Trends and insights on multiple intelligences in Islamic schools: A bibliometric analysis

Abstract

In this comprehensive study, we explore the intersection between Multiple Intelligences (MI) theory and Islamic educational systems, employing bibliometric tools like Descriptive analysis and Author Network Visualization to reveal the intricate contours of academic collaboration and research in this domain. An increasing trend in publications and cross-cultural collaborations, particularly involving the United States, Indonesia, and Turkey, underscores the global relevance of integrating modern psychological theories like MI with Islamic education. Through citation and keyword analysis, we highlight a significant divergence between research on Islamic schools and MI, as well as an emerging interest in applying MI in religious educational contexts. Furthermore, our research identified a seriously alarming gap in the academic literature at this intersection, emphasizing the need for future exploration. In synthesizing the findings, we conclude that the fusion of MI with Islamic pedagogy offers a robust approach to holistic learning in recognizing individual intelligence domains and fostering growth. The integration of these two fields promises to redefine education by melding traditional religious teachings with contemporary insights, creating a pathway for enhanced student understanding, progressive policy formulation, and innovative pedagogical strategies.