<![CDATA[This study aims to analyze research trends related to the implementation of problem-based interactive e-modules and school culture in stimulating student engagement in elementary school mathematics learning through a bibliometric approach. The study used secondary data obtained from the Scopus database covering publications from 2022 to 2026. A total of 162 relevant documents were analyzed using VOSviewer and Biblioshiny to identify publication trends, productive countries and institutions, dominant subject areas, keyword co-occurrence, and emerging research themes. The results showed a significant increase in publication output during the study period, indicating growing scholarly interest in digital learning innovation and student-centered mathematics education. The United States, Indonesia, and China were identified as the most productive countries, while Social Sciences and Computer Science became the dominant subject areas. Keyword co-occurrence analysis revealed that student engagement, interactive e-modules, instructional design, and problem-based learning were the most influential research themes. Overlay visualization indicated a shift from implementation-oriented studies toward learner-centered approaches emphasizing engagement, reflection, and instructional improvement. Density visualization further demonstrated that student engagement and effectiveness evaluation were the most intensively studied topics. However, school culture remains relatively underexplored compared to digital learning and instructional effectiveness themes. Therefore, future studies are encouraged to integrate digital learning innovation with sociocultural and contextual educational dimensions to create more meaningful mathematics learning experiences. Overall, this study provides a comprehensive overview of the development of research in elementary mathematics education and offers valuable insights for future educational innovation in the digital era.]]>
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