Bibliometric Analysis of Publications on Problem-Based Learning and Critical Thinking Skills in Mathematics Education

Source abstract

<span>This study aims to analyze the development of scientific publications on Problem-Based Learning (PBL) and critical thinking skills in mathematics education through a bibliometric approach. The research employed a quantitative descriptive method, with data retrieved from the Scopus database using the keywords <span lang="EN-US">“</span>problem-based learning”,<span lang="EN-US">“</span>critical thinking”, and “mathematics education” within the period 2013<span lang="EN-US">–</span>2024. Data were analyzed using VOSviewer and Biblioshiny to identify publication trends, keyword clusters, and thematic research directions. The results indicate a significant increase in the number of publications, particularly after 2018, with dominant themes such as higher-order thinking skills, STEM education, and technology integration in PBL implementation. Keyword analysis reveals strong interconnections among the concepts of problem-solving, critical thinking, and context-based mathematics learning in digital settings. The study also identifies future research opportunities in integrating PBL with artificial intelligence, adaptive learning, and teacher professional development. The findings conclude that research on PBL in mathematics education is progressing toward an interdisciplinary and technology-based paradigm. The implication suggests that future studies should develop empirical and design-based research approaches to strengthen the implementation of PBL that sustainably fosters critical thinking skills in the era of digital learning.</span>