Analysis of Nation Ideology Based Education and STEAM Approach In Science Education Program: A Bibliometric Analysis Using VOSviewer Arfilia Wijayanti (a)(b), Wiyanto (a)*, Saiful Ridlo (a), Parmin (a)
a) Science Education Doctoral Program, Universitas Negeri Semarang, Semarang, Indonesia
*wiyanto[at]mail.unnes.ac.id
b) Elementary School Teacher Education, Universitas PGRI Semarang, Semarang, Indonesia
Abstract
The rapid development of knowledge and technology in the 21st century has become a support for increasing the quality and competitiveness of a nation. Integration of STEAM (Science, Technology, Engineering, Art, and Mathematics) has been widely developed in the implementation of science education programs, which should further strengthen the character and identity of a nation, not the opposite. This bibliometric analysis investigates the intersection between ideology-based education and STEAM approaches, examining the collective impact on developing critical and creative thinking skills. The results were extracted from VOSviewer and Scopus databases, and 704 documents were analyzed. We limit the search in the Scopus database to only the social sciences subject area and document types of article journals and conference papers. By exploring the intricate relationship between nation-centric pedagogies and the comprehensive STEAM framework, this study sheds light on their collective impact on learners^ cognitive development. The insights derived from this analysis offer valuable perspectives for educators, policymakers, and researchers interested in the role of national ideology in shaping education and its contribution to nurturing essential thinking skills. Finally, a discussion and conclusion of the results have been carried out. This can be a turning point for future research on national ideology-based education and the STEAM approach to developing critical thinking skills.
