Which is More Dominant: Repetition, Novelty or Impact Factor in Educational Research: Exploring New Breakthroughs

Abstract

This research investigates the impact of repetition and impact factors on novelty in educational research. Using a sample of 41 respondents from students at the faculty of education. Quantitative approach method with causal design. Data were analyzed using multiple regression. The results of this research conclude that (1) Impact factor has a significant effect on novelty, (2) Repetition has no significant effect on novelty, (3) supervision has a significant effect on novelty, and (4) Impact factor, repetition, and supervision have a significant effect simultaneously. towards novelty. These results show that the higher the level of research impact factor, the clearer the novelty. Research published in journals with a high impact factor is more likely to be novelty than repetitive. These findings provide valuable insights for researchers, educational practitioners, and policy makers by highlighting the importance of innovation in educational research as well as the influence of journal impact factors on repetition tendencies. The practical implications of these findings can help design more unique and high-impact research in supporting the development of higher quality educational science