Educational Management Publication Trends In The Scopus Database: An Analysis Of The Evolution Of Research Development

Authors

  • Resky Nuralisa Gunawan Universitas Negeri Yogyakarta, Indonesia
  • Muhammad Imran Nur Universitas Indonesia
  • Mar’ah Tusshalihah Universitas Hasanuddin Makassar

DOI:

https://doi.org/10.61166/elm.v3i1.85

Keywords:

Structural Equation Modeling, Education, Bibliometric.

Abstract

This analysis aims to see publication trends regarding the use of structural equation modeling in the field of education. By using predetermined keywords, researchers obtained 433 documents that had gone through the PRISMA method and analyzed using the R Program. From the analysis results, it can be concluded that research using the Structural Equation Modeling approach in the field of education shows a positive trend from 1984 to 2024, with an annual growth rate of 11.58%, and the peak publication is expected to occur in 2024 with 80 documents. The country with the highest number of publications is China (Asia), with 54 publications (12.50%) and a total of 1,286 citations (12.27%). Jambi University from Indonesia is ranked first with the highest number of publications, namely 14 publications (3.24%). Sustainability Journal (Switzerland) was ranked first with an h-index of 9, recording 387 citations and 19 publications. Researcher Tsai Chin-Chung from National Taiwan Normal University was ranked first with an h-index of 8. The article with the highest number of citations was (Scherer et al., 2019) with 955 citations. The keyword "Structural Equation Modeling" is the most frequently used in research, with a total of 72 times, while the keywords "Confirmatory Factor Analysis" and "self-regulated learning" are also worthy of being a focus in further research.

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References

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Published

2025-07-24

How to Cite

Gunawan, R. N., Muhammad Imran Nur, & Mar’ah Tusshalihah. (2025). Educational Management Publication Trends In The Scopus Database: An Analysis Of The Evolution Of Research Development. Elementaria: Journal of Educational Research, 3(1), 64–75. https://doi.org/10.61166/elm.v3i1.85

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