Future Research Directions Of Problem-Based Learning and E-Modules In 21st-Century Physics Education: A Bibliometric Analysis
Abstract
This study aims to analyze research trends and future directions related to Problem-Based Learning (PBL) and e-modules in 21st-century physics education through a bibliometric approach. An analysis was conducted of 281 scientific articles published between 2015 and 2025 and indexed in international databases, using keywords related to PBL, e-modules, and physics education. Bibliometric and VOSviewer were used to map publication trends, productive sources, and keyword networks. The results show a significant increase in publications after 2019, with PBL remaining the primary approach related to problem-solving, while e-modules serve as digital learning resources that support structured and self-directed learning. Physics education largely serves as an implementation context, indicating that the integration of PBL and e-modules specific to the physics discipline is still limited. These findings provide a strategic foundation for the development of PBL-based e-modules and serve as a guide for empirical research and curriculum innovation in 21st-century physics education.
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DOI: https://doi.org/10.17509/jsl.v9i2.97292
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