The Effectiveness of Project-Based Learning Model in Physics Learning: A Bibliometric Study
Keywords:
Bibliometric Analysis, Physics Education, Project-Based Learning, STEM Education, VOSviewerAbstract
This study aims to identify annual publication trends, the most productive countries and institutions, influential authors and journals, dominant themes, and the thematic evolution of Project-Based Learning (PjBL) research in physics education during 2020-2025, addressing the lack of a comprehensive, up-to-date bibliometric mapping in this field. This study used a descriptive quantitative approach through a systematic literature review (SLR) supported by bibliometric analysis. Data were retrieved from the Scopus database and filtered using the keywords (project-based learning OR pjbl) AND (physic OR physics learning OR physics education), yielding 298 documents, which were further narrowed to 156 documents (2020-2025) as the basis for bibliometric analysis using VOSviewer, while the five most highly cited documents were examined in depth through the SLR. The results show a significant increase in publications since 2023, peaking in 2024, with Indonesia as the leading contributing country and a keyword network indicating strong integration among PjBL, physics education, STEM, educational technology, and critical thinking skills; however, cross-country collaboration remains weak and fragmented. This study offers novelty as the first comprehensive bibliometric mapping specifically focused on the effectiveness of PjBL in physics education for the most recent period, integrated with in-depth empirical evidence from the SLR, providing a foundation for strengthening the theoretical framework and future research directions in this field.
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