Research Trend of Subject Specific Pedagogy (SSP) in Physics Learning Through Bibliometric Analysis in 2012-2021 using Scopus Database and the Contribution of Indonesia


  • Faiq Makhdum Noor Tadris IPA, IAIN Kudus, Indonesia
  • Dody Rahayu Prasetyo Tadris IPA, IAIN Kudus, Indonesia


subject specific pedagogy, bibliometric, VOS Viewer, Scopus


Subject specific pedagogy (SSP) is the packaging of material into a comprehensive and educational learning set. The SSP consists of five main components, namely syllabus, lesson plans, modules, student worksheets and assessment sheets. This study aims to analyze the trends of SSP in physics learning research publication from 2012-2021, visualize SSP research trends and how Indonesian researchers contribute to SSP research. This study was conducted on June 8, 2022, using bibliometric analysis. Data obtained is 986 document results and taken by using Scopus database with "Subject Specific Pedagogy in Physics Learning" as the keyword from 2012 until 2021. The data mapping was carried out using VOS Viewer software. Based on the research results, it can be concluded that research on the SSP in physics learning is still limited. Therefore, this research has the potential to find novelty. SSP was first introduced as Pedagogical Content Knowledge (PCK) that mostly related to science teacher, competency, and lesson. From 86 countries, Indonesia became the third largest contribution research documents in SSP by placing two representative institutions: Universitas Negeri Yogyakarta and Universitas Pendidikan Indonesia. Indonesia also contributed the most prolific SSP in physics learning writer, Jumadi became the fourth most prolific writer.


Adityas, M. T. (2018). Thematic Subject Specific Pedagogy Based on Local Wisdom as a Means to Improve Primary School Students’ Character: Proceedings of the 2nd International Conference on Learning Innovation, 235–240.

Anwar, Y., Rustaman, N. Y., & Widodo, A. (2012). Kemampuan Subject Specific Pedagogy Calon Guru Biologi Peserta Program Pendidikan Profesional Guru (Ppg) Yang Berlatar Belakang Basic Sains Pra Dan Post Workshop. 6.

Archambault, L. M., & Barnett, J. H. (2010). Revisiting technological pedagogical content knowledge: Exploring the TPACK framework. Computers & Education, 55(4), 1656–1662.

Deta, U. A., Arika, A., Lentika, D. L., Al Lathifah, S. A. S., Suliyanah, S., Admoko, S., & Suprapto, N. (2021). Research Trend of Socio Scientific Issues (SSI) in Physics Learning Through Bibliometric Analysis in 2011-2020 using Scopus Database and the Contribution of Indonesia. Jurnal Penelitian Pendidikan IPA, 7(4), 682–692.

Donthu, N., Kumar, S., Mukherjee, D., Pandey, N., & Lim, W. M. (2021). How to conduct a bibliometric analysis: An overview and guidelines. Journal of Business Research, 133, 285–296.

Elsevier. (2020). Scopus Content Coverage Guide. Elsevier B.V. All rights reserved.

Guntara, Y., & Nona, M. M. (2019). Integrasi Inquiry Training: Pengembangan Physics Subject Specific Pedagogy Untuk Meningkatkan Kemampuan Representasi Matematis Siswa SMA. Gravity : Jurnal Ilmiah Penelitian dan Pembelajaran Fisika, 5(2), Article 2.

H. Lamanepa, G. (2017). Developing Subject Specific Pedagogy (SSP) of Problem Based Learning Model in Laboratory to Improve Problem Solving Ability and Motivation of Students of Senior High School. Proceedings of the 1st Yogyakarta International Conference on Educational Management/Administration and Pedagogy (YICEMAP 2017). 1st Yogyakarta International Conference on Educational Management/Administration and Pedagogy (YICEMAP 2017), Yogyakarta, Indonesia.

Handayani, S., & Wilujeng, I. (2017). Pengembangan subject specific pedagogy berbasis inkuiri untuk meningkatkan keterampilan proses dan motivasi belajar IPA. Jurnal Pendidikan Matematika dan Sains, 5(1).

Hidaayatullaah, H. N., Suprapto, N., Hariyono, E., Prahani, B. K., & Wulandari, D. (2021). Research Trends on Ethnoscience based Learning through Bibliometric Analysis: Contributed to Physics Learning. Journal of Physics: Conference Series, 2110(1), 012026.

Kayaalp, F., Gökbulut, B., Meral, E., & Başci, Z. (2022). The Effect of Digital Material Preparation Training on Technological Pedagogical Content Knowledge Self-Confidence of Pre-service Social Studies Teachers. 29.

Li, S., Liu, Y., & Su, Y.-S. (2022). Differential Analysis of Teachers’ Technological Pedagogical Content Knowledge (TPACK) Abilities According to Teaching Stages and Educational Levels. Sustainability, 14(12), 7176.

Noor, F. M., & Wilujeng, I. (2015). Pengembangan Ssp Fisika Berbasis Pendekatan Ctl Untuk Meningkatkan Keterampilan Proses Sains Dan Motivasi Belajar. Jurnal Inovasi Pendidikan IPA, 1(1), 73.

Oztay, E. S., & Boz, Y. (2022). Interaction between pre-service chemistry teachers pedagogical content knowledge and content knowledge in electrochemistry. Journal of Pedagogical Research, 1.

Pranckutė, R. (2021). Web of Science (WoS) and Scopus: The Titans of Bibliographic Information in Today’s Academic World. Publications, 9(1), 12.

Prastyo, E., Kartika, I., & Wibowo, W. S. (2021). Kualitas subject specific pedagogy (SSP) IPA berbasis model iqra’ dan literasi mitigasi bencana merapi. Edu Sains: Jurnal Pendidikan Sains Dan Matematika, 9(2), 130–137.

Purwanti, E. (2016). Implementasi Penggunaan Ssp (Subject Specific Pedagogy) Tematik Integratif Untuk Menanamkan Tanggung Jawab, Kerja Keras, Dan Kejujuran. 3, 23.

Riyadi, I. P., Prayitno, B. A., Karyanto, P., Vwxg, K., Vwxghqwv, W. I. W., Olwhudf, H., Lqyroyhglq, K. U., & Hiihfwlyhqhvv, H. (2018). The Effectiveness Of Subject Specific Pedagogy Based On Problem-Based Learning To Empower Student’s Ecological Literacy. 2, 11.

Salisbury, lutishoor. (2009). Web of Science and Scopus: A Comparativen Review of Content and Searching Capabilities. The Charleston Advisor.

Samudra, G. B., Suastra, I. W., & Suma, K. (2014). Permasalahan-Permasalahan yang Dihadapi Siswa SMA di Kota Singaraja dalam Mempelajari Fisika. 4, 7.

Sarkim, T. (2015). Pedagogical Content Knowlegde: Sebuah Konstruk untuk Memahami Kinerja Guru di Dalam Pembelajaran. 6.

Sastradika, D. & Jumadi. (2018). Development of subject-specific pedagogy based on guided inquiry about newton’s law to improve senior high school students’ scientific literacy ability. Journal of Physics: Conference Series, 1097, 012017.

Segall, A. (2004). Revisiting pedagogical content knowledge: The pedagogy of content/the content of pedagogy. Teaching and Teacher Education, 20(5), 489–504.

Shofa, M. I., Pujianto, & Elviana, R. (2021). Natural Science Teacher Perception on Subject Specific Pedagogy Integrated Earthquake Disaster Mitigation: 6th International Seminar on Science Education (ISSE 2020), Yogyakarta, Indonesia.

Sopian, A. (2016). Tugas, Peran, Dan Fungsi Guru Dalam Pendidikan. Raudhah Proud To Be Professionals : Jurnal Tarbiyah Islamiyah, 1(1), 88–97.

Suprapto, N., Kholiq, A., Prahani, B. K., & Deta, U. A. (2021). Research on Physics of Photography: A Bibliometric Study (2000-2020). Journal of Physics: Conference Series, 2110(1), 012017.

Suprapto, N., Sukarmin, S., Puspitawati, R. P., Erman, E., Savitri, D., Ku, C.-H., & Mubarok, H. (2021). Research trend on TPACK through bibliometric analysis (2015-2019). International Journal of Evaluation and Research in Education (IJERE), 10(4), 1375.

Thompson, R., & Hanley, P. (2017, July 7). Teacher knowledge and subject-specific pedagogy in technical and vocational education [Conference]. Journal of Vocational Education and Training Conference (JVET 2017), Oxford, UK.

Ulfah, A. (2018). Pengembangan Subject Specific Pedagogy (SSP) Tematik Berbasis Local Wisdom Untuk Membangun Karakter Hormat dan Kepedulian Siswa SD. Scholaria: Jurnal Pendidikan dan Kebudayaan, 8(1), 16–25.

Wijayanti, A., & Widowati, A. (2019). Tringo Tamansiswa (Ngerti, Ngrasa, Nglakoni): The Development Of Subject Specific Pedagogy With Value Clarification-Inquiry Learning. Jurnal Pena Sains, 6(2), 87–96.