Global Trends and Research Frontiers in Project-Based Learning: A Scopus-Based Bibliometric Review
DOI:
https://doi.org/10.59175/pijed.v4i2.734Keywords:
Bibliometric Review, Project-Based Learning, Science Education, Vosviewer ApplicationAbstract
The aim of this study is to analyse the development of publications of scientific articles focusing on the project-based learning model. The method used is a literature review with a bibliometric analysis approach. A keyword search in the Scopus journal database for “Project-Based Learning; Science Education” was used to start the research. An analysis was carried out using the Vosviewer application, which allows in-depth exploration of trends and key contributions in the field. The results showed that a total of 702 publications were recorded in Scopus-indexed journals over a fifteen-year period, from 2010 to 2024. The United States emerged as the country that contributed the most publications, followed by Indonesia in second place, reflecting its active role in promoting research related to the Project based learning model. Among researchers, Capraro, Robert M. was identified as the most prolific contributor during the period 2010-2024. In addition, the keyword ‘project-based learning’ appeared most frequently in the articles, confirming its centrality in discussions of innovative educational practices. These findings suggest a significant and growing interest in Project Based Learning in science education. However, this study highlights the need for a broader scope of research. Future research should not be limited to Scopus-indexed journals, but should also include various databases and resources.
References
Admawati, H., & Jumadi, J. (2021). The impact of STEM PjBL on students’ engineering practice, scientific practice, and scientific attitude. In R. Oktavia, E. Yusibani, M. null, S. null, R. null, E. null, I. null, E. Etkina, G. Planinsic, N. Mansour, N. Idris, C. O’Donnell, K. Kagawa, R. Sheffield, V. M. Mistades, & O. Kaosaiyaporn (Eds.), Journal of Physics: Conference Series (Vol. 1882, Issue 1). IOP Publishing Ltd. https://doi.org/10.1088/1742-6596/1882/1/012151
Aránguiz, P., Palau-Salvador, G., Belda, A., & Peris, J. (2020). Critical thinking using project-based learning: The case of the agroecological market at the “universitat politècnica de valència.” Sustainability (Switzerland), 12(9). https://doi.org/10.3390/SU12093553
Ariyani, Y. D., Wilujeng, I., Wangid, M. N., Wijaya, D. P., & Wahyudi, A. (2024). Primary teachers’ readiness to use project: Investigate teachers’ efficacy and attitude toward project-based learning . International Journal of Evaluation and Research in Education, 13(6), 3848–3858. https://doi.org/10.11591/ijere.v13i6.28198
Bancong, H., & Hambali, U. (2023). Bibliometric Analysis of TPACK Publication Trends in Scopus Data Base from 2013 to 2022. Studies in Learning and Teaching, 4(1), 109–122. https://doi.org/10.46627/silet
Baraldi, C. (2024). Facilitation of adolescents’ agency and hybrid integration. Children and Society, 38(2), 365–380. https://doi.org/10.1111/chso.12707
Bassachs, M., Cañabate, D., Nogué, L., Serra, T., Bubnys, R., & Colomer, J. (2020). Fostering critical reflection in primary education through STEAM approaches. Education Sciences, 10(12), 1–14. https://doi.org/10.3390/educsci10120384
Bennett, D., Knight, E., & Rowley, J. (2020). The role of hybrid learning spaces in enhancing higher education students’ employability. British Journal of Educational Technology, 51(4), 1188–1202. https://doi.org/10.1111/bjet.12931
Bolick, M. A., Thomassen, M., Apland, J., Spencer, O., Nicole, F., Tran, S. K. N., Voigt, M., & Lazar, K. B. (2024). Project-Based Learning in Interdisciplinary Spaces: A Case Study in Norway and the United States. Education Sciences, 14(8). https://doi.org/10.3390/educsci14080866
Breda, A., Neves, A., Dos Santos, J., & Lavicza, Z. (2023). Utilising a STEAM-based Approach to Support Calculus Students’ Positive Attitudes Towards Mathematics and Enhance their Learning Outcomes. Open Education Studies, 5(1). https://doi.org/10.1515/edu-2022-0210
Chai, C. S., Rahmawati, Y., & Jong, M. S.-Y. (2020). Indonesian science, mathematics, and engineering preservice teachers’ experiences in stem-tpack design-based learning. Sustainability (Switzerland), 12(21), 1–14. https://doi.org/10.3390/su12219050
Chen, C.-S., & Lin, J.-W. (2019). A Practical Action Research Study of the Impact of Maker-Centered STEM-PjBL on a Rural Middle School in Taiwan. International Journal of Science and Mathematics Education, 17, S85–S108. https://doi.org/10.1007/s10763-019-09961-8
Clark, V. L. P., & Creswell, J. W. (2008). The mixed methods reader. Sage.
Cranfield, D., Tick, A., Venter, I. M., Blignaut, R. J., & Renaud, K. (2021). Higher education students’ perceptions of online learning during COVID-19—a comparative study. Education Sciences, 11(8). https://doi.org/10.3390/educsci11080403
Cutri, R., Roberto Marim, L., & Roberto Cardoso, J. (2022). Using project-based learning to teach electromagnetic and wave concepts. International Journal of Electrical Engineering and Education, 59(1), 20–32. https://doi.org/10.1177/0020720919828990
Dai, Z., Sun, C., Zhao, L., & Zhu, X. (2023). The Effect of Smart Classrooms on Project-Based Learning: A Study Based on Video Interaction Analysis. Journal of Science Education and Technology, 32(6), 858–871. https://doi.org/10.1007/s10956-023-10056-x
Escudeiro, P., Gouveia, M. C., & Escudeiro, N. (2024). Revolutionizing Education: The European STEAME Teacher Facilitators Academy Project. IEEE Global Engineering Education Conference, EDUCON. https://doi.org/10.1109/EDUCON60312.2024.10578872
Fauzan, F., Ansori, R. A. M., Dannur, Moh., Pratama, A., & Hairit, A. (2023). The Implementation of the Merdeka Curriculum (Independent Curriculum) in Strengthening Students’ Character in Indonesia. Aqlamuna: Journal of Educational Studies, 1(1), 136–155. https://doi.org/10.58223/aqlamuna.v1i1.237
Hambali, H. (2024). Efektivitas Project based learning terhadap kemampuan berpikir kreatif siswa pada konsep sistem ekskresi manusia. HYBRID Jurnal Pendidikan Dan Pembelajaran Sains, 2(3), 20–28.
Hambali, H., & Fadillah, N. (n.d.). Pengaruh Model Project Based Learning (Pjbl) Sebagai Implementasi Kampus Merdeka Terhadap Keterampilan Kolaborasi Mahasiswa Prodi Pendidikan Biologi.
Hariyadi, A., & Darmuki, A. (2023). The Effectiveness of PBL Collaborated with PjBL on Students’ 4C in the Course of Basic Education. International Journal of Instruction, 16(3), 897–914. https://doi.org/10.29333/iji.2023.16348a
Hunaepi, H., & Suharta, I. G. P. (2024). Transforming Education in Indonesia: The Impact and Challenges of the Merdeka Belajar Curriculum. Path of Science, 10(6), 5026–5039. https://doi.org/10.22178/pos.105-31
Leles, A., Zaina, L., & Roberto Cardoso, J. (2024). Challenge-Based Learning for Competency Development in Engineering Education, a Prisma-Based Systematic Literature Review. IEEE Transactions on Education, 67(5), 746–757. https://doi.org/10.1109/TE.2024.3417908
Lin, G. S. S., Lee, Y. Q., Ng, Y. M., & Cheah, Y. Y. (2023). Comparison of Malaysia’s Bachelor of Dental Technology curriculum with three other countries: Proposing a basic curriculum framework. European Journal of Dental Education, 27(3), 614–621. https://doi.org/10.1111/eje.12848
List, A., Brante, E. W., & Klee, H. L. (2020). A framework of pre-service teachers’ conceptions about digital literacy: Comparing the United States and Sweden. Computers and Education, 148. https://doi.org/10.1016/j.compedu.2019.103788
Louis, A. T. St., Thompson, P., Sulak, T. N., Harvill, M. L., & Moore, M. E. (2021). Infusing 21st century skill development into the undergraduate curriculum: The formation of the iBEARS network. Journal of Microbiology and Biology Education, 22(2). https://doi.org/10.1128/JMBE.00180-21
Lu, S.-Y., Lo, C.-C., & Syu, J.-Y. (2022). Project-based learning oriented STEAM: the case of micro–bit paper-cutting lamp. International Journal of Technology and Design Education, 32(5), 2553–2575. https://doi.org/10.1007/s10798-021-09714-1
Mendieta-Aragón, A., Arguedas-Sanz, R., Ruiz-Gómez, L. M., & Navío-Marco, J. (2023). Tackling the challenge of peer learning in hybrid and online universities. Education and Information Technologies, 28(4), 4505–4529. https://doi.org/10.1007/s10639-022-11397-7
Miranda, M., Saiz-Linares, Á., da Costa, A., & Castro, J. (2020). Active, experiential and reflective training in civil engineering: evaluation of a project-based learning proposal. European Journal of Engineering Education, 45(6), 937–956. https://doi.org/10.1080/03043797.2020.1785400
Muslim, S., Fathoni, A., Kusumawati, N., & Rahmadyanti, E. (2020). Critical study of stem-based learning in order to develop century skills 21. Journal of Physics: Conference Series, 1569(2). https://doi.org/10.1088/1742-6596/1569/2/022020
Okoro, C., Ade-Ibijola, A., & Owojori, O. (2024). Educational games for property and construction: insights from bibliometric and content analyses. International Journal of Innovation and Learning, 36(3), 333–362. https://doi.org/10.1504/IJIL.2024.140874
Pandian, S. R. (2018). Playful STEAM Learning Using Robots. In M. J. W. Lee, S. Nikolic, M. Ros, J. Shen, L. C. U. Lei, G. K. W. Wong, & N. Venkatarayalu (Eds.), Proceedings of 2018 IEEE International Conference on Teaching, Assessment, and Learning for Engineering, TALE 2018 (pp. 279–285). Institute of Electrical and Electronics Engineers Inc. https://doi.org/10.1109/TALE.2018.8615299
Rahmawati, Y., Utomo, E., & Mardiah, A. (2021). The integration of STEAM-project-based learning to train students critical thinking skills in science learning through electrical bell project. Journal of Physics: Conference Series, 2098(1). https://doi.org/10.1088/1742-6596/2098/1/012040
Shuang, L. I. N., Zhengtang, T. A. N., & Wenping, G. U. O. (2023). A Bibliometric Analysis of Project-Based Learning Research in and Outside Mainland China*. International Journal of Engineering Education, 39(2), 376–396. https://www.scopus.com/inward/record.uri?eid=2-s2.0-85179136704&partnerID=40&md5=4b82e7381e3e47c7929160fade5a875e
Sonnenberg-Klein, J., & Coyle, E. J. (2024). Leadership Growth Over Multiple Semesters in Project-Based Student Teams Embedded in Faculty Research (Vertically Integrated Projects). IEEE Transactions on Education, 67(3), 443–452. https://doi.org/10.1109/TE.2023.3344314
Tauro, F., Cha, Y., Rahim, F., Sattar Rasul, M., Osman, K., Halim, L., Dennisur, D., Esner, B., & Porfiri, M. (2017). Integrating mechatronics in project-based learning of Malaysian high school students and teachers. International Journal of Mechanical Engineering Education, 45(4), 297–320. https://doi.org/10.1177/0306419017708636
Tsybulsky, D., & Muchnik-Rozanov, Y. (2021). Project-based learning in science-teacher pedagogical practicum: the role of emotional experiences in building preservice teachers’ competencies. Disciplinary and Interdisciplinary Science Education Research, 3(1). https://doi.org/10.1186/s43031-021-00037-8
Vowell, K. S. (2024). Collaboration, Connection, and Culture: Understanding the Impact of Institutional Culture on Online Teaching in Higher Education. Online Learning Journal, 28(3), 299–315. https://doi.org/10.24059/olj.v28i3.4561
Wang, C., Vemula, S., Trevino, J., & Frye, M. (2019). Improving High School Girls’ 21st Century Skills: Design, Implementation, Assessment on megaGEMS Research Camp. TALE 2019 - 2019 IEEE International Conference on Engineering, Technology and Education. https://doi.org/10.1109/TALE48000.2019.9225884
Worlitz, J., Branke, M., Troike, M., Hettling, L., & Woll, R. (2018). The Contribution of Learning, Teaching and Assessment Activities to the Development of 21 st Century STEM Competencies. In M. J. W. Lee, S. Nikolic, M. Ros, J. Shen, L. C. U. Lei, G. K. W. Wong, & N. Venkatarayalu (Eds.), Proceedings of 2018 IEEE International Conference on Teaching, Assessment, and Learning for Engineering, TALE 2018 (pp. 316–321). Institute of Electrical and Electronics Engineers Inc. https://doi.org/10.1109/TALE.2018.8615320
Yoo, H., & Kang, S. (2021). Teaching as Improvising: Preservice Music Teacher Field Experience With 21st-Century Skills Activities. Journal of Music Teacher Education, 30(3), 54–68. https://doi.org/10.1177/10570837211021373
Zhang, L., Zhou, C., & Sun, X. (2022). Big Data + Business Administration: Applying Problem-Based Learning to Enrich the Design of Interdisciplinary Education. International Journal of Engineering Education, 38(3), 786–798. https://www.scopus.com/inward/record.uri?eid=2-s2.0-85174800913&partnerID=40&md5=63dad25281831fab93a4e0bdf1e02256
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2025 Hilmi Hambali, Hartono Bancong, Sukmawati Sukmawati
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
