Learning Trajectory Research in Indonesian Realistic Mathematics Education: A Bibliometric Analysis, 2015–2025
DOI:
https://doi.org/10.57255/edusains.v3i2.1891Keywords:
Learning trajectory, hypothetical learning trajectory, realistic mathematics education, bibliometric analysis, design researchAbstract
Learning trajectory (LT) and Realistic Mathematics Education (RME) are increasingly combined to support progressive concept development through contextual activity, modelling, and anticipated student reasoning. However, the Indonesian literature remains fragmented across topics, educational levels, and methodological traditions, making it difficult to identify the field’s development and underexplored directions. This study maps Indonesian LT research within the RME framework from 2015 to 2025 using bibliometric analysis. Metadata were retrieved from Google Scholar with Publish or Perish version 8. Of 101 initial records, 40 journal articles met the predefined relevance, publication-type, language, time-range, and duplication criteria. Records were cleaned in Mendeley, keywords were standardized, and co-occurrence patterns were analysed using VOSviewer version 1.6.20 with full counting. Publication output increased markedly after 2021 and peaked in 2022. LT, hypothetical learning trajectory (HLT), RME, and design research formed the central thematic structure, with later studies increasingly connected to problem solving, reasoning, communication, representation, and conceptual understanding. Design research remained the predominant methodology, whereas higher-education applications were comparatively limited. The study contributes an evidence-based map of publication growth, thematic evolution, methodological concentration, and research gaps. Future work should broaden database coverage and examine LT-RME designs in university mathematics, particularly abstract domains such as calculus and linear algebra.
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