This study conducts a bibliometric analysis of research on motivation learning within the field of physics education over two decade (2004-2024). The main findings of this article describe motivation learning within the field of physics education research in terms of scientific production, preferred publication sites, majority of researchers and research countries (including collaborations), and research themes. The total of 540 articles obtained indexed by Scopus database were analyzed using a Bibliometric variable perspective and using the VOSviewer package program which will be presented in visual and tabular form. The research results show the highest publication growth occurred in 2022, reaching 104 articles (19.26%), while the lowest publication occurred in 2013, which only amounted to 4 articles (0.74%). The most international publications were published by the Journal of Education Sciences with 26 articles, while the most productive motivation learning within the field of physics education research authors were Ladachart L & Phothong W. This analysis also shows that the United States has the largest contribution to motivation learning within the field of physics education research in the field of education. Collaboration among monitored researchers is still formed locally, not yet expanding to inter-country. Trending topics and hotspots in motivation learning within the field of physics education in Education research relate to the influence and skills produced by motivation learning within the field of physics education in learning. And finally, this article can provide useful information for empirical researchers to find out new research and research gaps for further research so that it does not overlap with existing research.
