates the publication landscape on inquiry-based physics learning that intersects with mobile applications, multiple intelligences (MI), and local wisdom, with attention to implications for scientific literacy. Scopus records were retrieved using a TITLE-ABS-KEY search and processed following PRISMA 2020 and PRISMA-S. The screening window was restricted to 2020–2025, English-language, final-status documents, and journal articles or conference papers/proceedings. From 138,162 initially identified records, 362 remained after year and subject filtering; 305 met eligibility criteria, and 99 unique documents were included after DOI/title deduplication (full flow and exclusion reasons are reported in the PRISMA diagram and accompanying table). Performance analysis (annual output, sources, authors, countries, and subject areas) and science mapping (co-authorship, keyword co-occurrence, co-citation, and bibliographic coupling) were conducted using Bibliometrix/Biblioshiny and visualized in VOSviewer with association-strength normalization and full versus fractional counting sensitivity checks. Results show a publication peak in 2020, a decline across 2021–2023, and a rebound in 2024. Conference proceedings dominate the corpus (≈91%), with Journal of Physics: Conference Series contributing nearly two-thirds of documents. Indonesia is the leading contributor by affiliation and country; Physics and Astronomy accounts for ≈48–49% of subject assignments, followed by Engineering (≈14%) and Computer Science (≈12%). Keyword networks center on “students” and “education computing,” while MI and scientific literacy occur infrequently and local wisdom appears peripheral, indicating an early-stage, technology-driven field. Limitation: the Physics subject-area filter likely underrepresents education-journal studies where MI and literacy are more explicitly operationalized. Future work should prioritize journal-level designs, validated scientific-literacy measures, and transparent term normalization and counting schemes.

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