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A Bibliometric Analysis: Problem Based Learning in Digital and Virtual Science Learning Environments Safina Ridka Pratiwi; Dwikoranto Dwikoranto; Indri Hapsari Khansa; Lindsay Natalia Bergsma
Journal of Law and Bibliometrics Studies Vol. 2 No. 1 (2026): April
Publisher : Sekolah Tinggi Agama Islam Sabilul Muttaqin Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63230/jolabis.2.1.135

Objective: This study aims to analyze research trends in Problem-Based Learning (PBL) in digital and virtual science learning environments during the period 2015–2025. The analysis focuses on identifying dominant research themes, mapping the structure of the research field, and examining the evolution of research on the integration of digital technologies in science learning. Method: This study employed a bibliometric analysis of publications indexed in the Scopus database. The article selection process followed the PRISMA guidelines, yielding 101 documents for analysis. The study examined keyword co-occurrence, citation patterns, and thematic structures. Network, overlay, and density visualizations were conducted using VOSviewer to explore relationships between keywords and the temporal development of research topics. Results: The findings indicate that research on PBL in digital and virtual science learning is structured around core themes such as problem-based learning, students, e-learning, and virtual reality, which show strong interconnections. The temporal analysis reveals a shift from general educational contexts toward the integration of digital and immersive technologies, including virtual reality, augmented reality, and artificial intelligence. In addition, density and citation analyses highlight the central role of digital technology in shaping contemporary PBL research. In contrast, emerging topics such as machine learning and digital twins remain less explored. Novelty: This study provides a comprehensive bibliometric mapping of the convergence between PBL and digital–virtual technologies in science learning, revealing a conceptual shift toward intelligent and immersive learning environments and identifying emerging research opportunities.

A Bibliometric Analysis: Problem Based Learning in Digital and Virtual Science Learning Environments Safina Ridka Pratiwi; Dwikoranto Dwikoranto; Indri Hapsari Khansa; Lindsay Natalia Bergsma
Journal of Law and Bibliometrics Studies Vol. 2 No. 1 (2026): April
Publisher : Sekolah Tinggi Agama Islam Sabilul Muttaqin Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63230/jolabis.2.1.135

Objective: This study aims to analyze research trends in Problem-Based Learning (PBL) in digital and virtual science learning environments during the period 2015–2025. The analysis focuses on identifying dominant research themes, mapping the structure of the research field, and examining the evolution of research on the integration of digital technologies in science learning. Method: This study employed a bibliometric analysis of publications indexed in the Scopus database. The article selection process followed the PRISMA guidelines, yielding 101 documents for analysis. The study examined keyword co-occurrence, citation patterns, and thematic structures. Network, overlay, and density visualizations were conducted using VOSviewer to explore relationships between keywords and the temporal development of research topics. Results: The findings indicate that research on PBL in digital and virtual science learning is structured around core themes such as problem-based learning, students, e-learning, and virtual reality, which show strong interconnections. The temporal analysis reveals a shift from general educational contexts toward the integration of digital and immersive technologies, including virtual reality, augmented reality, and artificial intelligence. In addition, density and citation analyses highlight the central role of digital technology in shaping contemporary PBL research. In contrast, emerging topics such as machine learning and digital twins remain less explored. Novelty: This study provides a comprehensive bibliometric mapping of the convergence between PBL and digital–virtual technologies in science learning, revealing a conceptual shift toward intelligent and immersive learning environments and identifying emerging research opportunities.

Mapping the Global Research Landscape of Problem-Based Learning in Digital Learning Environments: A Bibliometric Analysis Toward Achieving SDG 4 Hanan Zaki Alhusni; Binar Kurnia Prahani; Budi Jatmiko; Riski Ramadani; Noer Risky Ramadhani; Lindsay Natalia Bergsma; Abd. Hadi Bunyamin
Journal of Law and Bibliometrics Studies Vol. 2 No. 2 (2026): August
Publisher : Sekolah Tinggi Agama Islam Sabilul Muttaqin Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63230/jolabis.2.2.137

Objective: The study aims to map the global research landscape of Problem-Based Learning (PBL) in Digital Learning Environments (DLE) using a bibliometric approach. The objective is to identify publication trends, major contributors, collaboration patterns, and emerging research themes supporting the development of sustainable digital education aligned with Sustainable Development Goal 4 (SDG 4). Method: The analysis was conducted on 2,134 documents retrieved from the Scopus database covering publications up to 2025. Data preprocessing involved duplicate removal, document filtering, and keyword harmonization. Bibliometric analysis employed performance indicators (annual publications, productive authors, sources, affiliations, and countries) and science mapping techniques (co-authorship, keyword co-occurrence, and citation analysis) using Bibliometrix and VOSviewer to visualize the intellectual structure of the field. Results: The findings reveal a substantial growth of research in this field, particularly following the global acceleration of digital education. China and the United States dominate research productivity, followed by emerging contributions from countries such as Indonesia. Publication sources are largely dominated by conference proceedings and journals in educational technology and computer science, highlighting the field's interdisciplinary nature. Novelty: This study provides a comprehensive mapping of the intellectual structure and thematic evolution of PBL research in Digital Learning Environments. It identifies research gaps, including limited international collaboration and the need for greater integration of emerging technologies such as artificial intelligence. The findings offer directions for future research to strengthen sustainable digital learning innovation and support the achievement of SDG 4.

Mapping the Global Research Landscape of Problem-Based Learning in Digital Learning Environments: A Bibliometric Analysis Toward Achieving SDG 4 Hanan Zaki Alhusni; Binar Kurnia Prahani; Budi Jatmiko; Riski Ramadani; Noer Risky Ramadhani; Lindsay Natalia Bergsma; Abd. Hadi Bunyamin
Journal of Law and Bibliometrics Studies Vol. 2 No. 2 (2026): August
Publisher : Sekolah Tinggi Agama Islam Sabilul Muttaqin Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63230/jolabis.2.2.137

Objective: The study aims to map the global research landscape of Problem-Based Learning (PBL) in Digital Learning Environments (DLE) using a bibliometric approach. The objective is to identify publication trends, major contributors, collaboration patterns, and emerging research themes supporting the development of sustainable digital education aligned with Sustainable Development Goal 4 (SDG 4). Method: The analysis was conducted on 2,134 documents retrieved from the Scopus database covering publications up to 2025. Data preprocessing involved duplicate removal, document filtering, and keyword harmonization. Bibliometric analysis employed performance indicators (annual publications, productive authors, sources, affiliations, and countries) and science mapping techniques (co-authorship, keyword co-occurrence, and citation analysis) using Bibliometrix and VOSviewer to visualize the intellectual structure of the field. Results: The findings reveal a substantial growth of research in this field, particularly following the global acceleration of digital education. China and the United States dominate research productivity, followed by emerging contributions from countries such as Indonesia. Publication sources are largely dominated by conference proceedings and journals in educational technology and computer science, highlighting the field's interdisciplinary nature. Novelty: This study provides a comprehensive mapping of the intellectual structure and thematic evolution of PBL research in Digital Learning Environments. It identifies research gaps, including limited international collaboration and the need for greater integration of emerging technologies such as artificial intelligence. The findings offer directions for future research to strengthen sustainable digital learning innovation and support the achievement of SDG 4.

Transforming Mechanics Education through Innovative Digital Problem-Based Learning: A Bibliometric Analysis Safina Ridka Pratiwi; Dwi Koranto; Rahmatta Thoriq Lintangesukmanjaya; Sukarni Sukarni; Indri Hapsari Khansa; Lindsay Natalia Bergsma
Prisma Sains : Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram Vol. 14 No. 2: April 2026
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/j-ps.v14i2.19648

The digital transformation in education has driven increased attention to the application of problem-based learning (PBL) in technology-based mechanics learning. However, thematic developments, knowledge structures, and research directions in this field have not been systematically mapped. This study aims to analyze publication trends, knowledge network structures, and the development of research topics related to PBL in digital mechanics learning using a bibliometric approach. The research data consists of 189 documents indexed in the Scopus database for the period 2015–2025. Analysis of publication trends, geographic distribution, and relationships between keywords was conducted using VOSviewer software. The analysis results show an increase in the number of publications over the past decade, with contributions concentrated in several countries. Keyword mapping shows the relationship between PBL and topics such as e-learning, game-based learning, and terms related to computing technology such as machine learning and deep learning. Furthermore, temporal visualizations indicate changes in the trend of term usage over time. However, these findings are descriptive and reflect patterns in the analyzed literature, and therefore do not directly indicate a causal relationship or the level of conceptual integration between PBL and digital technology. This research provides a contribution in the form of bibliometric mapping which can be the basis for further research to examine the implementation and integration of PBL in digital-based mechanics learning in more depth.

The Integration of Digital Technology into Physics Education for Sustainable Development: A Literature Review Ike Anggraini Anggraini; Rahmatta Thoriq Lintangesukmanjaya; Dwikoranto Dwikoranto; Salma Hasna Hamiydah; Lindsay Natalia Bergsma; Neisya Azaria Adinda Putri
Journal of Innovative Technology and Sustainability Education Vol. 2 No. 2 (2026): August
Publisher : Sekolah Tinggi Agama Islam Sabilul Muttaqin Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63230/jitse.2.2.139

Objective: This study aims to identify various forms of digital technology used in physics learning to support sustainable education, analyze how these technologies are integrated into the physics learning process, and examine the challenges and opportunities of implementing technology-enhanced physics education for sustainable development. Method: This study employed a qualitative approach, using a literature review to examine prior research on technology-enhanced physics education. The dataset consisted of 20 journal articles published between 2017 and 2025, retrieved from Scopus and Google Scholar. Results: The findings indicate that various forms of digital technology, such as simulations, virtual laboratories, augmented reality (AR), virtual reality (VR), and digital learning resources, are widely used in physics education. These technologies support the visualization of abstract physics concepts, increase students’ engagement and motivation, and improve conceptual understanding and problem-solving skills. The reviewed studies also show that digital technologies are frequently integrated with pedagogical approaches such as problem-based learning, flipped classroom learning, and scaffolding strategies to create more interactive and student-centered learning environments. In addition, several challenges were identified, including limitations in technological infrastructure and teachers’ readiness to integrate digital tools in teaching practices. Novelty: This study contributes to the existing literature by synthesizing recent research on integrating digital technology into physics education for sustainable development. It identifies the types of digital technologies, their pedagogical integration, and the challenges and opportunities associated with their implementation, providing insights for future research and the development of more effective technology-enhanced physics learning.

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