The Effectiveness of Problem-Based Learning on Renewable Bioenergy Topics in Enhancing Critical Thinking: A Bibliometric Analysis and Empirical Study
Keywords:
Bibliometric analysis, Critical thinking skills, Problem-based learning, Renewable bioenergy, Scopus, VOSviewerAbstract
In the 21st century, critical thinking is an essential competence in science education, particularly for complex and context-rich topics such as renewable bioenergy. Traditional lecture-based instruction often limits students’ opportunities for analysis, reflection, and problem solving. This study investigates the effectiveness of the Problem-Based Learning (PBL) approach on renewable bioenergy topics in enhancing students’ critical thinking skills and is complemented by a bibliometric analysis of related research trends. Bibliometric data were retrieved from the Scopus database using keywords related to problem-based learning, critical thinking, and renewable/bioenergy education, and were analyzed using VOSviewer to map publication trends, influential keywords, and research clusters. The bibliometric results indicate a growing global interest in PBL and critical thinking research, with increasing integration of sustainability and energy-related themes in recent years. Empirically, this study employed a pretest–posttest design involving 36 high school students. The results show significant improvements across critical thinking indicators, including interpretation, analysis, inference, and evaluation. These findings suggest that PBL is not only empirically effective in classroom practice but is also supported by a strong and expanding body of international research, positioning PBL-based renewable bioenergy instruction as a relevant and future-oriented approach in science education.
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