Determinants of Teacher Competence in Islamic Education: Bibliometric Analysis and Approach

This study aims to identify publications on teacher competence in madrasah education and describe this research's characteristics. The bibliometric analysis method was used in this study. The results showed that publications on teacher competency in madrasahs/ schools increased yearly from 2017 to 2020. The highest number of documents was at the institution or university "Sunan Kalijaga State Islamic University Yogyakarta" with six documents, in the journal "JIP Scientific Journal PGMI" with 85 documents, and one article in the Journal of Research and Thought on Islamic Education (JRTIE ) entitled "Strengthening new literacy for primary school teachers in responding to the challenges of the industrial revolution era 4.0". The focus of the first research was observation and management. The second research focus was social competency and teacher competency. The third research focus was development and implementation. The new theme keywords are planning, preparation, elementary school, and lesson plan. That is, the keywords with the latest theme can be used as a novelty for further research that wants to research related to this field.


Introduction
Teachers are an essential element in creating good quality education. 1 As educators, teachers are responsible for teaching and guiding, and assisting students to achieve their best potential. To improve the quality of education in Indonesia, attention to teacher competence 1 Pierre du Plessis and Raj Mestry, "Teachers for Rural Schools -a Challenge for South Africa," South African Journal of Education 39, no. Supplement 1 (September 30, 2019): S1-9, https://doi.org/10.15700/saje.v39ns1a1774. is very important. Teacher competence refers to the teacher's ability to master the subject matter, teach, and facilitate student learning. Teacher competency in Indonesia is still a problem that needs to be addressed. Many teachers in Indonesia still have limitations regarding competence, knowledge, skills, and attitudes. 2 Data shows that teacher competence in Indonesia is still low compared to international standards. Based on the 2018 Program for International Student Assessment (PISA) global study results, Indonesia ranks 74th out of 79 participating countries regarding students' reading ability, which shows that the quality of education in Indonesia still needs to be improved. 3 It can be seen from the low results of the teacher competency test, which shows that teacher competence is still lacking in several areas. is still low. 4 In addition, the results of the 2019 Trends in International Mathematics and Science Study (TIMSS) analysis show that the average score of Indonesian students in mathematics and science is still below the international average. 5 In this case, the role of the teacher as a teacher and learning facilitator is significant in improving education quality.
The problem of teacher competency in Indonesia can be seen from several indicators, such as the low quality of formal education in colleges and universities, low teacher motivation and work ethic, and minimal training and professional development for teachers. 6 In addition, there are still gaps between teachers in cities and remote areas regarding competency, educational resources, and access to technology.
Several studies state that teacher competence is still low, such as research conducted by Sudiana, which uses the workshop and mentoring (shopping) method to improve teacher competence which is still lacking. 7 Furthermore, Fadhillah et al. research aim to find the underlying problem that causes low teacher competency tests to be based on systems thinking. 8 Low teacher competence is not only experienced by general education, but Islamic education also experiences the same thing. Therefore, it is necessary to conduct a study to find out the factors that can support teacher competence in Islamic education, one of which is by conducting a bibliometric analysis.
Bibliometric analysis was used to analyze publications related to teacher competence in madrasah schools. Bibliometric is a statistical method used to analyze research results in specific fields. 9 The purpose of this research is to identify publications related to teacher 4  Bibliometric analysis was used in this study to explore the publication characteristics of teacher competence in madrasah education and related factors and to analyze trends in research focus in this field.

Methods
This study used bibliometric visualization and bibliometric analysis methods. As a quantitative method, bibliometric analysis uses an evaluative and descriptive approach to represent research trends and the characteristics of a series of publications. The bibliometric visualization method shows a structural picture of a particular research area. 10 The sample in this study is 328 publications obtained from the dimensions database that correspond to the selected keywords. The keywords in this study are teacher competency and madrasah.
The selected publications are from the last decade (2013-2023) using the VOSviewer application with three views: network visualization, overlay visualization, and density visualization. The indicators are by paying attention to the number of publications, citations, and the link strength between the displayed objects.
We collected metadata based on the Dimensions database related to teacher competency and madrasah for the last ten years (2013-2023). VOSviewer software was used in this study to analyze and visualize and evaluate all information about publications that have been collected related to this field, such as author's bibliographic pair, country, institution, journal, and co-appearance of author keywords. 11 VOSviewer is software for creating network visualizations of terms commonly used in specific fields. VOSviewer is very useful and widely used in bibliometric analysis. 12 In addition to creating network visualizations, VOSviewer is also used to analyze evolution in specific fields based on standard terms. 13 According to Dewi et al.,  The data analysis technique is deductive by starting from general findings to more specific results, such as country bibliography pairs, Institution bibliography pairs, journal bibliography pairs, publication bibliography pairs, author bibliography pairs, and the cooccurrence of keywords. The author so that readers follow the information provided, from general to more specific. 15

Discussion
In this study, presenting the results of the bibliometric refer to Donthu et al. 16 and Ellili 17 starting from the number of documents and links from countries, institutions, journals, authors, and the emergence of shared keywords visualized with VOSviewer such as Network Visualization, and Overlay Visualizations. Initially, 15,833 publications in the dimensional database related to teacher competency were issued. However, after the researchers narrowed the keyword to become teacher competency in madrasahs, the dimensional database became 328 publications.

State Bibliographical Partners
Dimension-indexed documents related to teacher competency in madrasah schools were published in various countries. The country is seen based on the author's origin of the published document. There are four countries shown with no threshold set. From Table 3, it can be seen that Indonesia is the country that has published the most articles related to this field, with 75 publications. Indonesia has the most significant number of publications and the country with the most cited publications and has a sizeable total link strength compared to the other three countries. Next, you will see patterns of cooperation between countries displayed with the help of VOSviewer. From Figure 2, it can be seen that Indonesia has the most prominent circle compared to other countries. It means that Indonesia is a country that has a high level of cooperation with other countries. Indonesia is the most influential in terms of teacher competence in madrasah schools because Indonesia has the highest number of links and citations compared to other countries. That is because Indonesia is the largest Muslim country in the world. 18

Institute Bibliography Partner
Several institutions or universities published dimension-indexed documents about teacher competency in madrasah schools. The ten institutions or universities with the highest number of documents, followed by the number of citations and the total link strength, are shown in Table 4.  Table 4 shows the trend of institutions or universities with the highest number of citations regarding teacher competency at madrasah schools. It can be seen that Sunan Kalijaga State Islamic University Yogyakarta is in the top rank with six documents and 1 citation, followed by Maulana Malik Ibrahim State Islamic University in second place with 5 document counts and no citations. The top 10 institutions or universities above come from only one country, namely Indonesia. However, when viewed by the city, publications in this field are spread across various major islands in Indonesia, starting from the islands of Sumatra, Java, Kalimantan, and Sulawesi, which have published articles in this field. Papua Island, one of the largest islands in Indonesia, is not included in the city with the most significant number of documents related to this field. That means the university distribution with the most documents is not only on one island but spread over four major islands.

Journal Bibliography Pair
The dimensional indexed documents about teacher competency in madrasah schools are published in various journals. Of the 328 documents that have been collected, the researcher uses the VOSviewer application to view pairs of journal bibliographies. Then the researcher sorts the journals based on the number of documents. The ten journals with the highest number of documents are presented in the following table.

Document Bibliography Pair
Dimension-indexed documents about teacher competency in madrasah schools are published in various journals. Documents with more than ten citations are presented in the following figure.   Figure 4 shows a network visualization of shared keywords (minimum 15). It can be seen that "Education, competency, and implementation" are the most used keywords together. The size of the circle in the keyword can be this. The more critical process, the more researchers use the keyword related to teacher competency in madrasah schools.
The results of the network visualization in Figure 5 shows that there are 3 clusters with 38 items regarding teacher competency in madrasah schools, namely, 1) Cluster 1 (colored red) consists of 17 items; 2) cluster 2 (in green) consists of 11 items; 3) cluster 3 (dark blue) consists of 10 items. It shows the focus of research related to teacher competency in madrasah schools. That means that there are three research focuses. The first research focuses on cluster 1 with the keywords observation and management. The second research focus is cluster 2 with social and teacher competency keywords. The third research focus is cluster 3 with the development and implementation of the keyword. The three research focuses above can be used as a reference for further researchers to determine the research theme. keywords with the latest theme can be used as a novelty for further research that wants to research related to this field.

Conclusion
From the results and discussion above, it can be concluded that the number of publications related to teacher competency in madrasa schools has increased yearly from 2017 to 2020. The most significant number of documents is in Indonesia. Indonesia has the most links and the highest number of citations compared to other countries. The highest number of documents is at the institution or university "Sunan Kalijaga State Islamic University Yogyakarta" with six documents, in the journal "JIP Scientific Journal PGMI" with 85 documents, then in the article Ibda (2018) with the title "Strengthening new literacy for primary school teachers in responding to the challenges of the 4.0 industrial revolution era". The first research focuses on cluster 1 with the keywords observation and management.
The second research focus is cluster 2 with social and teacher competency keywords. The third research focus is cluster 3 with the development and implementation of the keyword.
The three research focuses above can be used as a reference for further researchers to determine the research theme. The new theme keywords are planning, preparation, elementary school, and lesson plan. That is, the keywords with the latest theme can be used as a novelty for further research that wants to research related to this field.