DEVELOPMENT TRENDS IN LOCAL WISDOM-BASED PROBLEM-BASED LEARNING FOR PHYSICS EDUCATION: A SYSTEMATIC LITERATURE REVIEW AND BIBLIOMETRIC ANALYSIS

Abstract

This study examines the development of local wisdom-based Problem-Based Learning (PBL) in physics education through a systematic literature review and bibliometric analysis. The systematic review identified 13 eligible full-text studies, while the bibliometric analysis examined 300 deduplicated records retrieved from OpenAlex. The review synthesized the forms of local wisdom integration, learning outcomes, and research characteristics, while bibliometric analysis examined publication trends and author patterns. The findings indicate that local wisdom has been integrated into physics PBL through traditional games, transportation, cultural architecture, traditional practices, and local environmental phenomena. The reviewed studies primarily focused on conceptual understanding, learning achievement, critical and creative thinking, and scientific literacy. In contrast, problem-solving skills and scientific attitudes were less frequently investigated as explicit outcomes. Bibliometric findings indicate substantial growth in research activity, particularly after 2022, with 2025 representing the peak publication year. Overall, local wisdom-based PBL represents an emerging approach for connecting culturally meaningful contexts with physics learning. Future research should provide stronger empirical evidence concerning its effects on specific scientific competencies, particularly problem-solving skills and scientific attitudes.