Phenomenon-based learning: a bibliometric analysis towards future-ready education
DOI:
https://doi.org/10.17509/curricula.v5i1.93737Keywords:
contextual learning, future-ready education, phenomenon-based learningAbstract
The transformation of 21st-century education demands an approach that integrates knowledge, technology, and real-world contexts to foster critical thinking and collaboration, positioning Phenomenon-Based Learning (PhBL) as an innovative model that links authentic experiences with conceptual understanding. This study aims to map and analyze global developments, thematic directions, and digital integration in PhBL research. The method used is a bibliometric approach to 352 Scopus-indexed publications from 1982 to 2024, with performance and science mapping analysis using VOSviewer software. The results show a significant increase in PhBL publications after 2016, peaking in 2024, indicating the growing relevance of this approach in contextual and technology-based learning. Keyword co-occurrence analysis identified five main clusters that describe the paradigm shift in PhBL from human-centered pedagogy to digitally integrated learning. These findings suggest that PhBL has developed into an interdisciplinary framework that integrates pedagogy and technology while addressing Indonesia’s priority education issues, including climate change, health education, and financial literacy. In conclusion, PhBL is a promising learning innovation for realizing meaningful, adaptive, and sustainable learning in facing the challenges of 21st-century education.
Abstrak
Transformasi pendidikan abad ke-21 menuntut pembelajaran yang mengintegrasikan pengetahuan, teknologi, dan konteks nyata untuk mengembangkan berpikir kritis dan kolaborasi, dengan Phenomenon-Based Learning (PhBL) sebagai model inovatif yang menghubungkan pengalaman autentik dan pemahaman konseptual. Penelitian ini bertujuan untuk memetakan dan menganalisis perkembangan global, arah tematik, serta integrasi digital dalam riset PhBL. Metode yang digunakan adalah pendekatan bibliometrik terhadap 352 publikasi terindeks Scopus periode 1982–2024 dengan analisis performance dan science mapping menggunakan perangkat lunak VOSviewer. Hasil penelitian menunjukkan peningkatan signifikan publikasi PhBL setelah tahun 2016 dan mengalami puncak publikasi tahun 2024, menandakan meningkatnya relevansi pendekatan ini dalam pembelajaran kontekstual dan berbasis teknologi. Analisis keterkaitan kata kunci mengidentifikasi lima klaster utama yang menggambarkan pergeseran paradigma PhBL dari pedagogik yang berpusat pada manusia menuju pembelajaran yang terintegrasi secara digital. Temuan ini menunjukkan bahwa PhBL berkembang menjadi kerangka pembelajaran interdisipliner yang mengintegrasikan pedagogik dan teknologi serta relevan dalam menjawab isu prioritas pendidikan Indonesia, yakni perubahan iklim, kesehatan, dan literasi finansial. Kesimpulannya, PhBL merupakan inovasi pembelajaran yang prospektif untuk mewujudkan pembelajaran bermakna, adaptif, dan berkelanjutan dalam menghadapi tantangan pendidikan abad 21.
Kata Kunci: pembelajaran berbasis fenomena; pembelajaran kontekstual; pendidikan masa depan
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