A Bibliometric Study of Models Fostering Critical Thinking, Communication, Creativity, and Collaboration Skills

Frita Dwi Wijayanti; Sarwanto Sarwanto; Dewanto Harjunowibowo

doi:10.51673/jips.v6i1.2454

Frita Dwi Wijayanti Master of Physics Education Study Program, Faculty of Teacher Training and Education, University of Sebelas Maret, Indonesia
Sarwanto Sarwanto Master of Physics Education Study Program, Faculty of Teacher Training and Education, University of Sebelas Maret, Indonesia
Dewanto Harjunowibowo Master of Physics Education Study Program, Faculty of Teacher Training and Education, University of Sebelas Maret, Indonesia

DOI: https://doi.org/10.51673/jips.v6i1.2454

Keywords: 21st-century-skills, STEM, physics, PjBL, bibliometric

Abstract

This study aims to explore instructional models that foster 21st-century skills in secondary school physics education, focusing on critical thinking, communication, creativity, and collaboration. A bibliometric analysis was conducted on 142 publications from the past decade, utilising tools such as VOSviewer to identify dominant learning approaches, including Project-Based Learning (PjBL), guided inquiry, and STEM education. The results indicate that while STEM education significantly influences physics learning, specific research in this area remains limited. Key findings reveal the effectiveness of collaborative teaching methods, digital tools, and tailored interventions in enhancing students' practical application of these skills. This research provides valuable insights for educators and researchers seeking to cultivate essential physics education competencies, addressing the educational landscape's evolving demands.