Bibliometric Analysis of Integrated Mathematics and Hadith Studies in Islamic Education

Abstract

This study maps the development of Hadith-integrated mathematics studies in Islamic education through a bibliometric analysis spanning 2015–2024. It emphasizes that integrating Islamic values into mathematics learning has the potential to cultivate learners who are not only cognitively competent but also possess spiritual depth and ethical awareness. The Hadiths of Prophet Muhammad (peace be upon him) are positioned as primary sources for linking mathematical concepts with moral values. Accordingly, the mapping of publication trends, author and institutional productivity, countries of origin, leading source journals, citation patterns, and major research themes constitute the focus of this study. The research questions address publication trends; the most productive authors, institutions, and countries; leading source journals; citation patterns and their impact; dominant themes; and topic relationship mapping through co-occurrence analysis and bibliometric network analysis. This study employs a descriptive quantitative approach using bibliometric analysis with VOSviewer to identify citation trends, keywords, and network visualizations. The results reveal fluctuating publication dynamics, with mathematical modeling emerging as a central node that connects clusters related to epidemiology, disease dynamics, AI-based learning, and cancer prediction. Reputable international journals in applied science and mathematics serve as the primary publication outlets, indicating the interdisciplinary nature of this field. The findings highlight that methodological and applied focuses are more dominant than Hadith as an epistemological foundation, although ethical and normative aspects remain relevant. The study underscores the need for methodological innovation, expanded cross-institutional and cross-country collaboration, and the enrichment of research in pedagogical domains as well as empirical evaluations of the effectiveness of integrative learning models. It also identifies research gaps related to the theoretical framework of Islamic epistemology, empirical evaluation across different educational levels, and increased publication in Islamic studies and computer science journals.