Application of Inquiry-Based Learning Models in Science Education: Trends and Research Opportunities Using Systematic Literature Network Analysis (SLNA)

Abstract

This research aims to describe research trend data related to the application of inquiry in science education. Article metadata was collected from the Scopus database with the help of Publish or Perish (PoP) software, and 136 relevant articles were selected in the years 2015-2024. Data were analyzed using the Systematic Literature Network Analysis (SLNA) method with the VOS Viewer application. Bibliometric analysis variables such as the number of articles and citations each year, journals and authors with the most publications, countries, and author collaboration networks. Data analysis is determined based on metadata and then analyzed descriptively. This research shows that the number of science education inquiry research articles during the 2015-2024 period has fluctuated and tends to increase. The top keywords with the highest link strength are inquiry, learning, and learners. Current research focuses on models, development, science, students, learning as essential keywords. Further research related to inquiry learning has the potential to be developed in science learning and focuses on developing 21st century skills. In addition, further research can focus on developing innovative inquiry-based learning models that are oriented towards improving students' 21st century skills.