Wildan Fitroni, Rooselyna Ekawati, Ali Shodikin
This study aims to observe the development of research trends in analogical reasoning on algebra topics using a bibliometric approach and analyze its role in learning. This study uses a systematic literature review (SLR) with a bibliometric approach, with data obtained from the Scopus database during the period 2011–2025 and visualized by VosViewer. This study is driven by the results of previous studies that state that analogical reasoning plays an important role as a cognitive process in understanding algebraic structures and reducing students' misconceptions in learning algebra. The results of the analysis conducted show that in 2024, research on the topic of analogical reasoning and algebra increased significantly, with a total of 35 articles. The most contributing author is Christian Antić from Austria and the United States, as the country that contributes the most to this topic. CNRS is also the top institution and the most advanced in Mathematics (Q1), as the journal that contributes the most. This study also shows that analogical reasoning plays an important role in overcoming students' errors related to the symbolic structure of algebra and provides a conceptual framework for strengthening students' mathematical understanding. The uniqueness of this study lies in mapping global research trends and identifying gaps in the study of analogical reasoning in universal algebra, which remains underexplored. The results of this study contribute to providing a more in-depth picture of the development and role of analogical reasoning as a conceptual approach in strengthening students' mathematical abilities and confirm that analogical reasoning has the potential to be a learning method and strategy that can be applied in mathematics learning activities, especially in algebra learning. © 2026, Malque Publishing. All rights reserved.
Department of Mathematics Education, Universitas Negeri Surabaya, Surabaya, Indonesia
