Inovasi dalam Pendidikan: Pemetaan Tiga Tahun Penelitian tentang Pembelajaran Berbasis Masalah dan Berpikir Kritis
DOI:
https://doi.org/10.36312/2e0n6536Keywords:
Problem-Based Learning, Critical thinking, Bibliometric Analysis, Pedagogical InnovationAbstract
Perubahan cepat dalam pendidikan abad ke-21 menuntut strategi pembelajaran yang efektif dalam mengembangkan kemampuan berpikir kritis. Penelitian ini memetakan lanskap penelitian terkait Problem-Based Learning (PBL) dan critical thinking selama 2023–2025 melalui analisis bibliometrik terhadap 105 artikel yang terindeks di Scopus, menggunakan teknik co-occurrence, co-authorship, dan thematic mapping dengan bantuan VOSviewer versi 1.6.19. Hasil menunjukkan tren publikasi yang dinamis dengan pola naik–puncak–stabilisasi, menekankan dua kluster utama: pengembangan kurikulum dan desain pembelajaran berbasis masalah untuk meningkatkan keterampilan analitis, serta penerapan PBL dalam pendidikan profesional, khususnya keperawatan, untuk meningkatkan kompetensi praktis. Analisis kolaborasi internasional menyoroti dominasi negara-negara Asia, dengan Australia dan Kanada sebagai knowledge hubs, memperlihatkan keterhubungan global dalam pengembangan PBL dan berpikir kritis. Temuan penelitian menegaskan bahwa PBL berfungsi sebagai kerangka transformasional yang mengintegrasikan teori, praktik, dan konteks belajar, sehingga meningkatkan kemampuan berpikir kritis secara multidimensional. Namun, terdapat gap penelitian terkait keterbatasan representasi konteks, desain metodologis, dan pemanfaatan teknologi pendidikan. Penelitian selanjutnya direkomendasikan untuk mengembangkan studi PBL yang multidimensional dan inklusif, menganalisis proses kognitif, diversifikasi konteks, adaptasi lintas budaya, serta integrasi teknologi, guna memperkuat bukti empiris dan menyediakan panduan praktis bagi implementasi pendidikan inovatif yang relevan dengan tuntutan abad ke-21.
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