TRENDS AND RESEARCH FRONTIERS IN PHYSICS EDUCATION: A BIBLIOMETRIC ANALYSIS FROM YEAR 2021-2025

Abstract

This study explores global trends and research frontiers in physics education from 2021 to 2025 through a bibliometric analysis of 886 publications indexed in Scopus. Using Scopus Analyzer, descriptive statistics and growth patterns were examined, while OpenRefine ensured dataset consistency and VOSviewer facilitated network mapping of co-authorships, citations, and keyword co-occurrence. The findings reveal a steady increase in research output, peaking in 2024 with 200 publications, before a slight drop in 2025 due to indexing delays. The United States emerged as the largest contributor, followed by Indonesia, which demonstrates the growing visibility of Southeast Asian scholarship. Journal analysis highlights Physics Education as the dominant outlet, complemented by regional and interdisciplinary journals that reflect diverse contexts and themes. Keyword co-occurrence analysis identified seven clusters, underscoring research frontiers in technology integration (augmented/virtual reality, e-learning), affective and cognitive constructs (motivation, self-efficacy, critical thinking), STEM and curriculum reform, and traditional physics teaching practices. Co-authorship mapping revealed nine international collaboration clusters, with the United States, Germany, Indonesia, and China as central nodes, alongside smaller yet high-impact contributors such as Finland and the Netherlands. These results demonstrate a field that balances established pedagogical concerns with expanding frontiers shaped by technology and global collaboration. The study contributes to the body of knowledge by offering empirical insights into the specialization, diversification, and internationalization of physics education research, providing guidance for future investigations and policy development.