Mapping Problem-Based Learning in Physics Education: A Bibliometric Analysis of Problem Solving and Collaborative Learning
DOI:
https://doi.org/10.33394/j-ps.v14i4.22762Keywords:
Collaborative learning, Physics education, Problem-based learning, Problem solving, Bibliometric analysisAbstract
This study aims to map the development of Problem-Based Learning (PBL) research in physics education, focusing on the relationship and temporal development of problem solving and collaborative learning. A quantitative bibliometric approach was employed using 113 publications retrieved from the Scopus database on October 4, 2026, covering the period 2015–2026. Bibliographic data were analyzed using VOSviewer and Bibliometrix to examine publication trends, citation patterns, scientific collaboration, keyword co-occurrence, and thematic development. Additionally, the five most-cited publications were examined to identify influential research contributions. The findings indicate that PBL research in physics education has experienced fluctuating publication trends, with 22 publications recorded in 2026 as of the data retrieval date. Keyword co-occurrence analysis reveals a conceptual connection between problem solving and collaborative learning, suggesting that cognitive and social dimensions are interconnected within the PBL research landscape. Temporal analysis identifies collaborative skills, collaborative settings, artificial intelligence (AI) literacy, and digital literacy as relatively recent research interests. However, these developments do not provide sufficient evidence of a thematic shift from problem solving toward collaborative learning; rather, they indicate the coexistence and potential expansion of both dimensions. Geographically, Indonesia dominates the research landscape with 66 publications (58.4%). Meanwhile, Physics and Astronomy (30.3%) and Social Sciences (25.3%) represent the leading subject areas. This study highlights the importance of integrating cognitive and social dimensions in PBL research and provides directions for future investigations into collaborative problem solving and technology-supported physics learning.
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Copyright (c) 2026 Sherlynggar Anugrah, Wildan Khusni Mubarok, Habibi, Ardy Widoseno
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