How is STEM integration transforming in physics learning? A comprehensive bibliometric analysis

The integration of STEM in physics learning has gained significant attention, yet its evolving trends and impact on educational practices remain underexplored. This study aims to explore the integration of STEM in physics learning (STEM-PL) through a comprehensive bibliometric and systematic review analysis, emphasizing its evolution, key contributors, and emerging trends over the past decade (2015-2024). Using Scopus as the primary data source, this analysis identified 925 publications. The trend of STEM-PL-related publications continues to increase, with the highest publication spike in 2018-2021 occurring in the digital transformation of education. The United States and Indonesia are the countries with the most contributions. The most dominant author and affiliation came from Indonesia, namely Yuliati L, and the Universitas Negeri Malang. Keywords such as student, engineering education, and STEM are the most prominent nodes, underlining the main focus of this field. Emerging themes, such as integrating advanced technologies, indicate potential future directions. The study's limitations were using a single database (Scopus) and prioritizing English documents. Recommendations for future research include comparisons with other databases related to the STEM-PL field and to be more specific on socio-scientific issues to address global challenges.