Problem Based Learning (PBL) Model in Pyhsics Learning: A Bibliometric Analysis
Keywords:
Problem Based Learning, pembelajaran fisika, analisis bibliometrikAbstract
This study aimed to obtain a comprehensive overview of the trends and directions of research development on Problem Based Learning (PBL) in physics learning, as well as to identify the topics that are currently widely explored. The study was conducted through bibliometric analysis based on the PRISMA flow involving 54 Scopus-indexed documents published between 2015 and 2024. Data were analyzed using Publish or Perish and VOSviewer software to evaluate publication patterns, citations, countries, journal/proceedings, and keyword relationships. The results showed that the number of PBL publications in physics education tended to fluctuate, with 2019 identified as the most productive and influential year. Indonesia emerged as the dominant contributor, accounting for 90.7% (49 out of 54 publications), reflecting its leading role in advancing PBL research in physics education. Keyword analysis revealed that in recent years, PBL research has primarily focused on enhancing critical thinking skills, problem-solving abilities, and the integration of digital technology and STEM approaches into physics learning. These findings highlight the pedagogical significance of PBL in fostering higher-order thinking skills and contextual, technology-supported learning. This research recommends strengthening international collaborations and targeting high-impact journals to improve the visibility and influence of PBL-related research in the future.
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