Integrating Local Wisdom into Physics Learning to Achieve

Education Sustainable Development (ESD): A Bibliometric Analysis

Misbah

1 a

, Nurlaela Muhammad

2 b

, Muhdi Harto

3 c

, Fadilah Umar

4 d

Warman

, Rossy Arlinda

, Raihanah Zulfah

, Qamariah

, Isnaini Agus Setiono

1 e

and

Surya Haryandi

1 f

Physics Education Study Program, Universitas Lambung Mangkurat, 70123

Banjarmasin, Indonesia

Physics Education Study Program, Universitas Khairun, 97728 Ternate, Indonesia

SMA Negeri 5 Banjarbaru, 70724 Banjarbaru, Indonesia

Sebelas Maret University, 57126 Surakarta, Indonesia

Universitas Mulawarman, 75119 Samarinda, Indonesia

STKIP Islam Sabilal Muhtadin, 70122 Banjarmasin, Indonesia

Keywords: Bibliometric, Education Sustainable Development, Local Wisdom, Physics Learning.

Abstract: This study aims to analyze research trends on the integration of local wisdom into physics learning (ILW-

PyL) during the period 2017–2024* through a bibliometric analysis using the Scopus database. Based on the

established criteria, 35 articles were selected from a pool of 4,794 documents. These articles were sourced

from international journals indexed in Scopus. Subsequently, the selected data were classified and visualized

using VOSviewer software. The findings revealed a gradual annual increase in research on the ILW-PyL.

When visualized, the research trends for 2017–2024* formed four distinct clusters. The outcomes of this study

provided valuable insights into global research trends in this area and served as a guide for future studies.

Overall, the findings offer a robust reference point for advancing research on the ILW-PyL.

1 INTRODUCTION

The cultural diversity of the nation must be preserved

and developed while maintaining the noble values of

the nation through education (Hasim & Faruk, 2020).

Schools need to design programs and provide

platforms for students to understand and preserve the

uniqueness of local cultures through tangible and

formal efforts within the curriculum so that students do

not become estranged from their own culture (Nuraini

et al., 2024). According to Purnamawati (2021),

teachers need to master various approaches and

methodologies for integrating local culture into school

learning (Purnamasari et al., 2021). One subject that

https://orcid.org/0000-0002-8035-1702

https://orcid.org/0000-0003-0301-1031

https://orcid.org/0009-0005-3045-3435

https://orcid.org/0000-0003-3371-2613

https://orcid.org/0000-0003-2336-3528

https://orcid.org/0000-0002-8232-9090

can be integrated with local culture is physics, as

physics learning explores natural phenomena often

observed by students (Nuraini et al., 2024).

Universally, the challenges faced in physics

education at schools are similar to those in

mathematics, as several concepts and principles are

used for problem-solving (Wulansari & Admoko,

2021). Students tend to show a lack of interest in

physics, perceiving it as a difficult subject. This

negative perception directly affects students’ learning

outcomes in physics, which tend to be low. One of the

contributing factors is that physics education in

schools has so far focused more on the mathematical

aspect, with little emphasis on concepts and

692

Misbah, , Muhammad, N., Harto, M., Umar, F., Warman, , Arlinda, R., Zulfah, R., Qamariah, , Setiono, I. A. and Haryandi, S.

Integrating Local Wisdom into Physics Learning to Achieve Education Sustainable Development (ESD): A Bibliometric Analysis.

DOI: 10.5220/0013421900004654

In Proceedings of the 4th International Conference on Humanities Education, Law, and Social Science (ICHELS 2024), pages 692-699

ISBN: 978-989-758-752-8

principles, and without relating the subject to local

culture or the local wisdom of each region.

Physics learning based on local culture integrates

local culture as part of the learning process, engaging

students to build knowledge, develop scientific process

skills, and foster a scientific attitude (Lidi et al., 2022;

M. Misbah et al., 2020; M. Misbah, Purwasih, et al.,

2024). Physics learning becomes more meaningful

when there is continuity between the subject matter and

daily life activities in the students’ local environment,

which can be utilized as learning tools and resources.

This can be achieved by linking the application of

physics concepts to the local potential of the region.

Therefore, physics education should not only

emphasize mathematical aspects, concepts, and

principles but also focus on understanding that can be

connected to the values of local wisdom in the

students’ surroundings. This approach is crucial to help

students later comprehend the relationship between

school learning and their everyday environment.

Based on Ministerial Decree Number

1177/M/2020, the curriculum aims to strengthen

skills and character in line with the profile of

Pancasila students. It seeks to ensure uniform quality

education by enhancing the capacity of school

leadership programs, which are key to providing

high-quality learning. The curriculum also focuses on

building an education ecosystem with a strong

emphasis on quality improvement and creating a

collaborative environment for stakeholders involved

in education across schools, governmental sectors,

and central institutions (Syafi’i, 2024).

Quality education is one of the goals of the

Sustainable Development Goals (SDGs), which serve

as the foundation for development. This educational

goal is achieved through sustainable education that

encompasses a broad and futuristic perspective,

commonly known as ESD (Mardiah et al., 2021;

Nursyifa et al., n.d.). To realize ESD, the role of

teachers and educational institutions is crucial to

ensure that implemented education can improve the

quality of life in the present and the future (Ardellea

& Hamdu, 2022; Novi et al., 2024).

Research on the integration of local wisdom into

physics learning needs to be intensified. Over the past

eight years, only about 4,794 documents related to the

ILW-PyL have been found in the Scopus database.

Thus, a bibliometric analysis on the ILW-PyL was

conducted to provide a knowledge overview of this

topic. This bibliometric study offers essential insights

into emerging research trends regarding the ILW-

PyL. Furthermore, this bibliometric analysis

identifies potential research networks that could be

explored for further studies.

2 METHOD

The research employed bibliometric analysis using

the Scopus database (M. Misbah et al., 2022; M.

Misbah, Hakam, et al., 2024). Data mining was

conducted on September 6, 2024, which identified

4,794 documents with the keyword “Local Wisdom.”

The search keywords were then narrowed to “In

physics education or physics learning,” resulting in

35 articles. The bibliometric steps for analyzing LW-

PyL were illustrated in Figure 1.

3 RESULTS AND DISCUSSION

The number of publications on this topic is shown in

Figure 2.

Based on Figure 2, the Scopus database search

results showed 35 documents on the ILW-PyL during

the 2017–2024* period. It was predicted that the

number of documents published in 2024 would

increase, as the data collection occurred in September

2024. Over the past eight years, this indicated that

research on the ILW-PyL had increased each year,

despite a decline in 2022 and 2023 compared to 2021.

The decline in 2022–2023 was influenced by research

trends that heavily focused on ethnoscience-based

learning (Gumilar et al., 2022; Jannah et al., 2023;

Supriyadi et al., 2023).

Figure 1: Bibliometric Steps in LW-PyL Topics.

Search 'article title, abstract,

keywords' with the keywords "local

wisdom", 4.794 documents were

obtained

Limitations were carried out based

on the following criteria "in physics

education" or "physics learning", 35

documents obtained

Data visualization

using VOSviewer

Integrating Local Wisdom into Physics Learning to Achieve Education Sustainable Development (ESD): A Bibliometric Analysis

693

Figure 2: The number of publications on LW-PyL topic.

Figure 3: The top 10 authors on the LW-PyL topic.

The top 10 authors by number of documents on

the LW-PyL topic are shown in Figure 3.

Based on Figure 3, the search results from the

Scopus database for 35 documents on the ILW-PyL

during the 2017–2024* period showed that the

authors with the highest number of publications were

Husen, M.N. (Susanto, Husen, Lajis, et al., 2023,

2021); Lajis, A. (Susanto, Husen, & Lajis, 2021,

2023); Misbah, M. (M. Misbah & others, 2024; P. A.

C. D. Misbah, Umar, et al., 2024); and Susanto, R.

(Susanto, Husen, & Lajis, 2021, 2023) each with 4

published documents.

The top 10 affiliates based on the number of

documents on the LW-PyL topic are shown in Figure

Based on Figure 4, the search results from the

Scopus database for 35 documents on the ILW-PyL

during the 2017–2024* period showed that the

institutions with the highest number of publications

were Universitas Negeri Yogyakarta (UNY) with 6

documents (Pitono et al., 2023; Wisnuputri et al.,

2023); Universitas Lambung Mangkurat (ULM) with

5 documents (Wati et al., 2021; Wati & Misbah,

2021); etc.

UNY ranked first in publications on the

integration of local wisdom into physics learning,

influenced by the fact that Yogyakarta is a Special

Region, which ensured it had many cultural products

recognized by the local community, as well as

nationally and internationally. The local wisdom of

Yogyakarta includes murals, traditional foods (such

as gudeg, mie lethek, and wedang ronde), as well as

regional identities such as traditional clothing and

historical icons (Harsanto, 2023).

2016 2018 2020 2022 2024 2026

Documents

Year

Documents by Year

4 4 4 4

3 3

2 2 2 2

Documents

Author

Documents by Author

Husen, M.N. Lajis, A. Misbah, M. Susanto, R.

Kuswanto, H. Wardani, R. Hartini, S. Komariyah, L.

Muhammad, N. Nasrudin, D.

ICHELS 2024 - The International Conference on Humanities Education, Law, and Social Science

694

Figure 4: The top 10 affiliates on the LW-PyL topic.

Figure 5: The top 10 countries on the LW-PyL topic.

Next, ULM, located in South Kalimantan,

followed in the rankings. South Kalimantan is one of

the provinces in Indonesia that has diverse ethnic

groups with various traditions, including sacred local

values that have been passed down through

generations (Efendi et al., 2020). The South

Kalimantan region is also known for its unique

characteristic of wetland environments, particularly

in Banjar Regency (Ilmi et al., 2022). The wetlands,

which are considered one of the local wisdoms of the

community, have sparked numerous studies on the

integration of local wisdom into learning, including

in physics lessons.

The top 10 countries by number of documents

on the LW-PyL topic are shown in Figure 5.

Based on Figure 5, the search results from the

Scopus database for 35 documents on the ILW-PyL

during the 2017–2024* period showed that Indonesia

had 29 documents. Indonesia ranked first due to its

ethnic and cultural diversity, which resulted in many

traditions, customs, and unique characteristics from

each region in Indonesia. These have been preserved

as part of the national identity (Waman & Dewi,

2021; Widiatmaka, 2022). Indonesia ranked first due

to its ethnic and cultural diversity, which resulted in

many traditions, customs, and unique characteristics

from each region in Indonesia. These have been

preserved as part of the national identity. This

diversity created vast opportunities for exploring

ways to integrate local wisdom into physics learning,

0 1 2 3 4 5 6 7

IKIP PGRI Pontianak

Universitas Pendidikan Indonesia

Universitas Negeri Malang

Universitas Negeri Surabaya

Universitas Negeri Padang

Universitas Mulawarman

Duta Bangsa University

Universiti Kuala Lumpur

Universitas Lambung Mangkurat

Universitas Negeri Yogyakarta

Documents

Affiliation

Documents by Affiliation

0 5 10 15 20 25 30 35

China

Japan

Taiwan

Thailand

United States

Undefined

Malaysia

Indonesia

Documents

Documents by Country or Territory

Integrating Local Wisdom into Physics Learning to Achieve Education Sustainable Development (ESD): A Bibliometric Analysis

695

Figure 6: Network Visualization of the ILW-PyL.

Figure 7: Overlay Visualization of ILW-PyL.

which could be adapted to each region to make the

lessons more accessible to students.

The results of the ILW-PyL network

visualization are shown in Figure 6.

Figure 6 shows that a total of 24 items could be

identified across 4 clusters, each marked by different

colors: red, green, blue, and yellow. Based on Figure

6, research on local wisdom was connected to the red

cluster, which included learning outcomes (Sudarto,

2021), addie model (A. N. Safitri et al., 2023),

research and development (Azizah & Astuti, 2020),

education computing (F.P. et al., n.d.; Wiyono et al.,

2020), and curricula (Wahyuni et al., 2023). In

addition to the red cluster, local wisdom was also

connected to the green cluster, which included STEM

(Limba & Jamarua, 2021), physics (Azizah & Astuti,

2020), data collection (Puspitasari & Resmalasari,

2023), science learning (L. Safitri et al., 2023), junior

high schools (Sahil et al., 2022). Local wisdom was

connected to the blue cluster, which included physics

learning, engineering education (C. et al., n.d.),

portable laboratory (Masniah & Yahya, 2024),

bibliometrics (Amiruddin et al., 2023), android

(Candrawaty et al., 2022). Local wisdom was also

connected to the yellow cluster, which included

surveys (Sairi & Afgani, 2024), students (Basri &

Akhmad, 2022), learning systems (R. Dani & Wijaya,

2022), research subjects (Wirawan et al., 2022).

The relationship between local wisdom and

physics learning was significant, as physics is a

science that studies phenomena occurring in nature,

which are closely related to students’ daily lives

(Wisnuputri et al., 2023). In their community life or

local environment, students would inevitably

encounter local wisdom in their areas of residence.

Some aspects of local wisdom in the local area could

be analyzed scientifically, which were included in

physics learning, such as local wisdom related to

traditional snacks like dawet and klepon (Elisa et al.,

2022).

The results of the ILW-PyL overlay

visualization are shown in Figure 7.

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696

Based on Figure 7, the overlay visualization of

local wisdom research in the last year was more

frequently linked to bibliometrics, portable

laboratory, and engineering education (C. et al., n.d.).

Local wisdom had become a popular trend among

researchers, and in addition, the increasing number of

studies on local wisdom enriched the knowledge

about traditions and customs that needed to be

preserved by the next generation, especially in

Indonesia.

The integration of local wisdom into physics

learning could help make the transfer of knowledge

easier and more enjoyable. It was easier because

abstract physics concepts could be well understood

through direct experiences in the surrounding

environment. It was enjoyable because students could

learn while exploring the characteristics of specific

ethnic groups or communities that had been ingrained

for a long time (Tamaela et al., 2023). The ease of

delivering knowledge could improve students’

understanding of physics. This led to the realization

of quality education, as students were able to

comprehend physics concepts and their applications

in real life. Quality education could support ESD to

contribute to the achievement of the SDGs in

Indonesia (Bukhori et al., 2023).

4 CONCLUSION

Research on the ILW-PyL had developed every year.

Four clusters appeared when the research trends on

the ILW-PyL from 2017 to 2024* were visualized.

The findings of this study could help academics

observe global research trends on the ILW-PyL and

provide guidance for future research. This analysis

offered a good starting point for future research on the

ILW-PyL. The limitations of this study included the

fact that the data source used was only Scopus. For

future recommendations, a combination of Scopus

with Web of Science (WoS) could be used.

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