<![CDATA[This study is a systematic literature review and bibliometric analysis of the integration of learning media with the problem-based learning model in biology education. The research problem arises from students' low understanding of complex biological concepts and the lack of learning media capable of developing higher-order thinking skills. The purpose of this study is to identify publication trends, dominant biology materials, types of media, development models, and research gaps that can serve as directions for future research. Data were collected from 30 articles published between 2019 and 2025 through national and international databases. Bibliometric analysis was conducted using network, overlay, and density visualizations to trace conceptual relationships, thematic dynamics over time, and the density of scientific contributions. The results show that the most studied biology topics were ecosystems, excretory systems, biodiversity, and environmental pollution. The most frequently developed learning media were e-modules and E-LKPD, with the ADDIE and 4D models as the dominant development frameworks. Bibliometric visualization also revealed that research focus is still concentrated on general terms such as problem, medium, and development, while the integration of complex, abstract, and multilevel Biology content remains low. These findings indicate the need to develop media that supports in-depth scientific understanding as well as critical and creative thinking skills. This study provides an empirical basis for more adaptive, interactive, and relevant PBL media innovation for Biology education in the future.]]>
