Problem-Based Learning in Mathematics Education: A Bibliometric Analysis of Key Trends and Future Directions in the Last Decade

Background/purpose. This study aims to explore the research trends, influential contributors, and thematic developments in PBL within the context of school-level mathematics education over the period 2015–2024. Materials/methods. A bibliometric analysis was conducted on 430 documents indexed in the Scopus database. The analysis employed R-Biblioshiny and VOSviewer tools to examine publication patterns, author and institutional contributions, keyword co-occurrence, and thematic clustering. Results. The findings reveal a significant increase in PBL-related publications over the past decade. Indonesia, particularly Universitas Negeri Semarang and Universitas Pendidikan Indonesia, emerged as leading contributors. Capraro M.M., Arnawa I.M., and Capraro R.M. were identified as the most prolific authors, while Han and Laforce had the highest citation impact. The Journal of Physics: Conference Series and AIP Conference Proceedings were the most frequently cited publication outlets. Three major themes were identified: the development of critical thinking skills, the integration of PBL with STEM education, and the incorporation of educational technologies. Conclusion. This study maps the growth of PBL research in mathematics education and highlights future directions, including AI and transdisciplinary approaches. These insights support the development of more innovative and technology-based practices