Adaptive Learning Evaluation for Students with Special Needs: A Scopus Bibliometric Mapping and Its Blind Spot in Islamic Religious Education (2015–2025)
DOI:
https://doi.org/10.15642/jpai.2026.14.1.79-100Keywords:
Adaptive learning assessment, Islamic Religious Education, special needs students, inclusive education, bibliometric reviewAbstract
Evaluation of adaptive learning to students with special needs in Islamic Religious Education (PAI) is still less developed, especially in accommodating cognitive, affective, spiritual, behavioral, and social expressions of religious learning diversity. This article maps the global Scopus-indexed research on learning assessment for special needs students in the 2015-2025 range, applying bibliometrics review approach and testing rather than assuming – the claim that PAI is disconnected from the literature. Biblioshiny was used to analyze the publication trend, productive journals, contributing authors and affiliations, subject field distribution, international collaborations, most-cited documents, thematic structure, and co-emergence keyword network. Then, as a test of the dataset’s silencing against PAI, a further search was performed specifically targeting the keywords of Islamic Education and Special Needs. The results show a steady upward trend in publications, especially after 2020, with a strong focus on Social Sciences, with contributions from psychology, health professions and computer science. The main topics include inclusive education, students, special needs, learning and program evaluation. Machine learning and virtual learning environments are still emerging. A further search confirms that PAI is not entirely absent from Scopus records but is located in a thin, new and largely disconnected cluster. This finding indicates the need for a differentiated and responsive evaluation model to the students in PAI, based on specific evaluation literature which according to this review is not available yet.
References
Abba, U M, and A M Rashid. “Teachers’ Competency Requirement for Implementation of Inclusive Education in Nigeria.” Universal Journal of Educational Research 8, no. 3 3C (2020): 60–69. https://doi.org/10.13189/ujer.2020.081607.
Ahmad, M, and S Khasawneh. “Role of Effective Assessment in Motivating Students with Learning Difficulties in Primary Schools from Teachers’ Perspectives in Abha.” International Journal of Learning, Teaching and Educational Research 23, no. 7 (2024): 461–75. https://doi.org/10.26803/ijlter.23.7.23.
Amien, Moch Yusril Rahmatillah, Muh. Nur Rochim Maksum, Ari Anshori, and Fahmi Ulum Al Mubarok. “Unveiling the Post-Pandemic Pedagogical Shift: A Bibliometric Odyssey into Educational Technology Research on the Scopus Database (2020-2023).” Proceeding ISETH (International Summit on Science, Technology, and Humanity), January 30, 2024, 2922–34. https://doi.org/10.23917/iseth.5448.
Ani, O E, P Ngulube, and O B Onyancha. “A Bibliometrics Analysis of the Visibility of Library and Information Science Research in Nigeria in the Web of Science, 2000-2014.” African Journal of Library Archives and Information Science 27, no. 1 (2017): 41–51, .
Bahri, Rosidi. “Integrating Islamic Values in Inclusive Madrasa Education: A Unique Approach for Special Needs Students.” International Journal of Inclusive Education, September 8, 2025, 1–17. https://doi.org/10.1080/13603116.2025.2555397.
Berni Kelly, B, N Farrelly, F Batool, Z Kurdi, and N Stanley. “Speak out, Stay Safe: Including Children with Special Educational Needs and Disabilities in an Evaluation of an Abuse Prevention Programme.” Child Abuse Review 32, no. 5 (2023). https://doi.org/10.1002/car.2816.
Brzdęk, E, and J Brzdęk. “The Warnke Method for the Diagnosis and Improvement of Phonological Competence in Special Needs Children.” Education Sciences 10, no. 5 (2020). https://doi.org/10.3390/educsci10050127.
Chernobay, E, and D Tashibaeva. “Teacher Professional Development in Russia and Kazakhstan Evidence from TALIS-2018.” Voprosy Obrazovaniya / Educational Studies Moscow, no. 4 (2020): 141–64. https://doi.org/10.17323/1814-9545-2020-4-141-164.
Elaldı, Ş, T Çifçi, and N S Yerliyurt. “A Meta-Analytical Evaluation of the Effectiveness of Inclusive Practices on Learning Outcomes.” Egitim ve Bilim 46, no. 207 (2021): 231–58. https://doi.org/10.15390/EB.2021.9853.
Fauzi, M R, T Hamami, and H.-J. Kim. “Islamic Religious Education Curriculum Innovation: Fethullah Gülen’s Perspective.” Jurnal Pendidikan Agama Islam 21, no. 1 (2024): 186–200. https://doi.org/10.14421/jpai.v21i1.7089.
Hidayat, W, and T Ibrahim. “IMPLEMENTING SCIENCE, SOCIAL INTEGRATION IN ISLAMIC EDUCATION LEARNING.” Jurnal Pendidikan Islam 7, no. 1 (2021): 1–16. https://doi.org/10.15575/jpi.v7i1.12515.
Hughes-Roberts, T, D Brown, A Burton, N Shopland, J Tinney, and H Boulton. “Digital Game Making and Game Templates Promotes Learner Engagement in Non-Computing Based Classroom Teaching.” Technology, Knowledge and Learning, 2023. https://doi.org/10.1007/s10758-023-09654-w.
Karamani, M, K Makopoulou, S Mansfield, and F Herold. “The Complex Journey towards the Enactment of Inclusion in Physical Education: A Scoping Review of the Literature on Teachers’ Perceptions and Practices.” Physical Education and Sport Pedagogy, 2024. https://doi.org/10.1080/17408989.2024.2374263.
Layachi, A, and N J Pitchford. “Formative Evaluation of an Interactive Personalised Learning Technology to Inform Equitable Access and Inclusive Education for Children with Special Educational Needs and Disabilities.” Technology, Knowledge and Learning, 2024. https://doi.org/10.1007/s10758-024-09739-0.
Lohia, A, K D Kadam, R R Joshi, and A M Bongale. “Bibliometric Analysis of One-Stage and Two-Stage Object Detection.” Library Philosophy and Practice 2021 (2021): 1–33.
Maolida, H E, and A Sofarini. “Go Hand in Hand: Showcasing Lecturers’ Online Collaborative Teaching Practices.” Indonesian Journal of Applied Linguistics 11, no. 3 (2022): 553–66. https://doi.org/10.17509/ijal.v11i3.38533.
Mareta, Mira, Ade Alimah, and Muhammad Muhammad. “Inclusive Education and Justice for Students With Special Needs in Madrasas.” Ulumuna 28, no. 2 (2024): 933–60. https://doi.org/10.20414/ujis.v28i2.862.
Mubarok, Fahmi Ulum Al, Mohammad Zakki Azani, Hakimuddin Salim, Muh. Nur Rochim Maksum, and Muhamad Subhi Apriantoro. “Tracing the Progression of Motivated Learning Strategies: An In-Depth Bibliometric Analysis.” Proceeding ISETH (International Summit on Science, Technology, and Humanity), January 30, 2024, 450–60. https://doi.org/10.23917/iseth.3895.
Mubarok, Fahmi Ulum Al, Annas Fajar Rohmani, Lutfi Zaki Al Manfaluthi, and Muhammad Salman Al Farisi. “Bibliometric Analysis of Game-Based Mobile Learning in Higher Education: Trends and Gaps.” Journal of Learning for Development 12, no. 3 (November 18, 2025): 501–18. https://doi.org/10.56059/jl4d.v12i3.2011.
Mubarok, Fahmi Ulum Al, Annas Fajar Rohmani, and Mahasri Shobahiya. “Transformasi Pendidikan Agama Islam: Tinjauan Aspek Psikologis, Filosofis, Dan Sosiologis Materi PAI Di SMP/MTs.” Iseedu: Journal of Islamic Educational Thoughts and Practices 7, no. 2 (2023): 244–56.
Neneng, T, S Diana, and M Tias. “Teacher Information Literacy for Inclusive Early Childhood Education (ECE) to Provide Literacy and Numeracy for Special Needs Children in Central Java-Indonesia.” International Journal of Learning, Teaching and Educational Research 22, no. 12 (2023): 262–78. https://doi.org/10.26803/ijlter.22.12.13.
Qu, X. “Structural Barriers to Inclusive Education for Children with Special Educational Needs and Disabilities in China.” Journal of Educational Change 23, no. 2 (2022): 253–76. https://doi.org/10.1007/s10833-021-09426-2.
Rahmah, S, K J Vargheese, and E A Dayusman. “Transforming Islamic Education: The Role of Islamic Religious Education (IRE) Teacher Leaders in Designing Learning Materials at Lhokseumawe Junior High Schools.” Jurnal Pendidikan Agama Islam 22, no. 2 (2025): 544–66. https://doi.org/10.14421/s3hj4z47.
Rekan, A A, H R Howell, M N M Mohamad Salleh, N Rosin, Z A Za, M A Ma`arif, and M A M Adnan. “Arabic Language Curriculum as a Foundation for Strengthening Religious Education in Public Higher Education.” Jurnal Pendidikan Agama Islam 22, no. 1 (2025): 97–121. https://doi.org/10.14421/jpai.v22i1.11340.
Saepudin, A, T Supriyadi, D Surana, and I Asikin. “Strengthening Character Education: An Action Research in Forming Religious Moderation in Islamic Education.” International Journal of Learning, Teaching and Educational Research 22, no. 12 (2023): 84–105. https://doi.org/10.26803/ijlter.22.12.5.
Suwanbamrung, C. “Children’s Basic Knowledge and Activities for Dengue Problem Solution: An Islamic Religious School, Southern Thailand.” Asian Pacific Journal of Tropical Disease 2, no. 6 (2012): 456–64. https://doi.org/10.1016/S2222-1808(12)60100-5.
Taja, N, E S Nurdin, A Kosasih, E Suresman, and T Supriyadi. “Character Education in the Pandemic Era: A Religious Ethical Learning Model through Islamic Education.” International Journal of Learning, Teaching and Educational Research 20, no. 11 (2021): 132–53. https://doi.org/10.26803/ijlter.20.11.8.
Udasmoro, W, T I Hardini, T T Zein, and T Syarfina. “Student Perceptions towards the Implementation of Higher Education’s Character Education Program: Challenges and the Role of the Academic Environment.” Research Journal in Advanced Humanities 6, no. 2 (2025). https://doi.org/10.58256/zev7a754.
Vuyk, A, M Montania, L Barrios, and M Lobo. “Gifted Education in Paraguay: Analyses from a Learning-Resource Perspective.” Cogent Education 11, no. 1 (2024). https://doi.org/10.1080/2331186X.2024.2332863.
Widana, I W, I W Sumandya, and I W Citrawan. “The Special Education Teachers’ Ability to Develop an Integrated Learning Evaluation of Pancasila Student Profiles Based on Local Wisdom for Special Needs Students in Indonesia.” Kasetsart Journal of Social Sciences 44, no. 2 (2023): 527–36. https://doi.org/10.34044/j.kjss.2023.44.2.23.
Widyaningsih, H, E Eva Julianti, I Setiawan, M Asmawi, S Nuraini, and R F Wiratama. “Physical Education Learning Design with Augmented Reality for Special Needs Students.” International Journal of Human Movement and Sports Sciences 11, no. 5 (2023): 1070–78. https://doi.org/10.13189/saj.2023.110515.
Wulandari, P. “Preliminary Study on the Development of Infographic-Based Islamic Education Teaching Materials to Improve Soft Skills for High School Students in Surakarta.” Jurnal Pendidikan Agama Islam 19, no. 1 (2022): 29–40. https://doi.org/10.14421/jpai.2022.191-03.
Yunus Abu Bakar, M, E Firmansyah, and M B Abdeljelil. “Legal Framework Analysis of Islamic Religious Education Policy Implementation.” International Journal of Law and Society 3, no. 3 (2024): 217–37. https://doi.org/10.59683/ijls.v3i3.143.
Zaqiah, Q Y, A Hasanah, Y Heryati, and R Rohmatulloh. “The Impact of In-Service Teacher Education Program on Competency Improvement Among Islamic Religious Education Teachers Using Self-Assessment.” Education Sciences 14, no. 11 (2024). https://doi.org/10.3390/educsci14111257.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2026 Nurul Latifatul Inayati
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
