Trends and Patterns in Project-Based Learning for Mathematics Education: A Global Bibliometric Analysis
DOI:
https://doi.org/10.46328/ijemst.4876Keywords:
Bibliometric, Mathematics education, Project based learning, ScopusAbstract
Project-Based Learning (PjBL) has become an essential pedagogical approach in mathematics education, fostering critical thinking, problem-solving and student engagement. As its implementation continues to expand, a bibliometric analysis is necessary to examine the prevailing landscape, emerging trends, leading contributors and core research themes in PjBL mathematics education research. This study analyzes 246 Scopus-indexed publications (2006–2025) using OpenRefine, biblioMagika® and VOSviewer for data processing and visualization. The findings indicate a steady increase in PjBL research, with Indonesia and the United States leading contributions, reflecting strong policy support for STEM integration and student-centered learning. Thematic analysis identifies STEM education, teacher preparation and technology-enhanced learning as dominant research clusters, while creativity and computational thinking emerge as supporting themes. These insights highlight the evolving role of PjBL in mathematics education. Future research should explore long-term outcomes, digital learning advancements and interdisciplinary applications to further enhance PjBL’s effectiveness in developing mathematical reasoning and real-world problem-solving abilities.
References
Hanafi, N.H., Zakaria, M.I., Ismail, N., Suhaime, N.R.A. (2025). Trends and patterns in project-based learning for mathematics education: A global bibliometric analysis. International Journal of Education in Mathematics, Science, and Technology (IJEMST), 13(4), 972-991. https://doi.org/10.46328/ijemst.4876
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