Blended Learning in Mathematics Education: A Bibliometric Analysis of Research Trends and Patterns
DOI:
https://doi.org/10.46328/ijemst.5420Keywords:
Blended learning, Mathematics education, Bibliometric, ScopusAbstract
Blended learning has become a prominent instructional approach in mathematics education, offering flexible and interactive strategies that enhance student engagement and learning effectiveness. Given its growing importance, a comprehensive bibliometric analysis is needed to clarify current research trends, influential contributors, and key themes. This study analyzed 295 Scopus-indexed publications from 1999 to 2025, employing OpenRefine, biblioMagika®, and VOSviewer for data processing and visualization. Findings highlight a steady increase in blended learning research, peaking at 58 publications in 2023. Leading contributing countries include Indonesia and the United States, while Universitas Pendidikan Indonesia is identified as the most influential institution. Thematic analysis identifies blended learning, flipped classroom, and mathematics education as dominant research clusters. These clusters underscore the importance of digital integration and innovative pedagogies for enhancing student competencies and academic outcomes. Future research should investigate underexplored pedagogical methods, integrate emerging technologies, and explicitly focus on the development of higher-order thinking skills. Addressing these aspects can substantially improve blended learning practices, enhance mathematical understanding, and better equip students with the essential skills required to meet contemporary educational demands.
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