Dyah Permata Sari, Yan Putra Timur, Laily Rosdiana, Ernita Vika Aulia, Roihana Waliyyul Mursyidah, Brigita Berlian Permatasari
This study explores the role of artificial intelligence (AI) in enhancing the quality of physics education through a bibliometric analysis of 68 Scopus-indexed documents published between 2017 and 2024. Using VOSviewer and Microsoft Excel, the study maps key trends, contributors, and emerging themes in AI integration within physics education. The findings indicate a growing research interest in AI, with a significant increase in publications and citations in 2023. Identified AI applications include personalized learning tools such as ChatGPT and educational chatbots, interactive simulations, automated assessment systems, and AI-driven self-directed learning support. However, challenges persist, including concerns regarding AI reliability, infrastructure limitations, and the necessity for teacher training in AI integration. The study underscores AI’s transformative potential in making physics education more interactive, accessible, and adaptable to diverse learning needs. It also highlights the importance of continuous training and collaboration among educators, researchers, and policymakers to address existing barriers and maximize AI’s benefits. The study acknowledges limitations related to the scope of bibliometric data, which may not fully capture AI adoption in under-resourced educational settings. Future research should explore case studies and longitudinal analyses to assess AI’s long-term impact on student learning and educational inclusion. Further investigation into AI-based assessment tools and adaptive learning models is recommended to ensure a more inclusive and effective physics education framework in the digital era. © 2026 Author(s)
Department of Science Education, Faculty of Mathematics & Science, Universitas Negeri Surabaya, Surabaya, Indonesia; Department of Islamic Economics, Faculty of Economics & Business, Universitas Negeri Surabaya, Surabaya, Indonesia
