Wildan Nuril Ahmad Fauzi, Wuri Wuryandani, Supartinah
Creative thinking has become a central competency in 21st-century education, yet research on how it is cultivation in primary schools remains fragmented. Existing studies tend to focus on isolated models or outcomes, with limited synthesis across contexts and pedagogies. To address this gap, we conducted an integrative review combining bibliometric analysis and systematic review. A bibliometric analysis of 204 Scopus-indexed articles (2014–2024) mapped publication patterns, thematic developments, and conceptual structures, revealing steady growth, with Southeast Asia, particularly Indonesia, as a leading hub and East Asia, notably China, making strong contributions. The COVID-19 pandemic emerged as a pivotal inflection point, accelerating research on digital creativity, resilience, and self-regulated learning. Complementing this, a systematic review of 51 studies (2014–2024) identified four pedagogical orientations: constructivist, inquiry-STEM, arts-integrated, and digital-hybrid. Each orientation fostered distinct creative outcomes but was constrained by inconsistent assessments practices and methodological limitations. Collectively, these findings indicate a shift toward multimodal, learner-centered instruction. We propose an integrative framework linking bibliometric trends with classroom practice and recommend that future studies develop robust, context-sensitive assessments and pursue cross-cultural comparisons. © 2025 The Authors.
Doctoral Program in Elementary Education, Faculty of Education, Universitas Negeri Yogyakarta, Jl. Colombo No. 1, Karangmalang, Caturtunggal, Kecamatan Depok, Santren, Kec. Depok, Kabupaten Sleman, Daerah Istimewa, Yogyakarta, 55281, Indonesia; Department of Elementary Education, Faculty of Education, Universitas Negeri Yogyakarta, Jl. Colombo No. 1, Karangmalang, Caturtunggal, Kecamatan Depok, Santren, Kec. Depok, Kabupaten Sleman, Daerah Istimewa, Yogyakarta, 55281, Indonesia
