Silfi Melindawati, E. Kus Eddy Sartono, Wuri Wuryandani, Fatia Fatimah
Problem-based learning (PBL) has received increasing scholarly attention in social science education research due to its relevance for inquiry-oriented and student-centered learning approaches. Despite this growing interest, systematic mapping of the development, thematic orientation, and collaborative structures of PBL research in elementary social studies remains limited. This study conducts a comprehensive bibliometric analysis to examine publication trends, intellectual structures, and research networks related to PBL in social science education. Data were retrieved from the Scopus database in October 2025 using the search query TITLE-ABS-KEY (“problem-based learning model” AND “social sciences”) and refined to 2,536 English-language journal articles published between 2013 and 2023. Bibliometric analysis and visualization were performed using VOSviewer and RStudio to explore annual publication growth, leading authors and institutions, highly cited documents, country contributions, and keyword co-occurrence patterns. The findings indicate relatively stable publication output over the past decade, with dominant contributions originating from the United States, the United Kingdom, and Indonesia. Thematic and keyword mapping reveal that most studies are concentrated in higher education and health-related contexts, while research addressing elementary social studies remains limited. Major research clusters focus on curriculum development, assessment practices, and learning systems, alongside emerging themes related to context-sensitive and culturally responsive approaches. These patterns confirm the marginal position of elementary social studies within the broader PBL research landscape and highlight the uneven distribution of scholarly attention across educational levels. By systematically mapping existing research structures and thematic trends, this study identifies critical gaps and underexplored areas that require further investigation. The findings provide a bibliometric reference for researchers and policymakers seeking to strengthen theoretical frameworks, methodological rigor, and contextual applications of PBL in elementary social studies and support the development of more focused and evidence-based future research agendas in this field. © 2026, Malque Publishing. All rights reserved.
Elementary Education, Universitas Negeri Yogyakarta, Special Region of Yogyakarta, Yogyakarta, Indonesia; Elementary School Teacher Training, Universitas Adzkia, West Sumatra, Padang, Indonesia; Department of Mathematics, Universitas Terbuka, West Sumatra, Padang, Indonesia
