Exploration problem-based learning in mathematics learning in higher education: A bibliometric review

Problem-Based Learning (PBL) has gained widespread recognition as a student-centered pedagogical approach that enhances conceptual understanding, problem-solving skills, and critical thinking in higher mathematics education. This bibliometric study analyzes 250 Scopus-indexed publications to map global research trends, influential authors, institutional networks, and thematic structures in PBL scholarship. Scopus was exclusively selected for its comprehensive metadata and compatibility with Biblioshiny R and VOSviewer, which enabled precise visualization of publication dynamics, collaboration patterns, and keyword co-occurrences. The findings indicate a notable increase in research output from 2006 to 2020, followed by diversification toward digital, interdisciplinary, and hybrid learning contexts. The United States remains the leading contributor in terms of publication volume, while emerging contributions from Indonesia and Malaysia highlight growing international collaboration. Seven thematic clusters were identified, encompassing interdisciplinary integration, technology-enhanced and student-centered learning, professional development, curriculum innovation, theoretical consolidation in mathematics, integration with other active learning strategies, and applications linking academic preparation with workforce readiness. Overlay visualization further reveals emerging themes such as blended learning, project-based inquiry, teacher professional development, and lifelong learning, reflecting PBL's expanding relevance across educational levels. Collectively, these results demonstrate that PBL has evolved into a multidimensional pedagogical framework that supports digital transformation, inquiry-driven learning, and competence-based education. Although the study's single-database scope limits generalizability, its findings provide valuable insights for educators, curriculum developers, and policymakers, offering an evidence-based foundation for the strategic integration of PBL in mathematics education to foster adaptability, collaboration, and innovation in higher education.