Fajar Naqsyahbandi, Eli Rohaeti, Anti Kolonial Prodjosantoso
This study aims to map the trends and developments in research related to Engineering Design Process (EDP) in chemistry education through a bibliometric approach. EDP is an approach that emphasizes engineering design-based problem solving in the context of science and technology, which is increasingly relevant in strengthening STEM education. The analysis was conducted on 344 articles obtained from the Scopus database, published between 2014 and October 2024. The data were analyzed using Biblioshiny from RStudio and VOSviewer to explore various bibliometric indicators such as “number of publications per year”, “most productive countries and institutions”, “author collaboration”, “frequently occurring keywords”, and “thematic mapping”. The results show that the number of publications related to EDP in chemistry learning has increased significantly over the last decade. The United States is the country with the largest contribution, followed by China, Indonesia, and Turkey. The most active institution is Purdue University, while the journal with the most publications on this topic is Sustainability. The most frequent and closely related keywords are STEM education, engineering design, problem solving, and chemistry education. Thematic mapping revealed that themes such as design-based learning, authentic learning, and engineering practices fall into the motor themes category, reflecting the high influence and maturity of concepts in this field. In contrast, there are also emerging or niche themes such as teacher education, recycling, and student motivation. The implications of these findings highlight the importance of EDP integration in chemistry curriculum and learning practices, especially in developing students' critical thinking, problem-solving, and collaboration skills. In addition, these results can also serve as a reference for educators, researchers, and policy makers to design innovative learning strategies that support the implementation of engineering-based chemistry education more systematically and contextually. © 2026, Malque Publishing. All rights reserved.
Department of Chemistry Education, Faculty of Mathematics and Natural Sciences, Yogyakarta State University, Yogyakarta, Indonesia
