A Trend Analysis of Project-based Learning in Chemistry Experiment: A Bibliometric Analysis

Authors

Ika Hasanah , Sjaeful Anwar , Iqbal Musthapa

DOI:

10.29303/jppipa.v10i9.8642

Published:

2024-09-25

Issue:

Vol. 10 No. 9 (2024): September : In Progress

Keywords:

Bibliometric analysis, Chemistry experiment, Project-based learning, VOSviewer

Review

Downloads

How to Cite

Hasanah, I., Anwar, S., & Musthapa, I. (2024). A Trend Analysis of Project-based Learning in Chemistry Experiment: A Bibliometric Analysis. Jurnal Penelitian Pendidikan IPA, 10(9), 655–666. https://doi.org/10.29303/jppipa.v10i9.8642
Crossref
Scopus
Google Scholar
Europe PMC

Downloads

Download data is not yet available.

Metrics

Metrics Loading ...

Abstract

Project-based learning is a global trend, widely adopted across countries. Project-based learning has developed diversely by emphasizing interdisciplinary, cross-domain, and regional collaboration. To provide in-depth resources for researchers and educators on project-based learning in chemistry experiments, this study aims to make a bibliometric analysis on the topic of project-based learning globally using publication characteristics analysis. The database used in this study used Scopus and obtained 5900 articles from 2018-2023. Bibliometric analysis was analyzed using VOSviewer and Microsoft Excel. The results of the bibliometric analysis show that Boone, C.D. is the author with the highest number of citations on the research topic, Project-based learning in a chemistry experiment. The United States is the most productive country in researching this topic, with 1351 articles. The most influential journal with the highest number of articles is the Journal of Physics Conference Series, with 243 articles. The major contextualized learning literatures in this study tend to fall into broad groups such as Project-based Learning, Education, and STEM Education. These findings suggest the need for multidisciplinary and cross-disciplinary studies on project-based learning research on chemistry learning and advocate for the inclusion of project-based learning research in education from a broader geographical context.

References

Ahmad, S., Watrianthos, R., Dwinggo Samala, A., Muskhir, M., & Dogara, G. (2023). Project-based Learning in Vocational Education: A Bibliometric Approach. International Journal of Modern Education and Computer Science, 15(4), 43–56. https://doi.org/10.5815/ijmecs.2023.04.04

Alfaro-Ponce, B., Durán-González, R., Morales-Maure, L., & Sanabria-Z, J. (2024). Citizen science as a relevant approach to the challenges of complex thinking development in higher education: Mapping and bibliometric analysis. Humanities and Social Sciences Communications, 11(341), 1–13. https://doi.org/10.1057/s41599-024-02853-5

Baraibar-Diez, E., Luna, M., Odriozola, M. D., & Llorente, I. (2020). Mapping Social Impact: A Bibliometric Analysis. Sustainability, 12, 1–20. https://doi.org/10.3390/su12229389

Beier, M. E., Kim, M. H., Saterbak, A., Leautaud, V., Bishnoi, S., & Gilberto, J. M. (2019). The effect of authentic project‐based learning on attitudes and career aspirations in STEM. Journal of Research in Science Teaching, 1(1), 1–21. https://doi.org/10.1002/tea.21465

Chang, C.-Y., Lai, C.-L., & Hwang, G.-J. (2018). Trends and research issues of mobile learning studies in nursing education: A review of academic publications from 1971 to 2016. Computers & Education, 116, 28–48. https://doi.org/10.1016/j.compedu.2017.09.001

Chen, C.-H., & Yang, Y.-C. (2019). Revisiting the effects of project-based learning on students’ academic achievement: A meta-analysis investigating moderators. Educational Research Review, 26, 71–81. https://doi.org/10.1016/j.edurev.2018.11.001

Chen, J., Kolmos, A., & Du, X. (2021). Forms of implementation and challenges of PBL in engineering education: A review of literature. European Journal of Engineering Education, 46(1), 90–115. https://doi.org/10.1080/03043797.2020.1718615

Chu, C., Dewey, J. L., & Zheng, W. (2023). An Inorganic Chemistry Laboratory Technique Course using Scaffolded, Inquiry-Based Laboratories and Project-Based Learning. Journal of Chemical Education, 100, 3500–3508. https://doi.org/10.1021/acs.jchemed.3c00547

Domenici, V. (2022). STEAM Project-Based Learning Activities at the Science Museum as an Effective Training for Future Chemistry Teachers. Education Sciences, 12(30), 1–32. https://doi.org/10.3390/educsci12010030

Donthu, N., Kumar, S., Mukherjee, D., Pandey, N., & Lim, W. M. (2021). How to conduct a bibliometric analysis: An overview and guidelines. Journal of Business Research, 133(1), 285–296. https://doi.org/10.1016/j.jbusres.2021.04.070

Eck, N. J. V., Waltman, L., Dekker, R., & Van Den Berg, J. (2010). A comparison of two techniques for bibliometric mapping: Multidimensional scaling and VOS. Journal of the American Society for Information Science and Technology, 61(12), 1–20. https://doi.org/10.1002/asi.21421

Guo, P., Saab, N., Post, L. S., & Admiraal, W. (2020). A review of project-based learning in higher education: Student outcomes and measures. International Journal of Educational Research, 102, 1–13. https://doi.org/10.1016/j.ijer.2020.101586

Hadgraft, R. G., & Kolmos, A. (2020). Emerging learning environments in engineering education. Australasian Journal of Engineering Education, 1–14. https://doi.org/10.1080/22054952.2020.1713522

He, P., Chen, I., Touitou, I., Bartz, K., Schneider, B., & Krajcik, J. (2023). Predicting student science achievement using post‐unit assessment performances in a coherent high school chemistry project‐based learning system. Journal of Research in Science Teaching, 60, 724–760. https://doi.org/10.1002/tea.21815

Hsu, T.-C., Chang, S.-C., & Hung, Y.-T. (2018). How to learn and how to teach computational thinking: Suggestions based on a review of the literature. Computers & Education, 126, 296–310. https://doi.org/10.1016/j.compedu.2018.07.004

Jiang, B., Hong, N., Zhao, F., & Dong, F. (2024). Visualization and analysis of mapping knowledge domains for optic neuritis: A bibliometric research from 2013 to 2022. International Ophthalmology, 44(57), 1–18. https://doi.org/10.1007/s10792-024-02948-7

Masuda, S., Mori, K., Futamura, Y., & Yamashita, H. (2018). PdAg Nanoparticles Supported on Functionalized Mesoporous Carbon: Promotional Effect of Surface Amine Groups in Reversible Hydrogen Delivery/Storage Mediated by Formic Acid/CO2. ACS Catalysis, 8(3), 2277–2285. https://doi.org/10.1021/acscatal.7b04099

McLaughlin, S., Amir, H., Garrido, N., Turnbull, C., Rouncefield-Swales, A., Swadźba-Kwaśny, M., & Morgan, K. (2024). Evaluating the Impact of Project-Based Learning in Supporting Students with the A-Level Chemistry Curriculum in Northern Ireland. Journal of Chemical Education, 101, 537–546. https://doi.org/10.1021/acs.jchemed.3c01184

Mhando, F., Dhamir, M., Qadri, S. A. H., Seidel, S. S., Ackermann, K., Anderson, C., Sanga, E., & Juma, O. A. (2023). Community Advisory Boards: A Bibliometrics Analysis and Future Research Directions. Voice of the Publisher, 09, 129–149. https://doi.org/10.4236/vp.2023.93013

Rivadeneira, J., & Inga, E. (2023). Interactive Peer Instruction Method Applied to Classroom Environments Considering a Learning Engineering Approach to Innovate the Teaching–Learning Process. Education Sciences, 13(301), 1–25. https://doi.org/10.3390/educsci13030301

Sagita, L., Putri, R. I. I., Zulkardi, & Prahmana, R. C. I. (2023). Promising research studies between mathematics literacy and financial literacy through project-based learning. Journal on Mathematics Education, 13(4), 753–772. https://doi.org/10.22342/jme.v13i4.pp753-772

Solihah, P. A., Kaniawati, I., Samsudin, A., & Riandi, R. (2024). Prototype of Greenhouse Effect for Improving Problem-Solving Skills in Science, Technology, Engineering, and Mathematics (STEM)-Education for Sustainable Development (ESD): Literature Review, Bibliometric, and Experiment. Indonesian Journal of Science and Technology, 9(1), 163–190. https://doi.org/10.17509/ijost.v9i1.66773

Spikol, D., Ruffaldi, E., Dabisias, G., & Cukurova, M. (2018). Supervised machine learning in multimodal learning analytics for estimating success in project‐based learning. Journal of Computer Assisted Learning, 1–12. https://doi.org/10.1111/jcal.12263

Sudarmin, S., Pujiastuti, Rr. S. E., Asyhar, R., Tri Prasetya, A., Diliarosta, S., & Ariyatun, A. (2023). Chemistry project-based learning for secondary metabolite course with ethno-STEM approach to improve students’ conservation and entrepreneurial character in the 21st century. Journal of Technology and Science Education, 13(1), 393–409. https://doi.org/10.3926/jotse.1792

Suradika, A., Dewi, H. I., & Nasution, M. I. (2023). Project-Based Learning and Problem-Based Learning Models in Critical and Creative Students. Jurnal Pendidikan IPA Indonesia, 12(1), 153–167. https://doi.org/10.15294/jpii.v12i1.39713

Tao, X., Wang, G., Wei, W., Su, J., Chen, X., Shi, M., Liao, Y., Qin, T., Wu, Y., Lu, B., Liang, H., Ye, L., & Jiang, J. (2024). A bibliometric analysis of m6A methylation in viral infection from 2000 to 2022. Virology Journal, 21(20), 1–15. https://doi.org/10.1186/s12985-024-02294-1

Vogler, J. S., Thompson, P., Davis, D. W., Mayfield, B. E., Finley, P. M., & Yasseri, D. (2018). The hard work of soft skills: Augmenting the project-based learning experience with interdisciplinary teamwork. Instructional Science, 46, 457–488. https://doi.org/10.1007/s11251-017-9438-9

Wang, C., Chen, X., Yu, T., Liu, Y., & Jing, Y. (2024). Education reform and change driven by digital technology: A bibliometric study from a global perspective. Humanities and Social Sciences Communications, 11(256), 1–17. https://doi.org/10.1057/s41599-024-02717-y

Yalcinkaya, T., & Yucel, S. C. (2024). Bibliometric and content analysis of ChatGPT research in nursing education: The rabbit hole in nursing education. Nurse Education in Practice, 77, 1–10. https://doi.org/10.1016/j.nepr.2024.103956

Author Biographies

Ika Hasanah, Universitas Pendidikan Indonesia

Sjaeful Anwar, Universitas Pendidikan Indonesia

Iqbal Musthapa, Universitas Pendidikan Indonesia

License

Copyright (c) 2024 Ika Hasanah, Sjaeful Anwar, Iqbal Musthapa

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

Authors who publish with Jurnal Penelitian Pendidikan IPA, agree to the following terms:

  1. Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution 4.0 International License (CC-BY License). This license allows authors to use all articles, data sets, graphics, and appendices in data mining applications, search engines, web sites, blogs, and other platforms by providing an appropriate reference. The journal allows the author(s) to hold the copyright without restrictions and will retain publishing rights without restrictions.
  2. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in Jurnal Penelitian Pendidikan IPA.
  3. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).