Analisis Bibliometrik Direct Instruction Dalam Konteks Pembelajaran Abad 21

Abstract

This study examines the development of scientific research on Direct Instruction (DI) within the context of 21st-century learning using a bibliometric approach covering publications from 2021 to 2025. The findings show that research productivity experienced fluctuations, with the highest intensity occurring in 2021 and a significant decline in 2025, which may be influenced by indexing delays or shifts in global research priorities. The bibliometric visualization indicates that DI remains a central theme in contemporary educational discourse, particularly related to instructional structure, the strategic role of teachers, students’ cognitive development, and the integration of computational approaches in learning. The collaboration map positions the United States as a key actor within the research network, while Indonesia demonstrates increasing participation through more consistent contributions. The results also indicate that DI studies are multidisciplinary, involving education, psychology, behavioral sciences, and educational technology. The integration of DI with emerging technologies, such as Augmented Reality and digital applications, contributes to strengthening foundational literacy while fostering 21st-century skills, particularly critical thinking, creativity, communication, and collaboration. Thus, the effectiveness of DI in the digital era is strongly influenced by its ability to adapt to technological innovations and complex learning demands, offering new directions for instructional design and future educational policy development.