Yuni Hartati Eliya Rosa, Isana Supiah Yosephine Louise, Mizzan Ayubi, Yuninda Adumiranti
Technology is an essential part of learning, one of which is the flipped classroom method. Flipped classroom learning allows students to study flexibly, anywhere, without being confined to a traditional classroom setting. This study aims to identify the publication trends of research on flipped classrooms, particularly in chemistry education. To achieve this, a bibliometric study was conducted from 2014 to 2025 using VOSViewer and Biblioshiny analyses. Data was retrieved from Scopus.com using search keywords such as “flipped learning”, “flipped classroom”, “flipped-classroom”, and “chemistry learning”, resulting in 145 articles. The findings indicate that the USA has a significant contribution to the citation of flipped classroom articles. This research remains highly relevant and should be further developed in the field of education. The analysis revealed collaborations between authors and identified several key terms frequently used, such as ‘active student’, ‘teaching’, ‘flipped classroom’, and ‘artificial intelligence’. These findings provide a solid foundation for further research and collaboration across disciplines, which will drive technological advancements in the twenty-first century. © The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd. 2026.
Chemistry Education Department, Faculty of Mathematics and Natural Sciences, Yogyakarta State University, Yogyakarta, Indonesia
