Mapping the Landscape of Problem-Solving in Physics Education Research: A Bibliometric Study

Abstract

Problem-solving skills are essential for students in physics education. This study aimed to conduct a bibliometric analysis to identify trends, gaps, and future research directions in problem-solving skills in physics education. A search was performed on the Scopus database, and data analysis for 543 eligible records was conducted using Biblioshiny and VOSviewer software. The comprehensive bibliometric analysis revealed a significant increase in research on problem-solving skills in physics education from 2018 to 2020, with crucial contributions from institutions in Indonesia and the United States. The review highlighted the emphasis on developing students' creative problem-solving abilities, conceptual understanding, and collaborative skills, as well as the integration of technology such as artificial intelligence and computer-aided instruction. The analysis identified six distinct research clusters focusing on aspects like creative problem-solving strategies, collaborative learning approaches, curriculum development, assessment and metacognition, technological integration, and student attitudes. The findings underscored the potential of integrating intelligent tutoring systems, virtual laboratories, and online tools with problem-based learning approaches to enhance students' problem-solving abilities, creativity, and metacognitive skills, ultimately contributing to the advancement of physics education. Future research could holistically integrate innovative pedagogies, cutting-edge technologies, and cross-disciplinary collaborations while also conducting longitudinal studies, developing comprehensive assessments, and ensuring the practical relevance of acquired competencies in preparing students for real-world challenges.