Research Trends in Contextual Teaching and Learning in Elementary Science Education: A Bibliometric Analysis (2021–2025)

Abstract

Contextual Teaching and Learning (CTL) has been widely implemented in elementary science education, with previous studies primarily examining its effectiveness in improving students' learning outcomes. However, existing literature reviews and bibliometric studies have mainly emphasized learning effectiveness rather than providing a comprehensive bibliometric mapping of CTL research in elementary science education. Therefore, this study aimed to analyze publication trends, journal characteristics, author collaboration, keyword networks, methodological approaches, and citation impact to identify research developments and gaps in CTL research published between 2021 and 2025. Following the PRISMA 2020 guidelines, relevant literature was retrieved from the Google Scholar and Scopus databases using Publish or Perish, managed with Covidence AI, and analyzed using Microsoft Excel and VOSviewer. Of the 353 records initially identified, 39 articles met the inclusion criteria. The findings revealed a steady increase in publication output, rising from five articles in 2021 to fourteen articles in 2025. All included studies were published in SINTA-indexed journals, whereas no Scopus-indexed articles met the inclusion criteria. The dominant keywords were Contextual Teaching and Learning, learning outcomes, learning, and science education, while author collaboration remained fragmented into small research clusters. Quantitative and Research and Development (R&D) approaches were the predominant methodologies, indicating that CTL research continues to focus primarily on learning effectiveness. Citation analysis further showed that the most highly cited studies mainly investigated learning outcomes, scientific literacy, learning motivation, and cognitive skills. These findings highlight the need to strengthen international collaboration, improve publication quality, diversify research methodologies, and expand CTL research beyond learning outcomes. Future bibliometric studies should broaden database coverage and incorporate advanced citation-based analyses to provide a more comprehensive understanding of CTL research development.