Bibliometric Analysis of Problem-Based Learning Model with STEM Approach: Critical Thinking Skills of Elementary School Students

Rafa Adilla Azhari; Nurul Hidayah; Rahma Diani; Diah Rizki Nur Kalifah

doi:10.51574/ijrer.v5i1.4069

Authors

Rafa Adilla Azhari Pendidikan Guru Madrasah Ibtidaiyah, Universitas Islam Negeri Raden Intan Lampung
Nurul Hidayah Pendidikan Guru Madrasah Ibtidaiyah, Universitas Islam Negeri Raden Intan Lampung
Rahma Diani Pendidikan Guru Madrasah Ibtidaiyah, Universitas Islam Negeri Raden Intan Lampung
Diah Rizki Nur Kalifah Pendidikan Guru Madrasah Ibtidaiyah, Universitas Islam Negeri Raden Intan Lampung

Keywords:

Bibliometric Analysis, Critical Thinking Skills, Elementary School, Problem-Based Learning, STEM

Abstract

Elementary schools must creatively develop critical thinking abilities to equip students with 21st-century competencies. Analyzing previous research on integrating learning models for this purpose is necessary. This study will bibliometrically analyze the research on integrating the Problem-Based Learning (PBL) model with the Science, Technology, Engineering, and Mathematics (STEM) approach to improve elementary school critical thinking. VOSviewer software was used to conduct a systematic literature review and bibliometric analysis of 52 Scopus-indexed articles from 2020–2024. Publish or Perish (PoP), linked to Scopus, collected publication data using "problem-based learning," "STEM," "critical thinking," and "elementary school." The literature review found that the STEM-integrated PBL model in elementary schools improves critical thinking and student learning by providing real-world problems to solve. Indonesia contributed 30 articles, followed by the US (5 articles) and Hong Kong (3 articles). The study's five-year collaboration network includes 69 researchers. Bibliometric analysis indicated a high association between "STEM" and "critical thinking" and "learning model," showing that STEM influences critical thinking skills. The association between "problem-based learning," "learning model," and "critical thinking" showed that PBL strongly impacts these skills. But network visualization revealed a research gap in the weak and narrow connections between "STEM," "Problem-Based Learning," and "Elementary School." The first co-occurrence analysis showed "critical thinking," followed by "problem-based learning" and "STEM." The rise of "bibliometric analysis" and "elementary school" suggests elementary education research is digitizing. In conclusion, STEM-integrated PBL has worked, but further research is needed to apply it to elementary school pupils.

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