A BIBLIOMETRIC ANALYSIS OF LESSON STUDY: TRACKING BETWEEN THE YEARS 2012 AND 2023

Abstract

Several studies have mentioned the effectiveness of Lesson Study (LS) on learning process. However, bibliometric governing
LS is scarce. This study aims to provide a bibliometric view of LS research that develops from 2012-2023. A total of 683 articles
were collected through the Scopus database. The visualization results showed that there were 27 research themes
distributed in 8 clusters. From these results, it was found that LS research trends in 2012-2016 focused on improving learning
through action research, problem-solving, phenomenography, teacher development, school reform, and professional
learning. In 2017-2020, LS research focused on case studies, sustainability, learning environment, teacher knowledge, initial
teacher education, teacher education, collaboration, critical thinking, leadership, primary school, teacher professional
development. Meanwhile, in 2021-2023, LS research focuses on online lesson study, higher education, communication,
inclusive education, and teacher beliefs. Bibliometric analysis and visualization revealed that from 2012-2023 the trend of LS
research is growing along with the increasing results of publications and citations. This study also illustrates publication
opportunities in various countries that have a high interest in LS research. Therefore, this finding is expected to be a reference
for further LS research.