A Bibliometric Analysis of STEM-Based Interactive Modules in Physics Education: Research Trends, Thematic Structures, and Emerging Directions (2010–2026)
- Bening Puspa Dewi
- Firmanul Catur Wibowo
- Hadi Nasbey
Keywords
- Bibliometric analysis
- Interactive modules
- Physics education
- STEM education
- Technology-enhanced learning
How to Cite
Abstract
STEM education and interactive learning technologies are increasingly converging in physics education through e-modules, simulations, e-learning, virtual laboratories, augmented reality, virtual reality, and related digital environments. This study maps research trends, thematic structures, and emerging directions in STEM-based interactive modules in physics education from 2010 to 2026. A bibliometric analysis of 127 Scopus-indexed documents was conducted using Bibliometrix/Biblioshiny in RStudio, covering annual production, citations, publication sources, term frequency, trend topics, co-occurrence networks, density mapping, and thematic mapping. Publication output accelerated after 2019. The field was dominated by students, physics education, STEM, engineering education, STEM education, e-learning, virtual reality, and learning systems. The thematic map identified STEM education, virtual reality, curricula and students, STEM engineering education as motor themes, while physics education, teaching, e- learning formed a basic theme. Computational thinking, mixed reality, gamification, and science technologies remained less consolidated but showed emerging potential. The findings suggest that future research should move beyond technology adoption by strengthening pedagogical coherence, meaningful interactivity, and explicit cross-disciplinary STEM integration.
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