Ethnopedagogy And Critical Literacy Based Writing Skills In Indonesian Language Learning: A Bibliometric Analysis
DOI:
https://doi.org/10.56404/jels.v6i1.452Keywords:
Ethnopedagogy, Critical Literacy, Writing Skills, Indonesian Language Learning, Bibliometric AnalysisAbstract
This study aims to analyze research trends regarding ethnopedagogy, critical literacy, and writing skills in language learning through a bibliometric approach. The study employed a bibliometric design using data from the Scopus database. Data collection was conducted in May 2026 using the keywords ethnopedagogy, critical literacy, writing skills, and language learning. A total of 22 journal articles from 2021–2026 were selected based on inclusion criteria. Data were analyzed using VOSviewer and Biblioshiny software to visualize keyword co-occurrence, network visualization, overlay visualization, and density visualization. The results indicate that research on ethnopedagogy, critical literacy, and writing skills has developed dynamically, with a peak in publications in 2024. Critical literacy emerged as the dominant keyword and exhibited strong associations with digital literacy, critical literacy, ethnopedagogy, writing skills, and AI-assisted writing. The overlay visualization results indicated a shift in research trends from culture- based learning approaches toward the integration of digital technology and artificial intelligence in writing instruction. Meanwhile, density visualization indicates that critical literacy and writing skills are the topics with the highest research intensity, whereas the integration of ethnopedagogy and AI-assisted writing remains limited and has the potential to become the next research gap. Overall, this study demonstrates that language learning emphasizes the integration of culture, digital literacy, and technological innovation to create writing instruction that is adaptive to the demands of 21st-century education.
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