Mapping the Landscape of IT Based Integrated Thematic Learning in Elementary Schools : A Bibliometric Analysis

Abstract

This study aims to map trends, thematic relationship patterns, and author and institutional contributions in research on IT  based integrated thematic learning in elementary schools through bibliometric analysis, in order to identify dominant issues such as teachers' technological skills and the availability of supporting facilities in schools, as well as research gaps that can be explored further. The method used is a Systematic Literature Review (SLR) following the PRISMA protocol, supported by bibliometric analysis using Covidence and VOSviewer software. Articles were analyzed through the Google Scholar database with the help of the Publish or Perish application, with an initial search yielding 173 articles that were then filtered following the PRISMA protocol (duplicate removal and screening of titles, abstracts, and keywords) until 25 final articles were obtained for further analysis. The analysis was conducted to identify thematic relationships, keyword trends, and author and institutional contributions to the development of this topic. The results show that the integration of technology in thematic learning in elementary schools makes a positive contribution to improving learning effectiveness, student engagement, and the strengthening of 21st  century competencies such as critical, collaborative, and creative thinking. The bibliometric visualization indicates that the keywords “technology”, “media”, and “elementary school” occupy a central position in the research relationship network. In addition, the aspects of “teacher” and “digital media development” also emerged as dominant variables, underscoring the importance of teacher readiness and digital literacy in the implementation of technology  based learning. Nevertheless, implementation challenges were still found, such as limited technological infrastructure in schools, teachers' low mastery of ICT, and a lack of sustained training and policy support. Based on these findings, the study recommends the need for synergy among the government, schools, and higher education institutions in providing professional training, strengthening infrastructure, and enacting affirmative policies that encourage digital transformation in the elementary education environment. This study is expected to serve as a scientific basis and strategic reference for the development of technology  based thematic learning media, in order to create learning that is adaptive, innovative, and relevant to the demands of future education.