A Bibliographic Analysis Of Research Dynamics On Meaningful Learning In Elementary Schools

Abstract

This study examines meaningful learning in elementary schools in depth using a bibliometric analysis of scholarly articles from various countries and educational institutions. The focus of this research is relevant, particularly because one of the fundamental principles of 21st-century education is the integration of learning with understanding and the acquisition of new ideas and knowledge, as well as the use of technology in the classroom. This means that learning must be meaningful and purposeful. VOSviewer software was used to examine the research data, sourced from the Scopus database covering the period 2010–2024. This study involved tracking active authors from the network of popular terms related to meaningful learning in elementary schools and recording their publication frequency. Based on the data, the number of publications has increased steadily and consistently since 2020, peaking at 68 publications in 2024 and 65 publications in 2023. This may explain why the National Taiwan University of Science and Technology (NTT) was a key participant, with Yogyakarta State University (UNY) and Universidad de Granada also producing seven and eight publications, respectively. Based on this evidence, deep learning and basic education are complementary to the meaning of learning (meaningful learning).