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Studies of multicultural education in three last decades: global trends and future directions in educational researches

International Journal of Evaluation and Research in Education (IJERE) · Vol. 13 No. 5 (2024) · hlm. 2957–2970

DOI
10.11591/ijere.v13i5.28482
ISSN
2620-5440, 2252-8822
Terbit
2024-10-01
Penerbit
Institute of Advanced Engineering and Science
Bahasa
eng
Lisensi
creativecommons.org/licenses/by-nc/4.0

Abstrak

The publication trend regarding multicultural education studies has been increasing in three last decades. Nevertheless, systematic studies providing comprehensive bibliographic and bibliometric review related to this issue has not been performed nor also reported in the electronic journals or conference proceeding. A systematic review combined to bibliometric analysis was used to present global trends and future directions in educational researches related to multicultural education. 284 eligible documents from Scopus database published in 2001–2023 were involved as the data. Results revealed that in the period of 2001–2023, publication trend of multicultural education studies slightly soared while citation trend on the documents regarding multicultural education studies relatively fluctuated. The productive and influential documents, authors, countries, institutions, and sources contributed most to the development of multicultural education studies. Moreover, a lot of authors and institutions in the world jointly worked and also generated research networking in conducting the studies of multicultural education, mainly authors come from United States and educational institutions located in United States. Additionally, at least there are several major emerging themes related to multicultural education studies such as methodology, learning environment, main topic in multicultural education, affective and cognitive domain, participant, and theoretical framework. The future researches related to this topic should develop valid, practical, and effective learning models for multicultural competence referring to culturally responsive transformative teaching approach.

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  • Universitas Islam Negeri Raden Intan Lampung
  • Universitas Handayani Makassar
  • State University of Semarang
  • Afiliasi tidak diketahui
  • Organisasi berbeda
  • Organisasi sama
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  • Garis lebih tebal = lebih banyak artikel bersama · lingkaran lebih besar = lebih banyak artikel
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Rekan penulisOrganisasiArtikel bersama
Rinaldo Adi PratamaAfiliasi tidak diketahui2
Edi SiswantoState University of Semarang2
Dedy MiswarAfiliasi tidak diketahui2
Amelia Hani SaputriAfiliasi tidak diketahui1
Fitri DaryantiAfiliasi tidak diketahui1
Muhammad Fazli TaibAfiliasi tidak diketahui1
Markus Soegiarto HartonoAfiliasi tidak diketahui1
Imada Cahya SeptiyaningsihAfiliasi tidak diketahui1
Dimas AditiaAfiliasi tidak diketahui1
Swanny Trikajanti WidyaatmadjaAfiliasi tidak diketahui1
Risky SetiawanAfiliasi tidak diketahui1
SudjarwoAfiliasi tidak diketahui1
Hanif KurniawanAfiliasi tidak diketahui1
Yusuf PerdanaAfiliasi tidak diketahui1
Suroto SurotoAfiliasi tidak diketahui1
Muhammad FuadUniversitas Handayani Makassar1
Edi SuyantoAfiliasi tidak diketahui1
Ulul Azmi MuhammadAfiliasi tidak diketahui1
Muhammad Adi SaputraAfiliasi tidak diketahui1
Inne Marthyane PratiwiAfiliasi tidak diketahui1
Antomi SaregarUniversitas Islam Negeri Raden Intan Lampung1
Agitha PriciliaUniversitas Islam Negeri Raden Intan Lampung1
Yuberti YubertiUniversitas Islam Negeri Raden Intan Lampung1
Taras NayanaAfiliasi tidak diketahui1
Giri Rohmad BarokahAfiliasi tidak diketahui1
Umi AnissahAfiliasi tidak diketahui1

Afiliasi berasal dari OpenAlex; metadata OAI-PMH jurnal tidak memuatnya. Penulis tanpa ID OpenAlex dicocokkan berdasarkan nama, sehingga dua orang bisa tergabung atau satu orang bisa terpisah.

Sumber metadata: OAI-PMH (metadata jurnal) http://ijere.iaescore.com/index.php/IJERE/oai, pertama di-harvest 8 Nov 2026, terakhir terlihat 8 Nov 2026.
Metadata asli (oai_dc) 
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	<dc:title xml:lang="en-US">Studies of multicultural education in three last decades: global trends and future directions in educational researches</dc:title>
	<dc:creator>Sumargono, Sumargono</dc:creator>
	<dc:creator>Sinaga, Risma Margaretha</dc:creator>
	<dc:creator>Ariyani, Farida</dc:creator>
	<dc:creator>Rini, Riswanti</dc:creator>
	<dc:subject xml:lang="en-US">Bibliometrics; Diversity in learning; Multicultural education; Scopus; VOSviewer</dc:subject>
	<dc:description xml:lang="en-US">The publication trend regarding multicultural education studies has been increasing in three last decades. Nevertheless, systematic studies providing comprehensive bibliographic and bibliometric review related to this issue has not been performed nor also reported in the electronic journals or conference proceeding. A systematic review combined to bibliometric analysis was used to present global trends and future directions in educational researches related to multicultural education. 284 eligible documents from Scopus database published in 2001–2023 were involved as the data. Results revealed that in the period of 2001–2023, publication trend of multicultural education studies slightly soared while citation trend on the documents regarding multicultural education studies relatively fluctuated. The productive and influential documents, authors, countries, institutions, and sources contributed most to the development of multicultural education studies. Moreover, a lot of authors and institutions in the world jointly worked and also generated research networking in conducting the studies of multicultural education, mainly authors come from United States and educational institutions located in United States. Additionally, at least there are several major emerging themes related to multicultural education studies such as methodology, learning environment, main topic in multicultural education, affective and cognitive domain, participant, and theoretical framework. The future researches related to this topic should develop valid, practical, and effective learning models for multicultural competence referring to culturally responsive transformative teaching approach.</dc:description>
	<dc:publisher xml:lang="en-US">Institute of Advanced Engineering and Science</dc:publisher>
	<dc:contributor xml:lang="en-US"></dc:contributor>
	<dc:date>2024-10-01</dc:date>
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	<dc:format>application/pdf</dc:format>
	<dc:identifier>https://ijere.iaescore.com/index.php/IJERE/article/view/28482</dc:identifier>
	<dc:identifier>10.11591/ijere.v13i5.28482</dc:identifier>
	<dc:source xml:lang="en-US">International Journal of Evaluation and Research in Education (IJERE); Vol 13, No 5: October 2024; 2957-2970</dc:source>
	<dc:source>2620-5440</dc:source>
	<dc:source>2252-8822</dc:source>
	<dc:source>10.11591/ijere.v13i5</dc:source>
	<dc:language>eng</dc:language>
	<dc:relation>https://ijere.iaescore.com/index.php/IJERE/article/view/28482/14059</dc:relation>
	<dc:rights xml:lang="en-US">Copyright (c) 2024 Institute of Advanced Engineering and Science</dc:rights>
	<dc:rights xml:lang="en-US">http://creativecommons.org/licenses/by-nc/4.0</dc:rights>
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