Article Title
Project-Based Learning in Mathematics Education: A Bibliometric Study on 2014-2023 Scopus Database
Abstract
Project-based learning (PjBL) is ommited by the curricula of various countries. For the future development, the extent of research related to project-based learning needs to be mapped. This research aims to conduct a bibliometric analysis of research published in Scopus-indexed journals worldwide over the last ten years. This research is a literature review with a mapping type. 802 articles were collected from the Scopus database in 2014-2023. The R package and VOSViewer tools are used to perform bibliometric analysis. The results are then analyzed, which includes the distribution per year, subject area, affiliation, country or region, citations, main information, treemap, authorship, most cited documents, relationships between years, dendrogram, collaboration between authors, collaboration between countries and continents, as well as the relationship between keywords in the article. The number of research documents on PjBL increased significantly from 2014 to 2022. More than 50% of these documents came from the field of social sciences. Malang State University in Indonesia is the university that publishes the most articles about PjBL, while the United States is the country that publishes the most publications about PjBL, followed by Indonesia. Although the United States has the most documents, it is ranked second most cited, with Spain in the first place. The most cited document is a literature review on PjBL by Kokotsaki et al. in 2016. The United States, China, Australia, France, and the United Kingdom often collaborate between countries and continents. The most frequently used keywords by authors are PBL, higher education, and problem-based learning.
